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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 -
Nursing Excellence 2014
Nursing Excellence 2014 NursingYearbook_2014.indd 1 4/24/15 4:54 PM TABLE OF CONTENTS Magnet® Journey 4 Dear Nursing Colleagues, Transformational Leadership Welcome to the latest edition of 8 Nursing Excellence, summarizing the year 2014 – as we celebrate Structural Empowerment National Nurses Week! I’d like to 16 thank the editorial team for another amazing achievement in commemorating last year and to all of you Exemplary Professional Practice who submitted accomplishments to the Nursing Excellence Team. 35 The Magnet Journey is alive and well!! We continue to meet all HIEF NURSING OFFICER the Magnet Standards with the work of the 4 Magnet Component C New Knowledge, Innovations and Improvements Committees and many community projects. Our Professional 45 Practice Model (PPM) got a “refresh” after seeking your feedback on our original model. We have received many accolades for the newly designed PPM. In addition to many awards and recognitions in 2014 – among the most significant was receiving “Modern NURSING EXCELLENCE Healthcare’s Top 100 Best Places to Work Award” as voted by you, COMMITTEE who were randomly surveyed. I was able to participate in the award ceremony in Chicago and it was truly an honor to be among the Letter from the from the Letter Jennifer Bower other recipients of the award. (Education/CHS) Ellen Fenger Additionally, it was a very proud moment for nurses at Cottage (Surgical and Trauma/SBCH) Health System when we opened the Gary Hock Family Simulation Training Center on 2 East at SBCH last November. Through Mr. Dodi Gauthier Hock’s incredibly generous gift to Nursing, we were able to fund (Education/CHS) the redesign of 3 former Operating Rooms to create the simulation Herb Geary center and also to partially fund the staffing for the next 5 years. -
Msc Nursing SYLLABUS.Pdf
Syllabus for Courses affiliated to the Kerala University of Health Sciences Thrissur 680596 2016 MASTER OF SCIENCE IN NURSING Medical Surgical Nursing Course Code 271 (2016‐17 admission onwards) 2016 REGULATIONS 2. COURSE CONTENT 2.1 Title of course: MASTER OF SCIENCE IN NURSING – MSc Medical Surgical Nursing Sub specialties :‐ a. Cardio Vascular & Thoracic Nursing b. Critical care Nursing, Oncology Nursing c. Neurosciences Nursing d. Nephro‐Urology Nursing e. Orthopedic Nursing f. GastroEnterology Nursing. 2.2 AIM & OBJECTIVES OF THE COURSE AIM Aim of the postgraduate programme in nursing is to prepare graduates to assume responsibilities as Clinical Nurse Specialists, Nurse Practitioners, Consultants, Educators, Researchers and Administrators in a wide variety of professional settings. OBJECTIVES On completion of the 2 year M.Sc Nursing programme, the graduates will be able to:‐ 1. Apply the concepts, theories and principles of nursing science. 2. Demonstrate competencies in nursing practice. 3. Practice as Clinical Nurse Specialist. 4. Establish collaborative relationship with the members of other disciplines. 5. Assume leadership in various care settings. 6. Participate in health planning, implementation and evaluation at different levels of health care system. 7. Function as effective nurse educators and nurse managers. 8. Conduct independent nursing research and utilize the research findings in nursing practice and education. 1 9. Critically evaluate various educational programmes in nursing. 10. Demonstrate interest and positive attitude in continuing education for personal and professional growth. 11. Demonstrate advanced skills and competence in the nursing management of patients with various medical and surgical conditions. 12. Incorporate evidence based nursing practice and identify the areas of research in the field of medical and surgical nursing. -
Prevention Relational Aggression and Bullying – a Deeper Dive. May 29, 2020
Workplace Aggression: Prevention relational aggression and bullying – a deeper dive. May 29, 2020 Panel discussion: Organizational Examples and Tips for Prevention and Response: Bullying in Health Care Resources & Selected References Provided by Lynda Enos, RN, BSN, MS, COHN-S, CPE HumanFit, LLC. [email protected] Lynda is the author of the ‘Stop Violence in Health Care: Workplace Violence in Hospitals. A Toolkit for Prevention and Management’ that can be downloaded from www.oahhs.org/safety. This comprehensive toolkit published by the Oregon Association for Health Systems and Hospitals in 2017, can be adapt for use in other industries. The 2nd edition of the toolkit will be posted soon. Contents Lateral Violence/Bullying in Health Care ....................................................................................1 Additional Resources – Miscellaneous .......................................................................................6 Lateral Violence/Bullying in Health Care Abusive supervision, thwarted belongingness, and workplace safety: A group engagement perspective. (2019). Journal of Applied Psychology. Yang, L. Q., Zheng, X., Liu, X., Lu, C. Q., & Schaubroeck, J. M. A task force to address bullying (2016). Keller, R., Budin, W. C., & Allie, T. AJN The American Journal of Nursing, 116(2), 52-58. https://journals.lww.com/ajnonline/Abstract/2016/02000/A_Task_Force_to_Address_Bullying. 25.aspx Break the bullying cycle (2012). Townsend, T., American Nurse Today. January 2012 7(1)12-15. https://www.americannursetoday.com/break-the-bullying-cycle/ Bullying has no place in health care (2016) Quick Safety. The Joint Commission https://www.jointcommission.org/-/media/deprecated-unorganized/imported- assets/tjc/system-folders/joint-commission- online/quick_safety_issue_24_june_2016pdf.pdf?db=web&hash=84E4112AB428AD3CA1D5B9F 868A1AD10 1 Workplace Aggression: Prevention relational aggression and bullying – a deeper dive. -
Care of the Pediatric Patient in Surgery: Neonatal Through Adolescence ”
CARE OF THE PEDIATRIC PATIENT IN SURGERY : NEONATAL THROUGH ADOLESCENCE 1961 1961 CARE OF THE PEDIATRIC PATIENT IN SURGERY : NEONATAL THROUGH ADOLESCENCE STUDY GUIDE Disclaimer AORN and its logo are registered trademarks of AORN, Inc. AORN does not endorse any commercial company’s products or services. Although all commercial products in this course are expected to conform to professional medical/nursing standards, inclusion in this course does not constitute a guarantee or endorsement by AORN of the quality or value of such products or of the claims made by the manufacturers. No responsibility is assumed by AORN, Inc, for any injury and/or damage to persons or property as a matter of product liability, negligence or otherwise, or from any use or operation of any standards, recommended practices, methods, products, instructions, or ideas contained in the material herein. Because of rapid advances in the health care sciences in particular, 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. The content in this publication is provided on an “as is” basis. TO THE FULLEST EXTENT PERMITTED BY LAW, AORN, INC, DISCLAIMS ALL WARRANTIES, EITHER EXPRESSED OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT OF THIRD PARTIES’ RIGHTS, AND FITNESS FOR A PARTICULAR PURPOSE. This publication may be photocopied for noncommercial purposes of scientific use or educational advancement. The following credit line must appear on the front page of the photocopied document: Reprinted with permission from The Association of periOperative Registered Nurses, Inc. -
Practical Nursing the Practical Nursing Program Is Approved by the Tennessee Board of Nursing
1100 Liberty Street | Knoxville, TN 37919 T: 865-546-5567 | F: 865-971-4474 www.tcatknoxville.edu Practical Nursing The Practical Nursing Program is approved by the Tennessee Board of Nursing. Graduates will obtain a diploma in Practical Nursing and may then be eligible to take the National Council Licensing Exam for Practical Nursing (NCLEX-PN) used to obtain nursing licensure in Tennessee. Practical Nursing is entry level nursing. Graduates are prepared with the background and skills to give knowledgeable, basic nursing care to patients with varying degrees of physical needs. Licensed Practical Nurses (LPNs) work under the supervision of registered nurses and doctors. Positions are available in hospitals, long term care facilities, physician's offices, home health agencies, and in industry. The program is one year in length and classes begin each January, May, and September. The program requires a full-time commitment, Monday through Friday. Students attend class for the first three months from 8:00 a.m. - 2:30 p.m. consisting of lecture style classes and laboratory instruction. Students will begin clinical experience in the fourth month of the program. Clinical hours and days are determined by the clinical facility and will vary. Every effort will be made to give students adequate notice of their clinical schedule. A criminal background check is required. Clinical facilities require this background check and may determine that a student is ineligible to attend clinical at their facility. Practical Nursing students are accepted based on a points system. The 50 students who accumulate and provide documentation for the most number of points will be selected every trimester. -
Overview of Pediatric Nursing Care
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR UNITSALE OR I DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Overview© Jonesof & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC PediatricNOT Nursing FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Care© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Rawpixel.com/Shutterstock NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC CHAPTER 1 NOTIntroduction FOR SALE ORto Children’sDISTRIBUTION Health Care NOT FOR SALE OR DISTRIBUTION CHAPTER 2 Care Across Clinical Settings © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 9781284375473_CH01_001_013.indd 1 06/07/17 2:03 PM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, -
New Technology in Nursing Education and Practice
IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 6, Issue 6 Ver. I. (Nov. Dec .2017), PP 29-38 www.iosrjournals.org New Technology in Nursing Education and Practice Ragaa Gasim Ahmed Mohmmed1, Hanan Mohammed Mohammed2,4, Abeer El-Said Hassane El-sol3,4 1 (Assistant professor of Pediatric Nursing, Faculty of Applied Medical Sciences, Nursing Department, Al-Baha University, Saudi – Arabia) 2 (Assistant Professor of Medical-Surgical Nursing Department, Faculty of Nursing, Ain Shams University, Egypt) 3 (Lecturer of Medical-Surgical Nursing, Medical Surgical Department, Faculty of Nursing, Shibin Elkom, Menoufia University, Egypt) 4 (Faculty of Applied Medical Sciences, Nursing Department, Al-Baha University, Saudi – Arabia) Ragaa Gasim Ahmed Mohmmed Corresponding Author: [email protected] Abstract: Technology is changing the world at warp speed and nowhere is this clearer than in health care settings. In an increasingly crowded world, people rightly expect health care to meet their needs quickly and, where possible, tailored to their needs. Technology helps to deliver these elements, putting the power back in the hands of the patient. Health care is growing increasingly complex, and most clinical research focuses on new approaches to diagnosis and treatment. In contrast, relatively little effort has been targeted at the perfection of operational systems, which are partly responsible for the well-documented problems with medical safety. If medicine is to achieve major gains in quality, it must be transformed, and information technology will play a key part, especially with respect to safety. Technological innovation in health care is an important driver of cost growth. -
Exploring the Experiences of African American Nurses: an Emancipatory Inquiry Laurie Pierce
University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2018 Exploring The Experiences Of African American Nurses: An Emancipatory Inquiry Laurie Pierce Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Pierce, Laurie, "Exploring The Experiences Of African American Nurses: An Emancipatory Inquiry" (2018). Theses and Dissertations. 2310. https://commons.und.edu/theses/2310 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN NURSES: AN EMANCIPATORY INQUIRY by Laurie Pierce Associate of Science, J. Sargeant Reynolds Community College, 1985 Bachelor of Science in Nursing, Virginia Commonwealth University. 2006 Master of Science in Nursing, Old Dominion University, 2008 A Dissertation Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Doctor of Philosophy Grand Forks, North Dakota August 2018 Copyright 2018 Laurie Pierce ii PERMISSION Title Exploring the Experiences of African American Nurses: An Emancipatory Inquiry Department Nursing Degree Doctor of Philosophy In presenting this dissertation in partial fulfillment of the requirements for the graduate degree from the University of North Dakota, I agree that the library of this University shall make it freely available for inspection. I further agree that permission for extensive copying for scholarly inquiries may be grated by the professor who supervised my dissertation work or, in her absence, by the Chairperson of the department or the dean of the School of Graduate Studies. -
Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2012 Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit Kee Chen Elaine Siow University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Nursing Commons Recommended Citation Siow, Kee Chen Elaine, "Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit" (2012). Publicly Accessible Penn Dissertations. 581. https://repository.upenn.edu/edissertations/581 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/581 For more information, please contact [email protected]. Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit Abstract Background: Nursing care is known to improve patient outcomes during hospitalization, but the mechanisms by which outcomes are improved have not been fully explicated. Continuity in nursing care (CINC) may be an important characteristic of nursing care delivery that impacts patient outcomes. However, evidence linking CINC to patient outcomes is limited. Purpose: The first aim of this study was ot examine the relationship between CINC and patient outcomes - length of intensive care unit (ICU) stay, duration of mechanical ventilation, adverse events, and ICU-acquired infections - in a pediatric ICU. The second aim was to examine whether the match of nursing expertise to mortality risk enhances the relationship between CINC and patient outcomes. Methods: This cross-sectional study was a secondary data analysis of prospectively collected data that were merged from multiple databases from one pediatric ICU. The analytical database was a combination of four databases: the Nightingale Metrics database, the Virtual Pediatric Intensive Care Unit Performance System database, the Medical/Surgical Intensive Care Unit-Acquired Infection database, and the Safety Errors Reporting System database. -
The Use of Human Milk and Breastfeeding in the Neonatal Intensive Care Unit
The Use of Human Milk and Breastfeeding in the Neonatal Intensive Care Unit Position Statement #3065 NANN Board of Directors April 2015 The use of human milk and breastfeeding are essential components in providing optimal health for the critically ill newborn. As the professional voice of neonatal nurses, the National Association of Neonatal Nurses (NANN) encourages all neonatal nurses to provide mothers of critically ill newborns with the education, support, and encouragement needed to provide human milk for their infant. Association Position Human milk and breastfeeding are essential for the growth and development of the vulnerable infant. All infants should be exclusively breastfed for the first 6 months, with continued breastfeeding for a year or more. A top priority for neonatal nurses is to ensure that all families understand the unique role that human milk plays in the health of their child. It is the responsibility of neonatal nurses to provide all mothers with education about the benefits of human milk for their infants, regardless of the mothers’ original intentions regarding feeding, and to encourage them to express milk for as long as possible. Research by Hallowell and colleagues demonstrated that only 49% of NICUs had lactation consultants working in the NICU and that nurses only reported providing breastfeeding support 13% (median) of the time on their prior shift (Hallowell et al., 2014). Neonatal nurses should incorporate lactation support into their daily care to ensure that infants receive human milk through discharge and to help mothers achieve their personal breastfeeding goals. Nurses must possess evidence-based knowledge regarding the science of human milk, lactation, and breastfeeding. -
Certification Candidate Handbook
Certification Candidate Handbook Everything You Need to Know About the ® ® CPAN and CAPA Examinations This Handbook Contains Registration and Administration Processes and Policies Please read the entire handbook carefully. This Certification Candidate Handbook was revised in 2020. The examination and items contained therein are protected by Federal copyright law. No part of the examination may be copied or reproduced in part or whole by any means whatsoever, including memorization. About ABPANC The American Board of Perianesthesia Nursing Certification, Inc. (ABPANC), a non-profit corporation established in 1985, is responsible for developing, sponsoring and managing the CPAN and CAPA nursing certification programs. These national professional certification programs are designed for registered nurses caring for patients who have experienced sedation, analgesia and anesthesia in a hospital or ambulatory care facility. CPAN® and CAPA® Certification: Nursing Passion in Action® VISION Recognizing and respecting the unequaled excellence in the mark of the CPAN® and CAPA® credential, perianesthesia nurses will seek it, managers will require it, employers will support it, and the public will demand it. MISSION ABPANC’s Mission is to assure a certification process for perianesthesia nurses that validates knowledge gained through professional education and experience, ultimately promoting quality patient care. THE MISSION IS DRIVEN BY: • ABPANC’s commitment to professional practice and advocating the value of certification to health care decision makers VALUES and the public. • Excellence — Promotion of excellence • The ongoing administration of valid, reliable in perianesthesia patient care is the and fair certification programs. driving force behind ABPANC’s existence, contributing to quality patient care. • Ongoing collaboration with ASPAN and other specialty organizations.