The Nurse's Role in Ethics and Human Rights
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Neuro-Advancements and the Role of Nurses As Stated in Academic Literature and Canadian Newspapers
societies Article Neuro-Advancements and the Role of Nurses as Stated in Academic Literature and Canadian Newspapers Rochelle Deloria 1 and Gregor Wolbring 2,* 1 Cumming School of Medicine, University of Calgary, Calgary, AB T2N4N1, Canada 2 Community Rehabilitation and Disability Studies, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N4N1, Canada * Correspondence: [email protected] Received: 14 April 2019; Accepted: 22 August 2019; Published: 26 August 2019 Abstract: Neurosciences and neurotechnologies (from now on called neuro-advancements) constantly evolve and influence all facets of society. Neuroethics and neuro-governance discourses focus on the impact of neuro-advancements on individuals and society, and stakeholder involvement is identified as an important aspect of being able to deal with such an impact. Nurses engage with neuro-advancements within their occupation, including neuro-linked assistive technologies, such as brain-computer interfaces, cochlear implants, and virtual reality. The role of nurses is multifaceted and includes being providers of clinical and other health services, educators, advocates for their field and their clients, including disabled people, researchers, and influencers of policy discourses. Nurses have a stake in how neuro-advancements are governed, therefore, being influencers of neuroethics and neuro-governance discourses should be one of these roles. Lifelong learning and professional development could be one mechanism to increase the knowledge of nurses about ethical, social, and legal issues linked to neuro-advancements, which in turn, would allow nurses to provide meaningful input towards neuro-advancement discussions. Disabled people are often the recipients of neuro-advancements and are clients of nurses, therefore, they have a stake in the way nurses interact with neuro-advancements and influence the sociotechnical context of neuro-advancements, which include neuro-linked assistive devices. -
Public/Community Health Nursing Orientation 1 © 2004 NYSNA All Rights Reserved
Public/Community Health Nursing Orientation NYSNA Continuing Education The New York State Nurses Association is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. This course has been awarded 9.6 contact hours. All American Nurses Credentialing Center (ANCC) accredited organizations' contact hours are recognized by all other ANCC accredited organizations. Most states with mandatory continuing education requirements recognize the ANCC accreditation/approval system. Questions about the acceptance of ANCC contact hours to meet mandatory regulations should be directed to the professional licensing board within that state. NYSNA has been granted provider status by the Florida State Board of Nursing as a provider of continuing education in nursing (Provider number 50-1437). How to Take This Course Please take a look at the steps below; these will help you to progress through the course material, complete the course examination and receive your certificate of completion. 1. REVIEW THE OBJECTIVES The objectives provide an overview of the entire course and identify what information will be focused on. Objectives are stated in terms of what you, the learner, will know or be able to do upon successful completion of the course. They let you know what you should expect to learn by taking a particular course and can help focus your study. 2. STUDY EACH SECTION IN ORDER Keep your learning "programmed" by reviewing the materials in order. This will help you understand the sections that follow. 3. COMPLETE THE COURSE EXAM After studying the course, click on the "Course Exam" option located on the course navigation toolbar. -
The Code of Ethics for Nurses with Interpretive Statements
Code of Ethics for Nurses with Interpretive Statements 1 Public review draft for reading* Note: To submit comments about this draft, please use the per-Provision files and cite the line numbers to which you are referring. The Code of Ethics for Nurses with Interpretive Statements Silver Spring, Maryland 2014 * For public review and comment May 6 through June 6, 2014. Not for attribution or distribution © 2014 American Nurses Association Note: To submit comments about this draft, please use the per-Provision files and cite the line numbers to which you are referring. Code of Ethics for Nurses with Interpretive Statements 2 Public review draft for reading* Note: To submit comments about this draft, please use the per-Provision files and cite the line numbers to which you are referring. Contents The Code of Ethics for Nurses Preface Provision 1 1.1 Respect for human dignity 1.2 Relationships to patients 1.3 The nature of health 1.4 The right to self-determination 1.5 Relationships with colleagues and others Provision 2 2.1 Primacy of the patient's interests 2.2 Conflict of interest for nurses 2.3 Collaboration 2.4 Professional boundaries Provision 3 3.1 Protection of the rights of privacy and confidentiality 3.2 Protection of human participants in research 3.3 Performance standards and review mechanisms 3.4 Professional competence in nursing practice 3.5 Protecting patient health and safety by action on questionable practice 3.6 Patient protection and impaired practice * For public review and comment May 6 through June 6, 2014. Not for attribution or distribution © 2014 American Nurses Association Note: To submit comments about this draft, please use the per-Provision files and cite the line numbers to which you are referring. -
PUBLIC HEALTH and PUBLIC HEALTH NURSING by David J
POSITION PAPER PUBLIC HEALTH AND PUBLIC HEALTH NURSING By David J. Reyes, DNP, MPH, RN, PHNA-BC White paper: Public health Page 1 POSITION STATEMENT The Washington State Nurses Association (WSNA) recommends allocation of sustainable funding and resources in the public health system and workforce in order to provide essential and Foundational Public Health Services, address the underlying causes of preventable illness and disease, improve population health, and achieve health equity. WSNA recognizes the leadership role of public health nurses in achieving these aims and calls for sustainable investments in public health nursing education, practice and research that supports and builds the capacity of qualified public health nurses to address contemporary and future public health challenges and priorities. OVERVIEW Despite efforts to reform the nation’s health system, improving Since the Great Recession (2008-2016), continued decreases overall population health remains a significant challenge as in financial resources have compounded LHJ’s capacity to persons of all ages in the U.S. continue to experience gaps and/ effectively respond to current and future public health prior- or lack of health insurance coverage (Martinez, Zammitti & ities, including emerging infectious diseases, substance use, Cohen, 2018). While uninsured rates vary, the overall numbers and other non-communicable diseases (National Association of insured persons have decreased since 2014, in particular of County & City Health Officials, 2017). Concurrently, LHJ’s due to reforms of the Affordable Care Act (Keith, 2019). At the have experienced a total workforce decline of 21%, repre- same time population health outcomes, particularly among senting a 20% reduction in full-time equivalent staff capacity. -
Religion and Ethics in Pluralistic Healthcare Contexts
RELIGION AND ETHICS IN PLURALISTIC HEALTHCARE CONTEXTS May 10 –12, 2012 Trinity Western University Langley, BC Faith & Nursing Symposium trinity western university, langley, bc, may 10-12th, 2012 Program Overview day 1 – thursday, may 10th, 2012 7-9 pm Registration and Conference Opening Reception day 2 – friday, may 11th, 2012 8 am Registration (Coffee, Breakfast) 8:30 am Welcome and Conference Opening 8:45 am plenary session Beth Johnston Taylor “What Does Spirituality Mean to Nursing?” 9:45 am Poster Overviews 10:15 am Morning Coffee 10:45 am concurrent sessions 1 12:45 pm Lunch 1:45 pm plenary session Marsha Fowler “Religious Ethics: What Are the Imperatives and the Risks?” 2:45 pm Panel of Book Authors (Moderator: Jan Storch) 4 pm Book Signing and Reception 5:30 pm BBQ Dinner 7 pm public panel Jas Cheema, Janice Clarke, Rani Srivastava, Evelyn Voyageur “A Multi-Faith Dialogue on Diversity and Health Care Services” day 3 – saturday, may 12th, 2012 The conference committee is grateful for the 8 am Registration (Coffee, Breakfast) support of the conference from the Priscilla 8:30 am plenary session Sonya Grypma and Stranford Reid Trust Foundation “Angels of Mercy? Religion, History and Nursing Identity” 9:15 am concurrent sessions 2 and the twu Internal Grants program. 10:15 am Morning Coffee 10:45 am concurrent sessions 3 12:15 am Lunch 1:15 pm plenary session Donal O’Mathuna “A Christian Perspective on Health Care Ethics in Pluralistic Societies” 2 pm Afternoon Tea 2:30 pm workshop “Nursing at the Borderlands of Religious and Cultural -
Enhancing the Role of Community Health Nursing for Universal Health Coverage
ENHANCING THE ROLE OF COMMUNITY HEALTH NURSING FOR UNIVERSAL HEALTH COVERAGE Human Resources for Health Observer Series No. 18 Health Workforce Department World Health Organization 20 Avenue Appia CH 1211 Geneva 27 Switzerland www.who.int/hrh ISBN 978 92 4 15118969 Series No. 18 A Human Resources for Health Observer B ENHANCING THE ROLE OF COMMUNITY HEALTH NURSING FOR UNIVERSAL HEALTH COVERAGE Human Resources for Health Observer Series No. 18 Series No. 18 i Human Resources for Health Observer Enhancing the role of community health nursing for universal health coverage Human Resources for Health Observer Series No. 18 ISBN 978-92-4-151189-6 © World Health Organization 2017 Some rights reserved. This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). Under the terms of this licence, you may copy, redistribute and adapt the work for non-commercial purposes, provided the work is appropriately cited, as indicated below. In any use of this work, there should be no suggestion that WHO endorses any specific organization, products or services. The use of the WHO logo is not permitted. If you adapt the work, then you must license your work under the same or equivalent Creative Commons licence. If you create a translation of this work, you should add the following disclaimer along with the suggested citation: “This translation was not created by the World Health Organization (WHO). WHO is not responsible for the content or accuracy of this translation. -
1 Public Health Nurse Orientation Section II: Immunizations Learning
Public Health Nurse Orientation Learning Objectives Services to Prevent and Control Communicable Disease After completing the module, participants should be able to: Section II: • AlApply sa fife immun itiization prac titthitices to their Immunizations own nursing practice • Locate resources to guide safe immunization practice 23 24 Wisconsin Division of Public Health Immunizations Immunization Program Healthy People 2010 Objective: Vision: To eliminate vaccine preventable Achieve and maintain effective vaccination coverage levels for universally recommended vaccines among disease through immunization. young children: 90% 25 Website: http://dhfs.wisconsin.gov/immunization/aboutus.htm 26 Immunization Definitions and Terms Safe Immunization Practice • Acellular vaccine • Immunity • Adjuvants • Immunization • Primary Prevention • Advisory Committee on Immunization • Immunosupression Inactive vaccine Practices (ACIP): • Incidence • Anaphylaxis • Incubation period • Delegated Function • Antibody •Isolation • Antigens • Live vaccine – Wisconsin Statute Chapter 441 • Antitoxin • Pandemic • Antiviral • Passive immunity • Attenuated vaccine • Polysaccharide vaccines • Community immunity • Quarantine • Combination vaccine • Recombinant • Conjugate vaccine • Seroconversion • Contraindication. • Susceptible •Efficacy rate • Titer (Immune Status Test) • Excipient • Vaccination • Guillain-Barre Syndrome (GBS) • Vaccine • Immune globulin • Waning Immunity http://nxt.legis.state.wi.us/nxt/gateway.dll/?f=templates&fn=default.htm 27 28 1 Wisconsin Immunization -
Love; a Relevant Concept in Nursing and Caring Science Charles Emakpor and Maj–Helen Nyback
Love; A Relevant Concept in Nursing and Caring Science Charles Emakpor and Maj–Helen Nyback Series A: Articles, 2/2010 www.novia.fi/english Love; A Relevant Concept in Nursing and Caring Science Novia Publications and Productions, series A: Articles, 2/2010 Publisher: Novia University of Applied Sciences, Tehtaankatu 1, Vaasa, Finland © 2010 Charles Emakpor, Maj–Helen Nyback, and Novia University of Applied Sciences Layout: Michael Diedrichs Love; A Relevant Concept in Nursing and Caring Science / Charles Emakpor, Maj–Helen Nyback. – Vaasa: Novia University of Applied Sciences, 2010. Novia Publications and Productions, series A: Articles, 2/2010. 2 ISSN: 1799-4187 (Online) ISBN (digital): 978-952-5839-10-4 Love; A Relevant Concept in Nursing and Caring Science Charles Emakpor and Maj–Helen Nyback 3 Content Abstract 5 Caring science 5 Love 6 Agape 7 Eros 8 Discussion 9 Reference list 11 4 LOVE; A RELEVANT CONCEPT IN NURSING AND CARING SCIENCE Abstract Love is for the world what the sun is for the exterior life (Steiner, 1978) and it adds beauty, joy and satisfaction to the practice of nursing and also to the caring process. One reason for suffering is the lack of care, and the motive for caring is, according to Eriksson (2001), love. The lack of love can be a reason for the lack of care, which motivates the study of the concept “love” in caring science. The aim of this article is to describe and discuss the concept of love and the way it is related to nursing and caring science. Caring science Caring is essential for human survival and development (Gaylin, 1976, 17) and it manifests the human mode of being (Roach, 1997, 14). -
Code Gray.Pub
Written by Christine Mitchell, RN, FAAN and Ben Achtenberg with a historical commentary by Susan Reverby, PhD and assistance from Joan Sawyer and Karen Wolf, RN, MS Contents INTRODUCTION ....................................................................................... 3 Background ............................................................................................3 Synopsis of the Film ..............................................................................3 Suggested Uses .......................................................................................4 Scheduling ..............................................................................................4 FILM AS A TOOL FOR DISCUSSION .......................................................4 WHAT IS NURSING ETHICS? ...................................................................5 GLOSSARY ...................................................................................................5 SOME GENERAL DISCUSSION QUESTIONS ........................................6 CASE 1: BENEFICENCE ............................................................................7 Description of the Case .........................................................................7 The Principle: Beneficence ...................................................................7 Questions for Discussion ......................................................................8 CASE 2: AUTONOMY ................................................................................9 Description -
Public Health Nurse
PUBLIC HEALTH Public Health Nurse DEFINITION Position includes, but is not limited to promoting and protecting the health of and preventing disease in the Town’s population, performing highly responsible professional nursing duties in a variety of public health programs, observing and evaluating the physical and emotional conditions of patients, conducting investigations of communicable diseases, and making home visits. ESSENTIAL FUNCTIONS The essential functions or duties listed below are intended only as illustrations of the various type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position. Administers prescribed medications, immunizations and TB screenings and educates clients on doses, mechanism of action, interactions and potential side effects. Monitors clients for adverse reactions and responds according to established standards of care. Coordinates programs, services and other activities to promote wellness, prevent disease, including planning, scheduling and overseeing the annual health fair, safety fair and influenza vaccination clinics throughout Town; trains and supervises all public health nursing staff and volunteers to assigned roles. Monitors state communicable disease information system (MAVEN), and conducts investigations in accordance with state laws and regulations. Conducts isolation and quarantine as necessary to protect community at large. Maintains variety of files, documents and data systems; prepares, maintains and updates client records, vendor invoices, billing statements, including billing for vaccines, supplies, reports; remains compliant with HIPAA/state laws and regulations. FLSA Non- Exempt 355 – G August 2017 1 Develops programs that support individual and community health effort, including planning, scheduling and conducting health clinics, health fairs, home visits, telephone consults, emergency preparedness trainings, exercises and drills. -
Learning Guide: Public Health Nursing Practice for the 21St Century
PUBLIC HEALTH NURSING PRACTICE ST FOR THE 21 CENTURY National Satellite Learning Conference Learning Guide PUBLIC HEALTH NURSING PRACTICE FOR THE 21 ST CENTURY: COMPETENCY DEVELOPMENT IN POPULATION- BASED PRACTICE Learning Guide Minnesota Department of Health Community Health Services Division Section of Public Health Nursing 121 East 7th Place, St. Paul, MN 55164 Phone 651-296-6567 This project was supported by a grant to the Minnesota Department of Health from the Division of Nursing, Bureau of Health Professions, Health Resources and Services Administration at the Department of Health and Human Services, grant #6 D10 HP 30392. Suggested citation: Public Health Nursing Section, Minnesota Department of Health. (2000). Public Health Nursing Practice for the 21st Century; Competency Development in Population-based Practice. St. Paul, MN. Table of Contents INTRODUCTION 1 SESSION 1 SESSION 3 Learning Objectives 5 Learning Objectives 65 Content 5 Content 65 Content Outline 7 Content Outline 67 Learner Materials 11 Learner Materials 69 Handout 1 – Population-based Practice 12 Handout 1 – Public Health Nursing Process 70 Handout 2 – Levels of Prevention 14 Handout 2 – Examples from Practice 72 Handout 3 – Levels of Practice 15 Handout 3 – Discussion Questions 73 Handout 4 – Definitions of Public Health Interventions 16 Handout 4 – Selected Resources 74 Handout 5 – Discussion Questions 19 Pre test 76 Pre test 20 Post test 78 Post test 22 SESSION 2 Learning Objectives 25 BIOGRAPHICAL SKETCHES 81 Content 26 Laurel Briske 82 Content Outline 27 -
(APHN) Public Health Policy 2015-2016 Position Paper Authors
Association of Public Health Nursing (APHN) Public Health Policy 2015-2016 Position Paper Authors: Jennifer Cooper & Kathy Shaw Supporting Community/Public Health Nursing Involvement in the Prevention and Management of Chronic Disease The management of chronic disease has a huge impact on the health care system through rising health care costs, complex care requirements, and burden on caregivers and families. The cost of treating those with chronic diseases accounts for 86% of all health care costs in the United States (Centers for Disease Control and Prevention (CDC), 2015). Half of all Americans have one or more chronic health condition(s) and one in four adults live with two or more, known as multiple chronic conditions (MCC)(CDC, 2015); MCC results in multiple treatment regimens and visits to providers. Chronic diseases, namely heart disease and cancer, cause seven in 10 deaths each year. These top causes of death, along with diabetes and stroke and conditions such as obesity and arthritis, are preventable. MCC primarily affects adults, however one in 15 children lives with MCC including physical, developmental, mental, and behavioral disorders and learning disabilities (Anderson, 2010). In addition, mental health illnesses such as depression, bipolar disorder, and anxiety are among the top ten chronic illnesses for adults over age 19 (Gerteis, et. al., 2014). Depressive disorders in particular are associated with increased prevalence of chronic diseases (NAMI, 2013). In children under 17 years of age, the most prevalent chronic illnesses include autism and other developmental disorders, learning disorders, mood disorders, anxiety, and behavioral disorders (Gerteis, et. al., 2014). The current U.S.