...Identify the different entities that might be involved in developing a standard of practice. Outline the Process for Developing Nursing Standards of Practice and Identify the Different Entities That Might Be Involved in Developing a Standard of Practice. When outlining the process for developing standards of practice the American Nurses Association relies on members as the first link in developing an official resource. Members are nominated to a working group that researches the issue at hand and writes a statement before going to the ANA for final approval. This bottom-up approach ensures the standards are current and accurately represent nurses across the nation (ANA 2014). The Department of Health Scope of Practice Tree asks us, Is the act permitted or prohibited by the nurse practice act, Is it consistent with standards? Do you have current clinical skills to perform the act safely? Is the act with in in standard of care? Are you prepared to accept the consequences of your action? The six main categories of practice are assessment, Analysis, Outcome Identification, Planning, Implementation, and Evaluation. By implementing standards of care we are able to provide excellent care to out patients. Different entities that might be involved in developing a standard of practice are The American nurses Association and the Joint Commission on Accreditation of Healthcare Organization (JACHO) have established and recognized standards of care. Standards of care...
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...Nursing Standards of Practice Outline the process for developing nursing standards of practice and identify the different entities that might be involved in developing a standard of practice. Nursing standards of practice are vital to ensure patients received quality care and encompass the caring and professional aspects of nursing. These guidelines clearly designate what nurses should or should not do and are also a template for excellent, competent care. In order to develop nursing standards of practice one must be mindful of these requirements. The standards of practice shall: 1. Be considered as the baseline for quality nursing care 2. Be developed in relation to the law governing nursing practice 3. Apply to the registered nurse practicing in any setting 4. Govern the practice of the licensee at all levels of practice Nurses should evaluate what area the nursing standard of practice that they are developing fits into. There are six main categories of practice to choose from: Assessment, Analysis, Outcome Identification, Planning, Implementation or Evaluation. The new standard that is being developed needs to clearly outline what the profession expects of its members, how it will promote, guide or direct the nursing practice and how it will assist in improved understanding and response in the nursing role. There are several different entities that might be involved with the development of a new standard of practice. “Federal and state laws, rules...
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...Outline the process for developing nursing standards of practice and identify the different entities that might be involved in developing a standard of practice. Nursing standards of practice are vital to ensure patients received quality care and encompass the caring and professional aspects of nursing. These guidelines clearly designate what nurses should or should not do and are also a template for excellent, competent care. In order to develop nursing standards of practice one must be mindful of these requirements. The standards of practice shall: 1. Be considered as the baseline for quality nursing care 2. Be developed in relation to the law governing nursing practice 3. Apply to the registered nurse practicing in any setting 4. Govern the practice of the licensee at all levels of practice Nurses should evaluate what area the nursing standard of practice that they are developing fits into. There are six main categories of practice to choose from: Assessment, Analysis, Outcome Identification, Planning, Implementation or Evaluation. The new standard that is being developed needs to clearly outline what the profession expects of its members, how it will promote, guide or direct the nursing practice and how it will assist in improved understanding and response in the nursing role. There are several different entities that might be involved with the development of a new standard of practice. “Federal and state laws, rules and regulation and other professional agencies/organizations...
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...Professional Dynamics Details This course is a bridge course for the RN who is returning to formal education for the baccalaureate degree in nursing. The course focuses on differentiated nursing practice competencies, nursing conceptual models, professional accountability, integrating spirituality into practice, group dynamics, and critical thinking. Emphasis is also placed on writing and oral presentation skills. 3.0 None None Additional Material Textbook Conceptual Foundations: The Bridge to Professional Nursing Practice Cresaia, J., & Friberg, E. (2010). Conceptual foundations: The bridge to professional nursing practice (5th ed). St. Louis, MO: Elsevier. ISBN-13: 9780323068697 (Available as eBook) Important information about this text: All required GCU RN-to-BSN eBooks are accessible anywhere-anytime, with lifetime access via Evolve at (http://evolve.elsevier.com). Refer to “Pageburst/Evolve eBooks” for details on how to access the course’s required text. http://evolve.elsevier.com Topics Topic 1: Essentials of Baccalaureate Education Description: Objectives: 1. Identify uses of the various elements of the virtual classroom. 2. Identify best practices for conducting academic research. 3. Access the GCU online Library Catalog to access the journal databases and locate scholarly/peer-reviewed articles. 4. Define plagiarism and distinguish between plagiarism, paraphrasing, and summarizing. 5. Differentiate between academic and nonacademic writing. Topic Material: Electronic...
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...http://www.nap.edu/catalog/9728.html We ship printed books within 1 business day; personal PDFs are available immediately. To Err Is Human: Building a Safer Health System Linda T. Kohn, Janet M. Corrigan, and Molla S. Donaldson, Editors; Committee on Quality of Health Care in America, Institute of Medicine ISBN: 0-309-51563-7, 312 pages, 6 x 9, (2000) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/9728.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department tollfree at 888-624-8373, visit us online, or send an email to feedback@nap.edu. This book plus thousands more are available at http://www.nap.edu. Copyright © National Academy of Sciences. All rights reserved. Unless otherwise indicated, all materials in this PDF File are copyrighted by the National Academy of Sciences. Distribution, posting, or copying...
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...educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication are subject to change without notice and nothing in this publication may be considered as setting forth terms of...
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...Oslo, Norway Leif Chr. Lahn University of Oslo, Norway and Monika Nerland (Eds.) University of Oslo, Norway This book presents an entirely new approach to professional learning based on perspectives of the knowledge society and, in particular, an interpretation of Knorr Cetina’s work on scientific ‘epistemic cultures’. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how: a) knowledge production and circulation take distinct forms in those fields; b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. By foregrounding an explicit concern for the role of knowledge in professional learning, the book goes much farther than the current fashion for describing ‘practice-based learning’. It will therefore be of considerable interest to the research, policy, practitioner and student communities involved with professional education/learning or interested in innovation and knowledge development in the professions. SensePublishers KNOW 6 Karen Jensen, Leif Chr. Lahn and Monika Nerland (Eds.) ISBN 978-94-6091-992-3 Professional Learning in the Knowledge Society Professional Learning in the Knowledge Society T H E Spine 12.421 mm K N O W L E D G E E C O N O M Y A N D E D U C A T I O N Professional Learning ...
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...Preparedness Response Activity: Response Operations Recovery Mitigation Unit 4: Roles of Key Participants Introduction and Unit Overview The Role of the Local Emergency Program Manager State Emergency Management Role How the Private Sector and Voluntary Organizations Assist Emergency Managers Federal Emergency Management Role The National Response Framework Activity: Emergency Management Partners Emergency Management Functional Groups Case Study: Emergency Management Coordination Unit 5: The Plan as a Program Centerpiece Introduction and Unit Overview What Is an EOP and What Does It Do? Activity: Where Do I Fit Into the EOP? Case Study: An EOP in Action Importance of the Hazard Analysis to the Planning Process What Is In a Hazard...
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...Knowledge Management Tools and Techniques Practitioners and Experts Evaluate KM Solutions This page intentionally left blank Knowledge Management Tools and Techniques Practitioners and Experts Evaluate KM Solutions Edited by Madanmohan Rao AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Butterworth-Heinemann is an imprint of Elsevier Elsevier Butterworth–Heinemann 200 Wheeler Road, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK Copyright © 2005, Elsevier Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone: (+44) 1865 843830, fax: (+44) 1865 853333, e-mail: permissions@elsevier.com.uk. You may also complete your request on-line via the Elsevier homepage (http://elsevier.com), by selecting “Customer Support” and then “Obtaining Permissions.” Recognizing the importance of preserving what has been written, Elsevier prints its books on acid-free paper whenever possible. Library of Congress Cataloging-in-Publication Data Rao, Madanmohan. KM tools and techniques : practitioners and experts evaluate KM solutions / Madanmohan Rao. p. cm. Includes...
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...Today’s Physical Therapist: A Comprehensive Review of a 21st-Century Health Care Profession Prepared by the American Physical Therapy Association January 2011 Foreword The American Physical Therapy Association (APTA) created Today’s Physical Therapist: A Comprehensive Review of a 21st-Century Health Care Profession to provide accurate information for government entities and the public about the history, role, educational preparation, laws governing practice, standards of practice, evidence base of the profession, payment for physical therapy services, and workforce issues unique to the physical therapy profession. As government, private health care entities, and provider groups pursue solutions to the considerable health care provision challenges the United States faces, it is imperative that accurate information about the qualifications and roles of specific providers, in this case physical therapists, be available to inform all entities as they engage in these discussions. APTA is the national professional association representing more than 77,000 physical therapists, physical therapist assistants, and students nationwide. The association acknowledges and thanks the Federation of State Boards of Physical Therapy, the national organization representing 51 boards of physical therapy licensure, for input and assistance with this document. © 2011 American Physical Therapy Association. All rights reserved. i | American Physical Therapy Association Table of Contents ...
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...educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication are subject to change without notice and nothing in this publication may be considered as setting forth terms...
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...Study Guide for the Certification Examination Fifth Edition ACAMS.org ACAMS.org/español ACAMSToday.org MoneyLaundering.com Study Guide for the Certification Examination Fifth Edition a publication of the association of certified anti-money laundering specialists Study Guide for the Certification Examination Fifth Edition Executive Vice President John J. Byrne, CAMS Editor Robert S. Pasley, CAMS Co-Editor Kevin M. Anderson, CAMS Contributors Joyce Broome, CAMS Heather Brown, CAMS Aub Chapman, CAMS Vasilios Chrisos, CAMS David Clark, CAMS Jurgen Egberink, CAMS Michael D. Kelsey, CAMS Saskia Rietbroek, CAMS Nancy J. Saur, CAMS Mansoor Siddiqi, CAMS Daniel Soto, CAMS Timothy White CAMS Production Assistant Catalina Martinez We would like acknowledge the following individuals for their contributions to the CAMS Exam, and the Online and Live Preparation Seminars: Kevin M. Anderson, CAMS Joyce Broome, CAMS Aub Chapman, CAMS David Clark, CAMS Josue Garcia, CAMS Hoi Luk, CAMS Ira Morales Mickunas, CAMS Robert S. Pasley, CAMS Karim Rajwani, CAMS Mansoor Siddiqi, CAMS Saskia Rietbroek, CAMS Ed Rodriguez, CAMS Nancy J. Saur, CAMS Wendy Steichen, CAMS Brian J. Stoeckert, CAMS Charles Taylor, CAMS Will Voorhees, CAMS Natalie Ware, CAMS Peter Warrack, CAMS Amy Wotapka, CAMS Crispin Yuen, CAMS Copyright © 2012 by the Association of Certified Anti-Money Laundering Specialists (ACAMS). Miami, USA. All rights...
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...Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care A Roadmap for Hospitals Quality Safety Equity A Roadmap for Hospitals Project Staff Amy Wilson-Stronks, M.P.P., Project Director, Health Disparities, Division of Quality Measurement and Research, The Joint Commission. Paul Schyve, M.D., Senior Vice President, The Joint Commission Christina L. Cordero, Ph.D., M.P.H., Associate Project Director, Division of Standards and Survey Methods, The Joint Commission Isa Rodriguez, Project Coordinator, Division of Quality Measurement and Research, The Joint Commission Mara Youdelman, J.D., L.L.M., Senior Attorney, National Health Law Program Project Advisors Maureen Carr, M.B.A., Project Director, Division of Standards and Survey Methods, The Joint Commission Amy Panagopoulos, R.N., M.B.A., Director, Division of Standards and Survey Methods, The Joint Commission Robert Wise, M.D., Vice President, Division of Standards and Survey Methods, The Joint Commission Joint Commission Mission The mission of The Joint Commission is to continuously improve health care for the public, in collaboration with other stakeholders, by evaluating health care organizations and inspiring them to excel in providing safe and effective care of the highest quality and value. The inclusion of an organization name, product, or service in a Joint Commission publication should not be construed as an endorsement of such organization, product, or services, nor is failure...
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...Instructor’s Manual Jane Murtaugh College of DuPage BUSINESS IN ACTION 3rd Edition COURTLAND L. BOVEE JOHN V. THILL & BARBARA E. SCHATZMAN Introduction This Instructor’s Manual brings together a set of completely integrated support materials designed to save instructors the trouble of finding and assembling the resources available for each chapter of the text. 1. Course Planning Guide Included in the guide are suggestions for course design, classroom activities, and supplemental teaching aids. 2. Learning Objectives and Summary of Learning Objectives For each chapter, learning objectives and the summary of the learning objectives are listed. 3. Brief Chapter Outlines For each chapter, a brief chapter outline is provided. 4. Lecture Notes and Chapter Outlines For each chapter, a comprehensive outline is provided, as well as a variety of stimulating lecture enrichment materials. 5. Real-World Cases At least two real-world cases related to chapter material are included for each chapter. 6. Answers to End-of-Chapter Questions Answers to the end-of-chapter questions are provided, as well as suggested teaching tips when appropriate. 7. Answers to See It on the Web Exercises Following the end-of-chapter questions, answers to the See It on the Web Exercises can be found, along with tips for the instructor. Answers to Boxed Features In each chapter, students are presented with at least two supplemental “boxes,” both containing questions about the material discussed. Answers...
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...CHAPTER 8 HEALTH SERVICE DELIVERY MODULE 8.1 Overview This chapter presents the health delivery module of the assessment. Section 8.1 defines health service delivery and its key components. Section 8.2 provides guidelines on preparing a profile of health service delivery for the country of interest, including instructions on how to customize the profile for country-specific aspects of the health delivery process. Section 8.3 presents the indicator-based assessment, including detailed descriptions of the indicators. Section 8.4 discusses how to summarize the findings and develop recommendations. 8.1.1 What Is Health Service Delivery? The World Health Organization (WHO) defines service delivery as the way inputs are combined to allow the delivery of a series of interventions or health actions (WHO 2001b). As noted in the World Health Report 2000, “the service provision function [of the health system] is the most familiar; the entire health system is often identified with just service delivery.” The report states that service provision, or service delivery is the chief function the health system needs to perform (WHO 2000). As such, Figure 8.1 (see also Chapter 1, Figure 1.1) shows the relationship between service delivery and the other modules of this health systems assessment and their relationship with health system objectives. Because of the limited time to conduct this assessment, more emphasis will be placed on personal health (as opposed to public health) services and service...
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