Introduction to Perioperative Nursing
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Nursing Specialization in the UAE
Nursing Specialization in the UAE Specialization Committee Prepared by : Michelle Machon, RN, MSN Presented by: Aysha Al Mehri, RN Nursing Specialization Specialization refers to “the acquisition of a level of knowledge and skill in a particular area of nursing/ patient population which is greater than that acquired during the course of basic nursing education” (ICN, 2009) Levels of Specialty Description Education Qualification A nurse with experience in a certain area of No formal RN nursing who is recognized by the employer or education licensing authority as “specialized” in the field. Specialty specific certificate short courses e.g. one month RN wound care course Specialty nurses without general RN training (e.g. 3 year “direct RN pediatrics, psychiatry, etc.) entry” degree Post RN graduate specialty programs focusing on a 12-18 month post- Specialty RN patient population (e.g. peds, critical care, etc.) graduate diploma Specialized in a specific patient Masters level Specialty RN or population/disease process (e.g. Cardiology or program Advanced Neurosurgery Clinical Nurse Specialist) or in a Practice RN functional field of nursing (quality, education etc) “Advanced practice” nurse training resulting in Masters or PhD Advanced autonomous practitioners (Nurse level Practice RN Practitioner/Nurse Anesthetist). Possible Specialties worldwide 200 + including: Hyperbaric nursing Perioperative nursing Immunology and allergy nursing Private duty nursing Ambulatory care nursing Intravenous therapy nursing Psychiatric or mental health nursing -
Assessment Module
Assessment Module 1 | Page Assessment May 2017 Table of Contents About this Module/Overview/Objectives……………………………………………...Page 3 Pre-test…………………………………………………………………………………Pages 4-5 Chapter 1……………………………………………………………………………....Pages 6-12 Overview Focused Assessment vs. Comprehensive Assessment Considerations in preparing for a physical exam Geriatric Assessment Nursing Components Considerations in Elderly Residents Chapter 2……………………………………………………………………………...Pages 12-14 Root Cause of Behaviors Physiologic Social Environmental Psychosocial Chapter 3……………………………………………………………………………...Pages 14-16 Risk Assessment Eyes Ears Hemiparesis Paraplegia Where to place the resident in the room Chapter 4……………………………………………………………...………………Pages 16-18 Texas Board of Nursing and Assessments Federal Nursing Facility Regulations F272: Comprehensive Assessments State Nursing Facility Regulations Chapter 5………………………………………………………………………….......Pages 18-19 Resources “This is me” “This is me: My Care Passport” Alternate Communication Boards Pain, Pain Go Away Presentation Appendices……………………………………………………………………………Pages 20-48 2 | Page Assessment May 2017 About this Module: Assessment is a key component of nursing practice, required for planning and the provision of resident and family centered care. Information that is obtained from an accurate assessment serves as the foundation for age-appropriate nursing care, enhancing the residents’ quality of life and independence. The LVN must have a specific set of skills in order to adequately and effectively assess the resident, including: a physical assessment; a functional assessment; and any additional information about the resident that would be used to develop the care plan. This module will provide you with all of the information necessary to ensure adequate assessments are completed for each resident in the facility, meeting the state and federal requirements for resident assessment. Overview: Conditions such as functional impairment and dementia are common in nursing home residents. -
Nursing Students' Perspectives on Telenursing in Patient Care After
Clinical Simulation in Nursing (2015) 11, 244-250 www.elsevier.com/locate/ecsn Featured Article Nursing Students’ Perspectives on Telenursing in Patient Care After Simulation Inger Ase Reierson, RN, MNSca,*, Hilde Solli, RN, MNSc, CCNa, Ida Torunn Bjørk, RN, MNSc, Dr.polit.a,b aFaculty of Health and Social Studies, Institute of Health Studies, Telemark University College, 3901 Porsgrunn, Norway bFaculty of Medicine, Institute of Health and Society, Department of Nursing Science, University of Oslo, 0318 Oslo, Norway KEYWORDS Abstract telenursing; Background: This article presents the perspectives of undergraduate nursing students on telenursing simulation; in patient care after simulating three telenursing scenarios using real-time video and audio nursing education; technology. information and Methods: An exploratory design using focus group interviews was performed; data were analyzed us- communication ing qualitative content analysis. technology; Results: Five main categories arose: learning a different nursing role, influence on nursing assessment qualitative content and decision making, reflections on the quality of remote comforting and care, empowering the pa- analysis tient, and ethical and economic reflections. Conclusions: Delivering telenursing care was regarded as important yet complex activity. Telenursing simulation should be integrated into undergraduate nursing education. Cite this article: Reierson, I. A., Solli, H., & Bjørk, I. T. (2015, April). Nursing students’ perspectives on telenursing in patient care after simulation. Clinical Simulation in Nursing, 11(4), 244-250. http://dx.doi.org/ 10.1016/j.ecns.2015.02.003. Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/ by-nc-nd/4.0/). -
Cardiovascular Assessment
Cardiovascular Assessment A Home study Course Offered by Nurses Research Publications P.O. Box 480 Hayward CA 94543-0480 Office: 510-888-9070 Fax: 510-537-3434 No unauthorized duplication photocopying of this course is permitted Editor: Nurses Research 1 HOW TO USE THIS COURSE Thank you for choosing Nurses Research Publication home study for your continuing education. This course may be completed as rapidly as you desire. However there is a one-year maximum time limit. If you have downloaded this course from our website you will need to log back on to pay and complete your test. After you submit your test for grading you will be asked to complete a course evaluation and then your certificate of completion will appear on your screen for you to print and keep for your records. Satisfactory completion of the examination requires a passing score of at least 70%. No part of this course may be copied or circulated under copyright law. Instructions: 1. Read the course objectives. 2. Read and study the course. 3. Log back onto our website to pay and take the test. If you have already paid for the course you will be asked to login using the username and password you selected when you registered for the course. 4. When you are satisfied that the answers are correct click grade test. 5. Complete the evaluation. 6. Print your certificate of completion. If you have a procedural question or “nursing” question regarding the materials, call (510) 888-9070 for assistance. Only instructors or our director may answer a nursing question about the test. -
Use of Nursing Diagnosis in CA Nursing Schools
USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS January 2018 Funded by generous support from the California Hospital Association (CHA) Copyright 2018 by HealthImpact. All rights reserved. HealthImpact 663 – 13th Street, Suite 300 Oakland, CA 94612 www.healthimpact.org USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS INTRODUCTION As part of the effort to define the value of nursing, a common language continues to arise as a central issue in understanding, communicating, and carrying out nursing's unique role in identifying and treating patient response to illness. The diagnostic process and evidence-based interventions developed and subsequently implemented by a practice discipline describe its unique contribution, scope of accountability, and value. The specific responsibility registered nurses (RN) have in assessing patient response to health and illness and determining evidence-based etiology is within the realm of nursing’s autonomous scope of practice, and is referred to as nursing diagnosis. It is an essential element of the nursing process and is followed by implementing specific interventions within nursing’s scope of practice, providing evidence that links professional practice to health outcomes. Conducting a comprehensive nursing assessment leading to the accurate identification of nursing diagnoses guides the development of the plan of care and specific interventions to be carried out. Assessing the patient’s response to health and illness encompasses a wide range of potential problems and actual concerns to be addressed, many of which may not arise from the medical diagnosis and provider orders alone, yet can impede recovery and impact health outcomes. Further, it is critically important to communicate those problems, potential vulnerabilities and related plans of care through broadly understood language unique to nursing. -
How to Conduct a Medical Record Review
How to Conduct a Medical Record Review WHITE PAPER Summary: This paper defines a recommended process for medical record review. This includes the important first step of defining the “why” behind the review, and marrying the review outcome to organizational goals. Medical record review is perhaps the core responsibility of the CDI profession- z FEATURES al. Although the numbers vary by facility, CDI specialists review an average of 16–24 patient charts daily, a task that compromises the bulk of their workday Aligning record reviews to (ACDIS, 2016).1 During the review, CDI professionals comb the chart for incom- organizational goals .................2 plete, imprecise, illegible, conflicting, or absent documentation of diagnoses, Principles of record procedures, and treatments, as well as supporting clinical indicators. Their review .......................................3 goal is to cultivate a medical record that stands alone as an accurate story of a ED/EMS notes ..........................5 patient encounter, providing a full picture of the patient’s illness and record of History and physical (H&P) ......6 treatment. A complete record allows for continuity of care, reliable collection of Operative note or bedside mortality and morbidity data, quality statistics, and accurate reimbursement. procedures ...............................7 Diagnostics and medications ...8 In their review of the medical record, CDI professionals aim to reconstruct the Progress notes, consults, and patient story from admission to discharge by examining, understanding, and nursing documentation ............9 synthesizing many puzzle pieces from disparate systems and people. This Initial vs. subsequent process requires considerable clinical acumen, critical thinking akin to detective reviews .....................................9 work, and knowledge of coding guidelines and quality measure requirements. -
Clinical Case Management Practice
chapter 2 CliniCal Case ManageMent PraCtiCe “I think one’s feelings waste themselves in words; they ought all to be distilled into actions which bring results.” —Florence Nightingale Case managers focus on care coordination, financial management, and resource utilization to yield cost-effective outcomes that are patient-centric, safe, and provided in the least restrictive setting. When case management is practiced in this manner, costs are contained and patients, families, and stakeholders are viewed as essential members of the team. Case management is a fluid and dynamic practice that is most effective when it changes and adapts with the challenges of the healthcare system. Stewardship of the healthcare dollars, safe transitions of care, evaluating patient adherence, and consistent stakeholder communication are critical interventions that case managers employ, while maintaining a primary and consistent focus on quality of care and patient self-determination. 22 NursiNg Case MaNageMeNt review aNd resourCe MaNual, 4th editioN Case management is not a new concept. It traces its history back to the early 1900s, when it simply functioned as a means of providing care and containing healthcare costs. In the 1920s, the practice found its roots in the fields of psychiatry and social work, and focused on long- term chronic illnesses that were managed within the community. Case management processes were also used by visiting and public health nurses in the 1930s, when making house calls was a common practice. Throughout the next 50 years, case management remained essentially in the community. The mid-1980s saw the introduction of prospective payment system (PPS) case management, which became widespread within the acute and post-acute settings (Cesta, Tahan, & Fink, 2002). -
Nursing Informatics: the Future Now
IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 3, Issue 2 Ver. IV (Mar-Apr. 2014), PP 51-53 www.iosrjournals.org Nursing Informatics: The Future Now Mamta M.Sc Nursing (Community Health Nursing), M.Sc Applied psychology, PGD Health, Family Welfare & Population education. Nursing Tutor, College of Nursing, AIIMS, Jodhpur Abstract: Technological advancements in the health care field have always impacted the health care disciplines in a way they are being practiced. Nursing practice has also been greatly influenced by the technology a lot. In the recent year’s use of information technology, computers, handheld digital devices, internet has advanced the nursing by bridging the gap from nursing as an art to nursing as science. In every sphere of nursing practice, nursing research and nursing education nursing informatics plays a very important role. If used properly it is a way to save time, helps to provide quality nursing care and increases the proficiency of nursing personnel. Key words: Nursing Informatics, Nursing Information System I. Introduction Nursing informatics is a relatively new area and speciality of nursing. It is a rapidly developing area of nursing that has been recognized as a profession.1With the consideration that today’s nurses spend up to 50% of their work time only in documentation, Information technology and computerization comes to their saviour.2,3 Being recognized by American Nurses Association in 1992, nursing informatics is defined as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice. -
EORNA Best Practice for Perioperative Care
EORNA Best Practice for perioperative care First edition March 2015 Second edition November 2020 ©The European Operating Room Nurses Association (EORNA) claims copyright ownership of all information in the EORNA Position statements and Guidelines for Perioperative Nursing Practice Part 1, unless stated otherwise. WWW.EORNA.EU 1 No responsibility is assumed by EORNA for any injury and/or damage to persons or property as a matter of products liability, negligence, or otherwise, or from any use or operation of any standards, guidelines, recommendations, methods, products, instructions, or ideas contained in the material herein. Because of rapid advances in the health care sciences, independent verification of diagnoses, medication dosages, and individualized care and treatment should be made. The material contained herein is not intended to be a substitute for the exercise of professional medical or nursing judgment and should not be construed as offering any legal, medical, or risk management advice of any kind. The content in this publication is provided on an “as is” basis. TO THE FULLEST EXTENT PERMITTED BY LAW, EORNA, DISCLAIMS ALL WARRANTIES, EITHER EXPRESS OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NONINFRINGEMENT OF THIRD PARTIES’ RIGHTS, AND FITNESS FOR A PARTICULAR PURPOSE. Copyright information No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior written permission of the copyright owner, except by a reviewer who may quote brief passages in a review. This book is sold subject to the condition that it shall not, by way of trade or otherwise be lent, re-sold, hired out or otherwise circulated without the author’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. -
Eorna Common Core Curriculum for Perioperative Nursing
EUROPEAN OPERATING ROOM NURSES ASSOCIATION EORNA COMMON CORE CURRICULUM FOR PERIOPERATIVE NURSING EDITION 2019 First publication - April 1997, Edinburgh, Scotland Edited by Margaret S. Brett, Senior Lecturer South Bank University, London S.R.N.; FETC Dip. N.(Lon); RCN,Dip. N. Edn. (Lon) RNT, MA Nursing © 1997 : European Operating Room Nurses Association (EORNA) B 2400 Mol, Belgium Update 2012 Edited by EORNA Educational Committee Chairperson: Christine Willems (Belgium) Caroline Higgins, Anne OBrien, Margaret Brett, Sandra Morton © 2012 : European Operating Room Nurses Association (EORNA) B 8370 Blankenberge, Belgium Update 2019 Edited by EORNA Educational Committee Chairperson: Christine Willems (Belgium) May Karam © 2019: European Operating Room Nurses Association (EORNA) Chaussée de Charleroi, 49 bte 6 1060 Bruxelles Let it be known that no part of this document may be reproduced in any form, or through any means without prior written permission of EORNA. 2 CONTENTS INTRODUCTION TO EORNA FOREWORD USING THE CURRICULUM TO PLAN A PROGRAMME PHILOSOPHY OF THE EORNA COMMON CORE CURRICULUM THE EORNA MODEL OF PERIOPERATIVE NURSING CARE COMMON CORE CURRICULUM : CORE COMPETENCY DOMAIN 1 : Professional, ethical, legal practice CORE COMPETENCY DOMAIN 2 : Nursing care and perioperative nursing practice CORE COMPETENCY DOMAIN 3 : Interpersonal relationships and communication CORE COMPETENCY DOMAIN 4 : Organisational, managerial, and leadership skills CORE COMPETENCY DOMAIN 5 : Education, research and professional development ASSESSMENT MENTORSHIP GUIDELINES GLOSSARY BIBLIOGRAPHY APPENDIX 3 INTRODUCTION TO EORNA Presentation of European Operating Room Nurses Association (EORNA) EORNA was founded in 1980 by a group of highly motivated European perioperative nurses and formally launched in Copenhagen Denmark in 1992. There are currently 27 member associations on EORNA board, representing 60,000 members and the association is growing in membership .The membership is based on the WHO regional health map. -
Role of Information Technology in Nursing
Cumhuriyet Üniversitesi Fen Fakültesi Cumhuriyet University Faculty of Science Fen Bilimleri Dergisi (CFD), Cilt:36, No: 3 Özel Sayı (2015) Science Journal (CSJ), Vol. 36, No: 3 Special Issue (2015) ISSN: 1300-1949 ISSN: 1300-1949 Role of information technology in nursing Shahnaz ISMAILZADH1*, Yousef MAHMOUDIFAR2 1Student computing, Mahabad Branch, Islamic Azad University, Mahabad, Iran 2Department of Nursing, Mahabad Branch, Islamic Azad University, Mahabad, Iran Received: 01.02.2015; Accepted: 05.05.2015 ______________________________________________________________________________________________ Abstract. Nursing information system development such as the impact on the workload, planning and working methods of communicating between multiple jobs care organizations to meet the challenges associated with it. This study aimed to investigate nurses' experiences of their impact on the performance of nursing is nursing information. Most nurses effect on speeding up information systems in nursing, having more time for patient care, easy exchange of information between parts had experienced. They believed that when clinical information into the computer at the same time they cannot care and there was duplication in data entry. Between some demographic characteristics of computer literacy and experience of nurses and there was a significant relationship. Information and communication technologies along with community-wide health promotion, due to a change in the quality of health care has become. The main field of application is remote care information technology, based on developments within health systems, and changing attitudes of health-oriented perspective, and a community-oriented and based on the quality of health services. Despite the widespread penetration of advanced technologies in the field of health, ranging from diagnosis and treatment - treatment and medical education ict because of the challenges facing not been able to find its place fully in this area. -
Rules and Regulations of Licensed Practical Nurses
RULES OF THE TENNESSEE BOARD OF NURSING CHAPTER 1000-02 RULES AND REGULATIONS OF LICENSED PRACTICAL NURSES TABLE OF CONTENTS 1000-02-.01 Licensure by Examination 1000-02-.09 Schools - Curriculum, Instruction, Evaluation 1000-02-.02 Licensure Without Examination: Interstate 1000-02-.10 Schools - Educational Facilities Endorsement 1000-02-.11 Definitions 1000-02-.03 Biennial Registration (Renewal) 1000-02-.12 Fees 1000-02-.04 Discipline of Licensees, Unauthorized Practice of 1000-02-.13 Unprofessional Conduct and Negligence, Practical Nursing, Civil Penalties, Screening Habits or Other Cause Panels, Subpoenas, Advisory Rulings, Declaratory 1000-02-.14 Standards of Nursing Competence Orders, and Assessment of Costs 1000-02-.15 Scope of Practice 1000-02-.05 Schools - Approval 1000-02-.16 Interstate Nurse Licensure 1000-02-.06 Schools - Philosophy, Purpose, Administration, 1000-02-.17 Free Health Clinic and Volunteer Practice Organization and Finance Requirements 1000-02-.07 Schools - Faculty 1000-02-.18 Advertising 1000-02-.08 Schools - Students 1000-02-.01 LICENSURE BY EXAMINATION. (1) Application - The application form provided by the Board is to be completed in part by the applicant, signed by him, and attested by a notary public. (a) The name as signed by the applicant will be the name carried in the records of the Board. (See 1000-02-03 (3) for name change regulation.) (b) Part of this application is to be completed by an official of the school of practical nursing from which the applicant graduated. (c) The completed application, accompanied by the statutory fee, shall be submitted to the Board. A filing date for the application is set by the Board for each scheduled examination.