...ASN Program Description Mission and Goals Our Mission Trinity College of Nursing and Health Sciences provides a quality higher learning environment preparing competent practitioners for health-care professions. Continuous quality improvement guides the educational process as students prepare to deliver culturally congruent health care, perform as responsible citizens within the global community and seek avenues for life-long learning. Our Goals Program goals for each department in the College derive from the philosophy of the College and the domain competencies, as follows: Knowledge • ability to examine and explain phenomena • ability to construct and organize knowledge • ability to integrate and synthesize knowledge • ability to apply quantitative and qualitative concepts Proficiency • ability to solve practical problems • ability to collaborate with multiple disciplines • ability to communicate effectively • ability to practice competently and skillfully in a changing health-care environment Culture Care Values • ability to preserve/maintain cultural identities • ability to accommodate/negotiate diverse life ways • ability to re-pattern/restructure health-care delivery methods • ability to apply ethical and legal principles to health care The Associate of Science in Nursing Program (ASN) is a two-year program of study combining didactic and clinical nursing courses as well as general education courses...
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...students, as well as how nurses are involved in ethical decision making process. This study is conducted at Hacettepe University Health Science Faculty Nursing Department with the aim of identifying the ethical problems confronted by nursing students. Eighty-four third class and 69 senior nursing students were volunteers to participate in this study. Their age ranged from 19 to 23 years. All participants have taken the course entitled ‘Nursing History and Deontology’ which include 14 hours ethical content. Students were asked to describe moral problems that they observed or encountered during their clinical practice. Ethical problems at clinical practice were reported as physical maltreatment of patients (28%), inappropriate approaches toward patients which cause psychological distress (24%), violation of privacy (21%), providing inadequate information (16%) and discrimination based on the social and economical status (16%). The reasons of these ethical problems were stated by students as the unprofessional conduct of physicians (34%) and nurses (44%), and ineffective hospital management (9%). The most striking finding of this study was that 75% of nurses were not involved in decision making process of resolving these problems. Students suggested that nurses at clinics should be much more informed about the patient rights, ethical problems, and professional conduct. Since nurses are the role models for nursing students at practice, the results of this study demonstrate the importance...
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...staffing issues, the possibility of exposure to infection, privacy issues, staff anxiety, the possibility of visitors witnessing resuscitation, and lack of education of families. The survey results show that more existing education is needed. Consequently, the current policy is posted in all waiting areas for families, and a mandatory in-service was created and presented to staff on how to communicate effectively with family members. Keywords: family visitation, staff attitudes, perceived barriers, PACU. Ó 2009 by American Society of PeriAnesthesia Nurses ALTHOUGH MANY EMERGENCY DEPARTMENTS around the country are allowing family members at the bedside during resuscitations, there is resistance to family visitation in the postanesthesia care unit (PACU). Family visitation benefits both families and patients,1 and at a time when competition for surgical patients exists, hospitals must continue to improve patient and family satisfaction. The PACU where this project was conducted had no formal visitation policy. Reasons for having no formal policy, according to staff, were lack of privacy, lack of space, fear of families witnessing resuscitative efforts, and staff anxiety. As empirical evidence...
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...How do new technologies impact on workforce organisation? Rapid review of international evidence Report developed by The Evidence Centre for Skills for Health Contents Key Themes ............................................................................................................................................ 3 Scope .................................................................................................................................................................... 3 How are teams being organised?.......................................................................................................... 7 Substituting grades and roles ............................................................................................................................... 7 Reducing staff or team size .................................................................................................................................. 8 Empowering patients............................................................................................................................................. 9 Changing the place of care ................................................................................................................................. 10 Working across organisations ............................................................................................................................. 10 Working across regional areas .........................
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...taught in undergraduate programmes. Highlighted are differences between leadership and management, and the notion that leadership can be ‘learned’. The authors also point out that there is a discrepancy between how leading undergraduate nursing programmes prepare students primarily in the transition of education to practice, and the suggestion from a number of nursing publications that leadership in nurses should be fostered throughout their education. Key words: Nursing leadership n Management n Factors that enhance leadership n Undergraduate programmes he importance of effective leadership in health care has been emphasized by a number of authors (Dunham and Fisher, 1990; Hewison and Griffiths, 2004; Carney, 2006; Greenfield, 2007; Sutherland and Dodd, 2008), and nursing leadership is pivotal to this as nurses represent the largest discipline in health care (Oliver, 2006; Marquis and Huston, 2009; Roussel et al, 2009; Sullivan and Garland, 2010). Research on leadership has demonstrated a positive relationship with improved patient safety outcomes (Tregunno et al, 2009); healthy work environments (Shirey, 2009); job satisfaction (Heller et al, 2004; Sellgren et al, 2007); lower turnover rates (Gelinas and Bohen, 2000); and positive outcomes for organizations, patients (Wong and Cummings, 2007) and healthcare providers (Cummings et al, 2005). While it can be argued that there are many challenges ...
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...‘transformational’; under it, environments of shared responsibilities that influence new ways of knowing are created. Transformational leadership motivates followers by appealing to higher ideas and moral values, where the leader has a deep set of internal values and ideas. This leads to followers acting to sustain the greater good, rather than their own interests, and supportive environments where responsibility is shared. This article focuses on transformational leadership and its application to nursing through the four components of transformational leadership. These are: idealised influence; inspirational motivation; intellectual stimulation; and individual consideration. Key words: Transformational leadership n Nursing n Motivation n Staff support n Personal qualities ffectivenursingleadershipisavehiclethroughwhich healthcare delivery and consumer demands can be fulfilled. Traditionally, nurses were over-managed andinadequatelyled;theynowfaceunprecedented challengesandopportunities(BowlesandBowles,2000). Thenotionofleadershipisconstantlychanging,withmany theoriesandframeworksavailable.Today’sorganisationsface ever-increasingchange,whichneedsamoreadaptiveflexible leadershipthatisbecomingincreasinglyimportantinthe21st century(Thyer,2003;Jooste,2004;Ralston,2005).Bass(1985) labelled this type of adaptive leadership as transformational, under which environments of shared responsibilities that...
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...‘transformational’; under it, environments of shared responsibilities that influence new ways of knowing are created. Transformational leadership motivates followers by appealing to higher ideas and moral values, where the leader has a deep set of internal values and ideas. This leads to followers acting to sustain the greater good, rather than their own interests, and supportive environments where responsibility is shared. This article focuses on transformational leadership and its application to nursing through the four components of transformational leadership. These are: idealised influence; inspirational motivation; intellectual stimulation; and individual consideration. Key words: Transformational leadership n Nursing n Motivation n Staff support n Personal qualities ffectivenursingleadershipisavehiclethroughwhich healthcare delivery and consumer demands can be fulfilled. Traditionally, nurses were over-managed andinadequatelyled;theynowfaceunprecedented challengesandopportunities(BowlesandBowles,2000). Thenotionofleadershipisconstantlychanging,withmany theoriesandframeworksavailable.Today’sorganisationsface ever-increasingchange,whichneedsamoreadaptiveflexible leadershipthatisbecomingincreasinglyimportantinthe21st century(Thyer,2003;Jooste,2004;Ralston,2005).Bass(1985) labelled this type of adaptive leadership as transformational, under which environments of shared responsibilities that...
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...The profession of nursing has established its glory in human history through overcoming various challenges in last two centuries. Started as a small group of people with compassion and courage to care for sick during the dark ages of 19th century, nursing has come to a point where it is renowned as a profession having strong body of knowledge that integrated in day to day practice. During the process of natural evolution, nurses had to go through a series of transformations from mere ‘nursing job’ to distinguished profession where the members not only involve in medical care of the patient ,but also in helping the patient as a person and member of a family and society to steer through difficult times. As mentioned in American Association of College of Nursing (AACN) facts sheet : Creating a more quality nursing workforce (AACN, 2012) this elegant approach is implemented nationwide through the hands of more than three million registered nurses. Professional preparedness of nurses who are working today mainly falls in to two categories; Associate degree (AD) and Baccalaureate degree(BS) prepared. Associate degree programs were the answer for nursing shortage that our country experienced in last century especially in the post second world war era. Associate degree programs are usually two years in duration. They prepare nurses to function at bedside based on the core concept of patient safety. These nurses were extremely successful in caring for patients in a setting were physicians...
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...COMMUNITY COLLEGE NURSING NUR 211 Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity 20. Quality...
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...Enhancing end-of-life care (EoLC) is a core component of international governments’ health policies. Across the globe, nurses make significant contributions to EoLC and, at this delicate time, have the power to positively influence the health and wellbeing of those facing death. Indeed, health promotion is a core component of the nurse’s role. Originating in the UK, EoLC pathways have been adopted around the world.Their broad aim is to optimise the quality of the dying process, enabling people to ‘die well’ across care settings. This paper examines EoLC pathways in terms of promoting health and wellbeing in this discrete stage of the dying trajectory. Concepts of health and health promotion are described briefly and the idea of health-promoting palliative care and its association with a good death examined. The ensuing discussion relates to two EoLC documents. While acknowledging that much has been achieved it is argued that, despite the potential for promoting health and wellbeing, a professionally led, biomedical approach predominates, and in terms of promoting health and wellbeing at the end of life there is a pressing need for proactive advance care planning at an earlier point in the illness trajectory. Key words: End-of-life care l Care pathways l Terminal care l Health promotion Michael Allen is Staff Nurse, Chemotherapy Day Unit, Singleton Hospital, Abertawe Bro- Morgannwg University Hospital Board, Swansea, Wales; Tessa Watts is Senior Lecturer, Swansea University,...
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...Heritage Assessment Mary DeCastro Grand Canyon University NUR 429V Lori James July 7, 2014 Heritage Assessment Health care professionals deliver cultural competent care on a daily basis. In 1969 Campinha-Bacote was pursuing an undergraduate degree in nursing. At the same time relationships between the Caucasians and Blacks were strained. Parties of either side felt compelled to identify with ethnic background. It was at this time that Campinha-Bacote laid the developmental stages of her model, The Process of Cultural Competence in the Delivery of Healthcare Services (Campinha-Bacote, 2002). Cultural competence requires the health care deliverers to value diversity, be able to assess culture, be conscious of the interactions of cultures, have cultural knowledge, and develop a deliver system that reflects and understanding of diversity (Cross, Bazron, Dennis, and Isaacs, 1998). Heritage Assessment Tool Since Campinha-Bacote introduce the idea of cultural competency in the delivery of nursing care healthcare, professionals have developed many tools to help identify the cultural beliefs of patients and how culture affect patient’s medical beliefs (Campinha-Bacote, 2002). Questionaries’ such as the Heritage Assessment Tool (http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf) have been key to identifying a patient’s cultural need. The Heritage Assessment Tool was used to assess three families: Family A, Family B, and Family C cultural needs. Family...
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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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...Personal Reflection on American Nurses Association Code of Ethics Veronika Babuts NURS 3540, Ethics in Health Care North Park University February 2, 2012 Personal Reflection on ANA Code of Ethics American Nurses Association (ANA) has developed the Code of Ethic for nurses to establish ethical standards and to guide them in decision making. The Code of Ethics is derived from many ethical theories and reflects the ethical and moral aspects of the nursing profession. After reading the ANA Code of Ethics, I took some time to think about its meaning and how it affects me. Even though, this was the first time I have read the Code of Ethics in its wholeness, I found that I abided by it over the course of 7 years being a professional nurse in the U.S. I abided by the code without knowing it, because it represents the universal ethics and morals accepted in most parts of civilized world. As a nurse, I understand the imperativeness of following the morals and ethics in every aspect of my profession as well as personal life. For all nurses in every part of the world it is important to provide ethical, high-quality care for patients, while being fully aware of all aspects of care and surroundings. It is vitally important to respond appropriately to the patient’s cultural beliefs, and values. Having principles and forming expectations help improve the quality of patient-centered care and communication. I was grateful to read the ANA Code of Ethics in its wholeness as it helped...
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...Chapter 33. Professional Communication and Team Collaboration Michelle O’Daniel, Alan H. Rosenstein Background In today’s health care system, delivery processes involve numerous interfaces and patient handoffs among multiple health care practitioners with varying levels of educational and occupational training. During the course of a 4-day hospital stay, a patient may interact with 50 different employees, including physicians, nurses, technicians, and others. Effective clinical practice thus involves many instances where critical information must be accurately communicated. Team collaboration is essential. When health care professionals are not communicating effectively, patient safety is at risk for several reasons: lack of critical information, misinterpretation of information, unclear orders over the telephone, and overlooked changes in status.1 Lack of communication creates situations where medical errors can occur. These errors have the potential to cause severe injury or unexpected patient death. Medical errors, especially those caused by a failure to communicate, are a pervasive problem in today’s health care organizations. According to the Joint Commission (formerly the Joint Commission on Accreditation of Healthcare Organizations, JCHAO), if medical errors appeared on the National Center for Health Statistic’s list of the top 10 causes of death in the United States, they would rank number 5—ahead of accidents, diabetes, and Alzheimer’s disease, as well as AIDS, breast...
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...Nursing 101 The Art and Science of Nursing Spring 2013 PRE-REQUISITES AND CO-REQUISITES: None COURSE CREDITS AND COURSE HOURS: 3 credits (3, 1, 2) GRADING SCALE: Refer to 2011/2012 CNC Calendar, p. 110 COURSE DESCRIPTION: This course introduces the beginning student to the dimensions of professional nursing practice. Through group and individual learning activities, students are introduced to concepts, professional nursing practice, issues & trends in nursing, and the Canadian health care system. This course establishes the foundation for your future nursing career. COURSE STRUCTURE: Classes are delivered using lecture, discussion, group work, and lab and clinical experiences. There is also an online component to the course. Please visit the Nursing 101 Moodle shell regularly for readings and submission of assignments. There are required readings assigned for each week and material from these readings will be applied during class activities. It is expected that students will have completed the required readings, as this will help facilitate each students’ active participation in the course and the achievement of learning outcomes. All required and supplemental readings are testable material. STUDENT REQUIREMENTS: PARTICIPATION IN ALL LAB AND CLINICAL SESSIONS IS MANDATORY. FAILURE TO ATTEND YOUR SCHEDULED SESSION WILL RESULT IN FAILURE OF NURSING 101. (See policy regarding illness in student handbook & CRNBC Fitness to Practice Requirements). You must...
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