zilongwang/ReadingBank huggingface dataset:
Pre-req.: NUR 660 and 661; Co-req.: NUR 662 NUR 664 Family Primary Health Care III Pre-req.: NUR 662, NUR 663; Co-req.: NUR 665 NUR 665 Family Primary Health Care Practicum III Pre-req.: NUR 662 and NUR 663; Co-req.: NUR 664 NUR 675 Advanced Roles Transition Transfer Credit: With advisor/coordinator approval, students can transfer up to 41 credit hours from a Master’s degree in nursing. Course Course Title Replacement Course Semester Year Hours T/P/I/A** Required Courses (28 units required): These courses must be completed at Northern Arizona University. Course Course Title Replacement Course Semester Year Hours Grade T/P/I/A** NUR 609 Synthesis of Writing, Research, and Statistical Principals in Healthcare NUR 677 Methods for Practice NUR 700 Introduction to Doctor of Nursing Practice NUR 701 Healthcare and Policy for Advanced Practice Nursing NUR 703 Doctor of Nursing Practice Clinical Immersion Based
Failed course Retake Audit Independent Study (IS) Clinical/Lab Semester 1 Fall NURS 306 – ICS 1 No re-admittance NURS 305- Foundations 305 Yes 6 NURS 330 - Health Assessment 330 Yes 6 hours/week NURS 325 - Research 325 No Semester 2 Spring NURS 340 – Family-Centered Nursing 340 Yes 6 Peds/OB clinical/week NURS 370 - Patho Pharm 1 370 345 Yes 6 Med-Surg clinical/week NURS 345 - HIM I 345 370 Yes 6 hours Med-Surg clinical/week NURS 355 - ICS 2 355 No No 12 Hours/week Semester 3 Fall NURS 430 ICS 3 430 No No 12 hours/week NURS 435– Patho Pharm 2 435 410 370 Yes 6 Med Surg clinical/week NURS 410 – HIM 2 410 435 345 Yes 6 hours Med Surg clinical/week NURS 425 Community 425 No Yes 6 hours community/ mental health clinical/week Semester 4 Spring
2018-2019 Degree Map: Department of Nursing School of Health Sciences & Professional Programs | York College | CUNY Room SC-110 | (718) 262-2054 The following is a suggested plan of study for completion of this degree program. The goal of a degree map is to ensure that students graduate with no more than 120 credits and in four years. All students should speak with an academic advisor about their academic programs. This document is not a substitute for academic advisement. Students are encouraged to take Winter and Summer courses to facilitate progress towards graduation. Transfer students do not need to take all courses in the plan; they should consult with an academic advisor. Course Credit Course Credit First Year – Fall (Transfer from AAS Program) 15 First Year – Spring (Transfer from AAS Program) 20 English Composition (EC): English 125 3 English Composition (EC): English 126 3 Creative Expression (CE) course 3 Math & Quant. Reasoning (MQR): Mathematics 111 (prerequisite) 4 Scientific World (SW): Psychology 102 (prerequisite) 3 Life & Physical Science (LPS): Chemistry 106+107*(prerequisite) 5 US Experience in its Diversity (USED) course 3 Scientific World (SW): Biology 234 (prerequisite) 4 Individual & Society (IS) course 3 Biology 235 (prerequisite) 4 Course Credit Course Credit Second Year – Fall (Transfer from AAS Program) 30 Second Year – Spring 14 Nursing 310 5 Biology 336 (prerequisite) 3 Nursing 320 8 Biology 382 (prerequisite) 2 Nursing 340 5 Chemistry 230 (prerequisite) 3 Nursing 420 8 Nursing 203 4 Nursing 430 4 Nursing 200 2 Course Credit Course Credit Third Year – Fall 12 Third Year – Spring 11 College Option (CO): 200+ level WI course 3 Biology 265 (prerequisite) 3 Nursing 301 (WI) 3 Nursing 314 3
REQUEST FOR TECHNICAL CHANGE AGENCY: Nursing Board RULE CITATION: 21 NCAC 36 .0801 DEADLINE FOR RECEIPT: Thursday, August 9, 2012 The Rules Review Commission staff has completed its review of this rule prior to the Commission's next meeting. The Commission has not yet reviewed this rule and therefore there has not been a determination as to whether the rule will be approved. You may call this office to inquire concerning the staff recommendation. In reviewing these rules, the staff determined that the following technical changes need to be made: Please re-arrange your definitions in alphabetical order if it will not affect references in other rule. In (13), put your list in (a)(b)(c) list form. Please retype the rule accordingly and resubmit it to our office at . Of course, this will also require conforming changes to the attached copies of the rule. Please check to see that this paperwork is in order and is returned along with the revised rule.
1. Failing to demonstrate compliance with program requirements in Part II (18VAC90-27-30 et seq.), III (18VAC90-27-150 et seq.), or IV (18VAC90-27-210 et seq.) of this chapter. 2. Failing to comply with terms and conditions placed on a program by the board. 3. Advertising for or admitting students without authority, board approval, or contrary to a board restriction. 4. Failing to progress students through the program in accordance with an approved timeframe. 5. Failing to provide evidence of progression toward initial program approval within a timeframe established by the 6. Failing to provide evidence of progression toward full program approval within a timeframe established by the 7. Failing to respond to requests for information required from board representatives. 8. Fraudulently submitting documents or statements to the board or its representatives. 9. Having had past actions taken by the board, other states, or accrediting entities regarding the same nursing education program operating in another jurisdiction. 10. Failing to maintain a pass rate of 80% on the NCLEX for graduates of the program as required by 18VAC90-27-210. 11. Failing to comply with an of the board or with any terms and conditions placed upon it by the board for continued approval. 12. Having the program director, owner, or operator of the program convicted of a felony or a misdemeanor involving moral turpitude or his professional license disciplined by a licensing body or regulatory authority. 13. Failing to pay the required fee for a survey or site visit. B. Withdrawal of nursing education program approval may occur at any stage in the application or approval process pursuant to procedures enumerated in 18VAC90-27-130, 18VAC90-27-160, and 18VAC90-27-230. C. Programs with approval denied or withdrawn may not accept or additional students into the program effective upon the date of entry of the board's final order to deny or withdraw approval. Further, the program shall submit quarterly reports until the program is closed, and the program shall comply with board requirements regarding closure of a program as stated in
Find resources. (you search) Copy and a citation for a source that you found below: 5 Evaluate your source (TRAP). Timeliness Relevance Authority Purpose When was this published? Is the information on the page time sensitive? How important is "current" to the Does the date of the information affect its accuracy? Does this meet the of my assignment? Is it on my topic? How deeply is my topic covered in this source? Is the information accurate? How would I use this source? Who is author? Is the author credible? Is the publishing organization credible? Who is the audience? Why was this written/published? Does it show bias? 6 Comments. Which database are you most likely to use and why?
Cancer 2 3 66% Heart Disease 1 1 100% Multiple Sclerosis 0 1 0% Tuberculosis 0 1 0% Pharmacy and Pharmaceutical Sciences Directories 1 4 25% Handbooks and Yearbooks 1 2 50% 29 72 40% Title Held Listed Percent Held Science and Technology Resources: a Guide for Information Professionals and Researchers Anatomy and Physiology Histories 0 2 0% Electronic Databases 1 3 33% Encyclopedias 6 6 100% Atlases 2 4 50% Miscellaneous 1 2 50% Total 10 17 59% Held Listed Percent Held Science and Technology Resources: a Guide for Information Professionals and Researchers Microbiology History 0 1 0% Dictionaries 1 2 50% Electronic Databases 1 6 17% Encyclopedias 4 5 80% Handbooks and Tables 2 2 100% Web 1 3 33% Miscellaneous 1 1 100% Total 10 20 50% Title Held Listed Percent Listed Choice Outstanding Academic Titles 2013 Health Sciences 18 20 90% Choice Outstanding Academic Titles 2012 Health Sciences 14 16 88% Choice Outstanding Academic Titles 2011 Health Sciences 17 17 100% Choice Outstanding Academic Titles 2010 Health Sciences 14 15 93% Total 63 68 93% Title Held Listed Percent Held Doody’s Core Titles in the Health Sciences 2013
Nursing Orientation LSC-Montgomery Library Gary Church March 2010 TABLE OF CONTENTS Page Introduction ……………………………........................................... 3 Learning Outcomes ………………………………………................. 3 LSC-Montgomery Library ……………………………………………. 3 LSC-Montgomery Librarians ………………………………………… 3 Important Reminders…………………………………………………. 4 Myths & Misconceptions …………………………………………….. 4 Tour of the Library Home Page …………………………………….. 5 Nursing Resources from Library Home Page ................................ 5 Introduction to Searching Online Resources ……………………… 5 Searching the Online Catalog ………………………………………. 7
PNUR 146 – LEADERSHIP This course focuses on leadership principles needed for the practical to function in an effective manner in the leadership role. Concepts and theories of leadership, communication, group process, legal responsibilities, ethical issues, decision-making, cultural competence and health care trends will be discussed. LEVEL 1 – ASSOCIATE DEGREE NURSING PROGRAM RNUR 115 – PROFESSIONAL TRANSITION This course facilitates the transition of the Licensed Practical to the role of Associate Degree Nurse and includes professional and legal/ethical issues. Concepts covered in the course include the nursing process, physical assessment, principles, group dynamics, cultural/ethnic issues and critical thinking. Community health concepts will be introduced and previously learned nursing content. RNUR 126 – FUNDAMENTALS OF PROFESSIONAL NURSING This course is in the first semester of the associate degree-nursing program. The student will acquire knowledge fundamental to the development of basic skills and attitudes essential for the practice of nursing. The principles of physical, biological, behavioral sciences and nursing theory serve as the foundation. The fundamental principles of health assessment are also a part of this course. This first clinical laboratory course is designed to introduce the student to the role of the professional nurse in meeting basic needs common to all clients. Students are prepared to establish the nurse/client relationship through communication skills. Planned clinical experience is designed to allow the student to utilize the nursing process to deliver safe, individualized nursing care according to legal/ethical guidelines. RNUR 131 – ESSENTIAL NURSING CONCEPTS This course must be taken concurrently with Fundamentals of Professional Nursing in the first semester of the program and presents the concepts underlying the nursing curriculum. The course provides a basis for beginning nursing practice, introducing the student to nursing as a profession with its component parts: professionalism, health care delivery systems, the health care team and legal/ethical issues. The student is introduced to communication theory, the hierarchy of basic needs, developmental theories, the impact of culture and ethnicity on health practices and the nurse-client relationship. Competency in calculation of medication dosages will be required. RNUR 134 – MENTAL HEALTH NURSING This course is based on the belief that mental health nursing is an integral part of all
If the student/guardian does not give consent for HIV serological testing during the collection of blood for baseline testing, preserve the baseline blood sample for at least 90 days; if the exposed student/guardian elects to have the baseline sample tested during this waiting period, perform testing as soon as feasible. ADMINISTRATION OF POST EXPOSURE EVALUATION AND FOLLOW UP The Nursing Education Instructor ensures that health care professional(s) responsible for the student’s hepatitis B vaccination and post exposure evaluation and follow up are given a copy of OSHA’s bloodborne pathogen standard. The Nursing Education Instructor ensures that the health care professional evaluating a student after an exposure receives the following. A description of the student job duties relevant to exposure incident Route (s) of exposure Circumstances of exposure If possible, results of the source individual’s test Relevant student medical records, including vaccination status The Primary Care Physician or local Health Department provides the student/guardian with a copy of the evaluating health care professional’s written opinion within 15 days after completion of the evaluation. PROCEDURES FOR EVALUATION THE CIRCUMSTANCES SURROUNDING AN EXPOSURE INCIDENT The Nursing Education Instructor will review the circumstances of all exposure incidents to determine: Engineering controls in use at the time Work practices followed A description of the device being used Protective equipment or clothing that was used at the time to the exposure incident (gloves, eye shield, etc.) Location of the incident Procedure being performed when the incident occurred Students training If it is determined that revisions need to be made, the Nursing Education Instructor will ensure that appropriate changes are made to this ECP. EMPLOYEE TRAINING All students who have occupational exposure to bloodborne pathogens receive training conducted by the Nursing Education Instructor. All students who have occupational exposure to bloodborne pathogens receive training on the epidemiology, symptoms, and transmission of bloodborne pathogen diseases. In addition, the training program covers, at a minimum, the following elements: A copy and explanation of the standard An explanation of our ECP and how to obtain a copy An explanation of methods to recognize tasks and other activities that may involve exposure to blood and body fluids, including what constitutes an exposure incident An explanation of the use and limitations of engineering controls, work practices, and PPE An explanation of types, uses, location, removal, handling, decontamination, and disposal of PPE
#7 – Advocate for the rights of patients by initiating actions to improve health care, facilitate changes in decisions or activities which conflict with the patient’s self-determination, and provide the opportunity to make decisions about their health care. Used two assessment tools: #1) Requested preceptor to evaluate if preceptee (4th semester student) “Consistently and appropriately advocates for patient needs appropriate the discipline when patient condition/desires warrants nursing interventions.” (N=53) 100% of preceptors strongly agreed or agreed with above statement. #2) Requested 4th semester students to identify activities they initiated that demonstrated patient advocacy. (N=53) 89% were able to document patient advocacy activities they carried each day during the last 5 days of preceptorship. 92% were able to document patient advocacy activities they carried out 3 or more days during the last 5 days of preceptorship. #8 – Recognize that each person is a unique individual with biological, psychological, social, and spiritual needs. Understand how a person’s self-concept, role function, and interdependence are affected by values, attitudes, life experiences, culture, ethnicity, and support systems of each person. Used two assessment tools: #1) Requested preceptor to evaluate if preceptee (4th semester student) “Consistently demonstrates ability to provide, and adapt nursing care along with therapeutic communication, both verbal and nonverbal, according to individual patient needs.” (N=53) 100% of preceptors strongly agreed or agreed with above statement. #2) 4th semester students were presented with a case scenario depicting a cultural dilemma. The students were requested to answer with nursing actions that meet each of this patient’s needs. (N=52) 53% addressed biological needs (ADLs, pain) 86% addressed psychological (therapeutic communication) 73% addressed social (family) 69% addressed spiritual/cultural needs Do we need to set thresholds before the next semester? Do we need to be more specific in what data we are For example, Does PLO #1 & #3 assessment tools need more detail?
TMS Required Training Please follow the directions on the handout to access the TMS site, then register and complete your classes. Be sure to print a copy of your completion certificate and turn it in with your other required VA documents. **THIS IS A YEARLY REQUIREMENT. PLEASE CONTACT YOUR VA DEPARTMENT LIAISON EACH YEAR WHEN YOU COMPLETE THIS REQUIREMENT. Application form Please complete all four pages and sign on page 3 and page 4. This must be returned to your department liaison (Stephanie Pope). Section IV is completed by the VA department – you can leave this blank. SF-61 You will not need to fill out all items on this form. Please ONLY fill out the following sections… Enter your date appointed (first day of clinical) Enter your name (I,_______) Type your name for Signature of Appointee DO NOT fill out any area underneath the section “Subscribed and sworn…” this will be for the administrator to complete This form does not need to be notarized Cyber Security Request Please fill out the Cyber Security Request in its entirety. Filling out this form will get your computer access. Please note: Your form cannot and will not be submitted if you have not completed the following steps:
There has been some association with increased rate of NAS and longer hospital stay in infants born to mothers with poly-drug use. There is also a correlation between a higher methadone use and decrease amount of poly-drug use which suggests a higher dose of methadone reduces poly-drug use and side effects to the infant. In this study the woman were provided with substitute therapy of methadone and social work services. Standard methadone treatment is to prescribe enough methadone to eliminate physical withdrawal symptoms. NAS was defined as those infants with severe enough signs to require pharmacological interventions. The study included 450 infants and data was collected on 437 (Dryden, et al., 2009). Of the infants in the study, 45.5% of received pharmacological treatment for NAS (Dryden, et al., 2009). Duration of oral morphine was from 1-44 days Dryden, et al., 2009). Half were discharged to home on Phenobarbital and therapy ranged from 2-140 days (Dryden, et.al. 2009). As high as 93% of infants requiring Phenobarbital were exposed to poly-drug use in utero (Dryden, et al., 2009) . Breastfeeding was initiated in 27.7% of these infants and 48.8% of these infants were admitted to the NICU (Dryden, et. al., 2009). Stay ranged from 1-108 days and 40% of these were admitted due to NAS (Dryden, et. al., 2009). Breastfeeding for greater than 48 hours was independently associated with halving the odds of the infant receiving pharmacological treatment for NAS. The act of breastfeeding soothes agitated infants and drugs taken by the mother are excreted in varying amounts in breast milk which reduces the effects of withdrawal. The average rate of drug using mothers who breastfeed is 35% by day 5 (Dryden, et. al., 2009). It is the impression of this study that the majority of drug-misusing mothers, who do not choose to breastfeed, do so because of deeply engrained social prejudice and not because of poly-drug misuse. It is recommended that all mothers be encouraged to breastfeed their infants and rooming in helps to facilitate this.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Meet with nurse Manager 14. 15. 16. 17.Determine team members 18. 19. 20. Meet with team 21. Hospital List 22. 23. 24. Get protocols from area hospitals 25. 26. Gather reseaerch 27. Determine pertinent info 28. Team Meeting 29. 30 July Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1. Team meeting on protocol thoughts 2. 3. 4. 5. 6. 7. 8. Review ideas 9. 10. 11. 12. 13. 14. 15. 16. 17. Develop plan of action 18. 19. 20. 21. 22. 23. 24. 25. 26. draft of protocol, team meeting 27. 28. 29. 30. 31 August Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1. Final draft of protocol 2. 3.
4. 5. Create survey 6. 7. Interview staff 8. 9. 10. 11. 12. 13. Review results of survey 14. Review current document- ation 15. 16. Determine best 17. 18. 19. Team meeting, draft of 20. 21. Final draft signed by all members 22. Revise protocol and as needed 23. Make copies for ICU 24. 25. 26. Review literature on VAP 27. 28. Team meeting, discuss findings and inservice 29. 30. Create pre and post test 31 September Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1. 2. Team meeting on pre and post test 3. 4. 5. 6. Team meeting, discuss inservice 7. 8. 9. Team meeting to make changes to any documents 10. Make flyers for in-service 11. Make copies of drafts of all documents 12. Send to staff. Send out flyers 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Set up in-service room 23. of protocol, sign in sheet 24. 25. 26. 27. Team meeting on pre and post test results 28. 29. 30. October
factors, screening for and educating the clientele they serve, thus improving survival rates and outcomes. References Evens, A. M., Antillion, M., Aschebrook-Kilfoy, B., & Chiu, B. C. (2012, January 11). Racial disparities in Hodgkin’s lymphoma: A comprehensive population-based analysis [Original article]. Annals of Oncology, 1-10. http://dx.doi.org/10.1093/annoc/mdr578 Leukemia & Lymphoma Society. (2011). Hodgkin lymphoma. Plains, NY: Leukemia & Lymphoma Society. McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2010). Alterations of cardiovascular function. In Pathophysiology: The biologic basis for disease in adults and children (6th ed., pp. 1091-1208). Maryland Heights, MO: Mosby Elsevier. Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Chapter 9 Lymphatic system. In Mosby’s guide to physical examination (7th ed., pp. St. Louis, MO: Mosby Elsevier. Sommers, M. S. (2011). Diseases and disorders: A nursing therapeutics manual (ed.). Philadelphia, PA: F.A.
Target met. 4.3 Specialized skills Become proficient in the scholarship of their discipline and demonstrate specialized skills needed to pursue a career and/or graduate school 4.3 Specialized skills: Developing proficiency in one’s specialized area of sufficient to pursue a career and/or continue education at the graduate level STD 3 Skills: Students develop skills sufficient to pursue a nursing career and/or continue education at the graduate level by: completing professional responsibilities for RN license application All courses Demonstrating successful preparation for the NCLEX-RN® (National Council Licensure Exam) 80% pass on the first attempt Examination year 10/1/2011-9/30/12: 96.3% passed on attempt. Target met. Collected yearly in October/November 5. Self-Awareness Gain awareness of identity, character, and vocational calling 4.4 Intrapersonal Awareness: Gaining an awareness of options for employment, voluntary service, and/or graduate education in one’s specialized area of study STD 3 Vocation: Students articulate employment and or graduate study options and their suitability for those options. NURS 496 Senior Seminar NURS 496 E-portfolio review with synthesis of personal accomplishments and learning throughout the nursing curriculum; with reflection on the meaning of professionalism within contemporary nursing. 100% of students will achieve a minimum grade of 72% on the assignment. NURS 496-01: Grade range Target met. NURS 496-02: Grade range 66% to 100%. Target met for all but one student. Collected yearly in Spring Term 3. Faith knowledge & application Develop informed and mature convictions about Christian faith and practice 4.5 knowledge & application: Articulating how faith connects to one’s specialized area of study and to potential career STD 3 Faith Integration: Students articulate how faith connects to the field of nursing. NURS 496 NURS 496 Seminar Paper (Identification of a contemporary nursing issue with reflection from a Christian perspective using 100% of students will achieve a minimum grade of 72% of the points on the assignment. NURS 496-01: Grade range: 76% to 100%. Target met. NURS 496-02: Grade range 80% to 96%. Collected yearly in the Spring Term
Nurtured Outcome Group Meeting Committee Room 5, Town House, Broad Street, Aberdeen Tuesday 23 August 2016, 9.30am-12.30pm Present: Sheila Sansbury (Chair), Grace Brown, Stuart Patterson, May Fong, Trish Swan, Gette Cobban, Anna Garden, Sue Thorburn, Shona Foreman, Catriona Sim, Pippa Robbie, Catriona McDonald, Louise Beaton, Cheryl Elrick, Mary Crear, Susan Emery, James Simpson, Sue McFadyen Agenda Item Discussion/ Recorded Information Action/ By whom Welcome & Introductions Sheila welcomed everyone. Introductions were made around the table. Sheila explained that she would like to use the second part this meeting to reflect on our position now that we are half way through the year. We are keen to hear one or two exciting stories that have taken place recently and particularly over the school summer holiday period. Apologies Adair, Fiona Cameron, Justyna Juska, Fiona Thomson Minute of Previous Meeting Agreed as an accurate account of the meeting. Matters Arising From previous Matters Arising: Grace has contacted Elaine and will follow up on this when she returns from annual leave in September. Men in Childcare: this will be removed from the agenda. Confirmed this is embedded in all workforce work. Item 6: Early Learning and Childcare Expansion: a series of dates for consultation with parents and future parents has been set. These will take place across ASGs and will ask how parents would use the expansion in hours. Item 7: Strategic Updates: Health: Hilary was to discuss with Sue McFadyen the issue of vulnerable 2s and the fact that these entitled children might miss out on a place. There are still low numbers applying for Me2 places although there are around 300-400 eligible families. Item 8: Sub-Group Updates: Early Learning and Childcare Development Group Key Issues: OOSC lets issue – Stuart has been in touch with Andrew Jones who has advised that a Lets Review is to be undertaken. Stuart will ensure that we are involved in this. GB arrange lunch for Elaine Herron GB ensure not on future agendas Sue McF to look into this and update at October meeting SP/ AJ to participate in Lets Review
Appendix 5: Action Plan Nurture Group – Target Setting Learner Name: “Rob” DOB: Aged 14, Year 9 School: The LEC Start Date: November 2016 Review Date: March 2017 Overall Target: To re-integrate into mainstream provision Identified difficulties Targets to be achieved Activities, Strategies & Resources Measured by… (Success criteria / positive targets) Results/Outcomes Striving to be accepted as the person he perceives as wanting to be. Displaying inappropriate behaviours, staying off task. (1) Only the truth (2) Aim to act maturely, with acceptable topics of conversation (1) Respond to prompt/game “Fact of Fiction” and ‘answer’ with eye contact (2) Immediately stop conversation when word “inappropriate” is spoken by any of the team (1) Reduced observations of inappropriate behaviours/ actions (2) Conversations stopped/ immediately changed upon hearing word ‘Credits’ awarded for positive responses (a) texts and (b) phone calls are made per agreed number of credits earned Lack of aspirations and belief in own abilities. Not attempting, or not completing tasks. (1) Complete all set tasks (2) Stay on requested task for the allocated time (1) Ask for your work to be marked immediately upon completion! (2) Use/request the sand timer as a visual guide for how long you need to stay focused and undistracted by (1) Set tasks are completed in folder (2) Engagement remains throughout duration of sand timer Recognition is made on portfolio work, work shared with school and with home ‘Credits’ awarded for both remaining on task throughout the sand timer and completing the task Changing displayed behaviours according to environmental or persons. (1) Refrain from inappropriate comments/actions (2) Work/act consistently, whoever is present (1) Immediately stop conversation when word “inappropriate” is spoken by any of the team (2) Complete all set tasks as per your previous target (1) Conversations stopped/ immediately changed upon hearing word (2) Set tasks are completed in folder (a) texts and (b) phone calls are made per agreed number of credits earned As per second target, in addition, reflection meeting at school and additionally at home to recognise positives and progression
medical professionals' 38 Attendant Outreach programs, 15, 21, 107 B breastfeeding, 49 C Canadian Council on Social Development disability policy statement, 13 Carpenter, Sandra, viii Charter of Rights and Freedoms disabilities and, 13 Children’s Aid Society, 27 CILT Nurturing Assistance Project, 11 publications, 11 D Delisa, Joel A., 37 Direct Funding, 72 as source for nurturing assistance funding, 15 budget allocation for nurturing assistance, 28 example of funding for an individual, 47 increasing importance of, 21 options for those already receiving funding, 27 overlap with nurturing assistance, 15 F Fawcett, Gail, 72 funding proposal preparation of, 23 G Gateshead Personal Assistance Pilot Project (UK), 34, 98 H Health and Safety Act, 36. See also labour issues I In Unison: A Canadian Approach to Disability Issues, 13, 96 Independent Living Philosophy principles, 11 Independent Living Resource Centres (ILRCs) survey of, 11 J Jacobson, David, 37 Jacobson, Denyse, 37 K Kirshbaum, 59 L labour issues discipline and dismissal of staff, 26, 32 employee references, 31 employee rights, 33 employment agreements, 32 Health and Safety Act, 36 insurance, 25 interviewing and selection process, 31 job description, 33
NO Steps of Procedure Done Not Done 1 Wash hands 2 Prepare the Equipment: Tray containing: NG tube (size) (12 Fr. or less in adults for long term feeding) / (type) Stethoscope 50ml syringe / 20ml syringe Cap and clamp for tubing Kidney tray Measured volume of Blue litmus paper Protective material - White towel, tissue gloves Tape measure Pre cut tape Lubricant, ky Jelly 3 Greet and Identify the Client Provide Privacy 4 Assess the client’s nares : Ask the client to hyperextend the head , and using a flash-light , observe the intactness of the tissues including any irritation or abrasion. Examine the nares for any obstruction or deformity by asking the client to breathe through one nostril while occluding the other. Select the nostril that has the greater airflow.
Nursing care plan 1 Patent Name &ID: …………………………………….. Room/bed NO:…………… Diagnosis: ……………………..…… Assessment Nursing diagnosis (problem) Goals Interventions Evaluation Subjective data; Objective data;
Patent Name &ID: …………………………………….. Room/bed NO: …………… diagnosis: …………………..…… Name Dose Route +time Action Indication Side effects Nursing role Evaluation Medication sheet 2 Patent Name &ID: …………………………………….. Room/bed NO: …………… diagnosis: …………………..……
Name Dose Route +time Action Indication Side effects Nursing role Evaluation Medication sheet 3 Patent Name &ID: …………………………………….. Room/bed NO: …………… diagnosis: …………………..……
II - Laboratory and Diagnostic studies I – Laboratory Test Normal Value Result Significance ( Normal / Abnormal) II – Diagnostic Test III - PHYSICAL ASSESSMENT SYSTEM PATIENT FINDINGS 1 – NEUROLOGICAL Cognitive Behavioral GCS Eye : ____ + Verbal ____ + Motor____ = _____ Others II – CARDIOVASCULAR Pulse: ____ BP _______ Strength ______ Edema ____________________ Capillary Refill _____ sec. Others ___________________________
Intake _ Output IV - VITAL SIGNS SHEET Literature Review Medical Diagnosis _____________________________________________________ Pathophysiology of disease:
Assessment (0.75 marks) Nursing diagnosis (problem) (0.25 marks) Goals (0.25 marks) Interventions (1.5 marks) Evaluation (0.25 Subjective data; Objective data; Medication sheet 1 Patent Name &ID: …………………………………….. Room/bed NO: …………… diagnosis: …………………..……
Name /Dose Route / Frequency (0.5 ) Action (0.25 marks ) Indication (0.25 marks ) Side effects (0.25 marks ) Nursing role (0.5 ) Evaluation (0.25 marks ) Medication sheet 2 Patent Name &ID: …………………………………….. Room/bed NO: …………… diagnosis: …………………..…… Name Dose Route +time Action Indication Side effects Nursing role Evaluation
Medication 3 Patent Name &ID: …………………………………….. Room/bed NO: …………… diagnosis: …………………..…… Name Dose Route +time Action Indication Side effects Nursing role Evaluation
professionals are able to perform only standardized infection control and isolation reports (M. Jenkins, personal communication, April 25, 2012). Confidentiality PowerChart is protected against unauthorized access by a login process. The person who enters the system must use a valid login name and password. The password is case sensitive and must be changed every 45 days. When a new password is chosen, the system does not say the strength of the password. PowerChart has the function of automatic log-out. “Knowing emergencies often arise that involve calling a nurse away from the computer,” the system “will time out after a given length of time with no input activity (Thede & Sewell, 2010, p. 369). The users of PowerChart “have a single sign-on for use of clinical information systems, which improves work flow and prevents accidental breaches of security and confidentiality” (Thede & Sewell, 2010, p. 369). Proposed changes to PowerChart During the assessment of PowerChart, some system issues have been encountered. To address these problems and improve the system, the following changes are proposed: Wristbands should be embedded with the radio frequency identification (RFID) that will allow the connection with the PowerChart EHR. This change will enhance the accuracy of patient’s identification (Thede & Sewell, 2010). PowerChart should include clinical decision support that can “be used to the provider to double-check their order intent” (Thede & Sewell, 2010, p. 365). To resolve the medication order issue with set times, the system should have various order options (e.g., the time of the last dose of medication given; at what time to
Contents Foreword by NUS-USI President, Fergal McFerran 3 Executive Summary 5 About the Research 7 Objectives Methodology 8 9 Reading this report 10 Research Findings 11 Student Wellbeing in NI Mental Health Issues across NI Pound in your Pocket – update from 2014 survey Conclusions and Initial Recommendations 12 23 27 33
6.47 Sexual Assault Reporting Software 6.48 Sexual Assault Training: Prioritising Safety at NUS Conferences 6.49 The Gender Pay Gap 6.50 Defend the Burkini 6.53 Growing Support: Helping Our Mums 6.54 Baby Pls Don’t Cry 7. Queer Policy 7.1 I’m PrEPared to be equal. Are you? 7.2 Don’t Bar my Sexuality 7.5 Fuck the Plebiscite 7.6 Transgender Mental Health Awareness 7.7 Shifting the Narrative – Transgender Body 7.8 Safe Spaces – It’s Time to Catch Up! 7.9 Train University Staff to Protect our Queer- Identifying Students 7.10 Intersex Inclusion Policy 7.11 Collective Need to Connect 7.12 Men Menstruate – Sanitary Bins Within Men’s Bathrooms 7.13 a their in there – non-binary acknowledgement within queer communities 7.14 The Queers are Bangin’ (hot amirite??) – An end to hetero-normative and sex education 7.16 Safe Universities – Safe Schools Universities. Training for tutors, teachers and university administration
9.3 Against the Exploitation of International Students 9.4 Collaborating with CISA! 9.5 The Racial Discrimination Act protects International Students! 9.6 Promoting International Students’ Mental Health Awareness 10. Disabilities Policy 10.1 Specialist’s fees for People with Disabilities 10.2 Long-Term Hospital Stays for Young People 10.3 (amended) Students with Disability and the 2016 Student Wellbeing Survey 10.4 Accessible Campus Elections – everyone has the right to vote 10.5 Accessible Campus Events – exclusion is discrimination 10.6 National Students with Disability Conference – It’s Time 10.7 Disability Action Plan Implementation on Campuses 10.8 (amended) Inherent Requirements for Distressing Content: Enabling Choice 10.9 Omnibus Bill – cuts to DSP 10.10 (amended) Anti-deportation campaign demonstrates how to combat ableism 10.11 No Cuts to Counsellors at Monash Univerisity 10.13 NDA’s (Not Darn Accessible) 10.14 (amended) Tutorial Attendance 10.16 University counseling services 10.17 (amended) Unionism is for everyone: accessible student union events
Name of Name of Cell/ Dancer: Parent: Work # Thursday, Nov 17 Friday, Nov 18 $9 Tickets NAME M= B= BALC # of Tickets Amount use only $9 Tickets NAME M= B= BALC # of Tickets Amount use only $6 Tickets $6 Tickets # of TICKETS: X $9 = # of TICKETS: X $9 = # of TICKETS: X $6 = # of TICKETS: X $6 = TICKETS: TOTAL $: TOTAL TICKETS: TOTAL $: Saturday, Nov 19 Saturday, Nov 19 $9 Tickets NAME M= B= BALC # of Tickets Amount use only $9 Tickets NAME M= B= BALC # of Tickets Amount ALLOCATION—Office use only $6 Tickets $6 Tickets # of TICKETS: X $9 = # of TICKETS: X $9 = # of TICKETS: X $6 = # of TICKETS: X $6 = TOTAL TICKETS: TOTAL $ TOTAL TICKETS: TOTAL $ THURSDAY TICKETS________ TOTAL AMOUNT $$$__________ TOTAL FRIDAY TICKETS ________ TOTAL AMOUNT $$$__________ TOTAL TICKETS ________ TOTAL AMOUNT $$$__________ GRAND TOTAL TICKETS:__________ GRAND TOTAL AMOUNT__________ Make checks payable to New American Philharmonic. Please use * to indicated preferred seating tickets—example on back
Weeks 1-3 Levels of Organization, Metabolism and Homeostasis, and The Integration of Science: Nutrition Basics and Terminology Carbohydrates Proteins Fat/Lipids Vitamins, Minerals, and Water Syllabus Module 1 4-5 Science and Society, Problem-Solving and Data Analysis: Food Labels Dietary Reference Intakes The MyPlate Food Guidance System Dietary Guidelines and Recommendations Food Composition and The Exchange System Module 2 Weeks 6-8 Genetics and Evolution, Levels of Organization, Metabolism and Homeostasis, and Science and Society: The Gastrointestinal System Proteins Inside the Body Photosynthesis and Fiber Carbohydrate Storage and Disorders Lipids in Heart Disease & Cancer Module 3 Weeks 9-10 The Nature of Science in Society, Metabolism and Homeostasis, Problem Solving and Data Analysis: Scientific Inquiry Tied to Genetics, Evolution, and Obesity Energy Balance Body Composition and Weight Control Principles of Fitness for Health The Fundamentals of Exercise Nutrition Module 4 Weeks 11-12 Genetics and Evolution, Metabolism and Homeostasis, Ecological Interactions, and Science and Society: Fat Soluble Vitamins Water Soluble Vitamins Water and Electrolytes Major Minerals in Bone and Protein Trace Minerals Module 5 Weeks 13-15 Ecological Interactions and The Nature and Integration of Science: Nutrition Information Credibility: Fact vs Fallacy Food, Drugs, and Supplements Food Additives Food Safety: Microbial Growth Food Issues: Consumer Awareness Comprehensive Review Module 6 Modules 1-6 End of Course Evaluation As a concurrent student, you are given the privilege of evaluating this course. This is an anonymous evaluation which allows you an opportunity to express your opinions of the course and the instructor. N/A
Lord Keith says of the judgement of the Lord Justice-Clerk: “He approached the matter from the point of view of the principles upon which a court may be entitled to ignore the separate legal status of a limited company and its incorporators, which as held in Salomon v. Salomon & Co. Ltd. 1897 A.C. 22 must normally receive full effect in relations between the company and persons dealing with it.” (Emphasis added.) It is not clear whether Lord Keith is attributing the view that Salomon must normally receive full effect to Lord Justice-Clerk or is stating that view himself. It is submitted that the latter is more likely. In either case, the use of the word ‘normally’ clearly implies that there will be cases when corporate personality will not ‘receive full effect’ At the end of his consideration of Woolfson, Lord Neuberger concludes that “The most that can be said Woolfson from the perspective of VTB is that the House was prepared to assume that the power [to pierce the veil] existed.” With respect, this is slightly misleading. Although the distinction is often ignored in common parlance, an assumption differs from a presumption in that an assumption is neutral about the truth or otherwise of a proposition, whereas a person making a presumption believes the relevant proposition to be correct (although the presumption may be rebutted). The language of Lord Keith’s speech is much more suggestive of a presumption than an assumption. It is submitted that most lawyers reading his judgement would conclude that he believed that the power to pierce the veil existed. Similarly and again, with respect, to say that the House ‘was prepared to assume’ (emphasis added) is linguistically questionable. It is not that the court ‘was prepared to assume’ it did assume (sic) that the power existed. The ratio in Salomon In his presumption that the power to pierce the veil existed, was Lord Keith ignoring a cardinal principle established by Salomon? Lord Neuberger commented that: “There is great force in the argument that [Salomon] represented an early attempt to pierce the veil of
individual is adequately nourished. These include; growth, tissue repair, homeostasis, ability to engage in physical activity, physiological and psychological wellness. Sub-concepts are more specific than the general concept of nutrition. Sub-concepts are components/factors of nutrition such as age, genetics, ethnicity, allergies, and medications. Nutrition affects an individual’s health, and health/illness can affect an individual’s nutritional status.
24. The digestion of proteins begins in the and ends in the _____. a. stomach; pancreas b. pancreas; small intestine c. stomach; small intestine d. small intestine; liver 25. Which of the following organs is the primary source of digestive enzymes? a. pancreas b. gallbladder c. stomach d. liver 26. the pancreatic juices have mixed with chyme in the intestine, the resulting mixture is: a. very acidic. b. slightly acidic. c. strongly alkaline. d. slightly alkaline. 27. The liver: a. reabsorbs water and salts. b. secretes bile. c. churns food to chyme. d. performs enzymatic digestion. e. stores bile. 28. The main function of bile is to: a. emulsify fats. b. stimulate the activity of protein digestive enzymes. c. neutralize the intestinal contents. d. decrease the acidity of the contents of the stomach. 29. If the gallbladder becomes diseased, the digestion of _____ can become compromised. a. fat b. protein c. carbohydrate d. fiber 30. The gallbladder: a. reabsorbs water and salts. b. churns food to chyme. c. performs enzymatic digestion. d. stores bile. 31. The emulsification of fat requires: a. bile. b. enzymes. c. prostaglandins. d. intestinal flora. 32. Which of the following contains no digestive enzymes? a. saliva b. gastric juice c. intestinal juice d. bile 33. Which of the following does not secrete digestive juices? a. stomach b. pancreas c. salivary glands d. large intestine 34. Which of the following nutrients takes longest to digest? a. fat b. sugar c. vitamin C d. iron e. glucose 35. Fats present in the GI tract: a. slow down the process of digestion and absorption. b. cause difficulty in digestion. c. stimulate and hasten digestion and absorption. d. are carriers of thiamin, riboflavin, and niacin.
Time Physical Activity How long Intensity 2:30 Ballet- Advance level 1hr 30 min low 4:30 Gym- weights lower body and back 45 min high 3 Day Food Date: Time Food/drink eaten How hungry before meal Mood before meal How hungry after meal Mood after meal
COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assurance compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations Nutrition screening & care planning CSC of Nursing MUST tool via Hand held device Monthly By Dashboard compliance & documentation audit Director of Nursing Head of Nutrition and Dietetics Red Tray use and Protected mealtimes Head of Nutrition and Dietetics Audit via ward visit Yearly Audit report to: Hospital Food As above Food Hygiene and Safety Food service and environment Portsmouth CC & PLACE team Assessment / audit Yearly By report to: Soft FM services & Trust Executive Head of Soft FM services
Lamb Pheasant Pork Turkey NUTS & SEEDS Almonds Brazil nut Cashew Macadamia nut Peanut Pecan Pine nut Pistachio Sesame seed Sunflower seed Walnut OILS Canola oil Corn oil Hydrogenated oil Olive oil Sesame oil Soy oil Sunflower oil Vegetable oil SPICES Anise Basil Bay leaves Celery salt Chilli Chives Cinnamon Cloves Cumin Curry Dill Garlic Ginger Marjoram Mint Mustard Nutmeg Oregano Paprika Parsley Rosemary Salt – iodized Salt – raw Thyme SUGARS & SWEETENERS Aspartame Brown sugar Cane sugar Chocolate Corn syrup Demerara Fructose High fructose corn syrup Honey Molasses Molatol Rice syrup Saccharin Sorbitol Splenda Stevia Turbinado sugar Xylitol VEGETABLES Alfalfa sprouts Artichoke Asparagus Aubergine Avocado Beet Broccoli Cabbage Carrot Cauliflower Celery Corn Cucumber Garlic Lettuce- iceberg Lettuce –red leaf Lettuce – romaine Mushroom & Truffles Olive Onion pea Pumpkin Radish Spinach Squash String bean Sweet potato Swiss chard Tomato Turnip Yam Zucchini MISC Dried fruit Flavoured crisps Fruit skins of all types Ingredients with MSG Ingredients with yeast Quorn Preservatives -Benzoates -Sulphites -BHA -BHT Food colour- Tartrazine How to Understand Your Test Foods highlighted in red are foods that may cause sensitivities in the body leading to health complaints. We recommend you:
Assignment 2: Energy intake, Balance and Lifestyle Strategies Unit 7: Exercise , Health and Lifestyle Unit 12: Sports Nutrition Student Final Hand in Date Feedback 1st draft Final draft (met/refer) Two emails (client and manager) U12:P3 describe energy intake and expenditure in sports performance U12:P4 describe energy balance and its importance in relation to sports performance U12:M1 explain energy intake and expenditure in sports performance
Edexcel BTEC Level 3 Extended Diploma in Sport (Development, Coaching and Fitness) Unit 11: Sports Nutrition Unit 14: Exercise, Health and Lifestyle Assignment 2: Energy Intake, Expenditure and Lifestyle Strategies Learning Outcomes Unit 11: 2/Unit 14: 3 Criteria: Unit 11 – P3, P4, M1, M2, D1 /Unit 14 - P3, M3, D2 (Please tick where evidence has been submitted) Evidence you need to submit Tick in box if submitted Task 1: Energy Intake, Expenditure and Balance Email to health club manger (Unit 11: P3, P4, M1, M2, D1) Task 2: Life Style Improvement Strategies Email to client (Unit 14: P3, M3, D2) Date Issued: Monday 10th September 2012 Submission Date: Tuesday 4th December 2012 Date Submitted: Learner Name: Learner Signature: I certify that the work submitted for this assignment is my own Assessor Name: Jennifer Maysmor-Gee Internal Verifier: Date:
community partners; and facilitate a discussion/brainstorming session so nurses attending the workshop can take away with them a better understanding of campaigns and coalition building with community partners Bargaining for the Common Good This workshop will introduce you to an approach to collective bargaining that brings community interests to the bargaining table and helps to build supportive relationships with members of the public and other progressive organizations. The approach is increasingly being used by unions in education, healthcare and beyond. Marilyn Sneiderman, Director of Center for Innovation in Worker Organization, Rutgers University; Candice WI Federation of Nurses & Health Professionals Auditorium Decision-making, Conflict Management, and Negotiation The healthcare environment is rife with a variety of conflict and requires skilled decision making and constant negotiation. This workshop will provide creative tools in problem solving and conflict management needed in a healthcare setting. Through role-play, hands-on exercises, and group work, leaders will learn strategies and tactics to reduce conflict in the workplace. The goal of this workshop is to work with leaders to develop a “dispute resolution tool box” including skills in A. Katz, Esq., Instructor, School of Management and Labor Relations at Rutgers University, Labor Studies and Employment Relations Room 166
Signature of Student Dietitian: ………………………………….… Date: …………………… Signature of Supervising Dietitian: ……………………………… Date: ……………………