Nursing Management - UK, 20(2), 28-35. Jamison, N. (2011). Innovation and support for nurse practitioner and nurse midwife: a transformation yesterday, today, and in the future. Nevada Rnformation, 20(4),
Applying Standardized Terminologies in Practice Standardized Nursing terminologies (SNTs) are classifications, or taxonomies created to be shared among healthcare users. In the nursing field, the use of SNTs is essential to help nurses to document accurately, and clearly patient care information. The use and implementation of Standardized Nursing Terminologies add descriptions of nursing practice into the health record in a way that nursing personnel understand. The use of standardized terminologies is vital to the development of nursing as a profession. This article main purpose is to provide evidence of the importance and application of standardized terminologies in the Nursing practice.
Comparing Competencies of Baccalaureate Degree Nurses with Associate Degree Nurses Grand Canyon University NRS-430V Professional Dynamics Jan 26, 2015 (O507) Submitted by: Gulshan Kaur Submitted on: February 08, 2015 Education and Preparation has an important effect on nurses and how they serve a purpose in the work field. There are many differences between a nurse that has an associate degree or a baccalaureate degree. In a clinical situation, these two levels of education show differences in how the nurse approaches the scenario and the factor that critical decision-making can have in that case. Associate Degree Nurse (ADN) takes a two to three year course. In the course they are instructed on the fundamentals or basics of nursing.
Lastly, a reflection of findings will be discussed as to how nurses could contribute the information from the two interviews into their own professional growth and development. The first interview question pertained to the interviewee’s role in their current position and their educational preparation. The CRNA interviewed had an extensive emergency and critical care background, which applies greatly to his position today as he works in several areas, including the ICU, of the hospital where he is employed. The nurse educator was previously a nurse practitioner in a family practice office where she learned the patient teaching aspect that transitioned into her educational role today. Each interview participant explained the unique contributions they each made as nurses and brought to their interdisciplinary team.
The preceptor has a job to ensure the new nurse is competent with skills to provided adequate, safe nursing care to patients. The preceptor has to wear many hats with the new nurse such as role model, educator, friend, confidant, and socializer. The preceptor must observe the new nurse and evaluate the skills of the nurse. Ideally the preceptor will explain a process or skill, demonstrate it, and then watch as the new nurse demonstrates as it is performed independently. Precepting involves a commitment on both the preceptor and the new nurse.
1. A series of in-services on team development are being held for nurse managers at a teaching hospital by the staff development department. The educator has just reviewed the concept of group process roles and identified several of them by name. One of the managers asks, “ Could you please explain what exactly is meant by the gatekeeper role?” Which of the following responses by the educator is best? The Gatekeeper ensures that everyone has an opportunity to speak.
It is the most essential elements of information to guide the clinician the necessary care for the patient. Collecting or gathering a patient’s health history is the most important to begin the patient’s medical intervention. According to Lloyd and Craig (2007), providing a comprehensive health history will enhance the care of a patient. The article discusses the process of taking a patient’s history to provide a beneficial guide to nurses and clinicians who can use this approach when performing an assessment. The authors were concise of explaining the process or rationales of taking a patient’s history.
3. List the steps to get employees engaged in the work and how to receive buy-in for quality work. How will this reduce errors and increase the quality of work? information packet The task force developed an information packet for each of the clinical areas, says Turbin. “Each included a ‘to-do’ checklist for managers, and scripts we developed for meetings; we wanted staff to tell patients about the program during orientation,” she explains.
London: NMC. Retrieved from: http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Confidentiality/ Griffith, R., Tengnah, C. (2010). Law and Professional Issues in Nursing. (2nd ed.). Exeter: Learning Matters Ltd. Killick, J., Alllan, K. (2001a).
Master's Prepared Nurse Interview The purpose of this paper is to interview a master’s prepared nurse and get more knowledge of the role they play in their career. I chose this person because I work with her in the critical care setting where she is our clinical resource to go to when questions may arise. She portrays to have lots of knowledge and experience in the nursing profession to share with others. By working with this individual, I have learned that she is an exceptionally energetic and compassionate person, portrays excellent critical care thinking skills, and has a passion for being a nurse in general. After high school, she started her college career at Eastern Kentucky University where her major at this time was undecided.