...perhaps global nursing shortage is clearly understood and continues to threaten healthcare practice, policy, and patient outcomes. A fundamental and largely misunderstood hemorrhage within the professional nursing pipeline is the significant student nurse retention and attrition rates reported by associate and baccalaureate schools of nursing. In a 2005 study by the Academic Senate for California Community Colleges, attrition from associate degree nursing programs is approximately 22%. A Canadian study of baccalaureate nursing programs finds and reports an alarming attrition rate of between 20% and 40% (Bolan and Grainger, 2005). The retention of students in nursing programs continues to be a major challenge for nurse educators and deans of nursing programs (Wells, 2003). Taylor (2005) reports the issue of student attrition is maintaining a high profile across the higher education sector and is a key concern for those delivering nurse education. In as much as it is impossible to bear quality fruit without plentiful and quality seeds, it is impossible to cultivate and educate student nurses if attrition and retention are not checked. If the desire for American healthcare is to remain the strongest and most competent in the world we must understand, explore and remedy the mitigating factors driving the student nurse attrition rate. Purpose Statement The purpose of this research study is to determine the relationship between undergraduate nursing school attrition, for...
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...Eisengart Waynesburg University NUR 518 I began my journey to become a nurse in 2006 when I graduated high school and entered a nursing school in Akron, Ohio. Thankfully, upon graduation in 2010 from Robert Morris University I was able to quickly find a job that would lead me to wanting to advance my career further and get my masters degree in nursing. Without the many programs made available because of willing nurses to become educators, a lot of us would not be where we are today, myself included. Many people think about the nursing shortage when it comes to bedside nursing and nurses in hospitals. Few rarely think that in order for a person to become a nurse they actually need other nurses that are willing to teach them. As the baby boomer generation gets older, we have to keep in mind that this is also a lot of our nurses in the field right now. According to the Administration on Aging by 2030 there will be 72.1 million people in the United States age 65 and older, which will be about 19% of the population. This number is compared to just 12.4% of the population in the year 2000. Again, not only do these numbers show the advancing age of our population, it shows that a lot of the nurses that we have in the work force right now are going to be retiring within the next 10-15 years. According to the National League for Nursing, in 2007, one out of five nurse educators planned to retire within 3 to 5 years. Unfortunately, projected retirements are expected...
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...High-Fidelity Simulation Opal Nutter Chamberlain College Instructional Methods NR522 Susan Walsh November 18, 2012 High-Fidelity Simulation There is a global concern regarding health care education. Budget constraints, faculty shortages, and lack of clinical sites are just a few concerns of nursing programs. Nurse educators seek teaching strategies that promote students that are highly skilled practitioners. Students must learn how to transfer their knowledge and learned skills into their clinical practice. It is the nurse educator’s goal to “produce safe and competent registered nurse” (Reid Searl, Eaton, Vieth, & Happell, 2011, p. 2758). Sufficient clinical experience is challenged as there is an increased demand for nursing schools to produce nurses that are competent, with the increasingly “ill population, coupled with the shortage of faculty” (Sportsman et al., 2009, p. 67). High Fidelity Simulation (HFS) is a method of providing students with clinical experience that is essential in developing the skills and knowledge. Many nursing programs are now using HFS in their curriculum. These simulators “allow students to experience high-risk, low volume patient problems in a realistic setting” (Tuoriniemi & Schott Baer, 2008, p. 105). The HFS are full size mannequins that can respond verbally and physiologically to the students interventions as well as omissions of care (Leigh & Hurst, 2008). The HFS offers students many advantages. This method...
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...Report June 30, 20121 1. Program development a. Students. This has been another active year but we have had on-going problems with Bangladesh Nursing Council, which refuses to register our graduates. As a result, enrolment has dwindled, so that total enrolment across the four years of the program is about forty students. This is a significant concern, discussed further below. b. Graduates This was a very important year for the College of Nursing, because the first graduates were officially recognized during the third Convocation for the University. In late December, twenty-two BSN graduates had their Certificates of Graduation confirmed by the Government of Bangladesh. In the picture below, some are shown with Pro-Vice-Chancellor Prof. Mahmuda Khanum and Chair, Health Sciences, Dr. Karen Lund. In all about thirty students have graduated. To the best of our knowledge all those who want to be working have found good jobs. Some are working at private hospitals in Bangladesh as ward staff or senior nurses. Others are junior faculty at private nursing colleges in Nepal. A few have emigrated to USA or UK. One graduate successfully applied to a USA accrediting agency for recognition of her BSN credentials in order to apply for graduate school. and there are now about 70 students enrolled in the IUBAT College of Nursing. A few foreign students continue to enrol, but we are mostly seeing enrolment of Bangladeshis. Our medium-term objective is about 20-25 students in each...
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...hospital. I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007). By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a...
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...Lifelong Learning Lifelong learning is a crucial part in every stage of the profession of nursing. "A single initial degree cannot provide a nurse with all he or she will need to know over an entire career. Creating an expectation and culture of lifelong learning for nurses is therefore essential." (Institute of Medicine, 2011). Not only is lifelong learning essential in our career, it is our own responsibility, as nurses, to acquire and participate in lifelong learning. Standards of care, scope of practice, and codes of ethics, among many other aspects in nursing, are constantly changing. A successful nurse that provides optimum quality of care embodies lifelong learning as a top priority in his or her nursing career. A nurse's scope of practice, ethics, and values play an important role in lifelong learning because a nurse cannot remain current with the standards of care, practices, and latest treatments in the field unless he or she has exercised lifelong learning on a continuous basis. Our scope of practice, ethics, and values define us as nurses and define the quality of care we given patients and their families. "Ethics and ethical codes are not just nice ideas that some distant committee dreamed up. Rather, they are what give voice to who we as professional nurses are at our very core” (Fowler, M.D.M. 2010). Ethics and values are within the nurse. "Personal ethical behavior flows from values held by an individual that develop over time” (Burkhardt,...
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... How History Applies The first recorded history of nursing education takes place approximately 2,000 years ago, in 250 B.C. The first school of nursing was established in India for men to provide restorative and preventive care for soldiers and the general population O’Lynn (as cited in Bosher & Pharris, 2009, p. 11). Although there is recorded evidence that such a school existed, nursing education did not make a significant appearance until Florence Nightingale received funding to start a school of nursing in conjunction with St. Thomas Hospital after the Crimean war. The school of nursing was to ''enable her to establish an institution for the training, sustenance, and protection of nurses and hospital attendants” (Nutting & Dock, 1907). In America, the civil war was the impetus for the establishment of nurse training schools. In the early 1900's, nursing education was received primarily from hospitals rather than colleges or universities and was based loosely on the model created by Florence Nightingale. Service, not education was the primary objective (Nutting & Dock, 1907). Nursing education faced many challenges from its inception, particularly from physicians who recognized the need for nursing care, but feared if nurses were given too much education the nurse would displace them (Allen, Allison, & Stevens, 2006). Stewart (1935) stated that the first sixty years of nursing school education could be broken down into three distinctive twenty...
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...In this day and age when medicine becomes more technological and industry driven, nursing needs to find its new role in the rapidly transforming healthcare system. In 2010 the Institute of Medicine (IOM) published proposals about remodeling of nursing in the U.S. - “The Future of Nursing: Leading Change, Advancing Health.” This report points out to the need for changes in education, expanding practice, and demonstrating leadership in nursing. This modification will have a strong effect on the nursing in future and will contribute to changes of scope and standards of practice. Impact of the IOM Report on Nursing Education In regards to nursing education IOM report proclaim, "nurses should achieve higher levels of education and training through improved education system that promotes seamless academic progression." (IOM Report, 2010). Today healthcare system is advancing rapidly and requires from all caregivers to improve their knowledge and specialization. The training and education that was given in the past to the nurses does not satisfy the demands of modern days and need to changed dramatically to allow them to keep up with rapidly changing scope of todays medicine. Nowadays, ever-growing complexity of patients demands from nurses to achieve a higher level of education in order to deliver a higher-quality patient care. To achieve this goal nursing schools have to develop new educational model, that provide competencies in decision making, quality improvement, systematic...
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...C H A M B E RL A I N C O L L E G E of N U RS I N G National Management Office | 3005 Highland Parkway, Downers Grove, IL 60515 | 888.556.8226 | chamberlain.edu Please visit chamberlain.edu/locations for location specific address, phone and fax information. BACHELOR OF SCIENCE IN NURSING DEGREE CURRICULUM SAMPLE 3-YEAR CURRICULUM PLAN FOR STUDENTS ENROLLED PRIOR TO JANUARY 2016 YEAR 1 Session I Session II SEMESTER 1 SEMESTER 2 BIOS-251*: Anatomy & Physiology I with Lab MATH-114*: Algebra for College Students NR-101: Transitions in Nursing (T=1) Credits 2 4 1 BIOS-252*: Anatomy & Physiology II with Lab SOCS-185*: Culture & Society ENGL-117*: English Composition 2 3 3 Semester Hours: 15 Credits (LAS=14, NR=1) BIOS-255*: Anatomy & Physiology III with Lab ENGL-147*: Advanced English Composition PSYC-110*: Psychology BIOS-256*: Anatomy & Physiology IV with Lab SPCH-275*: Public Speaking or SPCH-277*: Interpersonal Communication PSYC-290* †: Lifespan Development SEM ESTER 3 Credits 2 3 3 2 3 NR-222: Health & Wellness (T=3) CHEM-120*: Intro to General, Organic & Biological Chemistry with Lab BIOS-242*: Fundamentals of Microbiology with Lab PHIL-347*: Critical Reasoning or PHIL-447*: Logic & Critical Thinking Credits 3 4 4 3 3 Semester Hours: 16 Credits (LAS=16, NR=0) Semester Hours: 14 Credits (LAS=11, NR=3) Total Credit Hours: 45 YEAR 2 Session I Session II SEMESTER 1 NR-224:...
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...I look forward to having the opportunity to learn how to be a leader in my field of practice. I believe that my purpose in life is to be a leader. I also believe the only way to be a leader, is to first “work in the trenches". Second, I need to educate myself. I don't just want to get through school. I want to educate myself in as many areas of nursing as possible. This being said, I know that making the necessary arrangements in my life to facilitate going back to school will be difficult. My biggest fear is that I will not be able to convey just how adamant I am about furthering my education due to my personal life. I'm sure that there will come a time where I have so much going on that I just can't perform to the best of my ability. Through experience, I have learned to rely on the help of my family and friends to assist me during these challenging times. When I was in nursing school at CAC, this fear of mine came to fruition. At the time I was trying to raise two children on my own, I had three foreclosing homes, a custody battle, full-time work, and a lawsuit to contend with. I had my first test coming up in the third block of the school of nursing. I simply had no time to study for it. I would take my books with me to work, or to the courthouse when I could. I found myself beginning to break down. I knew that I didn't have adequate time to study for my test and that I would fail. The only option was to contact my mom. I knew that it would be asking a lot of my mom...
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...I have been pursuing my nursing degree for over 20 years, and throughout my journey I have had to overcome many obstacles. I took a small fourteen year leave of absence to raise my children, moved around the United States several times, and have had to overcome many personal setbacks. But I have always maintained the same plan to accomplish my short term and long term educational and professional goals. I have very specific educational and professional goals. My first goal will be accomplished May 8, 2008, when I graduate from Austin Community College with my associate nursing degree. After graduation I hope to work on a NICU, Labor and Delivery, or a Med/Surg. unit within the Seton Family. In January 2009, I plan on attending the online Associate to BSN program offered by the Texas Tech Health Science Center. Shortly after I obtain my BSN I will continue on to pursue my MSN. I will eventually be certified in one of the previously mentioned specialty units, and will use my MSN degree to be an educator within the Seton Family of Hospials and/or the local area colleges. All of this will be accomplished while working and attempting to further my career with Seton. I believe God, my determination, and Seton will help me accomplish my goals. My first clinical rotation in nursing school was at Seton Medical Center, and I never left. The moment I stepped onto the 6th floor, I knew that I always wanted to be a part of the Seton Family. They were dedicated to each one...
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...professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their active contribution is additionally supported by Morgan (2002) who emphasises that students may feel surplus to requirements through their supernumerary status. Standards relating to mentoring nursing students are set by the Nursing and Midwifery Council (2008a). They include; establishing effective working relationship through placement orientation...
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...UNIVERSITY OF LUZON COLLEGE OF NURSING PEREZ BLVD., DAGUPAN CITY, 2400 Phone No. (075) 515-7707 loc. 222 / FAX NO. (075) 515-5767 Email Address: ulcollegeofnursing@yahoo.com WEB SITE: www.ul.edu.ph Accreditation Granted: Level I Formal Accreditation Agency: PACUCOA Inclusive Date of Accreditation: April 13, 2009 SURGICAL SCRUB in REGION I MEDICAL CENTER, DAGUPAN CITY PANGASINAN _ Hospital, Municipality, City, Province Prepared by: Name of Student: REYNOLD JAMES O. POLICARPIO Signature of Student____________________ |Date Performed |Patient’s Name | |O.R nurse On Duty |SUPERVISED BY | |and |Case Number |PROCEDURE PERFORMED |(Name only) |Clinical Instructor | |Time Started | | | |Name and Signature | |August 4, 2009 ...
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...N U R S I N G E D U C A T I O N Nurse educators’ workplace empowerment, burnout, and job satisfaction: testing Kanter’s theory Teresa P. Sarmiento MScN RN College Nurse Educator, George Brown College, Toronto, Ontario, Canada Heather K. Spence Laschinger Canada PhD RN Professor and Associate Director Nursing Research, School of Nursing, The University of Western Ontario, London, Ontario, Carroll Iwasiw EdD RN Professor and Director School of Nursing, School of Nursing, The University of Western Ontario, London, Ontario, Canada Submitted for publication 22 May 2003 Accepted for publication 21 October 2003 Correspondence: Heather Spence Laschinger, School of Nursing, The University of Western Ontario, London, Ontario N6A 5C1, Canada. E-mail: hkl@uwo.ca SARMIENTO T.P., LASCHINGER H.K.S. & IWASIW C. (2004) Journal of Advanced Nursing 46(2), 134–143 Nurse educators’ workplace empowerment, burnout, and job satisfaction: testing Kanter’s theory Background. Empowerment has become an increasingly important factor in determining college nurse educator burnout, work satisfaction and performance in current restructured college nursing programmes in Canada. Aim. This paper reports a study to test a theoretical model specifying relationships among structural empowerment, burnout and work satisfaction. Method. A descriptive correlational survey design was used to test the model in a sample of 89 Canadian full-time college nurse educators employed in Canadian...
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...whether associate-degree level curricula prepare the nursing student proficiently for a successful entry-level career in nursing. In fact, many studies have been conducted to determine the differentiation of competencies between an Associate of Science degree in Nursing (ASN) and a Bachelor of Science in nursing degree (BSN). Before I discuss about some of the literature findings, I would like to provide one Pennsylvania’s Nursing School ASN objectives which are for the student to gain nursing knowledge, develop clinical skills, and reaffirm care and compassion. Whereas, the BSN program objectives are to enhance nursing knowledge through advancing the student’s critical thinking skills, communication skills, theoretical knowledge, and professional education. (PCHS, 2014) As the reader can see, there is a direct correlation between education received and what the learner can be expected to demonstrate in their nursing career. In this paper, I hope to identify the differences of competencies between both degrees and describe how nursing care approach may differ. The American Association of College in Nursing (AACN) has provided a fact sheet on “The Impact of Education on Nursing Practice”, within in the document, it focuses on studies that report BSN prepared RN’s experience lower mortality rates and better patient outcomes compared to their counterparts. (AACN, 2014) According to AACN, the National Advisory Council on Nursing Education and Practice reminds us of nursing’s expanded...
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