(2013). Advanced Practice Registered Nurse Certification. Nephrology Nursing Journal, 40(3), 219-216. Brar, K., Boschma, G., & McCuaig, F. (2010). The development of nurse practitioner preparation beyond the master's level: what is the debate about?.
Conceptual and theoretical approaches to patient care: Associate versus baccalaureate degree prepared nurses. Journal of Advanced Nursing, 15(9), 1009-1015. * Johnson, J. (1988). Differences in the performance of baccalaureate, associate degree and diploma nurses: A meta analysis.
Maidenhead: Peter Honey. Jones, M. and Salmon, D. (2001) The practitioner as policy analyst: a study of student reflections of an interprofessional course in higher education. Journal of Interprofessional Care, 15(1), p.67-77. Leena, L., Marita, P. and Auli, G. (1999) Student Nurse and Reflective Health Promotion Learning in Hospital [Online]. Available at: http://www.leeds.ac.uk/educol/documents/000001151.htm [Accessed: 24 April 2012] Mark, W., and Stanton, M.A.
In many professions, nursing especially, one can find rationale for every action. Rationale can be defined as the fundamental reason to account for something (Potter & Perry, 2006). While rationale may be present in many professions the importance of rationale may only be distinctly evident in a certain few. In nursing, rationales are used in everyday practice as nurses interact with patients (Potter & Perry, 2006). The way in which a nurse practices can greatly affect the outcome of the patient (Potter & Perry, 2006).
The purpose of this paper is to compare and contrast a nursing theorist from each of the aforementioned nursing categories. The following theorists were chosen – Virginia Henderson (needs theorist), Ernestine Wiedenbach (interaction theorist), Martha Rogers (outcome theorist), and caring/becoming theorist (Jean Watson). The education background, definition of nursing, philosophy of nursing, and goal/purpose of nursing will be explored. Comparison of Nursing Theorists Virginia Henderson (Needs Theorist) * Education: Diploma in Nursing Army School of Nursing (1921); BSN from Teachers College, Columbia University (1932); M.A. Teachers College, Columbia University (1934) * Definition of Nursing: Role of
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).
(2010). Congestive heart failure: Redefining health care and nursing. The Journal of Continuing Education in Nursing, 41(9), 390-391. doi:http://dx.doi.org/10.3928/00220124-20100825-03 Heart Failure Society of America (HFSA). (2010). Hfsa 2010 comprehensive heart failure practice guideline.
In most teams there must be someone in charge or a “team leader”. The team leader has primary responsibility for team development. (Taplin, Foster, & Shortell, 2013) Teams are most effective when one person is designated as the formal leader to whom everyone on the team is accountable. Qualified leadership requires definition of the leader's role and assignment of a particular individual to fill that role. In relation to nursing, the team leader may be designated by a job title, such as charge nurse.
KOT 1 Task 1 Two strategies that enable a nurse on an interdisciplinary team to exert leadership without occupying a formal leadership position are being a role model and a problem solver. To be a role model you must demonstrate to your peers and coworkers how to do the right thing all the time; to know that making the right decision isn’t always the easiest one to make but it’s the only decision to make. The leaders of the world, musicians and actors are all role models; they are all looked on and modeled after. I want to be a role model in healthcare; I want to be that difference. Problem solvers don’t have to be scientist; they just have to be good at figuring out why things happen certain ways and how you may fix those problems.