zilongwang/ReadingBank huggingface dataset:
4. BCP. CRNA, Nurse Practitioners, and Midwives are eligible to receive BCP at the annual rate as indicated in Table 3 paid in equal monthly amounts. To be eligible for BCP, an officer must: Hold the eligible Primary Specialty for the duration of BCP. Have a post-baccalaureate degree in the clinical specialty. A post-master’s certificate acceptable to the Chief, BUMED can satisfy this requirement. Be certified by a professional recognized board, in a designated health profession clinical specialty contained in Table 5. Executes a written agreement to remain on active duty beginning on the date the contract is executed, for a minimum period of one year. 5. PAYMENT. IP and BCP shall be paid monthly, and will reflect on the LES as SAVED PAY. RB shall be paid in annual installments for the length of the agreement, and AB may be paid in a lump sum, monthly payments, or in periodic installments. Upon acceptance by the Chief, BUMED, the total amount paid under the agreement shall be fixed during the length of the agreement. The amount of each bonus or pay is listed in Tables 1-3. PART I. ABBREVIATIONS AND ACRONYMS AB Accession ADSO Active Duty Service Obligation APRNs Advanced Practice Registered Nurses ASD(HA) Assistant Secretary of Defense for Health Affairs CCNE CRNA Commission on Collegiate Nursing Education Certified Registered Nurse Anesthetist CSP HPLRP Consolidated Special Pay Health Professions Loan Repayment Program IP Incentive Pay MP Multiyear Pay NCLEX National Council Licensure Examination NLNAC RB National League for Nursing Accrediting Commission Retention Bonus PART II. DEFINITIONS
American Nurses Credentialing Center (ANCC) Table 5: Approved Nurse Corps Board Certifications for BCP Specialty Sponsor Responsibility Board CRNA American Association of Anesthetists National Board of Certification and Recertification for Nurse Anesthetists Nurse Anesthetist NP American Nurses Association American Nurses Credentialing Center, American Academy of Nurse Practitioners or Pediatric Nursing Certification Board Family Practitioner Pediatric Nurse Practitioner Psychiatric/Mental Health Nurse Practitioner Nurse Midwife National Commission for Certifying Agencies American Midwifery Certification Board Nurse Midwife
Number Revision the following numbers is Kanji: jyuuhachi ___________________ nijyuusan ___________________ sanjyuuyon __________________ yonjyuugo ___________________ gojyuugo ____________________ rokujyuuichi _________________ nanajyuuni __________________ hachijyuushichi _______________ kyuujyuu ____________________ sanjyuusan ___________________ 2) Write the following numbers in roomaji
Number Sense Key Learning: The position of a digit gives value and meaning to a number. Unit Essential Question: How does the position of a digit give value and meaning to a number? Number Forms Comparison of Numbers Rounding Lesson Essential Questions: How do you match the standard form, word form, and expanded form of a number? Lesson Essential Questions: How is a number or money amount determined to be greater than or less than another number or money amount? How are a set of numbers ordered? Lesson Essential Questions: What strategies do you use to round whole numbers and money? When is it appropriate to round numbers and money? How do you estimate the answer to addition, subtraction, and multiplication problems using whole numbers through 6 digits? Vocabulary: place value, thousand, ten thousand, hundred thousand, ones period, thousands period, standard form, expanded form, written form Vocabulary: increase, decrease, compare, greater than, less than, equal to Vocabulary: estimate, round, about
Regional EMS Award for Nurse with Outstanding Contribution to EMS Nomination Form CRITERIA: A nurse who exemplifies outstanding service in emergency medical services; knowledge and performance of EMS nursing skills; and high standards of cooperation and leadership with other personnel and agencies. Highest consideration is given to performing a nursing role in a hospital or clinical setting such as precepting or quality assurance programs. Nurses who have demonstrated excellence as a prehospital provider or instructor should be nominated for those categories. ELIGIBILITY: Any licensed serving in an active position. ____ Award for Nurse with Outstanding Contribution to EMS Nominee Name: Address: Street: City: State: Zip: Email: Phone: Work: Cell: Agency/ Hospital Affiliation: Position: Nomination Submitted By: Address: Street: City: State: Zip: Email: Phone: Work: Cell: NOMINATOR’S SIGNATURE ____________________________ Date ________________
1.A - Observation of the nurse with student populations of varying cognitive, physical, emotional or behavioral developmental levels. 1.A - Infinite Campus (IC) health records 1.B - Presentation to or In-Service for School Faculty, Staff or Department 1.B - Consultation Records and Reports 1.B - Information Letters or Materials to Parents and/or staff 1.B - Contact Records or Communication Logs 1.B - Formal and informal staff/student/family feedback 1.B - Individual student and school performance reports Expectation Indicator Beginning of Year Notes Middle of Year Notes End of Year Notes Establishes a Safe, Inclusive and Respectful Learning Environment 2.A Demonstrates knowledge of, interest in and respect for diverse students’ communities and cultures in a manner that increases equity. 2.B Implements high, clear expectations for student behavior, including self-advocacy. Overall strengths Overall for growth What is critical for success? Evidence collection Sources of evidence may include: 2.A, 2.B - IEPs and 504 Plans, recommendations 2.A, 2.B - Training and delegation Documentation 2.A, 2.B - Individual student health care plans 2.A, 2.B - Information Letters or Materials to Parents and/or staff 2.A, 2.B - Consultation Records and Reports 2.A, 2.B - School Nurse Contact Records 2.A - Use of anti-bullying curriculum 2.A - Address Lesbian, Gay, Bisexual, Transgender, Queer/Questioning (LGBTQ) concerns
can to be able to retain our nurses, and also to make the new nurses to our facility know that they are going to be involved in the decision making processes in the facility. Cultivating a nursing staff that has good quality nurse leaders will help improve staff satisfaction, and provide great quality patient care. As a nurse leader you always have to be learning and willing to adapt to the changes in healthcare so that you can continue to provide the care that is needed to your patient, but also be able to mentor and teach the new nurses that come to your facility. It is important for all nursing leaders to start now to groom our future leaders, because these emerging leaders will ultimately replace them and continue the very important work that is being done to improve nursing work environments and most importantly patient outcomes.
Legendary Nurse Portal pages will merge into new template. Kyle Implement design and template to create beta portal. Kyle, Workgroup 25% 50% 75% Develop draft branding and design of portal and marketing materials. Develop plan for marketing portal. October Kyle, Workgroup 25% 50% 75% testing and soft launch of portal. December Kyle, Workgroup 25% 50% 75% Launch portal. January Kyle 25% 50% 75% Develop new career center that will be included in Legendary Nurse Portal. Explore options for how to set up career center. Examine career centers, services offered and prices. June- September Kyle, Workgroup 25% 50% 75% Develop draft template for career center, purchase plugins. Draft job flash design. Explore connectivity with Experience ND and 2020 and Beyond. June-September Kyle, Workgroup 25% 50% 75% Send letter of contract termination to current career center company and determine needed transition steps. September Patricia 25% 50% 75% Develop marketing plan for career center component. October Kyle 25% 50% 75% Implement template and build career center. September- November Kyle 25% 50% 75% testing and soft launch of career center with portal. December Kyle, Workgroup 25% 50% 75% Launch Career Center and marketing plan. January Kyle 25% 50% 75%
Nurse Refresher Program For Registered Nurses In the State of Idaho Developed by: Eileen K. Merrell, R.N., M.P.H. Hilary Straub, R.N.,B.S.N.,M.S Revised by: Barbara J. McNeil, PhD, RN-BC Lessie Schoenfelder, R.N.C. Renae Dougal, R.N., M.S.N., C.L.N.C., C.C.R.P. Course Approved by: Idaho and Nevada Boards of Nursing Published by: Idaho Alliance of Leaders in Nursing, 11th Edition Course Description: Each self-study module consists of information presented in a question and answer format along with references for additional reading. Upon completion of all seven modules, a pre-clinical post- test can be ordered. After successful completion of this post-test the student may be required to complete a clinical component. For southwest Idaho students, a clinical placement service is offered for an additional fee. Clinical placement is not guaranteed, please do not pay the fee for this service until it is known that you have been placed. If clinical placement is not possible or if you do not live in southwest Idaho, you must arrange your own clinical placement. You must have an active or temporary license during your clinical. Overview: This program is designed to meet the needs of Registered Nurses who wish to return to active practice, or reactivate a license, but who do not have access to, or cannot attend formal classes. Through independent RN’s may update their knowledge to meet the requirements of a nursing board or simply to acquire a degree of confidence and security before employment. There are three components to the course: 1) the modules, 2) post- test, 3) clinical preceptorship. The self-study modules and post-test must be completed before the clinical component is arranged. Students who reside out of the state of Idaho are responsible for contacting their state board of nursing to confirm the acceptability of this course before beginning. Suggested reading for this program is the Lippencott Manual of Nursing Practice. This is available on Amazon.com Course Content: Module 1: Nursing in Idaho Today Legal aspects of nursing practice, accountability and responsibility to
NSP II-08-116 ’s Community College RN Partnership Activities for Recruitment and Retention Success (5 years) Project Director: Affiliates: MedStar Health of (Good Samaritan Hospital); In this five-year plan, ’s Community College plans to nearly double enrollments in its LPN to RN program at the campus, and begin a satellite LPN to RN program at Good Samaritan Hospital. The plan calls for hiring two new full-time faculty, providing faculty mentors for every student, and providing peer tutoring. The PGCC nursing lab will be open for weekend practice sessions. Retention will also be addressed through the opening of a , and early identification of at-risk students. Partners will provide additional lab space, increased clinical rotations and student scholarships. NSP II-08-117 Initiative to Create Clinical Nurse Educator and RN to MS Tracks (3 years) Project Director: Affiliates: none This program will create a Clinical Nurse Educator track in the graduate program that will have strong secondary education and advanced clinical practice components. An efficient RN to Master’s track will also be created to encourage qualified ADN-prepared nurses to seek a master’s degree. Both tracks will offer half of the courses in distance learning format, which will be accomplished through the development of a technology supported classroom. NSP II-08-119 Nurse Support II: Statewide Increases in Master’s-Prepared Nurse Faculty, Administrators, and BSN-Prepared Bedside Nurses (5 years) Project Director: Affiliates: Sheppard Pratt Health System, Greater , This program will create a Master’s degree with a concentration in nursing education, or Clinician-to-Administrator Transition that will be available in western . The program will be a combination of distance learning and scheduling. The block scheduling will be for a specific day of the week. Students may enroll at , or . Students are anticipated to remain employed as bedside nurses while in the program. Students will have the option of or on-line format. Partnerships will provide additional clinical sites, and preceptors and mentors for students. NSP II-08-123
Tel: 0845 894 2264 Fax: 0800 471 5149 Email: admin@nurselinehealthcare.com Website: Nursing & Midwifery Council 23 Portland Place Marylebone London W1B 1PZ Tel: 020 7333 9333 Website: www.nmc-uk.org Care Quality Commission Citygate Gallowgate Newcastle, NE1 4PA Tel: 03000 6166 161 Fax: 03000 616 171 Website: www.cqc.org.uk
Essential during recruitment and selection process Desirable How measured Experience 3 Years post qualifying experience of which at least 2 have involved managing and supervising staff A/I Experience of working in more than one daycare setting Experience of delivering training Experience of supervising students Experience of managing buildings and other resources Experience of working with volunteers and/or parents as ‘partners’ in community development A/I Education / Training Qualifications Level 4 Early Years qualification (which must include ‘baby’ module and competence to be a manager included in adult-child ratios) NVQ NNEB Or acceptance equivalent qualifications A and Certificates Other training relevant to working in Day Care Settings Level 4 Early Years qualification A/I Special Knowledge Knowledge of Foundation Stage curriculum Knowledge, understanding and practical experience of daycare for young children Knowledge, understanding and practical experience of child development and parenting Knowledge of relevant legislation and the ability to develop policies/procedures consistent with legislation, A/I Up to date awareness of current thinking about the needs and care of young children A/I/P
Dunfermline and West Fife Area Kirkcaldy and Leven Area Glenrothes and North East Area Incredible Triple P Incredible Years Triple P Incredible Years Triple P Inzievar Nursery, Oakley St. Serf’s Nursery, High Valleyfield Fair Isle Nursery, Kirkcaldy Kirkcaldy North Nursery, Kirkcaldy Carleton Nursery, Glenrothes Rimbleton Nursery, Glenrothes Inverkeithing Nursery, Inverkeithing King’s Road Nursery, Rosyth Gallatown Nursery, Kirkcaldy Capshard Nursery, Kirkcaldy Ladybird Nursery, Glenrothes Auchtermuchty Nursery, Auchtermuchty Touch Nursery, Dunfermline Bellyeoman Nursery, Dunfermline Woodlands Nursery, Methil Dysart Nursery, Dysart Westfield Nursery, Cupar Anstruther Nursery, Anstruther Beanstalk Nursery, Dunfermline Dulloch Nursery, Dunfermline Poppyview Nursery, Leven Burntisland Nursery, Burntisland St. Andrews Nursery, St. Andrews Clentry Nursery, Kelty Commercial Nursery, Dunfermline Mountfleurie Nursery, Leven Sunflower Nursery, Lochgelly Cardenden Nursery, Cardenden
Marine Academy Nursery Sessions Request Form Name of Child…………………………………….. Date of Birth……………………………. Please indicate which sessions you would like your child to attend. Session Timings & Cost Monday Tuesday Wednesday Thursday Friday Breakfast Club 7:30-8:30am £4.00 Morning including £11.00 Lunch £3.50 Afternoon including Snack £11.00 After School Club including Snack 3:15-4:30pm £4.50 After School Club including Tea 3:15-6:00pm £11.00 Please note that there is a special daily rate of £40 7:30am-6:00pm All morning and afternoon sessions are fixed but permanent changes can be made with four weeks’ written notice. Please return the forms enclosed as soon as possible. We look forward to your child joining us! Yours sincerely, Mrs Siobhan Meredith Mrs Claire Jones Headteacher Assistant Headteacher
I give permission for the staff of Childcare in the Community to supply and apply their sun cream, as required to my child. Parent/carer signature: ______________________________ Date: ___________ Staff signature: ______________________________ Date: ___________ I do not give permission for Childcare in the Community to supply and apply their sun cream as required to my child. I give permission for Childcare in the Community to apply the sun cream I have supplied to my child. The sun cream supplied is: Make of cream Sun Protection Factor UVA/B protection Best before date Date opened Use within months Sun cream must be reapplied as per manufacturers’ instructions. The instructions are _________________________________________________________________ Cream will be stored in service/brought to service every day * delete as appropriate Parent/carer signature: ______________________________ Date: ____________ signature: ______________________________ Date: ___________ Staff to check and confirm details before signing form and before reapplying children’s sun cream. If there are any irregularities cream must not be applied and the child must not go outside whilst in our care. Could you please tell us where you heard about our service? DATE SIGNED: _______________________
Reading books The children will be bringing home a reading book and a reading journal. Miss Blunt is our Literacy co-ordinator and she will be overseeing this new initiate. Please do not expect your child to be able to read the books/words independently. We are sending these books home for you to work with your child and assist in the recognition of early words and to develop phonics. Starting this work now can assist in their transition of moving up to School. If your child does not wish to do this please work at your child’s pace and do not worry! The books will be sent home every Friday, please ensure they are returned back weekly, if you require longer time please speak to your child’s Key Person. May half term ActiveFest! During the May half term holiday we will be running our fantastic holiday club ActiveFest! Running from Tuesday 31st May to Friday 3rd June 2015. This is an amazing week with lots of fun activities and day trips every day!, Look out for further details of our events. Please book early to guarantee your place. Holy Pre School: Laburnum Drive, Walmley, Sutton Coldfield, B76 2SP. Tel 01216751191
LITERACY In Literacy, the children will be rehearsing using Talk For Writing to help them recite and remember the sequence of the story. Activities will include, speech bubbles for the characters, learning the story ‘Come on, Daisy’ and listening to additional water themed stories. MATHS In Maths we will be playing a range of activities to encourage children’s curiosity in numeracy and shape, space and measure. These will include, using shapes to create animals and capacity with water. UNDERSANDING THE WORLD Developing an understanding of the properties of water thinking about different water sources and the creates that inhabit them. RE RE will focus on God’s Family initially. We will then move on to learning about Lent, why it is important and what we do during Lent. ICT The children will have the opportunity to play interactive games on both the class IPads and the interactive white board the games will relate to our topic. NURSERY CURRICULUM NEWS SPRING TERM 2 2018 Why is Water Wet? PERSONAL SOCIAL & EMOTIONAL DEVELOPMENT In Nursery we will be reading the story of The Ugly Duckling and thinking about how we are kind to one another. PE In PE the children will be developing gross motor skills. They will practise using a variety of body shapes and movements relating to water and participate in a range of active games. Nursery have two P.E. lessons a week; Monday AM and Friday PM. PHYSICAL DEVELOPMENT The children will develop both fine and gross motor skills on a daily basis. There will be lots of gluing and cutting activities relating to the topic – creating a range of water animals using shapes, mask making and puppets. We will be thinking about health and safety issues relating to water e.g. drinking plenty of water, hand washing and being safe when playing around water. EXPRESSIVE ART & DESIGN This term the children will learn a range of songs. They will have the opportunity to experiment with using water to create different pictures e.g. marbling, bubble pictures etc. We will also be looking at moving in a range of ways relating to water. COMMUNICATION AND LANGUAGE There will be a focus on retelling the story in the children’s own words, using speech influenced by the text. Roleplay to re-enact the story using available resources to support this.
World Book Day We had a great time dressing up for World Book Day and really enjoyed sharing a book with the P7 children in their classroom. It has definitely encouraged us to be authors and write our own books and stories! Babies We have had a few younger brothers and sisters arrive recently and so we have been learning about how to look after babies. Eve brought her little sister Emily in to teach us all she knows about looking after babies Spring With the better weather we have definitely enjoyed being able to get outside a little more. We have begun getting our garden ready and even enjoyed a rather soggy walk to Dreepie Burn!
Festivals/ British Values Staff support decisions children make and provide activities that involve turn taking, sharing and collaboration. An atmosphere questions are valued. 'the rule of law'. Teaching that there are boundaries and consequences respect and tolerance for others is about learning to understand and appreciate each other's differences Bonfire night Harvest Diwali Table etiquette Manners Community Christmas Advent Why do Christians perform a Nativity play at Christmas? Shrove Tuesday Ash Wednesday Chinese new year Mother’s day Easter Seasons Traditional tales and their messages to us. Traditional British food Queen’s birthday picnic Eid – developing respect for other peoples values and beliefs. Sports day R.E syllabus New babies, weddings, christenings, death of a pet, celebrations of children’s faiths…ongoing Being special. Where do we belong? Why is God is an important person to Christians? The lunch time prayer Nativity story Small world nativity Nativity play Advent calendar Books telling the Nativity story Pictures of the children dressed up. Which places are special and why? Which stories are special and why? Why do Christians put a cross in an Easter garden? Easter Which stories are special and why? Eid God created all of the creatures We need to look after everything for God. Eid Learning Experiences Walk in the woods Outside areas. Nativity play Parents to come in and do Christmas crafts with their children. Invite parents in for a Christmas story. Road safety demonstration. Fire in Arks fire pit Sparklers Light a candle (risk assessments to be completed) Dress up as a pirate day Face painting Visit to the Church Playing in the snow. Ice Mr Freeze visits Visit to a bakery. Warburton’s in school. Baking for the queens b day Baking for traditional Porridge/ginger bread men,… Visit to the farm/animals into school Hatching chicks Hatching butterflies. Tadpoles
Tuesday 1st of November Barnet Hospital 09:00-17:30 Starlight Seminar Room 09:00-14:00 Parent Room BBC 14:00-17:30 09:00 - 10:00 – Introduction, Forum and Service Development (Daniel Abbott, Clinical Practice Educator) 10:00 - 10:45– Neonatal Nutrition (Gillian Lang, Paediatric Dietetic Lead) 10:45 - 11:00 – Tea and Coffee 11:00 - 13:00 – Lullaby Trust (Cheryl Pearce, Lullaby Trust) 13:00 - 14:00 – Lunch 14:00 - 15:00 – Middlesex University – Co-Mentorship (Clare Maher) 15:00 - 15:45 – Vaccinations + Developmental care (Daniel Abbott and Emily Hills, Senior Occupational Therapist) 15:45 - 16:00 – Tea and Coffee 16:00 - 17:00 – Neonatal resuscitation, Parent teacher update (Debbie Hodge, Community Neonatal Sister) 17:00 - 17:30 – Evaluation (Daniel Abbott) Enquiries and bookings to
Evaluated Data and Data Analysis Action Plan Attrition Rate; Graduation rates Attrition rate for Program Completion -4% Continue to monitor attrition. Course Committee, Baccalaureate, Evaluation, Faculty Council responsible for analysis, response, evaluation Team Ten analysis of TEAS, GPA, course/content mastery, simulation data. NCLEX Pass Rate NCLEX Pass rate–85% Continue to monitor NCLEX pass rate Analysis of related variables Baccalaureate, Evaluation, Faculty Council responsible for analysis, response, evaluation Implementation of NURS 113 remediation course Resources Survey Fiscal allocations from institutional funds, not including grants, gifts, and other restricted sources are comparable with other units in the institution; and sufficient for the program to achieve its goals and objectives. B) Resources are adequate to support faculty development, research, instruction, practice activities, and community and public service. Continue to promote resource development through University, College, and Central California Center for Excellence in Nursing. Seek grants, collaborates, and self-support opportunities. Facilitate student scholarship, stipend support: Enhance faculty professional development, advanced education, doctoral preparation Course Evaluations Course evaluations all courses each semester Reviewed by Chair, Baccalaureate Coordinator, Course Committee Systematic Course evaluations analysis: Expected student outcomes, changes to courses are implemented based on student input. Employer Survey Interviews, Inter-agency meetings, Employer surveys Analysis of data by Chair, Baccalaureate, Evaluation, Faculty Council Institute electronic employer survey format Survey Exit evaluations Alumni evaluation Continue to monitor attrition. Clinical Facility Evaluation Clinical Agency Evaluations Preceptor Evaluations Clinical Site Approval form (EDP-P-08) Course Committee, Baccalaureate, Evaluation, Faculty Council responsible for analysis, response, evaluation Critical Thinking Critical Thinking Measures: Clinical Evaluation Tools Simulation Didactic Assignments Exit, Alumni, Employer Surveys Course Committee, Baccalaureate, Evaluation, Faculty Council responsible for analysis, response, evaluation
NURSING CARE PLAN Student Date Instructor Course Patient Initial Unit/ Room# DOB Code Status Height/Weight Allergies Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood Pressure Pain Scale 1-10 History of Present Illness including Admission Diagnosis & Chief Complaint (normal & abnormal)with APA references Physical Assessment Findings including presenting signs and symptoms with APA references Relevant Diagnostic Procedures/Results & Pertinent Lab Values (with normal ranges), include dates and rationales with APA references Past Medical & Surgical History, Pathophysiology of medical diagnoses (include dates, if not found state so) with APA references Erikson’s Developmental Stage with Rationale APA references Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations/Concerns (3) with APA references Potential Health Deviations, Predisposing & Related Factors; (At least two) Include Interventions to assess or prevent potential health deviations Include three independent nursing interventions (“At Risk for…” nursing dx) Interprofessional Consults, Discharge Referrals, & Current Orders (include diet, test, and treatments) with Rationale with APA references
Priority Nursing Diagnosis (at 2) Written in part statment Planning (outcome/goal) Measureable goal during your shift (at least 1 per Nursing diagnosis) Prioritized Independent and collaborative nursing interventions; include further assessment, intervention and teaching (at least 4 per goal) Rationale (use APA citations) Evaluation Goal Met, Partially Met, or Not Met & Explanation MEDICATION LIST Medications (with APA citations Class/Purpose Route Frequency Dose (& range) If out of range, why? Mechanism of action Onset of action Common side effects Nursing considerations specific to this patient
Prioritized Gordon’s Functional Health Care Patterns Nursing Diagnosis (at least 2) Planning (outcome/goal) Measureable goal during your shift (at least 1 per Nursing diagnosis) Prioritized Independent and collaborative nursing interventions; include further assessment, intervention and teaching (at least 4 per goal) Rationale (use APA citations) Evaluation Goal Met, Partially Met, or Not Met & Explanation Current Medications Medications (with APA citations Class/Purpose Route Frequency Dose (& range) If out of range, why? Mechanism of action Onset of action Common side effects Nursing considerations specific to this client
Appendix: BSN Evaluation Matrix Evaluation Form Responsible Party Course Completion Individual Course Faculty of record 301, 302, 303, 304, 310, 312, 313, 407, 409, 410, 412, 414 and 416 Last three weeks of semester Moodle Survey End of year one Pre-licensure Faculty of record 310 310 Last three weeks of semester Moodle Survey End of year one post-licensure Faculty of record 310 310 Last three weeks of semester Moodle Survey End of program pre-licensure Faculty of record 414 414 Last three weeks of semester Moodle Survey End of program post licensure Faculty of record 414 416 Last weeks of semester Moodle Survey Evaluation of preceptor experience by preceptor Faculty of Record 412 and 414 Last three weeks of semester Paper Survey Aggregated Summary by faculty Student evaluation of clinical site/preceptor Faculty of record 301, 302, 303, 304 407, 409, 412, and 414 Last three weeks of semester Moodle Survey Faculty evaluation of clinical site/preceptor Faculty of record 301, 302, 303, 304 407, 409, 412, and 414 Last three weeks of semester Moodle Survey Course Annual Summary Faculty of Record Course Faculty All Last three weeks of semester Moodle Survey One year post graduation Chair N/A One year after graduation LinkedIn Regional Conference(s), STT Alumni Chair N/A three years LinkedIn, Regional Conference(s), STT Community Advisory Chair N/A Annual Annual Meeting, email Key: Purple Pre-licensure Yellow Post licensure Blue Both APPENDIX: GREEN FOLDER CHECKLIST
week Communication Advocacy/SJ T/L Professionalism Leadership EPB CC End of Life Genetics Ethical Care Regulatory standards Life span differences The Semester Clinical Outline at a Glance Date Subject Readings Assignments Objectives (check those that apply for the week’s lesson) Core Strands (check those that apply for the week’s lesson) A row for each week Include midterm and final clinical evaluation, Rotation clinical orientation, SIM Days, on campus skill days, Post conference topics Caring Critical Thinking Communication Advocacy/SJ T/L Professionalism Leadership EPB CC Assessment Nutrition End of Life Genetics Ethical Care Regulatory standards Life span differences Course Assignments Timeline/Point Distribution Assignment Due Date and Time Course Objective Point Value Total Course Points Assignment Descriptions & Rubrics (Some folks use rubrics other do not. What ever you use this is intended to help the student
Date Subject Readings Assignments Objectives (check those that apply for the week’s lesson) Core Strands those that apply for the week’s lesson) A row for each week Include ATI if applicable to course Caring Critical Thinking Communication Advocacy/SJ T/L Professionalism Leadership EPB CC Assessment Nutrition End of Life Genetics Ethical Care Regulatory standards Life span differences The Semester Clinical Outline at a Glance Date Subject Readings Assignments Objectives (check those that apply for the week’s lesson) Core Strands (check those that apply for the week’s lesson) A row for each week Include midterm and final clinical evaluation, Rotation dates, clinical orientation, SIM Days, on campus skill days, Post conference topics Caring Critical Thinking Communication Advocacy/SJ T/L Professionalism Leadership EPB CC Assessment Nutrition End of Life Genetics Ethical Care Regulatory standards Life span differences Course Assignments Timeline/Point Distribution
Mrs. Bun is in the final stage of Alzheimer’s disease and has been seen by Hospice for the last two months. Her family is gathered at the bedside sharing their memories of Mrs. Bun. Which stage of grieving is Mrs. Bun’s family currently experiencing? Denial Acceptance Depression Bargaining What is the best thing to use when cleaning glass lens? Windex Alcohol Wipes Soap and Water Bleach One way to attempt friendly interaction is to: Use medical terms Say words only you know Use the resident would use Sign language Good strategies to use for Alzheimer’s residents are: Acknowledge emotions Validate residents Use familiar objects, pictures, and actions All of the above Being patient, looking interested, and being prepared is all part of: Attempting friendly interaction Just your job Being a good citizen How you were raised When dealing with a resident with decreased vision, you should: Shout loudly at the resident Let the resident know when you are leaving the room Overly annunciate when speaking to them Don’t talk to them at all
Lifestyle Exercise Diet Smoking Dental Cholesterol Sexual activity Exercise Weight (kg) Body mass index (kg/m2) Abdominal girth (cm) Activity level Diet Nutritionist Eating guide Smoking Yes/no Dental Last appointment Cholesterol Total cholesterol Triglycerides High-density lipoprotein cholesterol Low-density lipoprotein cholesterol Sexual activity Contraception Pregnancy test Physical conditions and allergies HIV/AIDS and STIs Hepatitis B and C Cancer IBS or gastrointestinal disorders Type 2 diabetes Cardiovascular and respiratory disease Pregnancy HIV / STIs Hepatitis B and C Pregnancy test Alcohol and illicit drug use Alcohol Other drugs Alcohol Alcohol Use Disorder Identification Test (AUDIT) Severity of Alcohol Dependence Questionnaire Other Drugs Drug Screening Test (DAST-10) Severity of Dependence Scale (SDS) Psychosocial supports Familial relationships Social and community Socioeconomic status and employment Culture and religion Familial support Social support Socioeconomic status and employment Culture Note: Adapted from Stanley and Laughame (2010c, 2011). Tools available to support the use of these recommended assessments include: general screening forms, additional screening forms for medications, tools for lifestyle, psychosocial, and alcohol and illicit drug use assessment and guidelines to facilitate interpretation of results (Stanley and Laugharne, 2010a, 2010b, 2010c).
Assessment Data (attach course specific patient assessment data worksheet) NURSING DIAGNOSIS □ Actual NANDA: R/T (etiology): Secondary to: AEB: NURSING DIAGNOSIS □ Risk NANDA: R/T (etiology): Secondary to: □ Wellness NANDA: Planning Client Outcome/ Goal: Client will Time Frame: AEB (outcome criteria): Restate Nursing Diagnosis: Interventions with supportive rationale and reference (mark independent nursing intervention with “I”; mark collaborative intervention with ”C”)
CORE PERFORMANCE STANDARDS SKILLS / BEHAVIOR STANDARD SOME EXAMPLES OF NECESSARY ACTIVITIES (NOT ALL INCLUSIVE) Critical Thinking Critical thinking ability sufficient for clinical judgment Identify cause-effect relationships in clinical situations; develop nursing care plans. Interpersonal Interpersonal abilities sufficient to interact with individuals, families and groups from a variety of social, emotional, cultural and intellectual backgrounds Establish rapport with patients/clients and colleagues. Communication English Communication abilities sufficient for interaction with others in verbal and written form (printed and cursive) Explain treatment procedures, initiate health teaching, document and interpret nursing actions and patient/client responses. Mobility Physical abilities sufficient to move from room to room and maneuver in spaces Move around in patients’ rooms, workspaces and treatment areas; administer cardio-pulmonary procedures. Motor Skills and fine motor abilities sufficient to provide safe and effective nursing care Calibrate and use equipment; position patients/clients. Hearing Auditory ability sufficient to monitor and assess health needs Hear monitor alarm, emergency signals, auscultatory sounds, and cries for help. Visual Visual ability sufficient to monitor and assess health needs Observe patient/client responses. Tactile Tactile ability sufficient for physical assessment Perform palpation, functions of physical examination and/or those related to therapeutic intervention e.g., and insertions of a catheter. 444 Western Boulevard Jacksonville, North Carolina 28546-6816 Phone (910) 455-1221 NURSING DEPARTMENT CORE PERFORMANCE STANDARDS ACKNOWLEDGEMENT NAME _____________________________________________________ SSN ______ - _____ - ______ (Please print)
Master of Science in Nursing R.N., licensed in California Two years experience as an R.N. preferred Overall Grade Point Average of 3.0 in graduate program coursework CURRICULUM-COURSE CREDIT 1 lecture unit = 50 min of class time 1 lab unit = 2 hours of lab/clinical time. Travel to class is not included. UNDERGRADUATE Please note the curriculum shown below is the Nursing major only. To earn a bachelors degree, the student must also meet the University degree requirements (please see the SSU catalog PRE-NURSING The current pre-nursing curriculum may be found at . (add four year plan top two years) Pre-nursing students will also have a review during on campus sessions posted each semester on the nursing website at . PRE-LICENSURE BSN COURSE PROGRESSION The current pre-licensure curriculum may be found at . POST LICENSURE COURSE PROGRESSION The current post licensure curriculum may be found at . 30 UNIT OPTION FOR LVNs COURSE PROGRESSION The current 30 unit option for licensed vocational nurses curriculum may be found at . GRADUATE Family Nurse Practitioner The current Family Nurse Practitioner Program curriculum may be found at POLICIES AND PROCEDURES Advising University Advising Policy http://www.sonoma.edu/uaffairs/policies/advisingpolicy.htm The advising process depends on the thoughtful participation of the student. Students must: Know and meet graduation requirements contained in the appropriate catalog, class schedules, and other University publications Maintain own personal academic advising folders in portfolio and take them to every advising appointment
NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR of Interpersonal Process 1045H of Pain: Impact on the Individual, Family and Society 1046H Illness: Theoretical, Research and Practice Implications 1047H Participation and Health 1048H of Health in the Community 1049H Approaches to Common Physiological and Behavioural Manifestations of Critically Ill Patients With Illness 1051H and Management of Common to Illness 1052H Nursing Sciences 1057H to Enhance Health, Abilities and Well-being 1058H Gender and Equity Theory and Application in Nursing 1060H and Management of Nursing and Health Services 1061H Information Systems/Workload Measurement​ 1062H Nursing Care Effectiveness: Economic and Financial Perspectives 1064H in Health Care Organizations 1066H Quality and Safety in Healthcare 1067H Mental Health Systems of Care 1068H and Mental Health Promotion 1072Y Nursing Practice Scholarship 1073H in Health Informatics 1074H Learning: Nursing Perspectives 1075H Statistics for Nursing Research I 1076H Statistics for Nursing Research II 1080H Perspectives in Nursing Science 1081Y PhD Student/Faculty Seminars 1082H Production in Nursing and Health 1083H Politics of Health Policy in Globalizing World 1085H in Critical Perspectives in Health and Health Care 1086H Topics in Nursing/Health Services Research Methods 1087H of Clinical Research 1090H of Data Quality (Prerequisite: completion of an advanced graduate level statistics course) 1100Y Concepts and Therapeutics 1101H Health Assessment and Clinical Reasoning: Adult (Credit/No Credit) (Prerequisite: NUR 1100Y. Pre- or NUR 1022H.) 1102H Health Assessment and Clinical Reasoning: Paediatric (Credit/No Credit) (Prerequisite: NUR 1100Y. Pre- or NUR 1022H.) 1110Y Nursing Practice: Roles and Issues (Credit/No Credit) (Prerequisite: NUR 1115Y or NUR 1116Y or NUR 1117Y. Pre- or co-requisite: NUR 1034H) 1114H Health Assessment and Clinical Reasoning: Primary Health Care—Global Health (Credit/No Credit) (Prerequisite: NUR 1100Y. Pre- or co-requisite: NUR 1022H.) 1115Y Health Assessment and Therapeutic Management: Adult (Prerequisites: NUR 1017H, NUR 1022H, NUR 1100Y, NUR 1101H.)
1116Y Health Assessment and Therapeutic Management: Paediatric (Prerequisites: NUR 1017H, NUR 1022H, NUR 1100Y, NUR 1102H.) 1117Y Health Assessment and Therapeutic Management: Primary Health Health (Prerequisites: NUR 1017H, NUR 1022H, NUR 1100Y, NUR 1114H.) 1160Y Administration and Leadership for Nurses 1200H Course 1201H of Anaesthesia Care 1202H Management Across Clinical Settings: Theory, Research and Practice 1209Y Nursing Practice in Anaesthesia I 1210Y Nursing Practice in Anaesthesia II​
Strategic Planning Report – 2015-2016 Unit: _Nursing_____________ Administrative Lead: _Wendy Likes, Dean______ Strategic Priority CON Strategic Priority Initiative Accomplishments Strategic Priority A: Educate Outstanding Graduates Who Meet the Needs of the State & Its Communities Strategic Priority B Implemented articulation agreement with SouthWest Community College Developed Innovative Strategies for Course Delivery TaskForce BSN Twice a Year Admission Evaluation of On-Campus DNP Week Post DNP Fellowships Acute Pediatric DNP Program Agreement Completed with STCC Task Force implementing Quality Matters Faculty Identified as Simulation Champions Twice a Year BSN Admission Begin Spring 2017 On-Campus Week reformatted to be more engaging and hands on Acute Peds faculty hired and anticipate program to begin Fall 2017 Strategic Priority B: Grow the Research Portfolio Focusing on Targeted Areas Strategic Priority D National Search for Associate Dean for Research Invested in seed money for research faculty Research Faculty Recruitment In negotiations with potential ADR 5 2-3K awards were 2 Pocket Cornets awarded Recruited 1 new research faculty who completed a post doc at U of Pitt Strategic Priority C: Create Areas of Clinical Prominence While Expanding Outreach Strategic Priority D: Increase Visibility & Recognition of Contribution Strategic Priority E Developed Marketing Plan Continue to work with campus leadership on blueprint for Crowe Nursing Building Billboard, Radio, TV, and social media campaign Strategic Priority E: UTHSC Resources with Areas of Excellence Strategic Priority A Identify Area of Excellence with CON 7 areas identified Strategic Priority F: Expand & Strengthen Key Community & Other Partnerships Strategic Priority E Held half day retreats with 6 clinical partners to discuss collaborative strategic initiatives Offer Joint Appointments Collaborative Strategic initiatives still ongoing Collaborating with Regional One on Residency Program Joint appointments currently under development for 3 Nurse Midwives at Regional One and 6 APRNS at Le Bonheur
Facility Information Facility Name (Doing Business As), if different: Provider ID Effective Date of Change in Provider ID Facility Street Address Facility City, State, ZIP Code Type of Change New Change of Ownership Change in Form Change in Rate Notification Contact Legal Status MA Corp (Chap 156) MA Corp (Chap 156 with 501c(3) exemption MA Non-Profit Corp (Chap 180) Limited Liability Corporation (LLC) Partnership / LLP Sole Proprietorship Governmental Entity Non MA Corp Other For-Profit Other Non-Profit Federal Employer Identification Number (FEIN) Please complete the section below with the name, title, mailing address, phone number and email address of the person designated by the facility to receive rate reimbursement notifications. Rate Contact Information Contact Name Contact Title Mailing Street Address Mailing City, State, ZIP Code Contact Phone Number Contact E-mail Address Signature of Preparer Date Print Name of Preparer Title
5. ICN Mobile Library Sponsorship 6. Governance and Eligibility 7. Newsletter Meeting Adjourn: 1:00 pm Donations continue to come in to fund this project. Encourage to get in touch with members on the inactive list. This alone helped us obtain 6-8 renewals. Quarterly newsletter is finished. Please read. Megan Volkov sending out thank you letters to those who donated or bought chocolate Dr. Jan Nick to send board members the flyer she made with instructions on how to join.
5. ICN Mobile Library Sponsorship 6 Key Award Progress 7. Governance and Eligibility B. Student –Focused Presentation. Topic: Interviewing skills. Need a catchy title, such as “finding the job of your dreams.” Target for seniors who are graduating. One hour presentation at lunch time in which pizza is served for the first 50 students. Suggest 3rd or 4th week of Jan 2015. Suggested guest Spilsbury. C. Alpha Invitational Tea. March 4th from 11am to 1pm. King conference first choice. Room 1350 second choice. Reserve room from 10-2. D. Induction ceremony. June 10th. Suggest Centennial 4th floor space. Reserve 3-7. Suggest speaker: Dr. AdelineNyamathi. Think about music,maybe one special music selection and then canned music? E. Annual Business Meeting West Hall April 13th F. Nursing Research Conference Wong Kerlee 8-5 on May 7th Presentation by Dr. Jan Nick. Estimated cost $3000/yr. We can designate a country. India and Solomon Islands suggested. First check with Global nursing to make sure this o.k. Also check with School of Nursing administration before voting to proceed with this sponsorship. Get School of Nursing and ASN involved. Suggested donation box. Suggested faculty give $5 dollar donation and students $1 dollar donations. Handout on key award discussed. Need 43 points for 2 years. We currently have 27 points. Encourage to get in touch with members on the inactive list. Sent each quarter Dr. D’Errico to ask Lauren Spilsbury if interested in talking to the students. Dr. Eileen Fry-Bowers to check on room reservations. Dr. Eileen Fry-Bowers to check on availability of Centennial complex. Fayette Truax to talk with Dr. Nyamathi about possible role as guest speaker.
FOI 2001 Query Response 1. For the period 1st Oct – 31st Dec 2017 please could you tell me how many FTE (full time equivalent) nursing/midwifery personnel were employed by your trust? 1,069.69 FTE 2. For the period 1st Oct – 31st Dec 2017 please you tell me how many of those FTE nursing/midwifery personnel were male? 158.70 FTE 3. For the period 1st Oct – 31st Dec 2017 please can you tell me how many FTE healthcare assistants were employed by your trust? 781.61 FTE 4. For the period 1st Oct – 31st Dec 2017 please can you also tell me how many of those FTE healthcare assistant were male? 156.06 FTE 5. For the period 1st Oct – 31st Dec 2017 please can you also tell me how much you spent on CPD (continuing professional development) training for healthcare assistants? £18,913 Please note – the does invest in the development of healthcare assistants, however, we have accessed apprenticeships that are received free of charge. 6. For the period 1st Oct – 31st Dec 2015 please could you tell me how many FTE (full time equivalent) nursing/midwifery personnel were employed by your trust? 1051.04 FTE 7. For the period 1st Oct – 31st Dec 2015 please could you tell me how many of those FTE nursing/midwifery personnel were male? 167.50 FTE 8. For the period 1st Oct – 31st Dec 2015 please can you tell me how many FTE healthcare assistants were employed by your trust? 837.77 FTE 9. For the period 1st Oct – 31st Dec 2015 please can you also tell me how many of those FTE healthcare assistant were male? 177.05 FTE 10. For the period 1st Oct – 31st Dec 2015 please can you also tell me how £4, 908
Instructions for completing the license application Download and save the application on your computer then proceed with the following instructions: the required information in the appropriate grey boxes Use the tab key, the page up key, or page down key to move from one field (grey boxes) to another completing the application, go to “File” on the tool bar Check “Save As” Name the file Print pages 5-14 of the application and mail to the OLC along with the appropriate fees and any additional attachments Keep a copy for your If you need any assistance, please call (804) 367-2100
Objective Structured Practical Examination (OSPE) (Sample Examination Cover Sheet) Specific Guidelines For The Students STATIONS SPECIFIC GUIDELINES Action /Procedural station Perform the specific procedure with the resources available. The details of the procedure would be provided. Response stations Interpret the patient history, calculate the given data, and give the appropriate responses. Spotter station Identify and the appropriate response Rest stations You can complete any incomplete work from the previous stations. No discussions and talking with peers allowed RAK Medical and Health Sciences University RAK College of Nursing Objective Structured Practical Examination (OSPE)