Modern Matrons in an Acute Setting: a Qualitative Case Study April
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Licensed Practical Nurse
HEALTH CAREER INFORMATION SHEETS Licensed Practical Nurse Professional Activities Licensed practical nurses (LPNs), or licensed vocational nurses (LVNs), care for people who are sick, injured, convalescent, or disabled under the direction of physicians and registered nurses. LPNs care for patients in many ways. Often, they provide basic bedside care. Many LPNs measure and record patients' vital signs such as height, weight, temperature, blood pressure, pulse, and respiration. They also prepare and give injections and enemas, monitor catheters, dress wounds, and give alcohol rubs and massages. As part of their work, LPNs collect samples for testing, perform routine laboratory tests, and record food and fluid intake and output. They clean and monitor medical equipment. Sometimes, they help physicians and registered nurses perform tests and procedures. Some LPNs help to deliver, care for, and feed infants. LPNs also monitor their patients and report adverse reactions to medications or treatments. LPNs gather information from patients, including their health history and how they are currently feeling. They may use this information to complete insurance forms, pre-authorizations, and referrals, and they share information with registered nurses and doctors to help determine the best course of care for a patient. LPNs often teach family members how to care for a relative or teach patients about good health habits. Most LPNs are generalists and will work in any area of healthcare. However, some work in a specialized setting, such as a nursing home, a doctor's office, or in home healthcare. LPNs in nursing care facilities help to evaluate residents' needs, develop care plans, and supervise the care provided by nursing aides. -
Nursing Research: Challenges
NURSING RESEARCH: CHALLENGES AND OPPORTUNITIES PRESENTED BY OPARA HOPE CHIZOLUM AT GLOBAL RESEARCH NURSES WORKSHOP 24th and 25th May 2021 NNAMDI AZIKIWE UNIVERSITY TEACHING HOSPITAL, NNEWI OUTLINE FOR THE PRESENTATION INTRODUCTION WHAT IS NURSING RESEARCH? IMPORTANCE OF RESEARCH TO NURSING WHAT ARE THE OPPORTUNITIES? CHALLENGES FACED BY NURSE RESEARCHERS WAY FORWARD CONCLUSION INTRODUCTION Research is a way of thinking: examining critically the various aspects of your day-to-day work; understanding and formulating guiding principles that govern a procedure; and developing and, testing new theories that contribute to the advancement of your practice and profession (Odunze, 2019). It is a habit of questioning what you do, and a systematic examination of clinical observations to explain and find answers for what you perceive, with a view to instituting appropriate changes for a more effective professional service (Kumar et al, 2016) Today’s healthcare system is complex, and patients have increasingly varied needs. Developing solutions for the health issues of diverse populations requires providers with many different perspectives (National Institute of Nursing Research, 2016). Nurses provide direct care to their patients on a daily basis, so they know which approaches work well and which need adjusting. Nursing concerns are the heart of nursing research. even when nurses want to improve care through research findings, several barriers have hindered the progress. WHAT IS NURSING RESEARCH? Nursing research is research that provides a body of knowledge and evidence used to support nursing practices (the American Association of Colleges of Nursing, 2016) . Evidence-based practice requires using research outcomes to drive clinical decisions and care. -
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/). -
SYLLABUS-NURSING 3304-110 NURSING RESEARCH Texas A&M University - Central Texas Spring 2021 Texas A&M University-Central Texas
SYLLABUS-NURSING 3304-110 NURSING RESEARCH Texas A&M University - Central Texas Spring 2021 Texas A&M University-Central Texas COURSE DATES, MODALITY, AND LOCATION Course Dates- January 19-May 14 web-based course taught online through the TAMUCT Canvas Learning Management System: [https://tamuct.instructure.com] INSTRUCTOR AND CONTACT INFORMATION Instructor: Lee Ogburn-Russell Office: On line Phone: 512-864-5090 Email: [email protected]. This is the preferred e-mail. Office Hours: Phone or synchronous online interaction can be arranged by appointment to accommodate student needs. Student-instructor interaction: Emails and messages within Canvas are checked daily. Students may expect a response within 24 to 48 hours. Office hours may also include synchronous online interaction to meet student’s learning needs and serving as a resource person to guide the student in the learning process. Other teaching strategies include online assignments, online discussion boards, a scholarly paper, and quizzes. WARRIOR SHIELD Emergency Warning System for Texas A&M University-Central Texas Warrior Shield is an emergency notification service that gives Texas A&M University-Central Texas the ability to communicate health and safety emergency information quickly via email, text message, and social media. All students are automatically enrolled in Warrior Shield through their myCT email account. Connect to Warrior Shield by 911Cellular [https://portal.publicsafetycloud.net/Account/Login] to change where you receive your alerts or to opt out. By staying enrolled in Warrior Shield, university officials can quickly pass on safety-related information, regardless of your location. COVID-19 SAFETY MEASURES To promote public safety and protect students, faculty, and staff during the coronavirus pandemic, Texas A&M University-Central Texas has adopted policies and practices to minimize virus transmission. -
Nurse Education Graduates
NURSE EDUCATION GRADUATES CLASS OF 2020 THE PINNING CEREMONY 2020 Graduates The pin is a tradition in nursing. Every school of nursing Marie Andrews Alyssa Hall has its unique pin. Frequently, the pin embodies the Samantha Bahantka Carissa Hamilton school seal, and some, like SUNY Corning Community College, Vanessa Barnes Ryleigh Hancock incorporate the school colors. Erica Barrett Jessica Hand Sinead Bond Shannon Havens The book and lamp of knowledge were to represent Ashley Boyer Cassandra Hayes the educational foundation on which the “new” associate Sarah Braveman Samantha Held degree nursing programs were to be based. Melanie Cartegena Raymond Homolka Taylor Crawford Emily Houghtaling The scroll, quill, and ink bottle, which were to represent Alyssa Crout Natalie Hughes Florence Nightingale’s Notes on Nursing, should be the Amanda Denson Yasmin Hussain basis for the nursing education portion of the curriculum. Stephanie Deubler Anthony Malmquist Adam DuBois Daniel Mantz Lydia Fillmore Cassandra Miller Kristina Foglia Tyler Morehouse Meredith Foster Nicole Jayne Hannah Fox Emily Jerzak Diane Frampton Cheyenne Kepner Diane Galbraith Emilee Knapp Kristine Gessner Melissa Krause Shaylene Graves Sara Kuhnel 2020 Graduates CLASS OF 2020 NURSING SOCIETY OFFICERS Gretchen Larrison Katherine Rominger Erika Lewis Faith Scalia Marie Andrews, President Lindsey Putney, Vice-President Virginia Livermore-Johnson Ann Scott Adam DuBois, Secretary Kristi Manuilow Corin Smith Hillary Millard, Treasurer Tari McCallum Kayla Smith John Tucker, Senator Alice McDonald Samantha Snyder AWARD RECIPIENTS Brian McLinko Samantha Taylor Academic Excellence Carissa Miller Rachel Thurston Kristina E. Foglia Crystal Miller Simone Trimble Matthew Miller Christopher Vanderpoel Clinical Excellence Brian J. McLinko Hillary Millerd Tanya Vennel Shannon Nugent Jennifer Wattles Pauline J. -
Failure to Complete BSN Nursing Programs: Students' Views
101 Failure to Complete BSN Nursing Programs: Students’ Views Nancy Elkins, Marshall University Abstract This phenomenological research study investigated the lived experiences of students who did not succeed in completing a 4-year baccalaureate nursing school (BSN) program. The sample for this study included students who failed to completed baccalaureate nursing programs within the last ten years. The geographical area of the sample included students who attended schools in the central and south-western Appalachian counties of the state of West Virginia and the bordering counties in Ohio, Kentucky, and Virginia. A total of 18 participants were interviewed and the interviews were recorded so the data would be collected in a systematic way to facilitate data analysis. There is little empirical data regarding retention in a BSN program and students’ views as to why they were unable to complete their BSN program. Further research is needed to understand nursing student attrition, especially students’ perceptions, which would help nurse educators identify nursing students’ needs, review program’s policies, and possible curriculum changes needed to help students successfully complete their nursing program. Keywords: Nursing Education, Persistence, Student Perceptions and Motivations Introduction A nursing shortage has been predicted in the United States due to the aging nursing workforce and the future needs of the baby-boomers as they age. The Government Affairs Committee of the American Nurses Association (ANA) predict that by 2022 that the United States will need to produce more than one million additional nurses to fill both new nursing jobs and replace the wave of retiring nurses. The premise of this study is that if we better understood why students fail nursing schools, faculty could support program or policy changes, or initiate admission procedures that would better predict student success in baccalaureate nursing programs; thereby, the predicted nursing shortage could be mitigated. -
Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource
St. Catherine University SOPHIA Doctor of Nursing Practice Projects Nursing 5-2013 Role Development of the CRNA Clinical Educator Utilizing an On- Line Resource Ann Bernice Sullivan St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/dnp_projects Recommended Citation Sullivan, Ann Bernice. (2013). Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/dnp_projects/36 This Doctor of Nursing Practice Project is brought to you for free and open access by the Nursing at SOPHIA. It has been accepted for inclusion in Doctor of Nursing Practice Projects by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource Systems Change Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice St. Catherine University St. Paul, Minnesota Ann Bernice Sullivan March 2013 i Role Development of the CRNA Clinical Educator Utilizing an On-line Resource ST. CATHERINE UNIVERSITY ST. PAUL, MINNESOTA This is to certify that I have examined this Doctor of Nursing Practice systems change project written by Ann Bernice Sullivan And have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Graduate Program Faculty Name of Faculty Project Advisor __________________5/20/13__________________ Date DEPARTMENT OF NURSING ii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource © Ann Bernice Sullivan March 2013 All Rights Reserved iii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource Executive Summary Clinical education is an essential component of nurse anesthesia education. -
Education Standards and Curriculum Guidelines for Neonatal Nurse Practitioner Programs
Education Standards and Curriculum Guidelines for Neonatal Nurse Practitioner Programs National Association of Neonatal Nurses 8735 West Higgins Road, Suite 300 Chicago, IL 60631 Phone 800.451.3795, 847.375.3660 Fax 866.927.5321 www.nann.org NANN Board of Directors (2013-2014) Cheryl Ann Carlson, PhD APRN NNP-BC, President Pamela Spivey, MSN RN CCNS, President-Elect Joan Rikli, MSN RN CPNP-PC NE-BC, Secretary-Treasurer Suzanne Staebler, DNP APRN NNP-BC, NANNP Council Chair Lori Brittingham, BSN RN Kimberly Guglielmo, BSN RNC-NIC Pamela Heaberlin, MS RN NNP-BC Karen McDonald, DNPc NNP-BC Donna J. Ryan, DNP RN NANNP Council (2013-2014) Suzanne Staebler, DNP APRN NNP-BC, Chair Mary Beth Bodin, DNP CRNP NNP-BC Terri A. Cavaliere, DNP RN NNP-BC Mary Mikolajcik Kaminski, MS RN NNP-BC Donna LoSasso, DNP NNP-BC Susan R. Meier, DNP APRN NNP-BC Lorraine Arriola Shields, MN RNC NNP-BC CNS Roxanne Stahl, MS NNP-BC Task Force for Revision of NNP Education Standards (2013–2014) Debra A. Sansoucie, EdD APRN NNP-BC, Co-Chair Paula M. Timoney, DNP ARNP NNP-BC, Co-Chair Mary Beth Bodin, DNP CRNP NNP-BC, Council Liaison Debbie Armentrout, PhD RNC NNP Carol Botwinski, EdD ARNP NNP-BC Terri Cavaliere, DNP RN NNP-BC Amy Koehn, PhD(c) NNP-BC Darlene Moore, MN RN NNP-BC Leanne Nantais-Smith, PhD RNC NNP-BC Patricia Thomas, PhD RN NNP-BC Copyright © 2014 by the National Association of Neonatal Nurses. No part of this document may be reproduced without the written consent of the National Association of Neonatal Nurses. -
Nurse Educator Core Competencies
NURSE EDUCATOR CORE COMPETENCIES World Health Organization Health Workforce Department Health Systems and Innovations 20 Avenue Appia CH–1211 Geneva 27 Switzerland www.who.int/hrh/nursing_midwifery/en/ NURSE EDUCATOR CORE COMPETENCIES WHO Library Cataloguing-in-Publication Data: Nurse educator core competencies. 1.Education, Nursing. 2.Nursing Staff – education. 3.Competency-Based Education. 4.Health Manpower. 5.Teaching. I.World Health Organization. ISBN 978 92 4 154962 2 (NLM classification: WY 108) © World Health Organization 2016 All rights reserved. Publications of the World Health Organization are available on the WHO website (http://www.who.int) or can be purchased from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications –whether for sale or for non- commercial distribution– should be addressed to WHO Press through the WHO website (http:// www.who.int/about/licensing/copyright_form/index.html). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. -
The Benefits of Using Standardized Nursing Terminology
Page 1 of 20 Selecting a Standardized Terminology for the Electronic Health Record that Reveals the Impact of Nursing on Patient Care By Cynthia B. Lundberg, R.N., BSN; SNOMED Terminology Solutions; Judith J. Warren, PhD, RN, BC, FAAN, FACMI; University of Kansas; Jane Brokel, PhD, RN, NANDA International; Gloria M. Bulechek, PhD, RN, FAAN; Nursing Interventions Classification; Howard K. Butcher, PhD, RN, APRN, BC; Nursing Interventions Classification; Joanne McCloskey Dochterman, PhD, RN, FAAN; Nursing Interventions Classification; Marion Johnson, PhD, RN; Nursing Outcomes Classification; Meridean Maas PhD, RN; Nursing Outcomes Classification; Karen S. Martin, RN, NSN, FAAN; Omaha System; Sue Moorhead PhD, RN, Nursing Outcomes Classification; Christine Spisla, RN, MSN; SNOMED Terminology Solutions; Elizabeth Swanson, PhD, RN; Nursing Outcomes Classification, Sharon Giarrizzo-Wilson, RN, BSN/MS, CNOR, Association of PeriOperative Registered Nurses Citation: Lundberg, C., Warren, J.., Brokel, J., Bulechek, G., Butcher, H., McCloskey Dochterman, J., Johnson, M., Mass, M., Martin, K., Moorhead, S., Spisla, C., Swanson, E., & Giarrizzo-Wilson, S. (June, 2008). Selecting a Standardized Terminology for the Electronic Health Record that Reveals the Impact of Nursing on Patient Care. Online Journal of Nursing Informatics (OJNI), 12, (2). Available at http:ojni.org/12_2/lundberg.pdf Page 2 of 20 Abstract Using standardized terminology within electronic health records is critical for nurses to communicate their impact on patient care to the multidisciplinary team. The universal requirement for quality patient care, internal control, efficiency and cost containment, has made it imperative to express nursing knowledge in a meaningful way that can be shared across disciplines and care settings. The documentation of nursing care, using an electronic health record, demonstrates the impact of nursing care on patient care and validates the significance of nursing practice. -
Nursing Research Society of India
NURSING RESEARCH SOCIETY OF INDIA NURSING RESEARCH GUIDELINES BOOKLET- 1 PREPARED BY: Dr. Assuma Beevi.T.M. M.Sc(N). Ph.D. Dip.Med.Edn. DHM., CHPE. Cert.HRM VICE PRESIDENT, NRSI Joint Director, MIMS Academy & Principal, MIMS College of Nursing, Puthukode, Malappuram Dt.Kerala ENDORSED BY: NRSI EXECUTIVES NURSING RESEARCH SOCIETY OF INDIA ESTABLISHED IN THE YEAR 1982. OCTOBER, 2016 HALDWANI 2 THE SPIRIT OF PROFESSIONAL GUIDELINES FOR NURSING RESEARCH IN INDIA Practice as a nurse is based upon a relationship of mutual trust between patients and health care practitioners. Nursing, a service profession demands much dedication. The promise or the commitment the nurse made to the public upon graduation through the oath to provide compassionate humanistic care with sound professional and ethical principles in their practice. This means that nurse is committed to the society and the service provided is a moral enterprise. Nurse, being a professional has the moral responsibility to develop health care practices that are affordable, and cost effective state of the art interventions. For developing such knowledge, the nurse is committed to conduct research. Evidences created by good quality research only will yield scientific knowledge. The nurse is destined to follow the moral and ethical principles along with scientific vigor while conducting research. Nursing Research Society of India takes it as a privilege to submit such guidelines to fellow nurses as the only organizations for nurse researchers in India. 3 Table of contents 1. Preamble 2. Introduction 3. Professional competence 4. Participant priority 5. Preserve safety 6. Promote confidentiality 7. Ethical code of conduct 8. -
The Landscape of Nursing Education in the United States
FORUM ON PUBLIC POLICY The Landscape of Nursing Education in the United States Tama Lynn Morris, Queens University of Charlotte, Dean, Blair College of Health & Presbyterian School of Nursing Abstract There are over 4 million Registered Nurses in the United States (National Council of State Boards of Nursing, 2019). To become a practicing registered nurse, one must graduate from approved educational program, pass a licensure examination, and meet the requirements of licensure in their state of residence. Despite a common licensure examination, the educational pathways to becoming a nurse are varied and often confusing to prospective students and those professionals who practice beside nurses in the healthcare arena. Outside factors, such as the 2010 recommendation by the Institute of Medicine for 80% of nurses to be prepared at the baccalaureate level, have influenced educational models and hiring practice. The purpose of this paper is to advance knowledge of nursing education in the United States, explore factors influencing the current nursing education model, and challenge assumptions for the future of nursing education. Nursing in the United States is a mixture of credentials, education, and practice. The profession is confusing even to those in healthcare. Many in the healthcare field and the patients they care for are unable to identify the different types of nurses and their level of practice. The purpose of this paper is to describe the current state of nursing in the United States, specifically that of Registered Nurses (RN). The largest population of licensed nurses in the United States are Registered Nurses. In 2019, the National Council of State Boards of Nursing (NCSBN) reported there were over 4.7 million licensed registered nurses.