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How Do Nurses Feel About Their Cultural Competence? a Literature Review
How do nurses feel about their cultural competence? A Literature Review Fidele Sindayigaya Bachelor’s thesis November 2016 Degree Programme in Nursing Social services, Health & Sport Author(s) Type of publication: Date: November 2016 Bachelor’s thesis Fidele SINGAYIGAYA Language of Publication: English Number of pages Permission for web 40 publication: x Title of Publication: How do nurses feel about their cultural competence? Degree Programme in Nursing, Bachelor of Health Care Tutors: Marjo Palovaara & Garbrah William Assigned by Abstract The aim of this study was to explore and analyse through literature review, the cultural competence of Nurse. The purpose of this study was to provide information to both nursing students and nurses on how to enhance their cultural competence, and answering the future needs of social and health care services, in a multicultural environment. The method used in conducting this research is the review of literature; data for the research was acquired from electronic databases such as CINAHL and PubMed. Moreover the research filters used consist of free link full text, publication year 2000-2016, English language and reference available. The data that emerged from the studies indicated that most of the nurses reported the feelings of apprehension, loneliness, and lacks of confidence during their cultural competence. Furthermore, the studies found that nurses need to recognize their own cultural values in seeking cultural competence; the nurses perceived the fear of mistakes and crossing boundaries related to the cultural and religious practices of minority patients as particularly stressful. Keywords/tags (subjects) culture, cultural competence, transcultural nursing, and health communication Miscellaneous Table of contents 1. -
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. -
INCREASING BREASTFEEDING SUPPORT 1 INCREASING BREAST FEEDING SUPPORT AMONG NEONATAL NURSES by Lawanda Bailey-Guess GEORGANN
INCREASING BREASTFEEDING SUPPORT 1 INCREASING BREAST FEEDING SUPPORT AMONG NEONATAL NURSES By Lawanda Bailey-Guess GEORGANN WEISSMAN, DNP, GNP-BC, CNE, Faculty Mentor and Chair TERRI JONES, DNP, Committee Member KIMBERLY NERUD, PHD, Committee Member REGINA DENNIS, MSN, MBA Patrick Robinson, PhD, Dean, School of Nursing and Health Sciences A DNP Project Presented in Partial Fulfillment Of the Requirements for the Degree of Doctor of Nursing Practice Capella University November 2018 INCREASING BREASTFEEDING SUPPORT 2 Abstract The importance of breastfeeding support remains a global phenomenon, as breastfeeding remains the algorithm of healthcare promotion throughout the life span. The purpose of this project reviews benefits of improving breastfeeding, and breast milk production, among lactating women and their infants by increasing knowledge, skills and positive breastfeeding attitudes among Neonatal Intensive Care Unit (NICU) nurses. The project health care facility has approximately 30% of its neonatal infants who receive breast milk within four weeks of life (Project Facility, 2017) compared to the Center for Disease Control (CDC) recommendation of 75% for early breastfeeding initiation (CDC, 2017). The project‟s quality improvement program provided a descriptive quantitative design in which questionnaires were distributed among neonatal nurses and breastfeeding mothers to query access and implement the CDC guidelines, Baby Friendly benchmarks, and Healthy People 2020 goals. The Breastfeeding Support Program was implemented as a 3 day breastfeeding support class, implementation of hands-on policy, and a quality improvement tool. The key findings of this project study demonstrated evidence that neonatal nurses were not given consistent interactive breastfeeding in-service. As such, neonatal nurses should be given a „hands on‟ breastfeeding support class and policy review annually per CDC recommendations. -
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. -
Post-Abolition in the Atlantic World
Revista Brasileira de História ISSN 1806-9347 Post-Abolition in the Atlantic World The Revista Brasileira de História integrates the portals SciELO, Redalyc and Periódicos Capes, accessible through the following URLs: http://www.scielo.br/rbh • http://redalyc.uaemex.mx • HTTP://www.periodicos.capes.gov.br Indexing data bases: Scopus, ISI Web of Knowledge, ABC-CLIO, Hispanic American Periodicals Index (HAPI) Revista Brasileira de História – Official Organ of the National Association of History. São Paulo, AN PUH, vol. 35, no 69, Jan.-June 2015. Semiannual ISSN: 1806-9347 CO DEN: 0151/RBHIEL Correspondence: ANPUH – Av. Prof. Lineu Prestes, 338 Cidade Universitária. CEP 05508-000 – São Paulo – SP Phone/Fax: (11) 3091-3047 – e-mail: [email protected] Revision (Portuguese): Armando Olivetti Desktop publishing: Flavio Peralta (Estúdio O.L.M.) Revista Brasileira de História Post-Abolition in the Atlantic World ANPUH Revista Brasileira de História no 69 Founder: Alice P. Canabrava August 2013 – July 2015 Editor in charge Alexandre Fortes, Universidade Federal Rural do Rio de Janeiro, Nova Iguaçu, RJ – Brasil. E-mail: [email protected] Editorial committee (RBH) Alexandre Fortes, Universidade Federal Rural do Rio de Janeiro, Nova Iguaçu, RJ – Brasil Ana Teresa Marques Gonçalves, Universidade Federal de Goiás, Goiânia, GO – Brasil Carla Simone Rodeghero, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS – Brasil Cláudia Maria Ribeiro Viscardi, Universidade Federal de Juiz de Fora, Juiz de Fora, MG – Brasil Fátima Martins Lopes, Universidade -
The Neural Basis of Social Cognition and Its Relationship to Social Functioning in Young People at Risk for Schizophrenia
The Neural Basis of Social Cognition and Its Relationship to Social Functioning in Young People at Risk for Schizophrenia The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Lincoln, Sarah Hope. 2015. The Neural Basis of Social Cognition and Its Relationship to Social Functioning in Young People at Risk for Schizophrenia. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845421 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The neural basis of social cognition and its relationship to social functioning in young people at risk for schizophrenia A dissertation presented by Sarah Hope Lincoln to The Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Psychology Harvard University Cambridge, Massachusetts May 2015 © 2015 Sarah Hope Lincoln All rights reserved. Dissertation Advisor: Professor Christine I. Hooker Sarah Hope Lincoln The neural basis of social cognition and its relationship to social functioning in young people at risk for schizophrenia Abstract These three studies seek to contribute to the neurological characterization of the development of schizophrenia as well as begin to branch into understanding how neuroanatomical structure and function may relate to specific deficits in social cognition and social functioning within in this population. -
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. -
Nursing Leadership and Client Care Management
West Virginia Wesleyan College BSN Preceptor Orientation Manual For NURS 420: Leadership in Healthcare 2015-16 2 Welcome to NURS 420, Leadership in Healthcare! This preceptor orientation manual has been designed for students, faculty, and preceptors to assist students to have a successful clinical experience. The Philosophy of the West Virginia Wesleyan College endeavors to graduate men and women, who think critically and creatively, communicate effectively, act responsibly and demonstrate their local and world citizenship through service. We appreciate the registered nurses who agree to function as preceptors and role models for our students. It is out intent to make this journey personally and professionally growth producing for students and preceptors, and an enjoyable learning experience for all. Please take the time to carefully review this manual. If you have questions or suggestions, please don’t hesitate to contact the Wesleyan College Department of Nursing office, 304-473-8224. West Virginia Wesleyan College Susan P. Rice PhD, MPH, RN/NM Creator of Preceptor Manual Barbara Frye MSN, RN Faculty Revised December 2015 3 Table of Contents PART I: Course Information Introduction to the course………………………………………………………………………. 4 NURS 420 Clinical Objectives………………………………………………………………….. 4 SON Mission & Goals…………………………………………….…………………………………..5 Student Learning Outcomes.…………………………………………………………………….6 Preceptor-Guided clinical: Overview…………………………………….………………….8 West Virginia Board of Registered Nursing: Regulations………………………..8 Roles and Responsibilities of Preceptors, Students, Faculty…………………..9 PART II: Useful Information and Reference Phases of Preceptor-Student Working Relationship……………………………….13 Adult Learner-Centered Teaching Strategies………………………………………….14 “Reality Shock”…………………………………………………………………………………………16 Weekly Guidelines for Student Activity…………………………………………………..17 Some Tips from Expert Preceptors………………………………………………………….18 References…………………………………………………………………………………….………….19 APPENDECES Appendix A; Preceptor Resume………………………………………………………………………. -
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 Case of Modern Matrons in the English NHS
The dynamics of professions and development of new roles in public services organizations: The case of modern matrons in the English NHS Abstract This study contributes to research examining how professional autonomy and hierarchy impacts upon the implementation of policy designed to improve the quality of public services delivery through the introduction of new managerial roles. It is based on an empirical examination of a new role for nurses - modern matrons - who are expected by policy makers to drive organizational change aimed at tackling health care acquired infections [HCAI] in the National Health Service [NHS] within England. First, we show that the changing role of nurses associated with their ongoing professionalisation limit modern matron‟s influence over their own ranks in tackling HCAI. Second, modern matrons influence over doctors is limited. Third, government policy itself appears inconsistent in its support for the role of modern matrons. Modern matrons‟ attempts to tackle HCAI appear more effective where infection control activity is situated in professional practice and where modern matrons integrate aspirations for improved infection control within mainstream audit mechanisms in a health care organization. Key words: professions, NHS, modern matrons, health care acquired infections Introduction The organization and management of professional work remains a significant area of analysis (Ackroyd, 1996; Freidson, 2001; Murphy, 1990; Reed, 1996). It is argued that professional autonomy and hierarchy conflict with bureaucratic and managerial methods of organizing work, especially attempts at supervision (Broadbent and Laughlin, 2002; Freidson, 2001; Larson, 1979). Consequently, the extension of managerial prerogatives and organizational controls are seen to challenge the autonomy, legitimacy and power of professional groups (Clarke and Newman, 1997; Exworthy and Halford, 1999).