The Consolidation Practicum
|
|
- Stephen Atkins
- 1 years ago
- Views:
Transcription
1 Transitioning 4 th year nursing students into intensive care using a consolidation experience: How it works By Frances Fothergill Bourbonnais, RN PhD, School of Nursing, University of Ottawa and, Sue Malone Tucker and Sharon Slivar, The Ottawa Hospital, General Site. Background Having an adequate supply of intensive care nurses to care for patients means that new nurses must be recruited by the specialty and that those nurses already in ICU must be retained. Fontaine and Norton (2001) cite that a need exists to prepare more nurses at the baccalaureate level with the requisite skills to enter critical care. Background Johantgen ( 2001) suggests that a preceptorship is the most desirable orientation process to acquire and retain staff. A positive opportunity has been established to hire new graduates who have received 1-1 preceptoring from a unit staff member. In this situation, the students know the staff as well as the unit and the staff are familiar with the student. Background Historically, nurses have entered critical care having at least 1-2 years medical surgical experience. Currently however, intensive care units are hiring new graduates to meet the staffing demands. The culture is now changing to accept new grads into ICU in many institutions and to provide mechanisms to support them. This presentation will provide insights from an intensive care unit which for 25 years has had 4 th year nursing students in consolidation who were then hired upon graduation. The ICU The Consolidation Practicum Prior to graduation from the BScN program at the University of Ottawa School of Nursing, 4 th year students complete an 8 week full time consolidation experience (January to March) in an area of their choice. A preceptor (experienced staff nurse) works with the student for the entire 8 week period and the student gradually assumes the responsibilities and workload of the preceptor. 1
2 Consolidation in ICU Structure: Students at University of Ottawa who select to go to the ICU need to meet the following criteria: a minimum of a B+ grade point average and references from previous clinical teachers who attest to their ability to function in this environment. As well the student must be functioning well in theory and in clinical in the fall of 4 th year. The faculty advisor: Professors are assigned to work with the students and preceptors throughout the consolidation experience. In the case of ICU, the 1 st author (FFB) has been the faculty advisor with students at the General site for over 20 years. FFB has experiential base in intensive care nursing and teaches all the medical surgical content taught to 4 th year students in fall semester... The faculty advisor role in ICU. Preparing Preceptors. The Ottawa Hospital provides a workshop to prepare preceptors for their role. In addition, FFB meets with each preceptor in the ICU to review the objectives of the consolidation experience, as well as discuss the theoretical content with which students come such as care of patients with traumatic brain injury and multiple trauma. The faculty advisor role in ICU: Preparing preceptors Expectations of students in ICU and skills they can perform are reviewed. Preceptors also protect the student by supporting their student presence in ICU, walking with them through situations such as withdrawal of life support Preparing preceptors Preceptors always state that the 4 th year students come with a strong knowledge base of medical and surgical nursing and the preceptor is then able to help the student to transfer that knowledge into ICU context. Preparing Students: Self- directed activities are combined with hands on and theoretical content prior to commencement of the experience with the preceptor. For example, a self directed module on cardiac arrhythmias is accompanied by a lecture on basic arrhythmias such as sinus bradycardia and atrial fibrillation as well as opportunity to work with rhythm strips to learn how to measure intervals etc 2
3 Preparing students. They are given a study and observation guide which asks students to answer various questions related to patient and family care such as maintaining sleep, resources for families as well questions pertaining to the organizational structure of the unit and the interprofessional team. Preparing Students : FFB orients students to the unit which includes the following activities: introduction to nursing and medical staff as well as clinical educators ( SMT, SS, ) and clinical manager The flow of care is examined and charting methods are explored. A simulator mode is used to explain the monitoring system used in the unit and students learn basic functions. Process: Ongoing work of the Faculty Advisor in ICU Ventilators are introduced at an introductory level and students are taken to the bedside to observe one in use. The ventilator is broken down into fundamentals so that students understand the basics with terms they already know such as tidal volume. Then look at what volume cycled ventilators do and some basic modes such as PEEP. Issues of safety must be understood. Ethical and legal issues related to ICU are introduced such as withdrawal of care Family care is emphasized. Link with educators to discuss possible in-services that students could attend Meet with preceptor and students at least weekly to discuss student progress and address any questions or concerns Review with the student, at the bedside, the patient s condition, goals for care, student learning needs, help students sort through ethical and legal issues and family concerns. Ensure that students contribute in patient rounds and other activities with interprofessional team. Interprofessional Team Process: Ongoing work of the clinical educators and manager Meet on informal basis with preceptors to discuss how experience is proceeding Meet with students to discuss the experience and advise them of learning opportunities Meet with faculty advisor to review progress of the experience. 3
4 Process: ongoing work of the students Students prepare personal objectives for the experience (an expectation of all consolidation students in all settings). The preceptor and faculty advisor approve the objectives. These objectives as well as course objectives must be met by the end of the experience. Students must demonstrate tangible evidence of their ability to assess and manage patients at a beginning level and apply an ever expanding knowledge of patient situations. Students are able to maintain their basic nursing skills and knowledge such as skin care as these skills are extremely important in the ICU setting. Complex skill learning such as suctioning a patient on a ventilator is done over a 12 hour shift and the student will have opportunity to practice this skill many times in that time period. Students learn about: how ICU functions the flow of work how patient care is dependent on the expertise of a team the interprofessional work environment and in particular the nurse physician relationship in ICU. the importance of communication- eg. oral patient reports Over the time frame of this ICU consolidation experience, 4 th year students have been hired as staff either directly upon graduation or within a few months. Experiential learning of the authors indicates that the best approach is to hire them directly upon graduation so that their learning continues to move forward. Comments from preceptors have been favorable and included statements that reflect: these guys are ready- we should hire them or they are ready to rock and roll Comments from the medical staff have been favorable as they have watched the students grow in confidence and competence. It is a privilege to send students to these environments and ongoing work must be done to ensure a safe experience for patients and staff. Students who have had the opportunity for this experience and who are hired, provide peer support for other students who come to ICU. 4
5 Conclusion Conclusion Few factors are as important for students in learning to nurse as the clinical learning environments to which they are exposed. (Palmer et al 2005). Staff nurse attitudes in this unit contribute to a positive clinical learning environment which includes warmth and support, gaining access to learning experiences, and the willingness of staff to teach students. Socialization into the unit is extremely important. Students must feel they are supported, valued and appreciated. Much work goes into students developing a strong professionally based identity. Student experiences in ICU are a collaborative effort of the faculty advisor and clinical educators, clinical manger and nursing and medical staff. It is our role to help these consolidation students to understand the work of a nurse in critical care. Conclusion Conclusion Over the years there have been isolated staff who did not believe that new grads should come to ICU. However, with over 20 years experience in this particular ICU, it became an expectation that students would be coming and there was disappointment if there was only one instead of the usual four students. Educators look to these students as future staff. The authors long experience with 4 th year students in ICU have concluded that this is a valuable experience for everyone concerned and that graduates meet and exceed expectations of staff. The experience works because a concerted effort has been made to welcome students to this unit and support them through their learning. From Student to RN From Student to RN First Cohort (2006) TOH linked with community college(bcit/ Algonquin) Hired 13 new grads(different programs) I failed;2 required a learning plan Total number of orientees nurses 82%(14) new grads 18% (3) experience RNs 2 new grads left( May 2007 & June 2008) Second Cohort (2007) TOH & HI partnership with Algonquin Combination new grads & experienced nurses Hired 18 nurses 3 new grads( ICU consolidation program) 3 RN s failed program 1 RN returned to floor Total number of orientees for nurses 10%(3) new grads 10% (3) previous CC experience 80%(25) experienced RN s June 2008-one new grad left 5
6 From Student to RN Critical Care Orientation Program Framework Third Cohort (2008) TOH & HI In House CC program New grads ONLY Hired 10 new grads 9/10 did their consolidation in other ICU s Total number of orientees for 2008(up to september) 16 nurses 62%(10) new grads 41% (6) previous floor experience 14%(2) failed program First Cohort TOH linked with Community College(13) 20 week course -14 week didactic -6 week preceptorship Second Cohort TOH&HI linked with Algonquin College (18) 20 week course -12 week didactic -4 week clinical -4 week preceptor. Third Cohort TOH &HI ( in house CC program)(10) 20 week course -10 week didactic -4 week clinical -6 week preceptor. Lessons learned If your unit has no history of new grads in ICU Start low and go slow in the numbers of new grads starting an ICU orientation Prepare your staff to be preceptors by having critical care preceptor workshop above and beyond the hospital workshop. All staff need to know that new grads are coming to the unit and this is done through staff meetings and written updates such as through news letters. Lessons learned During orientation have clinical instructors for the clinical blocks. Ratio of 5:1 Clinical instructors provide a consistent presence Have focused clinical objectives for the clinical blocks Clinical objectives are directly linked to the theory content covered in class. Clinical instructors facilitate the transfer of knowledge into practice and the acquisition of essential psychomotor skills. Clinical Blocks Lessons learned As nurse educators and managers, we must be available to these clinical instructors as a resource and support. If there are outstanding performance issues, a manager must be aware and involved. Keep new grads as a separate cohort on orientation Preceptors need to know their input is valued 6
7 Framework for orientation program at The Ottawa Hospital and Heart Institute The transition Systems Model Learned from experience with college programs. Tools: For evaluation & for clinical education (eg: clinical objectives, daily & weekly evaluations, clinical log, clinical reference cards & drug booklet). Need to be connected to the team Need to be connected to preceptors and educators A successful transition demands clear expectations, and roles and responsibilities for all stake holders. The Transition: The Team The transition The Ministry of Health of Ontario mandated that all be graduates be offered a full time position. To favor transition of new grads from time of graduation to receiving their temporary license, the clinical care assistant (CCA) role was created by the nursing professional practice department of the Ottawa Hospital. Future Considerations The Model of Care TOH Clinical Expert (TOH Model of Care)modifications. Revising the tools Preceptor workshops Keeping stats and long term follow up. Retention (preceptor fatigue). A guide to organize the delivery of nursing care. Amalgamation of 3 teaching hospitals: 5 different models of care identified. Initiated & developed by TOH clinical nurses. Rolled out first in ICU June 2002 Guiding principles (direct nursing care & supportive structure for nursing) New Roles: Care Facilitator & Clinical Expert. 7
8 References Fontaine, D.K. & Norton, C. (2001). Beyond the essentials: Teaching to undergraduate and graduate students in nursing. Critical Care Nursing Clinics of North America. 13 (1), Johantgen, m. (2001. Orientation to the critical care unit. Critical Care Nursing Clinics of North America. 13 (1), References Palmer, S.P. (2005). Nursing education and service collaboration: Making a difference in the clinical learning environment. The Journal of Continuing Education in Nursing, 36(6), Acknowledgements The presenters would like to acknowledge the contribution of the clinical nurse educators Abigail Hain, Mike Langill, Bonnie Bowes, Judith Sellick, the Clinical Instructors and the ICU nursing staff for their ongoing support of new nurses. 8
Master 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
Nurse Practitioner Preceptor Information Package 2017/2018
Nurse Practitioner Preceptor Information Package 2017/2018 Masters in Nursing (MN) (Nurse Practitioner Field of Study) Degree Program Post-Master NP (PMNP) Diploma Program 1 Dear Respected Preceptor, Thank
SON CATALOG ADDENDUM
2016-2018 SON CATALOG ADDENDUM ADDENDUM TO THE UNIVERSITY OF TEXAS SCHOOL OF NURSING AT HOUSTON 2016-2018 CATALOG Contents 2017-2018 Academic Year... 3 Administration... 4 Master of Science in Nursing
TABLE OF CONTENT. C. Accomplishments V. Recommendation 4
TABLE OF CONTENT I. Introductory Statement II. Recommendation 1 A. Statement of Recommendation B. Action Plan C. Accomplishments D. Attachments Nursing Faculty Workload Agreement Form Workload Requirements
EMT and AEMT students who successfully pass the specified or required courses are job ready to enter the workforce.
Paramedic Technology 1 PARAMEDIC TECHNOLOGY LIMITED ENROLLMENT Delivery method: On campus (with the option to take certain courses via interactive video) Paramedic Program begins: Fall only AEMT Course
Master of Science in Nursing (MSN) Concluding Graduate Experience (CGE) Handbook
CHAMBERLAIN UNIVERSITY Master of Science in Nursing (MSN) Concluding Graduate Experience (CGE) Handbook Welcome to your MSN Concluding Graduate Experience (CGE). All your previous graduate courses have
Preceptor Orientation Handbook. Undergraduate Programs Graduate Programs
Preceptor Orientation Handbook Undergraduate Programs Graduate Programs 2016-2017 This orientation handbook is available at: http://www.etsu.edu/nursing/graduateprograms/preceptor_orientation.aspx 3/22/17
NURSING Nursing Practice V COURSE OUTLINE. Fall 2004
UNIVERSITY OF ALBERTA COLLABORATIVE BACCALAUREATE NURSING PROGRAM Grande Prairie Regional College Grant MacEwan College Keyano College Red Deer College University of Alberta NURSING 3910 Nursing Practice
Texas Christian University Harris College of Nursing & Health Sciences Vita Spring 2018
Texas Christian University Harris College of Nursing & Health Sciences Vita Spring 2018 1. Name Laura Barbel Thielke, MS, RN, CNL 2. Contact Information TCU Box 28620, Fort Worth, TX 76; 817-257-5457 3.
School of Nursing PRECEPTOR GUIDE. Master of Science in Nursing - Nursing Education
School of Nursing PRECEPTOR GUIDE Master of Science in Nursing - Nursing Education 1 Disclaimer Statement These guidelines have been prepared to inform you of the selected policies, procedures and activities
CHAPTER SIX STANDARDS FOR NURSING EDUCATION PROGRAMS
CHAPTER SIX STANDARDS FOR NURSING EDUCATION PROGRAMS SECTION I APPROVAL OF PROGRAMS This chapter presents the Standards established by the Arkansas State Board of Nursing for nursing education programs
Healthy People 2020 and Education For Health Successful Practices for Clinical Health Professions
Teaching Health? How Healthy Are You? Celeste Kehoe Yanni, PhD, RN-CHPN Quinnipiac University http://www.quinnipiac.edu ABSTRACT: The US Department of Health and Human Services document, Healthy People
SCHOLAR PRACTITIONER PROGRAM (SPP)
SCHOLAR PRACTITIONER PROGRAM (SPP) Program Mission: To graduate the next generation of nurses; practice-ready scholar practitioners, with an active voice in health care who successfully contribute to the
Guidelines for Curriculum Wide Success Plan: Using Assessment Technologies Institute (ATI)
Guidelines for Curriculum Wide Success Plan: Using Assessment Technologies Institute (ATI) What is ATI? Assessment Technologies Institute (ATI) offers an assessment driven review program designed to enhance
DEPARTMENT OF LICENSING AND REGULATORY AFFAIRS DIRECTOR S OFFICE BOARD OF NURSING - GENERAL RULES. Filed with the Secretary of State on
DEPARTMENT OF LICENSING AND REGULATORY AFFAIRS DIRECTOR S OFFICE BOARD OF NURSING - GENERAL RULES Filed with the Secretary of State on These rules become effective immediately upon filing with the Secretary
Complete the FTE Detail Excel spreadsheet using the link below.: 17Acad31_CompletetheFTEDetailExcelspreadsheetusingthelinkbelow_
Report Submission - ID: 17Acad31 Author(s): Jill Davis Unit of Analysis ID Number: 178 College/School: Missoula College Title: Surgical Technology Type: UG State the mission, objectives, and primary functions
LAC 46:XLVII MISSION/PHILOSOPHY AND GOALS
LOUISIANA STATE BOARD OF NURSING ADDENDUM TO THE ACCREDITATION COMMISSION FOR EDUCATION IN NURSING (ACEN) OR COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE) SELF STUDY REPORT Directions: For each section
MERCY COLLEGE OF NURSING AND HEALTH SCIENCES
Mercy College of Nursing and Health Sciences 51 MERCY COLLEGE OF NURSING AND HEALTH SCIENCES Fall 2017 Fall Online... August 21 Fall Session #1... August 21 Last day to withdraw from classes without academic
AHU-FON-NUR- CS -ACD 15 Al Hussein Bin Talal University Princess Aisha Bint Al-Hussein College of Nursing and Health Sciences Course Syllabus
Department: Nursing Course Title: Critical Care Nursing (theory) Credit Hours: 3 Hours Course Number: 0901421 co-requisites: Course Year Level: Faculty Member Day- Time: E-mail: Office Hours: Course Website:
NURS 400- Critical Care Nursing Fall 2017 Course Syllabus
NURS 400- Critical Care Nursing Fall 2017 Course Syllabus Semester Fall 2017 Day(s) Course Faculty Lectures: Wednesday 9 am to 11 am Clinical: Thursday 7am to 1pm or 3 to 9pm PrepLab: Wednesday 1 to 2pm
A Comparative Case Study of the Facilitators, Barriers, Learning Strategies, Challenges and Obstacles of students in an Accelerated Nursing Program
A Comparative Case Study of the Facilitators, Barriers, Learning Strategies, Challenges and Obstacles of students in an Accelerated Nursing Program Background and Context Adult Learning: an adult learner
DNP Program: Curriculum Components & Courses
Systematic Evaluation of Practice (21 credits required for Post BS) Program: Curriculum Components & Courses Graduate Statistics Course Prerequisite N706 Nursing Research This course examines a variety
Effects of Patient Load and Other Monitoring System Design Choices on Inpatient Monitoring Quality
Effects of Patient Load and Other Monitoring System Design Choices on Inpatient Monitoring Quality August 10, 2015 8/10/2015 1 AAMI Foundation Vision: To drive the safe adoption and use of healthcare technology
Nursing Programs Preceptor Orientation Handbook
Nursing Programs Preceptor Orientation Handbook I. Introduction Welcome to Eastern Virginia Career College Clinical Faculty and Preceptorships. We cannot express how invaluable your knowledge and experience
Meeting the Needs of Our Preceptors: Improving Patient Outcomes and Nurse Retention
Meeting the Needs of Our Preceptors: Improving Patient Outcomes and Nurse Retention Maryland Nurses Association October, 2016 Pamela Shumate, DNP, RN, CCRN, CNE University of Maryland School of Nursing
Assessment Overview. Discipline/Program Name: Nursing Assessment Year:
Discipline/Program Name: Nursing Assessment Year: 2009-2010 Assessment Overview Student Learning Outcome Outcome Type Methodology n History Benchmark Results Strength of Results 1. Use theory and clinical
Doctor of Nursing Practice (DNP) Project & Practicum Handbook
CHAMBERLAIN UNIVERSITY Doctor of Nursing Practice (DNP) Project & Practicum Handbook INTRODUCTION Welcome to your Doctor of Nursing Practice (DNP) project and practicum experience. In the four DNP project
UCMC Physical Therapy Critical Care Fellowship Overview
UCMC Physical Therapy Critical Care Fellowship Overview Mission of Physical Therapy Fellowship Program: In conjunction with the University of Chicago Medicine s mission to provide superior healthcare,
Reduced Anxiety Improves Learning Ability of Nursing Students Through Utilization of Mentoring Triads
Reduced Anxiety Improves Learning Ability of Nursing Students Through Utilization of Mentoring Triads Keywords: Anxiety, Nursing Students, Mentoring Tamara Locken Heather Norberg College of Nursing Brigham
Unit 5: Information Gathering and Briefings STUDENT GUIDE
: Information Gathering and Briefings STUDENT GUIDE Objectives By the end of this unit, students will be able to: Describe the information gathering and dissemination responsibilities of the Division/Group
Accountabilities for Nurses Supporting Learners 3. Guidelines for Nurses in the Educator Role 3. Guidelines for Nurses in the Administrator Role 4
PRACTICE GUIDELINE Supporting Learners Table of Contents Introduction 3 Accountabilities for Nurses Supporting Learners 3 Guidelines for Nurses in the Educator Role 3 Guidelines for Nurses in the Administrator
NCDPI HIGH SCHOOL APPROVED NURSE AIDE TRAINING (NAT) PROGRAM STANDARDS
Standard #1 FACULTY AND ENROLLMENT 1.01 Teachers must be approved by the NCDPI/HSE/Nurse Aide office per 42CFR483.152 and Division of Health Service Regulation. Registered Nurse, with unencumbered license,
Ira D. Pruitt Division of Nursing
Ira D. Pruitt Division of Nursing Detailed Assessment Report 2011-2012 Mission / Purpose The mission of the Ira D. Pruitt Division of Nursing is to provide a quality educational program which prepares
REQUEST FOR PROPOSALS Faculty Development Mini-Grants
REQUEST FOR PROPOSALS 2005-06 Faculty Development Mini-Grants PROPOSALS DUE SEPTEMBER 15, 2005 Office of Faculty Development California State University Channel Islands facdev@csuci.edu Questions About
DOCTOR OF NURSING PRACTICE
DOCTOR OF NURSING PRACTICE STUDENT HANDBOOK 2012-2013 PREPARING NURSING LEADERS FOR THE 21 ST CENTURY Doctor of Nursing Practice Program Introduction The SIUE Post-Master s DNP program is designed for
Integrating quality improvement into pre-registration education
Integrating quality improvement into pre-registration education Jones A et al (2013) Integrating quality improvement into pre-registration education. Nursing Standard. 27, 29, 44-48. Date of submission:
THE SETTING is a 561-bed
Impacts & Innovations Kim Maryniak Tim Markantes Colleen Murphy Enhancing the New Nurse Experience: Creation of a New Employee Training Unit EXECUTIVE SUMMARY New graduate nurses require support to effectively
SOCIAL 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
Barbara Jones Warren. To Our Preceptors:
1 College of Nursing Newton Hall 1585 Neil Ave Columbus, OH 43210 Phone (614) 292 8900 Fax (614) 292 4535 E mail nursing@osu.edu Web nursing.osu.edu To Our Preceptors: The Faculty of The Ohio State University
LAC 46: XLVII STANDARDS AND REQUIREMENTS FOR GRADUATE NURSING EDUCATION DEGREE PROGRAMS: MISSION/PHILOSOPHY AND GOALS
LOUISIANA STATE BOARD OF NURSING ADDENDUM TO THE ACCREDITATION COMMISION FOR EDUCATION IN NURSING (ACEN) OR THE COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE) REPORT LAC 46: XLVII. 3511 STANDARDS AND
Senior Leadership Development
Senior Leadership Development Prospectus 2017-18 The Staff College: Leadership in Healthcare Fleetbank House, 2-6 Salisbury Square, London, EC4Y 8JX Registered charity: 1169166 Registered company: 10316815
CURRICULUM VITAE January 2018
CURRICULUM VITAE January 2018 Catherine Grant Education Degrees Institution Clinical/Function Doctoral 2008 Chatham University Doctorate in Nursing Practice Woodland Road 15232 2000 Indiana University
RN to BSN Completion Program Practicum Handbook: NSG 442A NSG 444A NSG 447A
RN to BSN Completion Program Practicum Handbook: NSG 442A NSG 444A NSG 447A May, 2017 TABLE OF CONTENTS Welcome and Lead Faculty Information 3 Preamble 4 Required Practicum Courses 4 The Mentor Role 5
Critical Skills Needed: How IT Professionals Can Strengthen the Nursing Profession
Critical Skills Needed: How IT Professionals Can Strengthen the Nursing Profession Melinda McCannon, Ed.D Chair, Division of Business & Social Science Associate Professor of Business Gordon College 419
Standards for Accreditation of. Baccalaureate and. Nursing Programs
Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009 Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009
Master of Science in Nursing Leadership and Management in Health Systems
Master of Science in Nursing Leadership and Management in Health Systems 1 Master of Science in Nursing Leadership and Management in Health Systems The MSN Leadership and Management in Health Systems is
Johns Hopkins University - School of Nursing Student Memorandum of Understanding Supporting Professional Advancement in Nursing Program (SPAN)
Johns Hopkins University - School of Nursing Student Memorandum of Understanding Supporting Professional Advancement in Nursing Program (SPAN) WHEREAS, the Johns Hopkins University School of Nursing (JHSON),
EXECUTIVE SUMMARY NURSING PROGRAM EVALUATION 2012
EXECUTIVE SUMMARY NURSING PROGRAM EVALUATION 2012 This self-administered program evaluation was completed by the Nursing Program Evaluation Committee (PEC) with the assistance of the Institutional Development
Academic Preparation:
Kimberly Dion, PhD, RN, CNE University of Massachusetts Amherst College of Nursing 303 Skinner Hall 651 North Pleasant Street Amherst, MA 01003 Tel. 413 545-1314 kadion@nursing.umass.edu Academic Preparation:
Outputs Outcomes -- Impact Activities Participation Process (what & when) Impact Outcome
CCNE Standard and Evaluation Items Standard I Program Quality: Mission and Governance Program Standard I-A Program Standard I-A: The mission, goals, and expected student are congruent with those of the
Quality Improvement Plan (QIP) Narrative for Health Care Organizations in Ontario
Quality Improvement Plan (QIP) Narrative for Health Care Organizations in Ontario 3/26/2018 This document is intended to provide health care organizations in Ontario with guidance as to how they can develop
STATUTORY AUTHORITY: Nursing Practice Act, Section NMSA 1978 Comp. [ NMAC - Rp,
TITLE 16 CHAPTER 12 PART 3 OCCUPATIONAL AND PROFESSIONAL LICENSING NURSING AND HEALTH CARE RELATED PROVIDERS NURSING EDUCATIONAL PROGRAMS 16.12.3.1 ISSUING AGENCY: New Mexico Board of Nursing. [16.12.3.1
Profile of. 1 st Cycle Degree in NUTRITION AND DIETETICS
UNIVERSITY OF L AQUILA Department of Health, Life and Environmental Sciences Profile of 1 st Cycle Degree in NUTRITION AND DIETETICS Laurea in DIETISTICA DEGREE PROFILE OF Laurea in DIETISTICA First Cycle
NEUROLOGY CLERKSHIP ORIENTATION ROB NAISMITH M.D.
NEUROLOGY CLERKSHIP ORIENTATION 2013-2014 ROB NAISMITH M.D. APPLYING KNOWLEDGE AND PRACTICING CLINICAL SKILLS Apply Knowledge from DNS to Patient Care. Read about patient s differential and condition
Overview of the Family Nurse Practitioner Track
Overview of the Family Nurse Practitioner Track The ACCN Essentials of Master s Education for Advanced Nursing Practice (2011), HRSA- Nurse Practitioner Primary Care Competencies in Specialty Areas (Family)
NURS - Nursing. NURSING Courses
NURS - Nursing NURSING Courses NURS 304. Principles of Practice: Foundations of Health Assessment. 3 This didactic and laboratory course emphasizes the assessment phase of the nursing process. Supervised
Policies and Procedures. ID Number: 1138
Policies and Procedures Title: VENTILATION Acute-Care of Mechanically Ventilated Patient - Adult RN Specialty Practice: RN Clinical Protocol: Advanced RN Intervention ID Number: 1138 Authorization: [X]
Experiential Education
Experiential Education Experiential Education Page 1 Experiential Education Contents Introduction to Experiential Education... 3 Experiential Education Calendar... 4 Selected ACPE Standards 2007... 5 Standard
To Our Preceptors: Respectfully, Kathleen Cox, PNP, ACPNP
College of Nursing Newton Hall 1585 Neil Ave Columbus, OH 43215 Phone (614) 292-8900 Fax (614) 292-4535 E-mail nursing@osu.edu Web nursing.osu.edu To Our Preceptors: The Pediatric Nurse Practitioner Faculty
Excerpt from The University of Texas Health Science Center at San Antonio School of Nursing
Excerpt from The University of Texas Health Science Center at San Antonio School of Nursing Commission on Collegiate Nursing Education Self Study February 2011 Narrative II-D. Faculty members are: Sufficient
THE TRADITIONAL CLINICAL EDUCATION MODEL: ONE STRATEGY TO ADDRESS CHANGE
THE TRADITIONAL CLINICAL EDUCATION MODEL: ONE STRATEGY TO ADDRESS CHANGE Judy Crewell, PhD, RN Jennifer Sorensen, MS, RN, CNE Amy Mills, MS, RN, CCRN Candace C. Hays MS, RN, PCCN, CMSRN, RN-BC Callie Bittner,
CURRICULUM VITAE Diane Langton, DNP, RN, PPCNP-BC
WORK CONTACT INFORMATION CURRICULUM VITAE Diane Langton, DNP, RN, PPCNP-BC E-Mail: dxl034@shsu.edu EDUCATION University of Texas Health Science Center School at Houston Houston, Texas Syracuse University,
Vanderbilt. Health Coaching CERTIFICATE PROGRAM
Vanderbilt Health Coaching CERTIFICATE PROGRAM Being trained as a Health Coach can help you better engage and activate patients to make health a priority. HEALTH BEHAVIORS SPIRIT & SOUL DAILY RHYTHM &
Bachelor of Science in Nursing (NURS) Program Outline
Bachelor of Science in Nursing (NURS) Program Outline PROGRAM IMPLEMENTATION DATE: September 2005 OUTLINE EFFECTIVE DATE: January 2018 PROGRAM OUTLINE REVIEW DATE: September 2023 GENERAL PROGRAM DESCRIPTION:
College of Joan Creasia, Dean Jan L. Lee, Associate Dean for Academic Affairs Sandra McGuire, Chair of Master s Program Sandra P. Thomas, Chair of Doctoral Program http://nightingale.con.utk.edu Professors
Leveraging higher salaries for nursing faculty
Nursing Faculty Publications School of Nursing 2009 Leveraging higher salaries for nursing faculty Carolyn B. Yucha University of Nevada, Las Vegas, carolyn.yucha@unlv.edu Rosemary Witt Follow this and
Enhancing Preceptor and Student Experience
Enhancing Preceptor and Student Experience Barbara L. Wilson, PhD, RN Associate Dean of Academic Programs University of Utah College of Nursing September 22, 2016 Disclosure I have no financial interest
Policies and Procedures. I.D. Number: 1145
Policies and Procedures Title: VENTILATION CHRONIC- CARE OF MECHANICALLY VENTILATED ADULT PERSON RNSP: RN Clinical Protocol: Advanced RN Intervention LPN Additional Competency: Care of Chronically Mechanically
Curriculum for the Academic Course of Study for. Nursing Science I. Bachelor Degree Program
Curriculum for the Academic Course of Study for Nursing Science I. Bachelor Degree Program at the Medical University of Graz in cooperation with the Karl-Franzens University Graz The concept for the curriculum
DEPARTMENT OF LICENSING AND REGULATORY AFFAIRS DIRECTOR S OFFICE BOARD OF NURSING - GENERAL RULES
DEPARTMENT OF LICENSING AND REGULATORY AFFAIRS DIRECTOR S OFFICE BOARD OF NURSING - GENERAL RULES (By authority conferred on the director of the department of licensing and regulatory affairs by section
Simulated E-hEalth Delivery. QSEN Competencies
Simulated E-hEalth Delivery System (SEEDS): Teaching QSEN Competencies Judith J. Warren, PhD, RN, BC, FAAN, FACMI Christine A. Hartley Centennial Professor Director of SEEDS Program Director of Nursing
Fair Registration Practices Report
Fair Registration Practices Report Respiratory Therapists (2009) The answers that you submitted to OFC can be seen below. This Fair Registration Practices Report was produced as required by: the Fair Access
Psychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017)
Psychiatric Nurse Competency Assessment Document (CAD) for the Undergraduate Nursing Student Year One (Pilot Document, 2017) WELCOME TO YOUR COMPETENCY ASSESSMENT DOCUMENT This guide has been developed
The University of Texas at El Paso Collect of Health Sciences: Graduate Nursing Program Course Syllabus: N5339 Nursing Administration Residency
The University of Texas at El Paso Collect of Health Sciences: Graduate Nursing Program Course Syllabus: N5339 Nursing Administration Residency Course: Place in Curriculum: Pre-requisites: Credits: N5339
Department of Nursing. Registered Nursing. RN-to-BSN Program Track
Department of Nursing Registered Nursing Diann Williams, MSN, RN, CNE Chairperson Instructors Sarah Bemis, MSN, BA, RN NCSN Shannon Davis, MSN, RN Carolyn Hood, MSN, RN Shawna Hughey, DNP, MSN, RN UAPB
Administered to first semester sophomores in NUR 220 Wellness and last semester senior at the end of NUR 460- Capstone ( )
Assessment Plan Matrix BSN Curriculum School of Nursing Using the mission/philosophy and End of Program Objectives as a basis, specific major student outcome areas have been identified by the School of
Course 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,
Practical Nursing (PPNP) Program Outline
Practical Nursing (PPNP) Program Outline PROGRAM IMPLEMENTATION DATE: September 2012 OUTLINE EFFECTIVE DATE: September 2016 PROGRAM OUTLINE REVIEW DATE: March 2021 GENERAL PROGRAM DESCRIPTION: This two-year
ALABAMA BOARD OF NURSING ADMINISTRATIVE CODE CHAPTER 610-X-3 NURSING EDUCATION PROGRAMS TABLE OF CONTENTS
Nursing Chapter 610-X-3 ALABAMA BOARD OF NURSING ADMINISTRATIVE CODE CHAPTER 610-X-3 NURSING EDUCATION PROGRAMS TABLE OF CONTENTS 610-X-3-.01 610-X-3-.02 610-X-3-.03 610-X-3-.04 610-X-3-.05 610-X-3-.06
Case study. Integrating Simulation into Nursing Curriculum. Fulda, Germany. Fulda University of Applied Sciences.
Case study Integrating Simulation into Nursing Curriculum Fulda University of Applied Sciences Fulda, Germany By: Ellen Thomseth, Laerdal Medical This case study is one, in a series of three, describing
ESTABLISHING GRADUATE CERTIFICATES ARIZONA STATE UNIVERSITY GRADUATE EDUCATION
ESTABLISHING GRADUATE CERTIFICATES ARIZONA STATE UNIVERSITY GRADUATE EDUCATION This form should be used by programs seeking to establish a new graduate certificate. All sections should be completed. The
Undergraduate Nursing
Undergraduate Nursing Mission: Preparing students to professionally provide high quality, ethical and compassionate health care services. You ve discovered your calling. Let s bring it to life. The Clarkson
Alaska Statute: AK Statute
State Continuing Competence Requirements Alabama Statute: AL Code 34-39-7 Section 34-39-13: Expiration and renewal of licenses; fee; continuing education; late fee. (a) All licenses under this chapter
OUR CHALLENGE. (Ferrell, 2001, p. xiii)
OUR CHALLENGE The new realities of our world challenge nurses to provide the most competent, expert, evidencebased care provided in a way that embodies compassion, respect for dignity, and an appreciation
Faculty of Health Sciences
Faculty of Health Allied Health The following courses are required as part of your Allied Health program: HLSC 2700U HLSC 1811U Elective* 6 credit hours Mathematical Reasoning in Health 6 credit hours
The Development and Implementation of a Post Baccalaureate Nurse Residence Program: An Academic-Practice Partnership Model
The Development and Implementation of a Post Baccalaureate Nurse Residence Program: An Academic-Practice Partnership Model Nursing in the 1970s Nurses lived and died by the Kardex Universal precautions
SAINT FRANCIS MEDICAL CENTER COLLEGE OF NURSING
SAINT FRANCIS MEDICAL CENTER COLLEGE OF NURSING PRECEPTOR HANDBOOK for Faculty, Preceptor and Students 2014-2016 A TRADITION OF EXCELLENCE IN NURSING EDUCATION Preceptor Handbook for Faculty, Preceptor
COLLEGE OF NURSING PRECEPTOR HANDBOOK
COLLEGE OF NURSING PRECEPTOR HANDBOOK Page 2 TABLE OF CONTENTS Overview... 3 The Mission of the College of Nursing... 3 CON Goals... 3 About the Programs... 3 Student, Preceptor, Faculty Responsibilities...
15. FACULTY OF NURSING
15. FACULTY OF NURSING 15.1 General Information 15.1.1 Inquiries 15.1.2 Undergraduate Programs 15.1.3 Requirements on Acceptance into the Nursing Program 15.1.4 Clinical Practice Education 15.1.5 Program
NURSING NURSING (NURS) 206. Integrating Spiritual Care into Nursing Practice First Aid for Rural Medical Emergencies(F.A.R.M.E.).
NURSING Head of the School: Professor Moffett Professors: Bond, Booth, Carruth, Hyde, Lund, Meeker Associate Professors: Hill, Holland, Logan, Prestholdt, Pryor Assistant Professors: Bradford, Guy, Lacour,
MINIMUM STANDARDS FOR INTENSIVE CARE UNITS SEEKING ACCREDITATION FOR TRAINING IN INTENSIVE CARE MEDICINE
College of Intensive Care Medicine of Australia and New Zealand ABN: 16 134 292 103 Document type: Policy Date established: 1994 Date last reviewed: 2015 MINIMUM STANDARDS FOR INTENSIVE CARE UNITS SEEKING
Katie Hooven RN, PhD, MBA, CAPA, CNE
Katie Hooven RN, PhD, MBA, CAPA, CNE EDUCATION Villanova University- PhD in Nursing Education May 2016 Graduation Member Sigma Theta Tau La Salle University- MSN/MBA May 2011 Graduation Member Sigma Theta
LSUHSC-New Orleans School of Medicine. Critical Concepts Senior Rotation. Student Handbook
LSUHSC-New Orleans School of Medicine Critical Concepts Senior Rotation Student Handbook 2012-2013 CONTACT INFORMATION Course Director: Jennifer Avegno, MD Clerkship Director Room 543 University Hospital
Academic Portfolio. Margaret Horlick,MD Attending Physician. 418 St John's Place 3D Brooklyn, NY11238
Academic Portfolio Margaret Horlick,MD Attending Physician 418 St John's Place 3D Brooklyn, NY11238 Margaret.Horlick@nyumc.org 718-578-9315 Table of Contents Section I: Personal Statement and Long-Term
NURS505 Advanced Health/Physical Assessment
NURS55 Advanced Health/Physical Assessment *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor
College of Nursing. Facilities for Research and Service. MASTER OF SCIENCE IN NURSING Nursing Major.
College of Nursing Joan Creasia, Dean Jan L. Lee, Associate Dean for Academic Affairs Maureen Groer, Associate Dean for Research and Evaluation Sandra McGuire, Chair of Master s Program Sandra P. Thomas,
Mutah University- Faculty of Medicine
561748-EPP-1-2015-1-PSEPPKA2-CBHE-JP The MEDiterranean Public HEALTH Alliance MED-HEALTH Mutah University- Faculty of Medicine Master Program in Public Health Management MSc (PHM) Suggestive Study Plan
RULES OF THE STATE BOARD OF NURSING
RULES OF THE STATE BOARD OF NURSING ISSUED BY ARIZONA STATE BOARD OF NURSING PHOENIX, ARIZONA Effective September 10, 2013 (Updated Awaiting Official Publication from the AZ Secretary of State) (Nurse
Thank You Letter For Nursing Preceptor
Thank You Letter For Nursing Free PDF ebook Download: Thank You Letter For Nursing Download or Read Online ebook thank you letter for nursing preceptor in PDF Format From The Best User Guide Database Recommendations
MASTER OF SCIENCE IN NURSING: COMMUNITY AND PUBLIC HEALTH NURSING SPECIALIZATION
Master of Science in Nursing: Community and Public Health Nursing Specialization MASTER OF SCIENCE IN NURSING: COMMUNITY AND PUBLIC HEALTH NURSING SPECIALIZATION Program Coordinator: Dr. Stephanie Chalupka