DOCSLIB.ORG

(Lpns) in a Clinic Or Physician Office Setting

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
(Lpns) in a Clinic Or Physician Office Setting Minnesota Medical Association Task Force Report on Delegation to Licensed Practical Nurses (LPNs) in a Clinic or Physician Office Setting This report provides guidance to physicians and clinic managers regarding the medical functions that might appropriately be delegated to a licensed practical nurse (LPN) within a clinic or physician office setting. February, 2003 LPN ISSUES TASK FORCE Terence P. Cahill, M.D., Chair, United Clinics of Blue Earth Patricia Lindholm, M.D., Fergus Falls Medical Group Richard Gebhart, M.D., Camden Physicians Kathleen M. Sweetman, M.D., Lakeview Clinic Paul Van Gorp, M.D., CentraCare Clinic of Long Prairie Virginia Barzan, CAE., Minnesota Academy of Family Practice A special thank you to nursing representatives who attended task force meetings and provided advice and counsel: Shirley Brekken, R.N., Minnesota Board of Nursing Diane O’Connor, R.N., Minnesota Nurses Association Kathy Kapla, LPN, Minnesota Council No. 65, American Federation of State, County and Municipal Employees Carol Diemert, R.N., Minnesota Nurses Association Kathy Fodness, SEIU Local 113 Donna Quam, R.N., Fergus Falls Community College Glenda Moyers, R.N., Hennepin Technical College Mary Jo Borden, R.N., The College of St. Catherine Darlene Haglund, LPN, Cambridge Clinic Kim Mellgren, LPN, Cambridge Clinic Renee Burman, LPN, Fairview Riverside Hospital Chris Lawrenz, LPN, Sleepy Eye Clinic Patricia C. Hanson, R.N., MMA Manager Quality and Data, MMA Staff to Task Force and report author The report was approved by the physician members of the Ad Hoc LPN Issues Task Force and the MMA Board of Trustees on January 18, 2003. © 2003 Minnesota Medical Association History of the Issues statutes and rules are empowered to regulate activities related to nursing education, licensure and practice within their re- The impetus for examining LPN scope of practice issues was spective jurisdictions to meet the states’ constitutional obliga- a request from members of the Minnesota Academy of Fam- tions of protecting their citizens. The State Board of Nursing ily Physicians (MAFP) who asked the MMA to review several confers a license to a qualified registered nurse (RN) or li- issues related to LPN practice in the non-acute setting. MAFP censed practical nurse (LPN) authorizing the individual to en- members were concerned because opinions issued by the Min- gage in professional or practical nursing and certifying that nesota Board of Nursing (MBON) in its publications were in- the individual has attained the minimal degree of competency terpreted by the MAFP to mean that LPNs could no longer to ensure that public health, safety and welfare will be reason- perform the skills/tasks/activities that they had routinely been ably well protected. delegated in the physician office or clinic setting. The Minnesota Nurse Practice Act (MNPA) Several physician offices and clinics began considering an LPN (Please note, for the purposes of this report, only those por- hiring freeze and contemplated hiring and training non-nurses tions of the statutes and rules that apply to RNs and LPNs will such as medical technicians or medical aides to carry out dele- be discussed.) gated medical functions that are performed in a clinic and of- fice setting. Concerned about the impact on the quality of pa- The Minnesota Nurse Practice Act defines RN practice as the tient care, many physicians questioned the advisability of practice of professional nursing [emphasis added]. The Act hiring non-nurses. Physicians believe that LPN staff are capa- states, “the practice of professional nursing means the per- ble of providing the care needed by clinic patients and that formance for compensation or personal profit of the profes- LPNs are more qualified to provide nursing care and carry out sional interpersonal service of (1) providing a nursing assess- delegated medical orders than unlicensed assistive personnel ment of the actual or potential needs of individuals, families, such as an aide or technician. or communities; (2) providing nursing care supportive to or restorative of life by functions such as skilled ministration of Because of physicians’ concerns, in August 2000 the MMA nursing care, supervising and teaching nursing personnel, House of Delegates passed the following resolution intro- health teaching and counseling, case finding, and referral to duced by the MAFP: other health resources; and (3) evaluating these actions. The RESOLVED that the MMA draft legislation amending practice of professional nursing includes both independent MN Statute 151.37, Subd. 2 (a), the Pharmacy Act, to nursing functions and delegated medical functions that may allow for physicians to direct a licensed practical nurse be performed in collaboration with other health team mem- to administer legend drugs under practice guidelines or bers, or may be delegated by the professional nurse to other protocols, and be it further RESOLVED that the MMA nursing personnel. Independent nursing function may also be work with appropriate nursing and other organizations performed autonomously. The practice of professional nurs- to develop guidelines for the supervision of LPNs by ing requires that level of special education, knowledge, and RNs or physicians that will support the provision of skill ordinarily expected of an individual who has completed quality patient care. an approved professional nursing education program…” It is important to note that the RN is termed professional and the In response, the MMA created the Ad Hoc LPN Issues Task responsibilities are delineated much more specifically than Force to study the topics addressed in the resolution. Invited those in the LPN definition that follows. Specifically, the re- to join the task force were several Minnesota nursing organi- sponsibilities of assessment, delegation, evaluation, supervi- zations including the Minnesota Board of Nursing, the Min- sion and teaching of nursing personnel, and health teaching nesota Nurses Association, the Minnesota LPN Association, are clearly defined by the Minnesota Board of Nursing as re- Service Employees International Union, and the Minnesota sponsibilities of an RN. Practical Nurse Directors and Educators Association. The task force met for several months. During this time, the nurs- The Minnesota Nurse Practice Act defines practical nursing ing organizations also met separately to discuss and work out as the “performance for compensation or personal profit of various issues that were brought up by physician members of any of those services in observing and caring for the ill, in- the task force. jured, or infirm, in applying counsel and procedure to safe- guard life and health, in administering medication and treat- ment as prescribed by a licensed health professional, which are commonly performed by LPNs and which require special- The Minnesota Nurse Practice Act (MNPA) ized knowledge and skill such as are taught or acquired in an and the Authority of the Minnesota approved school of practical nursing, but do not require the specialized education, knowledge, and skill of a registered Board of Nursing (MBON) nurse [emphasis added].” The language that has been empha- sized is the crux of the controversy about what tasks/activities The MNPA (Minnesota Statutes section 148.171-148.285) is can be assigned and delegated to an LPN. The Minnesota the statute or law that governs nursing practice in Minnesota. Nurse Practice Act does not offer examples of the activities an Nurses are also governed by Minnesota Rules Chapter 6301- LPN is licensed to perform and those that should only be per- 6330. formed by an RN. For example, the nursing statute does not specify the specific medications and treatments that may be As agents of state government, boards of nursing through administered by an LPN. What Activities Specifically Differentiate LPN and RN LPN Education Practice? Educational preparation for an LPN is usually nine to 15 A clear delineation between RN and LPN practice is difficult months in a community college or technical college, and a high because the nursing profession as a whole has not developed school diploma or the equivalent is required prior to enroll- consensus on what makes a nursing skill, task, or activity one ment. Becoming an LPN requires completion of a formal that can only be performed by an RN versus a nursing skill, training program plus supervised clinical instruction. The task, or activity that can be delegated to an LPN. Although it curriculum includes the study of nursing, body structure and would seem logical that LPN skills, tasks, and activities delin- function, basic psychology, pharmacology, math and commu- eated in statute and rules would be comparable from state to nication skills. Graduates of an approved program take a li- state and the specifics of their scope of practice reflected in censing examination for practical nursing. Upon passing the state’s statutes, this is not the case. Some state’s statutes are NCLEX-PN examination the graduate is eligible for state li- very specific about an LPN’s scope of practice, but others, such censure by the Minnesota Board of Nursing and is allowed to as Minnesota statutes, are vague and open to interpretation. use the title of licensed practical nurse (LPN). Although there are some recent studies that validate the posi- Upon graduation from an approved program, an LPN is pre- tive outcomes of care provided by RNs (NEJM, Vol 345, pared to function as a member of the health-care team by ex- No.22. May 30, 2002), there is little, if any, research that dif- ercising sound nursing judgment based on educational prepa- ferentiates the outcomes of care provided by LPNs versus ration, knowledge, skills, understanding and experiences in RNs, particularly in the outpatient setting such as a clinic or nursing situations. The LPN participates in the planning and physician office. A detailed review of the literature on this implementation of nursing care in all settings; monitors subject reveals a notable lack of research and information changes in patients’ symptoms and conditions; and performs about the effectiveness of care provided by RNs versus care more specialized nursing functions such as administering provided by LPNs.
Load more

Recommended publications
  • Nursing 1 Nursing
    Nursing 1 Nursing For other uses, see Nursing (disambiguation). "Nurse" redirects here. For other uses, see Nurse (disambiguation). Nurse A British nurse caring for a baby in 2006 Occupation Names Nurse Occupation type Healthcare professional Activity sectors Nursing, Health care Description Competencies Caring for general well-being of patients Education required Qualifications in terms of statutory regulations according to national, state, or provincial legislation in each country Nursing is a profession within the health care sector focused on the care of individuals, families, and communities so they may attain, maintain, or recover optimal health and quality of life. Nurses may be differentiated from other health care providers by their approach to patient care, training, and scope of practice. Nurses practice in a wide diversity of practice areas with a different scope of practice and level of prescriber authority in each. Many nurses provide care within the ordering scope of physicians, and this traditional role has come to shape the historic public image of nurses as care providers. However, nurses are permitted by most jurisdictions to practice independently in a variety of settings depending on training level. In the postwar period, nurse education has undergone a process of diversification towards advanced and specialized credentials, and many of the traditional regulations and provider roles are changing. Nurses develop a plan of care, working collaboratively with physicians, therapists, the patient, the patient's family and other team members, that focuses on treating illness to improve quality of life. In the U.S. (and increasingly the United Kingdom), advanced practice nurses, such as clinical nurse specialists and nurse practitioners, diagnose health problems and prescribe medications and other therapies, depending on individual state regulations.
    [Show full text]
  • JNR0120SE Globalprofile.Pdf
    JOURNAL OF NURSING REGULATION VOLUME 10 · SPECIAL ISSUE · JANUARY 2020 THE OFFICIAL JOURNAL OF THE NATIONAL COUNCIL OF STATE BOARDS OF NURSING JOURNAL Volume 10 Volume OF • Special Issue Issue Special NURSING • January 2020 January REGULATION Advancing Nursing Excellence for Public Protection A Global Profile of Nursing Regulation, Education, and Practice National Council of State Boards of Nursing Pages 1–116 Pages JOURNAL OFNURSING REGULATION Official publication of the National Council of State Boards of Nursing Editor-in-Chief Editorial Advisory Board Maryann Alexander, PhD, RN, FAAN Mohammed Arsiwala, MD MT Meadows, DNP, RN, MS, MBA Chief Officer, Nursing Regulation President Director of Professional Practice, AONE National Council of State Boards of Nursing Michigan Urgent Care Executive Director, AONE Foundation Chicago, Illinois Livonia, Michigan Chicago, Illinois Chief Executive Officer Kathy Bettinardi-Angres, Paula R. Meyer, MSN, RN David C. Benton, RGN, PhD, FFNF, FRCN, APN-BC, MS, RN, CADC Executive Director FAAN Professional Assessment Coordinator, Washington State Department of Research Editors Positive Sobriety Institute Health Nursing Care Quality Allison Squires, PhD, RN, FAAN Adjunct Faculty, Rush University Assurance Commission Brendan Martin, PhD Department of Nursing Olympia, Washington Chicago, Illinois NCSBN Board of Directors Barbara Morvant, MN, RN President Shirley A. Brekken, MS, RN, FAAN Regulatory Policy Consultant Julia George, MSN, RN, FRE Executive Director Baton Rouge, Louisiana President-elect Minnesota Board of Nursing Jim Cleghorn, MA Minneapolis, Minnesota Ann L. O’Sullivan, PhD, CRNP, FAAN Treasurer Professor of Primary Care Nursing Adrian Guerrero, CPM Nancy J. Brent, MS, JD, RN Dr. Hildegarde Reynolds Endowed Term Area I Director Attorney At Law Professor of Primary Care Nursing Cynthia LaBonde, MN, RN Wilmette, Illinois University of Pennsylvania Area II Director Philadelphia, Pennsylvania Lori Scheidt, MBA-HCM Sean Clarke, RN, PhD, FAAN Area III Director Executive Vice Dean and Professor Pamela J.
    [Show full text]
  • MMC Nurse Anesthesia Educational Data Form
    MMC Nurse Anesthesia Educational Data Form Educational Data: Applicants must possess an appropriate baccalaureate degree from a regionally accredited college or university and have maintained an overall GPA of 3.0 on 4.0 scale. Degrees must be completed with final transcripts submitted prior to enrollment in August. Appropriate degrees include a baccalaureate degree in nursing or an associate/diploma in nursing plus a baccalaureate degree in another related discipline. Nursing Education Institution Date Conferred GPA Diploma in Nursing Associate Degree in Nursing Bachelor of Science in Nursing Other Degrees Institution Date Conferred GPA Graduate Record Examination (GRE): Date taken/scheduled _______ Scores: Verbal _______ Quantitative _______ Course Prerequisites: Courses must be completed at a college or university level with a minimum grade of C. (2 points on 4 point scale) CHEMISTRY: 2 courses of chemistry (minimum total of 6 semester hours) are required. Acceptable chemistry courses include: general, organic, inorganic or biochemistry. Please list chemistry courses taken. Chemistry: List two courses. If you have taken more than two chemistry courses, list the two with best grades. Note: labs are not required. Chemistry Course Title# Completion Date Institution Letter Grade # of hours STATISTICS: 1 statistics or epidemiology course will satisfy the prerequisite. Please list statistics or epidemiology course taken. Course Title# Completion Date Institution Letter Grade # of hours Missing Prerequisites: Applicants who have not met all prerequisites by the application deadline must submit a plan with their application for completing any missing prerequisites. r Yes r No Have you ever attended another anesthesia school? If yes, use a separate sheet to fully explain.
    [Show full text]
  • School of Nursing
    SCHOOL OF NURSING Dean Timothy Smith (2005). Dean and Professor, School of Nursing; and Executive Director, Center for Excellence in Health Care Practice. Diploma, Baptist College for the Health Sciences; BSN, University of Memphis; Diploma in Anesthesia, University of Tennessee, Knoxville Graduate School of Medicine; MSN and PhD, University of Tennessee Health Sciences Center. Kelly Harden (2007). Associate Dean, Graduate Program; Director, Doctor of Nursing Practice Track; and Professor of Nursing. ASN, Mississippi County Community College, BSN, Regents University, MSN, University of Missouri, DNSc, University of Tennessee Health Science Center. Carol K. Nethery (2008). Associate Dean, Undergraduate Nursing Programs and Assistant Professor of Nursing. ASN, BSN, MSN, and DNP, Union University. Staff Charlotte Harris (2007) Administrative Assistant. Paula Karnes (2003) Coordinator, Undergraduate Nursing Program. B.S., University of Tennessee at Martin. 153 Elsie Cressman (1998) Coordinator of Nurse Anesthesia Track. Mission Statement The mission of the School of Nursing is to be excellence-driven, Christ-centered, people-focused, and future-directed while preparing qualified individuals for a career in the caring, therapeutic, teaching profession of nursing. SCHOOL OF NURSING 2013-2014 Chairs Allison Davis (2012). Assistant Professor of Nursing. Glynis Blackard (2009). Chair, Undergraduate Program— BSN, Middle Tennessee State University; MSN, Union Hendersonville and Assistant Professor of Nursing. BSN University. and MSN, Union University. Darel Davis (2012) Assistant Professor of Nursing. BSN Patsy Crihfield (2007). Chair, Nurse Practitioner Tracks and MSN, Union University. and Professor of Nursing. Diploma, Baptist Memorial Sharon Edwards Evans (2007). Associate Professor of Hospital School of Nursing; B.A., Stephens College; BSN, Nursing. BSN, Oral Roberts University; MSN and PhD, University of Memphis; MSN, University of Tennessee St.
    [Show full text]
  • Meet Our Midwives
    Meet Our Midwives Linda Chong Tim, CNM — Kailua Clinic, Koolau Clinic Education: Bachelor’s and Master’s degrees from University of Hawaii School of Nursing, 1990 and 1996; Education Program Associates/San Jose State University, 1998 Certification in Midwifery: American College of Nurse-Midwives Midwifery Experience: Koolau Women’s Health Care; Castle Medical Center, Kapiolani Medical Center for Women and Children Professional Affiliation: American College of Nurse-Midwives Personal interests: Enjoys spending free time with her family; going to the beach, family picnics and bicycling. Connie Conover, CNM — Waipio Clinic Education: Diploma in Nursing from Presbyterian School of Nursing, 1983; Bachelor’s degree in Nursing from Thomas Jefferson University, 1985; Master’s degree in Nursing from University of Pennsylvania, 1988; Post-Masters Certificate from Oregon Health Science University, 1996 Certification in Midwifery: American College of Nurse-Midwives Midwifery Experience: University of New Mexico Midwifery Service, Kalihi Palama Health Center, Kapiolani Medical Center for Women Professional Affiliation: American College of Nurse-Midwives Personal interests: Multicultural health care for women, time with family spent at the beach and hiking, dancing hula, and eating good food! Roxanne Estes, CNM — Hilo Clinic, Kona Clinic Education: Associate degree in Nursing from Hawaii Community College, 1996; Bachelor’s degree in Nursing from University of Hawaii at Hilo, 2004; Master’s degree in Nursing from Frontier School of Midwifery and Family Nursing, 2008 Certification in Midwifery: American College of Nurse-Midwives Midwifery Experience: Director of Women’s Health for Bay Clinic, Inc., Pahoa Women’s Health Center Professional Affiliation:American College of Nurse-Midwives Personal interests: Increasing access to women’s health care in rural Hawaii, spending time with family, paddling canoe, running, and growing exotic plants.
    [Show full text]
  • Nursing – What's the Difference
    Careers in Nursing – what’s the difference? Certified Nursing Assistant (CNA) The CNA performs patient care tasks, such as taking vital signs (blood pressure, temperature, etc.), assisting with activities of daily living (bathing, feeding, etc.), and documentation of care given. The CNA works under the supervision of a Registered Nurse, Licensed Practical Nurse, or other licensed health care professional. Education: Graduation from CNA training program and certification Setting: Hospitals, nursing homes, home care, clinics, assisted living facilities Licensed Practical Nurse (LPN) The LPN participates in the planning, implementation, and evaluation of nursing care in settings where nursing takes place under the direction of a Registered Nurse or physician. An LPN performs various patient care activities which include data collection, administering medications, performing skilled nursing interventions (such as sterile dressing changes, insertion of foley catheters, maintenance of feeding tubes, etc.) and documentation of patient care. Education: Practical nursing program either in a college setting or technical education setting (1 to 2 years) and licensure Setting: Long term care facilities, hospitals, physician offices, home care, clinics Registered Nurse (RN) The RN is a professional nurse who assesses human responses, and plans, implements and evaluates nursing care for individuals or families for whom the nurse is responsible. RNs collect complete and ongoing data; analyze the health status of patients and families; and carries out interventions which promote, maintain, and restore health. RNs provide both direct and indirect patient care; engage in patient and family health education; and supervise LPNs, CNAs and other health care workers in the care of patients. The professional nurse advocates for the patient and family with other members of the healthcare team.
    [Show full text]
  • Nursing (BSN) Nursing (BSN)
    Nursing (BSN) Nursing (BSN) This program offered by the College of Arts & Sciences/Nursing Degree Requirements Department and is only available online. For information on the general requirements for a degree, see Program Description Baccalaureate Degree Requirements under the Academic Policies and Information section of this catalog. The bachelor of science in nursing (BSN) program is designed for the registered nurse who wishes to advance his or her knowledge • 27 credit hours in upper division nursing coursework in nursing, the sciences and the liberal arts. The program helps • 3 credit hours in the required Global Keystone Seminar the registered nurse develop analytic and communication skills for • 26 credit hours in designated University Global Citizenship professional excellence. Program hours, with accommodations for the nursing RN- BSN, and prerequisite courses The BSN curriculum focuses on holistic health promotion for • 32 credit hours of lower-division nursing coursework the individual student, the profession, the individual client, the • Elective hours family, groups and the community. There is a strong emphasis on the nurse's personal development, the needs and future of the RN-BSN students are required to take at least 30 credit hours at profession and the broad, accountable nursing role that is needed Webster University. and expected by today's health care consumer. The program prepares the registered nurse for generalist nursing practice. A Prerequisites variety of faculty members, student experiences and learning All registered nurse (RN) applicants must successfully establish environments are used to meet program and individual student college credit hours in the following areas: goals. • English (3 hours) This online program is tailored to working adults, offering part-time • General Psychology (3 hours) enrollment and eight-week terms.
    [Show full text]
  • 3 Year Nursing Curiculum.Indd
    THREE-YEAR REGIONAL PROTOTYPE PRE-SERVICE COMPETENCY-BASED NURSING CURRICULUM PROTOTYPE CURRICULUM FOR THE AFRICAN REGION THREE-YEAR REGIONAL PROTOTYPE PRE-SERVICE COMPETENCY-BASED NURSING CURRICULUM 2016 WORLD HEALTH ORGANIZATION Regional Offi ce for Africa Brazzaville • 2016 i ii WHO/AFRO Library Cataloguing – in – Publication Three-year regional prototype pre-service competency-based nursing curriculum 2016 1. Education, nursing – education 2. Nursing – education 3. Midwifery – education 4. Competency-Based Education – methods 5. Curriculum 6. Nurses' Instruction 7. Teaching materials 8. Delivery of Health Care – education World Health Organization. Regional Office for Africa ISBN: 978 9290232629 (NLM Classification: WY 18) (This publication was originally published under 978929 023 2674 © WHO Regional Office for Africa, 2016 Publications of the World Health Organization enjoy copyright protection in accordance with the provisions of Protocol 2 of the Universal Copyright Convention. All rights reserved. Copies of this publication may be obtained from the Library, WHO Regional Office for Africa, P.O. Box 6, Brazzaville, Republic of Congo (Tel: +47 241 39100; +242 06 5081114; Fax: +47 241 39501; E-mail: [email protected]). Requests for permission to reproduce or translate this publication – whether for sale or for non-commercial distribution – should be sent to the same address. 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 lines on maps represent approximate border lines for which there may not yet be full agreement.
    [Show full text]
  • Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil?
    Center on Education and the Workforce NURSING McCourt School of Public Policy Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil? Anthony P. Carnevale | Nicole Smith | Artem Gulish 2017 Reprint Permission The Georgetown University Center on Education and the Workforce carries a Creative Commons license, which permits non-commercial re-use of any of our content when proper attribution is provided. You are free to copy, display, and distribute our work, or include our content in derivative works, under the CEW’s following conditions: Attribution: You must clearly attribute the work to the Center on Education CC and the Workforce and provide a print or digital copy of the work to [email protected]. Our preference is to cite figures and tables as follows: Good Jobs Source: Georgetown University Center on Education and the Workforce, Nursing: Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil? Noncommercial: You may not use this work for commercial purposes. Written permission CC must be obtained from the owners of the copy/literary rights and from Georgetown University for any publication or commercial use of reproductions. Approval: If you are using one or more of our available data representations (figures, charts, Good CC Jobs tables, etc), please visit our website at cew.georgetown.edu/publications/reprint-permission for more information. For the full legal code of this Creative Commons license, please visit www.creativecommons.org. Good Jobs Should you need a form to be filled out by us, please email [email protected] and we will respond in a timely manner.
    [Show full text]
  • Bachelor of Science in Nursing Degree Proposal and Application
    Bachelor of Science in Nursing Degree Proposal and Application January 2011 TABLE OF CONTENTS Page TABLE OF CONTENTS ............................................................................................................................. 1 COVER SHEET ......................................................................................................................................... 2 EXECUTIVE SUMMARY ........................................................................................................................... 3 EVALUATION CRITERIA A. PLANNING PROCESS ........................................................................................................................ 6 B. PROGRAM IMPLEMENTATION TIMELINE ....................................................................................... 8 C. WORKFORCE DEMAND/UNMET NEED SPECIFIC TO PROGRAM AREA ..................................... 9 D. FACILITIES AND EQUIPMENT SPECIFIC TO PROGRAM AREA .................................................. 11 E. LIBRARY/MEDIA SPECIFIC TO PROGRAM AREA ......................................................................... 12 F. ACADEMIC RESOURCES SPECIFIC TO PROGRAM AREA ......................................................... 13 G. COST TO STUDENTS ...................................................................................................................... 14 H. ACADEMIC CONTENT ..................................................................................................................... 15 I. ENROLLMENT, PERFORMANCE,
    [Show full text]
  • Diploma in Nursing Assistant 2 Year
    DIPLOMA IN NURSING ASSISTANT DURATION :2 YEARS ELIGIBILITY : 10TH PASS DNA S.NO PAPER CODE NAME OF PAPERS CREDIT 1ST YEAR 1 101 HUMAN ANATOMY 4 2 102 HUMAN PHYSIOLOGY 4 3 103 FUNDAMENTALS OF NURSING 4 4 104 ENGLISH COMMUNICATION & SOFT SKILLS 3 5 105 FIRST AID AND EMERGENCY IN NURSING 4 6 106 COMPUTER FUNDAMENTALS 3 7 107 PRACTICAL-I 3 8 108 HOSPITAL POSTING 2 2ND YEAR 1 201 GENERAL PATHOLOGY 4 2 202 GENERAL MICROBIOLOGY 4 3 203 COMMUNITY HEALTH NURSING 4 4 204 ENVIRONMENTAL SCIENCE 2 5 205 CHILD HEALTH NURSING 4 6 206 FAMILY & COMMUNITY NUTRITION 4 7 207 PRACTICAL –II 3 8 208 HOSPITAL POSTING 2 101 HUMAN ANATOMY Unit -1 1 Terminology and General Plan of the Body, Body Parts and Areas, Terms of Location and Position, Body Cavities and Their Membranes, Dorsal cavity, Ventral cavity, Planes and Sections Unit –II Cells: Structure, function and location, Prokaryotic and eukaryotic cells, Cell organelles, Cell division Tissue, Types, Structure, Location and Function of Epithelial Tissue, Connective Tissue, Muscle Tissue, Nerve Tissue, Membranes, Glandular tissue The Integumentary System: structure and function of The Skin, Subcutaneous Tissue Unit-III Musculoskeletal System: Basic anatomy of important muscles and bones Unit-IV Respiratory system: Basic anatomy of nose, larynx, trachea, bronchi and lungs Unit – V Digestive system: basic anatomy of oesophagus, stomach, small intestine, large intestine, liver, gall bladder, pancreas 102 HUMAN PHYSIOLOGY Unit-I Cell physiology: Structure, membrane, transport across cell membrane, Active, Passive,
    [Show full text]
  • Nursing (NURS) 1
    Nursing (NURS) 1 NURS 3025 Health Assessment, Wellness and Community Health NURSING (NURS) Prerequisites: Associate degree or diploma in nursing plus RN license. Description: Health assessment and its relationship to the prevention NURS 3000 Registered Nursing Experience/License and early detection of disease across the life span. Health strategies for Prerequisites: Associate Degree of Diploma in Nursing plus RN license. communities and diverse populations with social, cultural, environmental, Description: Credit to be determined by a successful passing of the and economic dimensions will be examined. Application of concepts NCLEX (National Council Licensing Exam) and holding a current active from nursing theorists, core competencies for interprofessional Registered Nursing License from a state board of nursing. Offered for collaborative practice, and the wellness model. Health and wellness variable credit, 1-30 credit hours, maximum of 30 credit hours. promotion in the community will be examined through a clinical Credit hours: 1-30 component. Contact hours: Contact: 1-30 Other: 1-30 Credit hours: 5 Levels: Undergraduate Contact hours: Lecture: 3 Lab: 4 Contact: 7 Schedule types: Independent Study Levels: Undergraduate Department/School: Health Sci, Couns, Couns Psych Schedule types: Lab, Lecture, Combined lecture and lab NURS 3003 Pharmacology in Nursing Department/School: Health Sci, Couns, Couns Psych Prerequisites: NURS 3018 and BIOL 3214 and NSCI 2114. NURS 3033 Cultural Considerations in Health Care Description: Presents core drug knowledge, pharmacotherapeutics, Prerequisites: Associate degree or diploma in nursing plus RN license. pharmacodynamics and pharmacokinetics. Emphasizes dosage Description: Improving cultural awareness, cultural sensitivity and calculation and drug classifications by categories affecting various body cultural competency among health care professionals.
    [Show full text]