Retrieved from https://search.credoreference.com/content/entry/galegnaah/registered_nurse/0 How to Become a Registered Nurse. (n.d.). Retrieved from http://www.rasmussen.edu/degrees/nursing/blog/how-to-become-registered-nurse/ Nurse Journal. (n.d.). Registered Nurse Salary & Career Outlook.
Retrieved from: http://www.in.gov/legislative/iac/T08480/A00040.PDF Pediatric Nurse Practitioner Certification Board (2015). Steps to CPNP-AC Certification. Retrieved from:
Professional Nursing Practice. Nursing theory is a set of thoughts, connections, and expectations technologically advanced from other nursing approaches and disciplines to define, forecast and illuminate a particular occurrence. Nursing theories predominantly are based on relevant developments and different strategies. The theory under analysis here is the Developmental theory which summaries the development and growth of humans in an orderly manner from conception to death (Masters 2010).
The process of conducting a physical assessment: a nursing perspective. British journal of nursing . Vol 15(13), 710-714 Jarvis, C. (2008). Physical examination and health assessment, (5th ed). St. Louis: W.B. Saunders.
(2011, June 27). Scrubs, The nurse's guide to good living. Retrieved from http://scrubsmag.com/the-toll-of-medical-errors/ Galt, K.A., & Paschal, K.A., (2011). Foundation in patient safety for health professionals.
The advancement in medical science, technology and complexity of the current patient care, demands the nurses to be prepared with the knowledge and skills in Assessment and Intervention, Effective Communication, Critical Thinking, Patient Relationship, Leadership, Management and Teaching. As the required competency increases, the curriculum needs to prepare the nursing graduates to have these core competencies as outlined by COPA model (Competency Outcomes and Performance Assessment)” (Lenburg, 1999 a, b). The BSN curriculum is tailored to accommodate these professional development requirements, the modern era demands that incorporate a broad scope of practice, giving a better edge in competency compared to an ADN, especially in Critical Thinking. A noteworthy point is that the differences in clinical competencies of a BSN and ADN are few compared to management, leadership, decision making and communication competencies.
Nurses need to be educated on EBP and its importance. Managers need to incite employees to be aware of EBP and take measure to improve and implement policies and procedures. Zeleníková, R., Beach, M., Ren, D., Wolff, E., & Sherwood, P. (2014). Faculty Perception of the Effectiveness of EBP Courses for Graduate Nursing Students. Worldviews On Evidence-Based Nursing, 11(6), 401.
American Association of Colleges of Nursing. (2006). Essentials of doctoral education for advanced nursing practice. Retrieved from: http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf Beck, L., & Johnson, C. (2008). Implementation of a nurse-driven sedation protocol in the ICU.
Highly motivated to impact patient safety and quality of care. Experience with project management within Bellin’s refill pilot team, involving one-one training with orientation, competency assessment completions, evaluation of knowledge and understanding, in addition to implementation of evidenced-based practice involvement with protocol utilization. Achieved bachelor’s degree in nursing from Marian University May 2013. Part-time nursing master’s student at Marian University graduation anticipation December 2019. Licensure/Certification: WI Nursing License (File Number: 198659-30), CPR/AED Certified, NIH Stroke Scale Certification (2015), Pain Management Course Completion.
The field of nursing science has been evolving with great speed and nursing knowledge has been transforming into clinical practice. However, Stevens (2013) indicated for meaningful impact on performance and better patient health outcomes, new knowledge must be implemented effectively across the entire care team within a systems context, and measurable terms. Furthermore, the Future of Nursing report from the IOM, 2011a, recommended that nurses lead interprofessional teams in improving delivery systems and care brings to the fore the necessity for new competencies, beyond evidence-based practice (EBP), that are requisite as nurses transform healthcare ( as cited in Stevens, 2013). Evidence-based practice has been and will continue to be one of the most important method that will shape advanced practice nursing environment. Knowledge translation has been facilitating the effective and timely incorporation of evidence-based information into the practices of health professionals in a way as to effect optimal health care outcomes and maximize the potential of the health care system ( as cited in Sudsawad, 2007).
Therefore, continued success rests heavily upon nurse educator 's to collectively instruct and integrate informatics in the classroom and clinical setting. The key concepts of informatics such as the basic ideas that underlie modern computers, networks, and information be introduced in the curriculum (Camilli,