...CURRICULUM REVISION A CONCEPTUAL MODEL to Support Curriculum Review, Revision, and Design in an Associate Degree Nursing Program B E T T Y W. D AV I S P A R T I C I PAT I O N IN CURRICULUM DESIGN of program outcomes has been identified as a core competency for nurse educators A N D E VA L UAT I O N (Billings & Halstead, 2009; Southern Regional Education Board, 2002). Facing declining NCLEX-RN® pass rates, faculty at an associate degree nursing program at a public community college in Mississippi responded to the National League for Nursing ([NLN] 2005b) call to transform nursing education by undertaking an intensive critique of its curriculum and program outcomes. Based on this analysis, a conceptual framework was created to guide curriculum revision, development, and implementation. The framework provides structure for ongoing and systematic curriculum review and revision. A review of the literature revealed the need to move from a teaching-centered to a learning-centered approach to teaching. Learning-centered institutional design is reflective of a number of principles: the need to bring about substantive change in participants; the full engagement of learners and the mindset that students bear primary responsibility for personal choices; multiple learning options to appeal to students’ preferred learning styles; the enhancement of collaboration; educators as learning facilitators; and measurement of success through the documented improvement...
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...such, afforded the time and resources so that I may now, fully pursue that goal. Grand Canyon University’s FNP program will properly prepare me, allowing provision of evidenced-based care to an array of patients with varying health complexities. Serving as a primary provider of underserved populations in Phoenix, AZ, with a preventative healthcare focus would fuel my passion of patient empowerment. Improving delivery and access of healthcare to underserved populations, assisting with chronic disease management, while simultaneously, imparting a positive impact on health through education and outreach, encompasses both my short and long-term goals. Acceptance into your program of study will afford me the opportunity to establish a sound foundation upon which the above goals can be achieved. Key attributes of a well-rounded FNP include: empathetic care for the sick, demonstration of proper communication amongst cohorts and the population served, ethical behavior, and utmost professional conduct. The ability to work independently as well as with a team are of importance. I have demonstrated such capacity through my current roles at Mission of Mercy as Assistant Nursing Director and as a volunteer nurse at Circle of the City. This is a demanding profession requiring physical, mental and emotional strength. A high level of energy and a healthy lifestyle are needed as a FNP in order to succeed. Dedication to continuing education and participation in professional organizations would...
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...identifying a link between the level of education and better patient outcomes and lower mortality rates. Associate Degree in Nursing The Associate Degree in Nursing was designed in the 1950s by Mildred Montag in response to the nursing shortage after World War II (Creasia 2011). The program was intended for those who desired to become registered nurses in a shorter period of time and at a more economic cost. The ADN program is offered in community colleges and some four year establishments across the country. The ADN program usually takes about two to three years to complete and graduate students can become registered nurses by sitting for the NCLEX-RN. Associate degree nurses are educated with technical skills for patient care at the bedside; this includes assessing the patients, administering medications, and educating patients and their families (to name a few). They are able to work in community hospitals and long-term health care settings. Providing direct nursing care to or coordinate care for a limited number of patients in various health care settings is the primary role of the ADN, according to the Texas Board of Nursing (BON). Even thought the AND programs are the major point of entry into nursing (Creasia 2011), many ADN nurses are inadequately prepared for the leadership roles that are required in today’s nursing industry. Associate degree nursing programs lack strategies to promote personal identity in their graduates (Mbewe, Jones 2015) therefore those individuals...
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...Implementation of the IOM Future Of Nursing Report Name Course Course Instructor Date Robert wood Johnson foundation is among the biggest charitable organization in the US that focuses mainly on the health issues. Its main objective is to find out the most wanting health concerns occurring in US in order to facilitate the healthy living of American citizens. In conjunction with institute of medicine (IOM), the foundation formed an initiative committee which was obligated to form a report that would suggest the recommendation for the future of nursing (Clavelle, 2012). Due to the rapid changes in the world of health, and the ever growing systems in health care, it deemed necessary to evaluate the obstacles in the nursing profession which curtailed effective response to these evolving changes in the health systems. This was in line with 2010 Affordable care Act which was on the view that, since the nurses forms the largest proportion of the health worker, they can play a fundamental role in achieving the objectives stipulated in the Act. The Act included the provision of transforming health care system to the one that focuses on patient needs, safety, affordability and quality. Prior to the final verdict on the report, the committee researched on various challenges such as the problems that affected the education system of nursing, and the probable solutions necessary for advancement of the system. Among the probable solution they reviewed were; the benefits of highly...
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...A disaster is generally defined as an event in which illness or injuries surpass resource capabilities of a community or medical facility (Ignatavicius & Workman, 2010). Disaster preparedness is a process of ensuring that an organization has complied with the preventive measures and is in a state of readiness to contain the effects of a predicted disastrous event to minimize loss of life, injury, and damage to property. Disaster preparedness can also provide rescue, relief, rehabilitation, and other services in the aftermath of the disaster, as well as have the capability and resources to continue to sustain its essential functions without being overwhelmed by the demand placed on them. The American Nursing Association is helping to ensure that disaster preparedness and response is robust in this country to be personally and professionally prepared for a disaster. Being in a prepared profession can help cope and help the communities recover from disaster better, faster and stronger (Brewer, 2010). According to the Maricopa Integrated Health System (MIHS) at Maricopa Medical Center, they have a specialized disaster preparedness plan to fit their current top three hazards. Maricopa Medical Center conducts a Hazard Vulnerability Assessment (HVA) annually. The current top three hazards K.F., Manager of Fire Safety and Disaster Preparedness, at Maricopa Medical Center has identified include: Mass Causality Incidents (trauma, burns, pandemic, etc.), Small Casualty Hazardous Materials...
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...Executive Summary Patient Portal for KRMC Yvonne Larson August 15, 2014 Contents Part 1 Topic Research & Selection Part 2 Literature review Introduction to organization Overview of nature of organization Identify stakeholders in organization Organizational culture Analysis Analysis tools used to perform assessment Assessment needs to contain measurement and benchmarks Tables and graphs to demonstrate findings Risk Analysis Identify risks or challenges will be identified as results of organizational assessment Can project be undertaken within boundaries of state and federal regulation? Are there any potential stark or anti-kickback concerns Are there resources available to undertake project Problem Statement Measurable goals and objectives Resources Budget Project Timeline Communication Key Stakeholders Strategies for implementing change with in organization Strategies for monitoring project Risks or challenges that anticipate how to overcome risks Measures used to evaluate project success What does success look like? Methods used to conduct evaluation of project Timeline for evaluating project Ensure project’s continued success Part 1 Topic Research & Selection As researching to find new healthcare trends for the past few years have provided some interesting topics. After doing this research it was discovered that the area hospital in Kingman, Arizona had just implemented a new feature. That new feature is the Patient portal...
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...along with beliefs related to health. • Predominant spiritual beliefs in the community that may influence health. • Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). • Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? • What does the community value? How is this evident? • On what do the community members spend their money? Are funds adequate? Health Perception/Management • Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). • Immunization rates (age appropriate). • Appropriate death rates and causes, if applicable. • Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? • Available health professionals, health resources within the community, and usage. • Common referrals to outside agencies. Nutrition/Metabolic • Indicators of nutrient deficiencies. • Obesity rates or percentages: Compare to CDC statistics. • Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.). • Availability of water (e.g., number and quality of drinking...
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...Introduction This paper is our proposed plan for teaching those of all ages about obesity; its detrimental effects on the body, short and long term, and how to avoid associated problems, using a healthy varied eating plan and incorporating a daily exercise schedule. The health risks of obesity are the same for all people and the interventions for weight loss are also the same. These interventions are basic, eat healthy and be active. But educating communities and enabling them to make these changes are not basic tasks in themselves. It takes knowledge, planning, creativity and time to ensure that this teaching is effective. Proposed Community Teaching What is obesity? “Obesity is defined as an abnormal increase of fat in the subcutaneous connective tissue. This means that there are a lot of fat cells gathered in the tissue under the skin. Eating greater amounts of food than the body can use for energy causes this deposition ("Obesitynursing care," 2012). Why? And what is it related to: • Weight 20% higher than optimum body weight • Observed/reported eating patterns that are dysfunctional, food eaten is more than body requirements • Social/economic status • Psychosocial factors Physical /mental health problems associated with Obesity • Metabolic syndrome, this is a combination of conditions that includes: high cholesterol, high blood glucose levels, high blood pressure, and central obesity. • Coronary heart disease, the risk factors are increased with obesity • Diabetes...
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...Health Net Access Member Handbook A helpful guide to getting services (Combined Evidence of Coverage and Disclosure Form) Benefit Year 2014 1 HELP IN ANOTHER LANGUAGE AND FOR THE DISABLED: HOW CAN I GET HELP? As a member of Health Net, you have access to a service that offers interpretive services in over 150 different languages. If you need this handbook or other health information in another language or in an alternative format such as large font, audio or accessible pdf, please contact Member Services at [1-888-788-4408 TTY/TDD: 1-888- 788-4872]. Also, if you need interpretive services, please call Member Services at least five (5) days before your medical appointment to arrange language interpretive services in time for your appointments. There is no cost for language interpretation services. You are not required to use family or friends to interpret for you. Como afiliado a Health Net, usted tiene acceso a servicios de interpretación en más de 150 idiomas. Si necesita este manual u otro tipo de información sobre salud traducido a otro idioma o en un formato diferente (como letra grande, audio o PDF accesible), comuníquese con el Departamento de Servicios al Afiliado al 1-888-788-4408 o a la línea TDD/TTY 1-888-7884872. Además, si necesita servicios de interpretación, comuníquese con el Departamento de Servicios al Afiliado al menos cinco (5) días antes de su cita médica para coordinar los servicios de interpretación de idiomas; así podrá disponer de ellos en sus citas...
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...Community Assessment and Analysis of Tucson Estates Lizi Thomas, Sophyamma Roy, Lena Fincher, Julie Overland, & Camilla Okolo Grand Canyon University: NRS-427V September 30, 2012 Julie’s Intro The demographic boundaries of Tucson Estates are within the Tucson Mountain Park; mountains comprising of accessible hiking trails, and wildlife in which the retirees leave out food and water surround the community. Small areas of open desert are on either side of the retirement community. Adjacent to the retirement community are newer housing developments with retired residents, but is not a designated retirement community. This is both a geopolitical and phenomenological community. The geopolitical factors in the community are human made legal boundaries and retired people 55 years and older. “Geopolitical communities are formed by either natural or human-made boundaries. Human-made boundaries may be structural, political, or legal” (Smith, 2009, p. 400). This is also a phenomenological community because there are shared values within the group. “A sense of place emerges through the members' awareness of their experiences together. People in a phenomenological community have a group perspective that differentiates them from other groups” (Smith, 2009, p. 400). The people who live in this community share the same generation values, and have activities that caters to their age bracket. Additionally, they are all bound by the common goals of keeping their community safe and clean...
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...2006 National Institute of Standards and Technology Technology Administration • Department of Commerce Baldrige National Quality Program Arroyo Fresco Community Health Center Case Study 2006 National Institute of Standards and Technology Technology Administration • Department of Commerce Baldrige National Quality Program Arroyo Fresco Community Health Center Case Study The Arroyo Fresco Community Health Center Case Study was prepared for use in the 2006 Malcolm Baldrige National Quality Award Examiner Preparation Course. The Arroyo Fresco Community Health Center Case Study describes a fictitious nonprofit organization in the health care sector. There is no connection between the fictitious Arroyo Fresco Community Health Center and any other organization, either named Arroyo Fresco Community Health Center or otherwise. Other organizations cited in the case study also are fictitious, except for several national and government organizations. Because the case study is developed to train Baldrige Examiners and others and to provide an example of the possible content of a Baldrige application, there are areas in the case study where Criteria requirements are not addressed. CONTENTS 2006 Eligibility Certification Form ………………………………………………………………… Organization Chart ………………………………………………………………………………… 2006 Application Form …………………………………………………………………………… Glossary of Terms and Abbreviations ……………………………………………………………… Preface: Organizational Profile P.1 P.2 Organizational Description...
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...The School Access to Emergency Epinephrine Act (S.1884 and H.R 3627) is a bill that will inspire states to enact laws that will permit schools to keep stock epinephrine (epipen) in the school medicine cabinet. The epinephrine will not be prescribed for any particular student and will be readily available for any student having anaphylaxis. The bill will also allow school staff to administer epinephrine without any liability. Moreover, any school that adopts this legislation will be given preferences when applying for asthma related government grants from health and human resources department (TheHill.com, 2012). Just recently, a first grader, Amarria Johnson of Virginia State died after experiencing an episode of anaphylaxis from eating peanut. Her death could have been prevented, but the school had no epinephrine on hand to save her life(TheHill.com,2012).According to the National Institute of Allergy and Infectious Disease (2011),the delay in using epinephrine is closely associated with death from anaphylaxis,expecially anaphylaxis resulting from peanuts allergy (niaid,2011).Symptoms of anaphylaxis include itching ,swelling of lips and tongue, tightness of throat, skin hives, vomiting, diarrhea ,cramps, shortness of breath, cough, wheezing, weak pulse, dizziness and passing out (niaid,2011). According to Gregory Nancy (July 2012), about eight percent of American children are affected by allergies. Six million children have food allergy and about forty percent of those...
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...Accreditation, Licensures, Reviews and Approvals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Federal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Regional Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 State and International Licensures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Program Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 School of Business/Business Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 College of Health Professions: School of Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 College of Education/Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 College of Social Sciences/Counseling Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Additional Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...from the publisher. No patent liability is assumed with respect to the use of the information contained herein. Although every precaution has been taken in the preparation of this book, the publisher and author assume no responsibility for errors or omissions. Nor is any liability assumed for damages resulting from the use of the information contained herein. ISBN-13:978-0-7897-2706-9 ISBN-10: 0-7897-3706-x Library of Congress Cataloging-in-Publication Data Rinehart, Wilda. NCLEX-PN exam cram / Wilda Rinehart, Diann Sloan, Clara Hurd. -- 2nd ed. p. cm. ISBN 978-0-7897-3706-9 (pbk. w/cd) 1. Practical nursing--Examinations, questions, etc. 2. Nursing--Examinations, questions, etc. 3. National Council Licensure Examination for Practical/Vocational Nurses--Study guides. I. Sloan, Diann. II. Hurd, Clara. III. Title. RT62.R55 2008 610.73'076--dc22 2008000133 Printed in the United States of America First Printing: February 2008 Trademarks All terms mentioned in this book that are known to be trademarks or service marks have been appropriately capitalized. Pearson Education cannot attest to the accuracy of this information. Use of a term in this book should not be regarded as affecting the validity of any trademark or service mark. Warning and Disclaimer Every effort has been made to make this book as complete and as accurate as possible, but no warranty or fitness is implied. The information provided is on an “as is” basis. The...
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...Results We identified nine Level II, III, and IV studies comparing “hands-only” CPR and “standard” CPR, published between 2000 and 2013, and occurring in the countries of Japan, London, Sweden and the U.S. All but one of the study results recommend that “hands-only” CPR is at least equal or superior to “standard” CPR. Conclusions Guidelines should be established to teach bystander “hands-only” CPR nationwide, to increase public awareness of the effectiveness of “hands-only” CPR and start to teach out-of-hospital “hands-only” CPR. Introduction Sudden cardiac arrest is the leading cause of death in the United States (Neumar, Barnhart, Berg, Chan, Geocadin, Luepker,… Nichol, 2011). According to the American Heart Association (AHA), “Each year, emergency medical services (EMS) assesses nearly 360,000 out-of-hospital cardiac arrests (OHCA) in the United States” (Neumar, et al. 2011). Bystander initiated cardiopulmonary resuscitation (CPR) could mean the difference between life and death in many of these victims. The 2008 AHA Science Advisory Committee for the Public approved...
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