...Williams & Wilkins, Inc. The Clinical Scholar Model (CSM) is a . . practice–education partnership focused on . . Clinical Scholar Model improving the outcomes of clinical nursing . . . education by bridging the academic and . . Providing Excellence in Clinical service settings. An expert clinical nurse . . . Supervision of Nursing Students serves as a clinical scholar (CS) to . . coordinate, supervise, and evaluate the . . clinical education of nursing students in . Gayle Preheim, EdD, RN, CNAA, BC . . collaboration with school of nursing faculty. . Kathy Casey, MS, RN . This article describes the model’s evolution, . . Mary Krugman, PhD, RN, FAAN . how the model is differentiated from . . traditional clinical instruction roles and . . responsibilities, and the benefits to the . . . collaborating clinical agency and school . . of nursing. . . . ................................................ . he shortage of nurses and nursing faculty experienced throughout the nation provides opportunities for increased collaboration between clinical agencies and schools of nursing (Rice, 2003). Recently, nursing schools across the nation have increased enrollments to address the nursing workforce demands (American Association of Colleges of Nursing [AACN], 2003b; National League for Nursing, 2004). Clinical agencies have responded to these expanded enrollments by adding clinical placements and developing creative strategies to meet the need for increased clinical instructors (AACN, 2002, 2003a;...
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...Essay #1 ( One objective of the state stipend program is to recruit students who know and understand the underserved communities served by the public mental health system. Explain how you meet this objective) I understand the struggle underserve communities, such as minorities face because I am part of that population. I grew up in a poor neighborhood were resources were limited and we struggle to get access to government health agencies. There is a need of competent counselors who are able to understand underserve communities especially, professionals who are able to speak another language. I have seen the struggle my clients have finding a therapists that speaks Spanish. As a Latino professional, I understand the barriers underserved communities face, specially when these communities do not have the knowledge or strength to look for mental health resources because of stereotyping and lack of information. As a Spanish speaker, marriage and family therapist, I have the power to make a difference and serve people who need my services. It is extremely important to help underserved communities obtain access to resources that can help them live a healthier life. Essay #2 (One objective of the state stipend program is to recruit students with the capacity to serve the culturally diverse needs of persons in mental health care. Explain how you meet this objective) By having knowledge of diverse cultural groups we can help others more effectively. The needs of a person from one...
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...complete five grade 12 courses including English, Mathematics and Chemistry with a minimum overall average of 70%. Whereas, for international students, the submission of certified high school transcripts, a minimum TOEFL IBT score of 90, and both chemistry and precalculus mathematics are essential to apply. The dietetic practicum is a competitive program and acceptance relies on excellent academic standards, volunteer work, references and an interview. Only twelve applicants are selected to undergo the 48 weeks practicum program that involves working with the Western Zone, long term care placements, and sometimes a practice based research project. The completion of the internship allows students to take the national registration examination and to become registered dietitians (Interactive ). The Nutrition and dietetics bachelor's degree at King's College London is a four years program that forms registered dietitians who translate the scientific research of food into practical guidance to enhance people's lifestyles. The course consists of two parts. The first one is finishing the required modules and the other half is the clinical practice through placement . The qualifications for this program are AAB in the A level and GCSE grade B in English and Mathematics. This is equivalent to achieving more than 83 % average across five best grade 12 subjects for Canadian students. However, The requirements depend on the nationality of the applicant. The graduates can become nutrition...
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...examined. The essay will also discuss the responsibility of the mentor in relation to self, others and the professional agenda and will analyse current assessment procedures for nursing students. Following a student journey, the essay will consider how the mentorship process can be improved in the clinical practice environment. In recent years, the National Health Service has undergone huge modernisation and consequently, the preparation of nurses for the future has changed to reflect its new principles. The change in organisational and educational philosophies in teaching nursing has lead to a search for effective strategies that are directed towards making the most of human potential and learning in practice. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational preparations (English National Board (ENB) & Department Of Health (DOH) 2001a). It is during practice placements that the student learns how to take care of patients, colleagues and others that they work and interact with and it is this practical learning that ensures they are fit for practice and purpose. Within the placement area, we accommodate nursing students from the University of Central...
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...students, faculty, clinical placement sites, and the overall health care environment. Telehealth can be defined the removal of time and distance barriers for the delivery of healthcare services or related healthcare activities [ (Grady, 2011) ]. The new generation of technology-savvy students may be more comfortable with learning experiences that incorporate technologies they consider commonplace. A personal digit assistant (PDA), robots, telehealth apparatus, pagers, personal computers, notebooks and smart telephones are examples of how educators are leveraging student-friendly technology in healthcare to enhance learning outcomes [ (Grady, 2011) ]. Many nurse educators have recognized the need to push the nursing curriculum to the 21st century and are willing to do so; nursing is facing faculty shortages that threaten nursing educations ability to move its agenda forward. Students are being turned away from nursing programs because there is not enough faculty to teach the increasing students. Nursing student enrollment increased by 18 percent in 2005. The National League for Nursing (NLN) estimated that 147, 465 qualified student applications were turned away due to a shortage in faculty. Insufficient number of nursing clinical practice sites and a shortage of faculty often prevent schools from enrolling more students [ (Grady, 2011) ]. Downsizing and shorter patient stays in the hospital are leaving nursing students fewer opportunities in the clinical setting to practice...
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...Students entering the field of speech-language pathology or audiology recognize the rigorous academic coursework required to complete the degree. They are aware of the time, effort and dedication it will take to become certified professionals. Clinical practicum requirements, internship placements and comprehensive exams are at the forefront of their concerns. Conversely, professional issues including ethics and workplace dilemmas seem to be the least of their worries. Beginning clinicians may enter the workforce assuming all professionals adhere to ethical standards. They may think "workplace dilemmas" are simply fabricated scenarios they will never encounter. Unfortunately, the dynamic and evolving scope of the professions of speech-language pathology and audiology can present unforeseen challenges in the workplace, especially for beginning clinicians. However, with the proper education and training, students can enter the workforce prepared to handle any conflict that may compromise their ethicality. In order to demonstrate how to resolve ethical dilemmas occurring in the workplace, two scenarios involving support personnel, prescription and misrepresentation will be discussed in further detail. The first scenario involves the administrator of an outpatient rehabilitation clinic. She is requiring a certified speech-language pathologist (SLP) to supervise a speech-language pathology assistant (SLPA). While supervising a session, the SLP notices the SLPA performing a diagnostic...
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...In 2010, the college was ranked the third best 2-year college in the country by the Washington Monthly. The college offers more than a dozen healthcare programs including radiation therapy and nursing. Some of the courses undertaken under the school of medical imaging radiation therapy include; Oncology Nursing and Patient care, Dosimetry, Radiation Therapy Practicum and Treatment Planning. The course includes introduction to advanced imaging techniques such as magnetic resonance imaging (IMR) and sonography. Clinical instructions are offered at the Levine Cancer Institute, one of the largest cancer care centers in the south. Radiation therapy graduates from the college have traditionally achieved 100% pass rate on professional examinations. The program is JRCERT...
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...completed a practicum at Southern Christian Services. Southern Christian Services provides therapeutic foster care for children removed from their homes. Southern Christian Services certifies families to become foster parents, complete home studies, monitor the children’s placement, provide adoptions services and continuing education for foster parents. While at my practicum site I worked with social workers and see how they made a difference in society. I learned about the different aspects of placing children with families and teaching the families how to understand the child placed in their homes. After completing my degree in Family Relations, I decided to further my education and obtain a Master’s in Marriage and Family Therapy because I started to understand how families function together, affects how people function in society. Once I began my Marriage and Family Therapy program, I realized that Marriage and Family Therapy was not the program of study that would aide me in advocating for people dealing with social injustices. My professional career goal is to assist people with having a good quality of life no matter what adversities they face. I decided obtaining a master’s degree in Social Work would help me to advocate and serve the people in my community in a better way. I feel like I will be able to make a difference in the lives and welfare of others as a License Master’s Social Worker. In the future, I plan to become a License Clinical Social Worker...
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...Medical Laboratory Sciences demands your time, your sincere efforts and your sympathetic interest in other people. These demands must be met by you in a mature and responsible manner. Your education in the Professional Study Program will be a challenging and rewarding experience. By applying for this program of study you have indicated your sincere desire to become a competent Medical Laboratory Scientist. You have been accepted as a student in the Arizona State University Medical Laboratory Sciences Program because of your qualifications and potential. The faculty and clinical laboratory staff will do their utmost to provide you with a well-rounded program of instruction and experience and are more than willing to give as much individual help as possible. In turn, your PRIMARY FOCUS must be your professional studies. This program is in the process of being accredited by the National Accrediting Agency for Clinical Laboratory...
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...Students entering the field of speech-language pathology or audiology recognize the rigorous academic coursework required to complete the degree. They are aware of the time, effort and dedication it will take to become certified professionals. Clinical practicum requirements, internship placements and comprehensive exams are at the forefront of their concerns. Conversely, professional issues including ethics and workplace dilemmas seem to be the least of their worries. Beginning clinicians may enter the workforce assuming all professionals adhere to ethical standards. They may think "workplace dilemmas" are simply fabricated scenarios they will never encounter. Unfortunately, the dynamic and evolving scope of the professions of speech-language pathology and audiology can present unforeseen challenges in the workplace, especially for beginning clinicians. However, with the proper education and training, students can enter the workforce prepared to handle any conflict that may compromise their ethicality. In order to demonstrate how to resolve ethical dilemmas occurring in the workplace, two scenarios involving support personnel, prescription and misrepresentation will be discussed in further detail. The first scenario involves the administrator of an outpatient rehabilitation clinic. She is requiring a certified speech-language pathologist (SLP) to supervise a speech-language pathology assistant (SLPA). While supervising a session, the SLP notices the SLPA performing a diagnostic...
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...Mid-Main Friends of Bangladesh – Bangladesh Health Project Annual Report June 30, 20121 1. Program development a. Students. This has been another active year but we have had on-going problems with Bangladesh Nursing Council, which refuses to register our graduates. As a result, enrolment has dwindled, so that total enrolment across the four years of the program is about forty students. This is a significant concern, discussed further below. b. Graduates This was a very important year for the College of Nursing, because the first graduates were officially recognized during the third Convocation for the University. In late December, twenty-two BSN graduates had their Certificates of Graduation confirmed by the Government of Bangladesh. In the picture below, some are shown with Pro-Vice-Chancellor Prof. Mahmuda Khanum and Chair, Health Sciences, Dr. Karen Lund. In all about thirty students have graduated. To the best of our knowledge all those who want to be working have found good jobs. Some are working at private hospitals in Bangladesh as ward staff or senior nurses. Others are junior faculty at private nursing colleges in Nepal. A few have emigrated to USA or UK. One graduate successfully applied to a USA accrediting agency for recognition of her BSN credentials in order to apply for graduate school. and there are now about 70 students enrolled in the IUBAT College of Nursing. A few foreign students continue to enrol, but we are mostly seeing enrolment of...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...A&M UNIVERSITY College of Nursing BASIC CONCEPTS PRACTICUM – NURS 3263 DATA COLLECTION TOOL Student’s Name Date April 5, 2011 Biographical data Client’s initials P.M. Unit/Room No. A735 Age 64 years old Gender F Ethnicity Black Religion Baptist Marital Status Widowed Occupation Unemployed Date of Admission March 31, 2011 Admitting Problem/Diagnosis Unstable Angina Chief Complaint (Why did the patient come to the hospital – in patient’s own words) “My chest was constantly hurting and I couldn’t figure out what was causing it and now my back is killing me.” Past Health History Asthma ________ Emphysema _______ Bronchitis ________ Pneumonia ________TB________ Angina ______ MI ______ Anemia ______ Hypertension _______ Rheumatic Fever _______ Pacemaker _______ Peripheral Vascular Disease _________ Blood Disorders _________ Stroke _________ Skin Disease ______ Bladder Infections _Kidney Disease ___________ Ulcers ________ DM _________ Dental Problems _________ Fractures _________Congenital Heart Defects Surgeries Family Health History Condition Family Members Condition Family Members Heart Disease Mom died of heart attack Tuberculosis Hypertension Asthma Stroke Mental Illness Diabetes Alcoholism Cancer Aunt died of mylethoma Kidney Disease Other Health Problems in Family:...
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...2011 Inter/Summer Course Offerings (Tentative) Course Section Credits Act Days Start Time Stop Time Bldg/Room February 27, 2011 10:14:21AM Professor Page 1 Exam Time General Arts 12-WEEK SESSION 0101-150 Section 1 Foundations of Academic Writing I 3.00 LEC TBA This is an on-line only course, all Exams on campus. You will be notified via your UWIN email address regarding how to get started in the course. It is also posted on CLEW. You may also click on the link for your course and section number for further information. Mandatory orientation sessions will be held. Foundations of Academic Writing II 3.00 LEC TBA This is an on-line only course, all Exams on campus. You will be notified via your UWIN email address regarding how to get started in the course. It is also posted on CLEW. You may also click on the link for your course and section number for further information. Mandatory orientation sessions will be held. 3.00 LEC TBA Section Offered as an On-Line Only Course Reserved for Engineering students only. This course section is designed to develop effective writing skills for communicating ideas in academic and other tasks, as a follow up to 01-01-150. Topics will include a cursory review of grammar, writing processes, and conventions of different technical writing forms which engineers are expected to use in both the classroom and workplace. The main content of the course consists of introductory concepts of technical writing, business correspondence, various...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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