EMPIRICAL ETHICS AND MORAL FORMATION OF BACHELOR DEGREE NURSING STUDENTS
|
|
- Norma Townsend
- 6 years ago
- Views:
Transcription
1 EMPIRICAL ETHICS AND MORAL FORMATION OF BACHELOR DEGREE NURSING STUDENTS Results of two years of practice research in nursing ethics ( and ) Bart Cusveller PhD, Professor of Nursing Ethics Ria den Hertog MScN, Senior Lecturer in Nursing School of Health Care, Christian University of Applied Sciences Ede, The Netherlands Background In 2009, the Christian University for Applied Sciences in Ede, The Netherlands, started its research group or lectoraat in nursing ethics. The group s aim is to engage in practiceoriented scholarship focused on nurses abilities to address good care issues within their own work processes and meetings. Its results contribute to the moral quality of nursing care, that is, through empirical ethics the research group produces knowledge to be integrated in bachelor nursing students moral formation. 1 Problem Research shows that the institutional context is usually central in nurses experience of moral distress. 2 According to the Centre for Ethics and Health (a body advising the Dutch government) professionals in health care do not wrestle so much with the nature of good care, as with how to provide good care within the organizational conditions. By and large, nurses indicate to know what it means to provide good care. With regard to actually providing it, however, they experience obstacles in the complexity and dynamics of their daily work setting. Aim In The Netherlands, the professional nursing profile distinguishes between three domains in its responsibilities: tasks related to being a professional, to providing direct patient care, and to working within an organization. 3 Nurses indicate to experience moral issues mostly related to the last. 4 They enter practice with a commitment to provide professional care for the patient, but are inclined to adapt to the institutional context. Studies of nursing students suggest that they might develop more awareness and self-direction in morally sensitive situations. 5 In order to educate nurses in moral sensitivity and reflection, and in order to strengthen their abilities to influence the institutional context, the nursing ethics research group studies what helps them and what hinders them in this respect. Concepts Regarding the conceptual framework of this research, competencies can be considered as the integrated sets of knowledge, attitudes and skills needed to perform successfully in a clinical situation or to provide a suitable solution to a clinical problem. 6 The concept of professional responsibility is understood to cover the binding expectations of (a) nurses personal qualities, (b) systematic conduct and interventions, and (c) outcomes of practice. 7 In other words, providing good care requires a good professional (person), implementing good procedures (process), and serving patients interests well (product). 8 Professional ethicists may coin these the professional virtues that the nurses embody, professional norms that the nurses uphold, and professional values that the nurses aim to realize. 9 Crucial to this is the focus on nurses competencies on the shop floor, hence the need of daily addressing the moral aspect of their own work processes and meetings. This may take 1
2 place in hand-over, staff meetings, or team consultation, in which reflection on one s contribution to good nursing care is on the agenda. This rather informal sense of ethics rounds, reflection or deliberation is to be distinguished from the competencies for participating in the more formal ethics committees or consultations on ethical dilemmas in the technical sense of the word. 10 Ethics committees and consultations are a highly specific form of addressing moral issues, requiring specific competencies, which the national professional profile also mentions. 11 Question Nurses need competencies to address moral aspects of their daily caring practice. In The Netherlands these are laid down in a competency profile in bachelor nursing programs and collectively accepted as terms of references. With an eye to moral formation, this competency profile needs further elaboration and application. Hence our leading research question is: which competencies do nurses need to address moral aspects of good care effectively within the organizational context of their practice? In the first two years of the nursing ethics research group this main research question was divided into the following five guiding questions (Table 1): What obstacles do (student) nurses experience in providing good care? Table 1: Guiding questions 2. Which aspects of professional responsibility (person/virtues, process/norms, product/values) are possible obstacles within the organizational context? 3. Which competencies do nurses need to reflect on, discuss and use on obstacles to providing good care? 4. How can a nursing program educate bachelor students to reflect on, discuss and use on obstacles to provide good care? 5. How can nurses in clinical practice be empowered to reflect on, discuss and use on obstacles to provide good care? Design Over the course of two years, fourth-year bachelor nurses graduated on knowledge integration projects. Several institutions in health care provided questions from clinical practice, which were selected for our research group on the basis of their thematic relationship with competences for reflection on good care. Existing procedures for knowledge integration projects within the curriculum were followed, with the support of educators with a master s degree in nursing science. The aim was to analyse the projects afterwards for common data on reflection on good care. Method The majority of projects involved semi-structured interviews with nursing students, nurses, and other health care professionals, with topic lists based on literature reviews. In a few projects the size of the population required surveys, although still small in scale, counting as qualitative research. Educators fostered a quality level that would allow publication in a Dutch language professional journal. The use of tape recording was required, as was verbatim reporting, open coding and qualitative analysis as described in Baarda et al s book. 13 After two years the results of the knowledge integration papers were collated in a grid based on the guiding research questions in Table 1. Outcomes were analysed qualitatively after open coding. Common themes in the results were grouped together, leaving out labels mentioned only once. 2
3 Results I: General data In these two years of practice-oriented studies, 67 fourth-year bachelor nursing students and seven educators were involved in 20 knowledge integration projects. Questions came from diverse fields, ranging from mental health, home care, hospital care and sectorgeneric projects. A total number of 231 respondents were interviewed in 15 projects. In five projects the surveys involved a total of 340 responses. Other methods were occasionally included, such as document research (patient files), participating observation, and expert interviews. Quantitative data in Table 2 have been supplied to indicate size. Table 2: General data Students Tutors Area Method Respondents 67 Bachelor Nursing 7 Nursing Educators 7 Acute Care 6 Home Care 5 Generic 4 Mental Health 18 Literature Reviews 15 Interviews 5 Surveys 2 Expert Interviews 2 Document Research 1 Observation Study Interviews: 167 Nurses 32 Nursing Students 32 Other Professionals/Educator Surveys: 238 Nursing Students 36 Nurses 66 Other Professionals/Educators Document Research: 131 Patient Files Observation: 36 Nurses Expert Interviews: 11 Educators Results II: Research questions Question 1: Obstacles In terms of obstacles in the provision and reflection on good care, it was confirmed that it is often difficult for (student) nurses to be good professionals in relation to the organizational context. There are several examples. (Student) nurses refer to themselves where their own expertise and professional view is concerned. They also point out some respondents show a reserved, a headstrong or a possesive attitude and a lack of relational skills, arguably causing them to inaccurately or individually interpret a given situation. Good care is sometimes also said to be troubled by a lack of (clear) procedure; the (student) nurses own contribution is not clear or not recognized, and ways of collectively addressing issues are absent or poorly carried out. This arguably leads nurses to inaccurately or individually interpret and apply a given intervention. Lack of expertise and view (17) Table 3: Question 1 3
4 Lack of clear procedures (16) Role ambiguity (13) Complex, limited or rigid organization (13) Ambiguous attitude of (student) nurses to situations and interventions (12) Lack of (intra-disciplinary) coordination of (inter-disciplinary) collaboration (11) Relational skills (vis-à-vis patients, colleagues, other disciplines) (6) Question 2: Factors Regarding the elements of professional responsibility, the 20 projects indicate without exception that providing and reflecting on good care is often troubled by weaknesses in the personal qualities or professional virtues of the (student) nurse. Predominantly these are deficiencies in knowledge and expertise, in engaged and responsible attitudes, and in relational and communicative skills. Thus tuning-in to the people involved and reinforcing clinical decision-making is at risk. In addition to personal qualities (professional virtues) respondents pointed out the importance of principles for procedures and collaboration, preferably laid down in a structure of guidelines (professional norms) making clear the use and the conditions of the primary caring process. A minority of projects refers to obstacles in professional values, meaning the desired outcomes or patient interests, mentioning differences in professional perspectives on what a patient really needs. A small number of studies indicates that joint communication of the patient and nursing values is necessary for good care. Person/virtue (20): - Well-grounded (17) - Firm, positive, flexible attitude (12) - Relational/empathy towards patient (6) - Communication towards (6) - Responsible (5) - Reflective (4) Process/norms (17): - Cooperation/coordination (11) - Working in a methodical way (9) - Conditions (7) - Clear structure (6) - Open structure/participation (4) Product/values (10): - Goal oriented/perspective on what is really needed (9) - Consensus/teamwork (3) Table 4: Question 2 Question 3: Competencies 4
5 In terms of competencies, each of the 20 projects mentions the importance of nurses ability to keep daily care issues in tune with colleagues, other professionals and patients, and of keeping one s own expertise updated. Inconsistency in the working procedures and methods is one thing, but diversity due to unconfident, headstrong or poorly supported procedures is quite another. Here the ability to influence the organization and assume one s own professional role is crucial. Keeping in tune with colleagues (20) Reinforcing one s expertise (20) Keeping in tune with other professionals (11) Keeping in tune with patients (9) Influencing the organization (9) Reinforcing one s professional role (6) Table 5: Question 3 Question 4: Education With regard to the question what a nursing program may contribute to these competencies, a majority of the projects bring up reinforcing professional knowledge and a professional perspective on good care. The curriculum s practice and competence-oriented character should be developed and its structure and transparency improved for students. A substantial number of projects refer to the nurses professional roles and attitudes as a neglected area of the students formation. Reinforcing professional knowledge and professional perspective (13) Practice and competence-oriented curriculum (10) Clarification of the program s structure (10) Reinforcing the nurses professional role and attitude (8) Reinforcing relational and communication skills (4) Table 6: Question 4 Question 5: Practice Organizations or institutions play an important role in creating the preconditions and facilities (the means, methods and measures) for good care and reflection on good care. Respondents in our projects indicate that the strengthening of the desired working climate, role clarity, and support for employees would be welcome. Reinforcement of employees expertise is also one of the aspects organizations should look into. Other conditions for provision and reflection on good care are clear communication lines, frequent work conferences, and objective methods and procedures. Creating good working climate, role clarity, and support for employees (12) Clarification of organizational structures (7) Clear communication and consultation lines (7) Table 7: Question 5 5
6 Improving expertise (7) Implementing unambiguous care plans (6) Clarification of views on good care (3) Discussion: theory What are the patterns to be discerned in two years of practice-oriented research on the research groups thematic focus on the nurses ability to address explicitly the desired achievements of nursing care? One pattern is that (student) nurses indicate that much depends on their personal qualities and the arrangement of procedures and cooperation processes. As the CEG study indicated, they see a substantial part of the obstacles in providing reflection on good care in their relationship to the organizational context, not so much in care itself. Respondents reported to value reinforcement of their expertise, knowledge of good caring and professional behaviour, whether or not initiated by themselves, education, profession or employer. Their aim is not to be able to be the exclusive owners of the caring process, but to be able to guide the caring process to be in tune with patients, colleagues, other professionals and management. Much is to be gained here as (student) nurses report shyness. With respect to the focus on nurses abilities to reflect on good care, the findings lead to a more precise formulation of the things nurses should be able to reflect on. The review suggests a twofold distinction, between the content (working methodically) and the relationships (being in tune with everyone involved) of the caring process. Put differently, there is the dimension of the way their expertise is guaranteed and the way tuning with other stakeholders is warranted? Call this the methodical and the relational dimension. In our projects, both dimensions show an inside and an outside perspective: extremes constraining good care and also reflection on good care. The inside perspective on the methodical dimension is in the individual behaviour of the nurse, deciding everything for herself or himself (from whatever motive). The outside perspective on the methodical dimension is the collective behaviour of the nurse, relying entirely on collectives (in which the individual nurse is the outsider). The inside perspective on the relational dimension is in the nurse acting as the exclusive owner of the caring process. The outside perspective is in the patient as the exclusive owner of the caring process (making the nurse the outsider). Philosopher Richard Sennett addresses how the institutions of health care - especially the burden of so-called paper work -- inhibit the professional discretion of nurses and doctors to move between these inside and outside perspectives. The demands to express quality (good work or good care) in terms of units of time and performance rob the care providers of the time and space they need to move between - what Sennett calls - problem finding and problem solving. Apart from pruning their professional competences, the result is that they are not expected to explore complexities of the body that escape quantitative scores. 14 This may be precisely what is important to the condition of the patient. In terms of personal qualities and management of procedures, the review suggests that the challenge for (student) nurses is to move back and forth between both dimensions: care needs to be in tune with both colleagues and patients; and care has to be checked against one s own expertise and the demands of others. Nurse ethicist Derek Sellman recently developed two concepts that might fit these qualities: the professional virtue of trustworthiness (relational dimension) and open-mindedness (methodical dimension). 15 Professional wisdom is needed to keep the two dimensions together, so to speak. Thus, patterns in our projects reflect issues of good care in the nursing literature. Discussion: method 6
7 For this review it was assumed that the respondents came from one homogenous population, although there are differences related to work experience and setting. Even so, all projects have been selected on the basis of clinical relevance for the nursing profession, which gives all projects something important in common. Two years of practice-oriented research also shows how bachelor students and educators in nursing programs conducted their knowledge-integration programs. In the discussion sections of each of the 20 separate projects students question their research skills. They particularly mention interview skills (n= 13), conceptual clarity (n= 4) and analytical skills (n= 3). If this says anything about nursing students in general, it seems that nursing programs would do well to strengthen education in research skills. There is also the question of the small scale of each separate project. Even when the projects together form a completely randomized sample, students find it difficult to ascertain how the sample represents the population (n= 9). This could be improved by repeating the same studies. Conclusion In a review of 20 small-scale knowledge-integration projects the authors conducted a qualitative analysis and conceptual framework of two years of practice-oriented research. The importance was to find patterns in student nurses professional behaviour through empirical ethics in order to educate them better in reflection on good care. From a bigger net with a big mesh the research group can proceed to smaller nets with a smaller mesh. The research question of later projects may now focus on competencies in two dimensions of good care, i.e. the relational and the methodical dimension of (reflecting on) the caring process. Research continues into the relationship between the organizational context and reflection on good care. Health care institutions continue to provide new research questions pertinent to the same research agenda: how to implement quality indicators, small scale teams, or self-managing teams in nursing. Through connecting knowledge-integration projects by students and curriculum innovation by educators with such questions from clinical practice, the research group produces new knowledge for professional education and professional practice. Acknowledgements The authors wish to thank Auke Bos MScN and Martin te Lintel Hekkert MScN, the members of the research group during the projects reported here. We also thank the organizers and participants of the third international Faith and Nursing symposium at Trinity Western University in Langley BC, Canada (May 10-12, 2012), and the Good Work conference, University of Humanistic Studies, Utrecht, The Netherlands (October 17, 2012). References 1 B. Cusveller, Wat je van verpleegkundigen mag verwachten (lectorale rede), Verpleegkunde 2010/1 (p ). 2 A. Struijs, S. van de Vathorst, Morele dilemma s van verpleegkundigen en verzorgenden, Den Haag: CEG (RVZ), E. Leistra, S. Liefhebber, H. Hens, M. Geomini, Beroepsprofiel van verpleegkundigen. Maarssen: Elsevier gezondheidszorg, Utrecht: NIZW; Utrecht: LCVV, J. den Uil, B. Cusveller, Ontwikkeling van competenties voor ethisch overleg onder hboverpleegkundigen, Verpleegkunde 2011/3 (p. 4-12). 5 G. Hunink, R. van Leeuwen, M. Jansen, H. Jochemsen, Moral issues in mentoring sessions, Nursing Ethics 2009/4 (p. 486 ff). 6 J. Cluitmans, Aan de slag met competenties, Nuenen: Onderwijsadviesbureau Dekkers, 2002 (p ). 7
8 7 A. Roelens, Ethische besluitvorming voor de verpleegkunde: naar een geïntegreerd model, Verpleegkunde 1995/4 (p ). 8 H. Jochemsen, R. Kuiper, B. de Muijnck, Een theorie over praktijken, Amsterdam: Buijten & Schipperheijn, B. Cusveller, Met zorg verbonden, Amsterdam: Buijten & Schipperheijn, B. Cusveller, Nurses serving on clinical ethics committees: A qualitative exploration of a competency profile, Nursing Ethics 2012/3 (p. 431 ff.). 11 A. Pool, C. Pool-Tromp, F. Veltman-van Vugt, S. Vogel, Met het oog op de toekomst, Maarssen: Elsevier Gezondheidszorg, H. Sikking, B. Cusveller, Aanvraag Lectoraat Verpleegkundige beroepsethiek, Ede: Christelijke Hogeschool Ede, 2008 (interne notitie). 13 D. Baarda, M. de Goede, J. Teunissen, Basisboek kwalitatief onderzoek, Groningen: Wolters- Noordhoff, 2005 (tweede, geheel herziene druk). 14 R. Sennett, The Craftsman, London: Penguin Books, D. Sellman, What makes a good nurse, London, Jessica Kingsley Publishers,
Programme Curriculum for Master Programme in Entrepreneurship
Programme Curriculum for Master Programme in Entrepreneurship 1. Identification Name of programme Master Programme in Entrepreneurship Scope of programme 60 ECTS Level Master level Programme code Decision
More informationResilience Approach for Medical Residents
Resilience Approach for Medical Residents R.A. Bezemer and E.H. Bos TNO, P.O. Box 718, NL-2130 AS Hoofddorp, the Netherlands robert.bezemer@tno.nl Abstract. Medical residents are in a vulnerable position.
More informationA theoretical conceptualisation of nursing practice as a complex system
A theoretical conceptualisation of nursing practice as a complex system Lauralie Richard, Ph.D. Research Fellow General Practice and Rural Health Dunedin School of Medicine University of Otago 27 th International
More informationProgramme Curriculum for Master Programme in Entrepreneurship and Innovation
Programme Curriculum for Master Programme in Entrepreneurship and Innovation 1. Identification Name of programme Master Programme in Entrepreneurship and Innovation Scope of programme 60 ECTS Level Master
More informationProgramme Curriculum for Master Programme in Entrepreneurship and Innovation
Programme Curriculum for Master Programme in Entrepreneurship and Innovation 1. Identification Name of programme Master Programme in Entrepreneurship and Innovation Scope of programme 60 ECTS Level Master
More informationProgramme Curriculum for Master Programme in Entrepreneurship
Programme Curriculum for Master Programme in Entrepreneurship 1. Identification Name of programme Master Programme in Entrepreneurship Scope of programme 60 ECTS Level Master level Programme code Decision
More informationEmployers are essential partners in monitoring the practice
Innovation Canadian Nursing Supervisors Perceptions of Monitoring Discipline Orders: Opportunities for Regulator- Employer Collaboration Farah Ismail, MScN, LLB, RN, FRE, and Sean P. Clarke, PhD, RN, FAAN
More informationRunning head: CLINICAL/PRACTICUM LEARNING ANALYSIS PAPER
Clinical/Practicum Learning Analysis 1 Running head: CLINICAL/PRACTICUM LEARNING ANALYSIS PAPER Clinical/Practicum Learning Analysis Paper Carol A. Lamoureux-Lewallen Briar Cliff University Clinical/Practicum
More informationHealth Care. Campus Turnhout
Health Care Campus Turnhout AUTUMN and SPRING SEMESTER COURSE DESCRIPTIONS 2018-2019 Dear exchange student Great that you are interested in an exchange experience with the nursing or midwifery department
More informationImproving teams in healthcare
Improving teams in healthcare Resource 1: Building effective teams Developed with support from Health Education England NHS Improvement Background In December 2016, the Royal College of Physicians (RCP)
More informationUses a standard template but may have errors of omission
Evaluation Form Printed on Apr 19, 2014 MILESTONE- BASED FELLOW EVALUATION Evaluator: Evaluation of: Date: This is a new milestone-based evaluation. To achieve a level, the fellow must satisfy ALL the
More informationText-based Document. Authors Alichnie, M. Christine; Miller, Joan F. Downloaded 20-Jun :02:04.
The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based
More informationLESSON ELEVEN. Nursing Research and Evidence-Based Practice
LESSON ELEVEN Nursing Research and Evidence-Based Practice Introduction Nursing research is an involved and dynamic process which has the potential to greatly improve nursing practice. It requires patience
More informationNURSING PROGRAM STANDARDS REVISED AND APPROVED BY THE FACULTY OF THE NURSING PROGRAM
NURSING PROGRAM STANDARDS REVISED AND APPROVED BY THE FACULTY OF THE NURSING PROGRAM October 20, 2016 Standards for Reappointment, Tenure, and Promotion for Faculty of the Graduate and Undergraduate Nursing
More informationQualitative Evidence for Practice: Why Not! Barbara Patterson, PhD, RN, ANEF Lehigh Valley Health Network Research Day 2016 October 28, 2016
Qualitative Evidence for Practice: Why Not! Barbara Patterson, PhD, RN, ANEF Lehigh Valley Health Network Research Day 2016 October 28, 2016 OBJECTIVES At the completion of this presentation the learner
More informationDalhousie School of Health Sciences. Halifax, Nova Scotia. Curriculum Framework
Halifax, Nova Scotia Approved: June 2001 Revised: May 2006 Reviewed: Sept. 06 Revised/Approved August 2010 Revised: Sept. 2016 Revised: Nov. 2017 Page 1 Preamble This document was created to provide a
More informationCourse Instructor Karen Migl, Ph.D, RNC, WHNP-BC
Stephen F. Austin State University DeWitt School of Nursing RN-BSN RESEARCH AND APPLICATION OF EVIDENCE BASED PRACTICE SYLLABUS Course Number: NUR 439 Section Number: 501 Clinical Section Number: 502 Course
More informationSyntheses and research projects for sustainable spatial planning
Syntheses and research projects for sustainable spatial planning Part 1: Syntheses of knowledge status and knowledge gaps Last day of application: 28/02/2017 Day of decision: 26/09/2018 preliminary Contents:
More informationObjectives. Preparing Practice Scholars: Implementing Research in the DNP Curriculum. Introduction
Objectives Preparing Practice Scholars: Implementing Research in the DNP Curriculum 2011 Symposium Produced by Members of NONPF s Research SIG To discuss the levels of DNP research competencies currently
More informationFirst Edition: April 2003
First Edition: April 2003 Published by An Bord Altranais. CONTENTS. 1. Introduction 1 2. The Code of Professional Conduct 2 3. The Clinical Learning Environment 3 4. Designing and Managing the Clinical
More informationReview of DNP Program Curriculum for Indiana University Purdue University Indianapolis
DNP Essentials Present Course Essential I: Scientific Underpinnings for Practice 1. Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences
More informationEthical Issues in Nursing. Ms Deepika Cecil Khakha Catholic Nurses Guild of India Faculty All India Institute of Medical Sciences New Delhi
Ethical Issues in Nursing Ms Deepika Cecil Khakha Catholic Nurses Guild of India Faculty All India Institute of Medical Sciences New Delhi Ethics are the fundamentals in nursing Nursing practice Nursing
More informationHOLYANGELUNIVERSITY GRADUATE SCHOOL OF NURSING AngelesCity. DOCTOR OF PHILOSOPHY IN NURSING EDUCATION Major in Educational Leadership and Management
HOLYANGELUNIVERSITY GRADUATE SCHOOL OF NURSING AngelesCity DOCTOR OF PHILOSOPHY IN NURSING EDUCATION Major in Educational Leadership and Management Mission and Vision The primary mission of HAU PhD in
More informationNursing Awards of Excellence Awards & Criteria
Nursing Awards of Excellence Awards & Criteria Table of Contents Lifetime Achievement... 2 Excellence in Nursing Administration... 3 Excellence in Advancing Nursing Knowledge & Research... 4 Excellence
More informationNurse Practitioner Student Learning Outcomes
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
More informationEXPLANTORY NOTES FOR: Application form full proposal (Annex 6.3)
EXPLANTORY NOTES FOR: Application form full proposal (Annex 6.3) Responsible Innovation (NWO-MVI), 2 nd round 2017 Nederlandse Organisatie voor Wetenschappelijk Onderzoek Full proposal Responsible Innovation
More informationEffectively implementing multidisciplinary. population segments. A rapid review of existing evidence
Effectively implementing multidisciplinary teams focused on population segments A rapid review of existing evidence October 2016 Francesca White, Daniel Heller, Cait Kielty-Adey Overview This review was
More informationVolume 44 No. 2 February 2012 MICA (P) 019/02/2012. What Doctors Say about Care of the Dying in Singapore
Volume 44 No. 2 February 2012 MICA (P) 019/02/2012 What Doctors Say about Care of the Dying in Singapore What Doctors Say about Care of the Dying in Singapore Dr Jacqueline Chin and Dr Jacinta Tan The
More informationCAPE/COP Educational Outcomes (approved 2016)
CAPE/COP Educational Outcomes (approved 2016) Educational Outcomes Domain 1 Foundational Knowledge 1.1. Learner (Learner) - Develop, integrate, and apply knowledge from the foundational sciences (i.e.,
More informationDiscipline Specific Competencies for Public Health Nursing
Discipline Specific Competencies for Public Health Nursing A. INTRODUCTION Public health nursing is defined as the practice of promoting and protecting the health of populations using knowledge from nursing,
More informationUSE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS
USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS January 2018 Funded by generous support from the California Hospital Association (CHA) Copyright 2018 by HealthImpact. All rights reserved.
More informationShort Report How to do a Scoping Exercise: Continuity of Care Kathryn Ehrich, Senior Researcher/Consultant, Tavistock Institute of Human Relations.
Short Report How to do a Scoping Exercise: Continuity of Care Kathryn Ehrich, Senior Researcher/Consultant, Tavistock Institute of Human Relations. short report George K Freeman, Professor of General Practice,
More informationThe Nursing Council of Hong Kong
The Nursing Council of Hong Kong Core-Competencies for Registered Nurses (Psychiatric) (February 2012) CONTENT I. Preamble 1 II. Philosophy of Psychiatric Nursing 2 III. Scope of Core-competencies Required
More informationMaking pregnancy safer: assessment tool for the quality of hospital care for mothers and newborn babies. Guideline appraisal
Shahad Mahmoud Hussein - Soba University Hospital, Khartoum, Sudan - Training Course in Sexual and Reproductive Health Research 2010 Mohamed Awad Ahmed Adam - Faculty of Medicine, University of Khartoum,
More informationConsultation on initial education and training standards for pharmacy technicians. December 2016
Consultation on initial education and training standards for pharmacy technicians December 2016 The text of this document (but not the logo and branding) may be reproduced free of charge in any format
More informationRelevant Courses and academic requirements. Requirements: NURS 900 NURS 901 NURS 902 NURS NURS 906
Department/Academic Unit: School of Nursing, Doctoral (PhD) Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes Expectations
More informationCairo University, Faculty of Medicine Strategic Plan
Cairo University, Faculty of Medicine Strategic Plan I would first like to introduce to you the steps carried to develop this plan. 1- The faculty council decided to perform the 5 year strategic plan and
More informationICO International Guidelines for Accreditation of Ophthalmology Training Programs
ICO International Guidelines for Accreditation of Ophthalmology Training Programs Program accreditation is a process that requires standards of structure, process and achievement, self-assessment, and
More informationPractice Problems. Managing Registered Nurses with Significant PRACTICE GUIDELINE
PRACTICE GUIDELINE Managing Registered Nurses with Significant Practice Problems Practice Problems May 2012 (1/17) Mission The Nurses Association of New Brunswick is a professional regulatory organization
More informationA Comparison of Entrepreneurial Learning Education
JOURNAL OF ECONOMICS 21/2 A Comparison of Entrepreneurial Learning Education Charly Hongdiyanto 1 Abstract The purpose of this research is to analyse and compare entrepreneurial learning model. By doing
More informationFinal Report ALL IRELAND. Palliative Care Senior Nurses Network
Final Report ALL IRELAND Palliative Care Senior Nurses Network May 2016 FINAL REPORT Phase II All Ireland Palliative Care Senior Nurse Network Nursing Leadership Impacting Policy and Practice 1 Rationale
More informationFaculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students
1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2015 2 Table of Contents Overview of the Revised MN Streams in Relation to Project.3 The Importance of Projects
More informationTRAINEE CLINICAL PSYCHOLOGIST GENERIC JOB DESCRIPTION
TRAINEE CLINICAL PSYCHOLOGIST GENERIC JOB DESCRIPTION This is a generic job description provided as a guide to applicants for clinical psychology training. Actual Trainee Clinical Psychologist job descriptions
More informationCASN ACCREDITATION STANDARDS FOR IEN BRIDGING PROGRAMS. March Canadian Association of Schools of Nursing, 2018
CASN ACCREDITATION STANDARDS FOR IEN BRIDGING PROGRAMS March 2018 1 Canadian Association of Schools of Nursing, 2018 ISBN: 978-0-921847-71-7 Canadian Association of Schools of Nursing Association canadienne
More informationNursing Council of Hong Kong
Nursing Council of Hong Kong Handbook for Accreditation of Training Institutions For Pre-Enrolment/Pre-Registration Nursing Education (March 2017) Contents Page I Preamble 3 II Definition of Accreditation
More informationpractice standards CFP CERTIFIED FINANCIAL PLANNER Financial Planning Practice Standards
practice standards CFP CERTIFIED FINANCIAL PLANNER Financial Planning Practice Standards CFP Practice Standards TABLE OF CONTENTS PREFACE TO THE CFP PRACTICE STANDARDS............................................................................
More informationWOTRO Science for Global Development F&B Global Challenges Programme & F&B Applied Research Fund 13 May 2013
WOTRO Science for Global Development F&B Global Challenges Programme & F&B Applied Research Fund 13 May 2013 Netherlands Organisation for Scientific Research Structure presentation The role of NWO-WOTRO
More informationHAPPINESS IN CLINICAL PRACTICE OF THAI NURSING STUDENTS : A CASE STUDY OF PRACHOMKLAO COLLEGE OF NURSING PHETCHABURI PROVINCE THAILAND
HAPPINESS IN CLINICAL PRACTICE OF THAI NURSING STUDENTS : A CASE STUDY OF PRACHOMKLAO COLLEGE OF NURSING PHETCHABURI PROVINCE THAILAND Pakamard Peetaragorn, Jintana Tongpeth, and Nongnaphat Rungnoei *
More informationBSc (Hons) Nursing Dip HE Nursing
BSc (Hons) Nursing Dip HE Nursing Nursing Adults in the Community Setting NRMW 2201 Continuous Assessment of Practice (CAP) School of Nursing & Midwifery Faculty of Health and Life Sciences Student Name:
More informationSCOTTISH AMBULANCE SERVICE JOB DESCRIPTION
SCOTTISH AMBULANCE SERVICE JOB DESCRIPTION Job Title: Reporting To: Department(s)/Location: Lead Consultant Paramedic Medical Director Clinical Directorate Job Reference number (coded): The Scottish Ambulance
More informationMEDICAL PROFESSIONALISM (Update 2005)
CMA POLICY MEDICAL PROFESSIONALISM (Update 2005) The environment in which medicine is practised in Canada is undergoing rapid and profound change. There are now continued opportunities for the medical
More informationHealth Research 2017 Call for Proposals. Evaluation process guide
Health Research 2017 Call for Proposals Evaluation process guide Evaluation process guide Health Research 2017 Call for Proposals la Caixa Foundation 0 0 Introduction This guide sets out the procedure
More informationI. Rationale, Definition & Use of Professional Practice Standards
FRAMEWORK FOR STANDARDS OF PROFESSIONAL PRACTICE CONTENTS I. Rationale, Definition & Use of Standards of Professional Practice II. Core Professional Practice Expectations for RDs III. Approach to Identifying
More informationRecent developments in health care (policy) in the Netherlands
Recent developments in health care (policy) in the Netherlands Jeroen N Struijs, PhD 1 National Institute of Public Health and the Environment (RIVM), Department of Quality of Care and Health Economics
More informationDoctor of Nursing Practice (DNP) Project Handbook 2016/2017
www.nursing.camden.rutgers.edu Doctor of Nursing Practice (DNP) Project Handbook Introduction: 2016/2017 The DNP scholarly project should demonstrate a process of rigorous systematic inquiry to generate
More informationSyntheses and research projects for sustainable spatial planning
Syntheses and research projects for sustainable spatial planning Part 2: Research projects focussing on the citizens or actors involved Last day of application: 28/02/2017 Day of decision: 26/09/2018 preliminary
More informationThe Midwives Council of Hong Kong. Handbook for Accreditation of Midwives Education Programs/ Training Institutes for Midwives Registration
The Midwives Council of Hong Kong Handbook for Accreditation of Midwives Education Programs/ Training Institutes for Midwives Registration January 2012 Revised in November 2013 Revised in July 2017 Contents
More informationGRADUATE PROGRAM IN PUBLIC HEALTH
GRADUATE PROGRAM IN PUBLIC HEALTH CULMINATING EXPERIENCE EVALUATION Please complete and return to Ms. Rose Vallines, Administrative Assistant. CAM Building, 17 E. 102 St., West Tower 5 th Floor Interoffice
More informationNursing and health care of the elderly
Nursing and health care of the elderly Ubolratana Popattanachai* Abstract Nurses play a critical role in providing health care for all age groups and in all varieties of health delivery systems. Their
More informationCURRICULUM: BACHELOR OF MIDWIFERY (B.M) Table of Contents
CURRICULUM: BACHELOR OF MIDWIFERY (B.M) January 2009 Table of Contents Preamble 1: Aims of the degree programme in Midwifery 2: A profile of the degree programme in Midwifery 2.1 The professional activity
More informationEntry-to-Practice Competencies for Licensed Practical Nurses
Entry-to-Practice Competencies for Licensed Practical Nurses Foreword The Canadian Council for Practical Nurse Regulators (CCPNR) is a federation of provincial and territorial members who are identified
More informationPublic Health Skills and Career Framework Multidisciplinary/multi-agency/multi-professional. April 2008 (updated March 2009)
Public Health Skills and Multidisciplinary/multi-agency/multi-professional April 2008 (updated March 2009) Welcome to the Public Health Skills and I am delighted to launch the UK-wide Public Health Skills
More informationGeorgetown University School of Nursing & Health Studies. Department of Nursing
Georgetown University School of Nursing & Health Studies Mission of Georgetown University Georgetown is a Catholic and Jesuit student-centered research university. Established in 1789, the university was
More informationKEY FACTS MSc Nursing (Advanced Practice in Health and Social Care) MSc, PG Dip, PG Cert School of Health Sciences
PROGRAMME SPECIFICATION KEY FACTS Programme name MSc Nursing (Advanced Practice in Health and Social Care) MSc, PG Dip, PG Cert School of Health Sciences Division of Nursing PSAHNR Full Time / Part Time
More informationExploring Nurses Perceptions of Spiritual Care and Harm Reduction in an Acute Inpatient HIV Unit: A Quality Improvement Perspective
Exploring Nurses Perceptions of Spiritual Care and Harm Reduction in an Acute Inpatient HIV Unit: A Quality Improvement Perspective Opening reflection Now that most people do not have a religious focus,
More informationCompetencies for the Registered Nurse Scope of Practice Approved by the Council: June 2005
Competencies for the Registered Nurse Scope of Practice Approved by the Council: June 2005 Domains of competence for the registered nurse scope of practice There are four domains of competence for the
More informationWest Virginia Wesleyan School of Nursing MSN and POST-GRADUATE APRN CERTITICATE STUDENTS Preceptor Handbook
West Virginia Wesleyan School of Nursing MSN and POST-GRADUATE APRN CERTITICATE STUDENTS Preceptor Handbook 2015 2017 Overview Students in the MSN and post-graduate APRN certificate program at West Virginia
More informationNursing Student Information Handbook
Inter American University of Puerto Rico San Germán Campus School of Nursing and Health Sciences Nursing Student Information Handbook Nursing Program Revised August, 2016 Table of Contents Page Introduction
More informationIn the spotlight: informal care in the Netherlands
In the spotlight: informal care in the Netherlands What is informal care? Informal care is care that is provided by someone who is close to the care-receiver. It may include: care given by members of the
More informationOsteopathie. Professional Competency Profile Osteopathy
Osteopathie DEC. 2015 1 To establish competencies in the field of osteopathy, we have drawn on the CanMEDS Framework 1, which defines seven main Roles that the physician is to fulfill: that of Medical
More informationDOCUMENT E FOR COMMENT
DOCUMENT E FOR COMMENT TABLE 4. Alignment of Competencies, s and Curricular Recommendations Definitions Patient Represents patient, family, health care surrogate, community, and population. Direct Care
More informationEveryday Ethics in the 21st Century: Creating and Sustaining a Culture of Ethical Practice. Authors Hylton Rushton, Cynda; Broome, Marion E.
The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based
More informationNHS Lothian Evaluation and top tips on evaluation
Contributing to the Organisation s Objectives NHS Lothian Evaluation and top tips on evaluation Juliet MacArthur Sue Sloan Outline of the session What is the role of the SCN in evaluation of Leading Better
More informationKnowledge Management Fund Information and Application Criteria
Knowledge Management Fund Information and Application Criteria Overview The objective of the Knowledge Platform Security & Rule of Law (KPSRL) is to harness the energy and ideas of its community to improve
More informationRNAO s Framework for Nurse Executive Leadership
1. Framework Overview The Framework for Nurse Executive Leadership is a unique model that is designed to delineate, shape and strengthen the evolving role of the nurse executive leader in Ontario and beyond.
More informationUniversity of Plymouth. Pathway Specification. Postgraduate Certificate Postgraduate Diploma Master of Science
University of Plymouth Faculty of Health and Human Sciences School of Nursing & Midwifery Pathway Postgraduate Certificate Postgraduate Diploma Master of Science Advanced Professional Practice (Nursing
More informationTHE ROLE OF FAMILY SOLIDARITY:ETHICAL AND SOCIAL ISSUES
THE ROLE OF FAMILY SOLIDARITY:ETHICAL AND SOCIAL ISSUES RUUD TER MEULEN* AND KATHARINE WRIGHT** Health care systems in Europe are usually based on the principles of solidarity and equal access to care.
More informationThis is a NIVEL certified Post Print, more info at
Postprint Version Journal website Pubmed link DOI 1.0 http://linkinghub.elsevier.com/retrieve/pii/s0738-3991(15)30121-x http://www.ncbi.nlm.nih.gov/pubmed/26613667 10.1016/j.pec.2015.11.008 Nursing staff
More informationAkpabio, I. I., Ph.D. Uyanah, D. A., Ph.D. 1. INTRODUCTION
International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 2, Issue, January 205, PP 264-27 ISSN 2349-0373 (Print) & ISSN 2349-038 (Online) www.arcjournals.org Examination of Driving
More informationOrganizational Commitment of the Nursing Personnel in a Greek National Health System Hospital
252. O R I G I N A L P A P E R.r. Organizational Commitment of the Nursing Personnel in a Greek National Health System Hospital Effrosyni Krestainiti, MD, MSc Nurse, Postgraduate student of the National
More informationGENERAL DIRECTROATE OF RESEARCH GRANTS
GENERAL DIRECTROATE OF RESEARCH GRANTS Guidelines for Research Proposals Preparation 1431 H. 1 1. Introduction The preparation of research proposal is considered an important step in the process of research
More informationSOCIAL WORK (SOCW) 100 Level Courses. 200 Level Courses. 300 Level Courses. Social Work (SOCW) 1
Social Work (SOCW) 1 SOCIAL WORK (SOCW) 100 Level Courses SOCW 110: Global Perspectives on Human Rights. 3 credits. Explores awareness about human rights issues around the world. Students will become familiar
More information21 st -Century Nursing: The Demand for Leadership
21 st -Century Nursing: The Demand for Leadership Angela Barron McBride Distinguished Professor-University Dean Emerita Indiana University School of Nursing Chair, Board Committee on Quality & Safety Indiana
More informationFACULTY of health sciences www.acu.edu.au/health_sciences Faculty of health sciences I like ACU because it supports and encourages students to actively participate in projects that are in line with the
More informationThe Ethical Nature Of The Mother-Midwife. Relationship: A Feminist Perspective
The Ethical Nature Of The Mother-Midwife Relationship: A Feminist Perspective A dissertation submitted to The Department of Nursing Faculty of Sciences The University of Southern Queensland For the degree
More informationSummary For someone else. Decisional responsibilities in nursing home medicine.
summary 311 Summary For someone else. Decisional responsibilities in nursing home medicine. The central question in this study is how to promote the interests of an elderly nursing home patient who is
More informationPurpose. Admission Requirements. The Curriculum. Post Graduate/APRN Certification
POST GRADUATE/APRN CERTIFICATE Post Graduate/APRN Certification Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in
More informationProgram Director Dr. Leonard Friedman
School of Public Health and Health Services Department of Health Services and Leadership Master of Health Services Administration 2011-2012 Note: All curriculum revisions will be updated immediately on
More informationStudent Information Handbook
Inter American University of Puerto Rico San Germán Campus Department of Health Sciences Student Information Handbook Nursing Program Revised August 2016 Table of Contents Page Introduction ----------------------------------------------------------------------------------------
More informationSTUDY PLAN Master Degree In Clinical Nursing/Critical Care (Thesis )
STUDY PLAN Master Degree In Clinical Nursing/Critical Care (Thesis ) I. GENERAL RULES AND CONDITIONS:- 1. This plan conforms to the valid regulations of the programs of graduate studies. 2. Areas of specialty
More informationNursing (NURS) Courses. Nursing (NURS) 1
Nursing (NURS) 1 Nursing (NURS) Courses NURS 2012. Nursing Informatics. 2 This course focuses on how information technology is used in the health care system. The course describes how nursing informatics
More informationConsciously choose ehealth
Consciously choose ehealth Summary ehealth-monitor 2017 Content 2 Summary: a brief outline of the ehealth-monitor 2017 3 Ease and service for healthcare users 5 2017 key results 5 Patient access to medical
More informationMPH Internship Waiver Handbook
MPH Internship Waiver Handbook Guidelines and Procedures for Requesting a Waiver of MPH Internship Credits Based on Previous Public Health Experience School of Public Health University at Albany Table
More informationMaster of Science in Nursing Program. Nurse Educator / Clinical Leader Orientation Handbook for Preceptors. Angelo State University
Master of Science in Nursing Program Nurse Educator / Clinical Leader Orientation Handbook for Preceptors Angelo State University Revised: Fall 2014; Summer 2017 1 TABLE OF CONTENTS Master of Science in
More informationPerceptions of Adding Nurse Practitioners to Primary Care Teams
Quality in Primary Care (2015) 23 (3): 122-126 2015 Insight Medical Publishing Group Research Article Interprofessional Research Article Collaboration: Co-workers' Perceptions of Adding Nurse Practitioners
More informationThe Episcopal Diocese of Milwaukee Manual of Resources for Process for Endorsement of Professional Chaplaincy for Ordained Clergy
The Episcopal Diocese of Milwaukee Manual of Resources for Process for Endorsement of Professional Chaplaincy for Ordained Clergy From the Manual of Resources for Discerning a Call to Ministry Lay and
More informationPerformance Appraisal Policy for Tutors, Instructors, Specialist Assistants, Creative Practitioners, Sports Coaches and Nursery Nurses
Performance Appraisal Policy for Tutors, Instructors, Specialist Assistants, Creative Practitioners, Sports Coaches and Nursery Nurses October 2013 INTRODUCTION Performance management recognises and values
More informationCourse Descriptions COUN 501 COUN 502 Formerly: COUN 520 COUN 503 Formerly: COUN 585 COUN 504 Formerly: COUN 615 COUN 505 Formerly: COUN 660
Course Descriptions COUN 501: Counselor Professional Identity, Function and Ethics (3 hrs) This course introduces students to concepts regarding the professional functioning of counselors, including history,
More informationStockport All Agency Safeguarding Adult Review (SAR) Protocol
Stockport All Agency Safeguarding Adult Review (SAR) Protocol Operational from the 1 st May 2015 Introduction The Care Act Statutory Guidance sets out the procedures that Stockport Safeguarding Adults
More informationCONTENT EXPERT ORIENTATION GUIDE. Virginia Commonwealth University School of Nursing
CONTENT EXPERT ORIENTATION GUIDE Virginia Commonwealth University School of Nursing NOVEMBER 28, 2016 Program Overview Building on the strength of the Magnet-designated VCU Health System and the VCU School
More information