Friday, 30 March 2012
Nursing information: Pressure Injury
Nursing information: Pressure Injury: Presser injury It is define as a localised injury toskin and/ or underlying tissue usually over a bony prominence, as a result of pressure, ...
Pressure Injury
Presser injury
It is define as a localised injury toskin and/ or underlying tissue usually over a bony prominence, as a result of pressure, shear and / or friction, or a combination of these factors.
Classification of a pressure injury
Stage 1 –
· intact skin with non blanchable redness
· colour may different from the surrounding area
· may be painful, firm, soft, warmer or cooler
Stage 2-
· partial thickness loss of dermis presenting as a shallow, open wound with a red pink wound bed , with out slough
· intact or open / serum filled blister.
· Preaent as shiny or dry, shallow ulcer with out slogh or bruising
Stage 3
· full thickness tissue loss, subcutaneous fat may be visible bur bone, tendon or muscle are not exposed .
· Slough may present
Stage 4
· Full thickness tissue loss with exposed bone, tendon or muscle
· Slough or Eschar ( a dry scab formed on skin) may present on some parts of the wound bed.
· Can be extended into muscle and supporting structures such as tendon, or joint capsule.
· Exposed bone ot tendon is visible or directly palpable
Prevention Pressure injury
· Maintain skin integrity
· Nutrational interventions as required
· Alternative pressure redistribution support surface
· Assistance with repositioning as required
· Patient education
Wednesday, 21 March 2012
The New South Wales Nurses' Association
What is the New South Wales Nurses' Association?
The New South Wales Nurses' Association (NSWNA) is the registered union for all nurses in New South Wales.
It represents the industrial interest of nurses employed under all awards and agreements registered in this State in both the public and private sectors. Its role is to protect the interests of nurses and the nursing profession. As well, the Association represents and provides for the professional, educational and industrial welfare of nurses in government and non-government forums at state, national and international level.
The NSWNA has approximately 54,000 members and is affiliated to Unions NSW and the Australian Council of Trade Unions (ACTU). The NSWNA signed a "harmonisation" Agreement in 1988 with the Australian Nursing Federationand eligible members of the NSWNA are deemed to be members of the New South Wales Branch of the Australian Nursing Federation.
The New South Wales Nurses' Association Vision Statement
The NSWNA will be a union that provides quality representation to a growing number of active members who see the NSWNA as the vehicle for their own empowerment.
We will work to be recognised by nurses and all others as a positive contributor to a fairer and just society.
Story of the suffering
Case Study
This is a story of the suffering of Bella, aged 30, who is experiencing the serious illness, amyotrophic lateral sclerosis (motor neurone disease). She has been married to a very supportive husband for seven years and was expecting to start a family when the diagnosis was made.
I have suffered so many losses. In the 6 months since my diagnosis, my legs and left hand and arm are paralysed and my right hand is deteriorating. My capability of speech is gone and I am having trouble swallowing. I depend on everyone to do almost everything for me. But this is just the summary of the physical list. What I have really lost is me! It is like everything I love is being moved out of my reach. Yet, I am still here in the presence of my life, but unable to participate. [Adapted from Wright, 2005, p. 40]1.
Please read and reflect upon the above case study and then read and reflect upon the excerpt below –
“I submit that reducing or diminishing suffering is the centre, the essence, and the heart of nurses’ clinical practice and indeed a major part of all health professionals’ practice. Therefore the ethical and obligatory goal of nursing must be to reduce, diminish, or alleviate (and, we hope, heal) emotional, physical, and/or spiritual suffering of patients and their family members” (Wright, 2005, p. 36).1
Discuss briefly your response to the above excerpt. Demonstrate your understanding of the excerpt by discussing how a health care professional could best care for and help diminish Bella’s suffering. Please use content from this unit as well as academic literature when writing this essay, and include relevant reflections from your own personal and/or professional experiences.
In order to lead a ‘full life’ we need to have a reason for living. We need to have a goals and a sense of purpose, which may include work, family and friends. Health is defined as freedom of disease or any abnormalities, a condition of physical, mental, and social well-being. Illness is an impaired function of a person including physical, social, emotional, intellectual aspects. Mosby (2002).
In this assignment I will define Amyotrophic Lateral Sclerosis and how illness and suffering affected Bella’s life by depriving her from performing the basic needs of any human being; such as physical, social emotional, intellectual and spiritual. The role and importance of health care in recovery and reflect from my own experiences.
“Amyotrophic lateral Sclerosis (ALS) is a degenerative disease of the motor neurons in the spinal cord, brainstem and cerebral cortex, characterized by weakness and atrophy of the muscles of the hands, forearms, and legs, spreading to involve most of the body and face. It results from degeneration of the motor neurons of the anterior horns and corticospinal tracts, beginning in middle age and progressing rapidly, causing death within 2 to 5 years. There is no known treatment or cure. The disorder is characterized by rapidly progressive weakness, muscle atrophy and fasciculation’s, spasticity, dysarthria, dysphagia, and respiratory compromise sensor. (Ferguson & Elman, 2007).
Around 15-45% of patients experience “emotional liability”, this consists of uncontrollable laughter, crying or smiling. Patients will experience impairment of swallowing and chewing, which increases the patient's inability to eat normally and the risk of choking or aspirating food/liquids into the lungs. Weight maintenance and capacity to stand or walk and get out of bed on their own will become a problem. Because the disease usually does not affect or impair a patient's mind, personality, intelligence, or memory cognitive abilities , patients are aware of their progressive loss of function and may become anxious and depressed.(Kiernan,Vucic, Cheah, Turner, Eisen, Hardiman, Burell & Zion, 2011).
Illness and suffering are events which affect people and unfortunately there is little they can do to avoid. Wrights (2005) describes illness as a wakeup call about life. This suggests that an individual is forced to reflect on his/her life style and to start examining their life’s value and mortality. In order to answer these personal questions about one’s life we begin to evaluate our own values, limitation and ultimately our beliefs (spirituality). As illness can affect changes in one’s life such as physical, social, financial and emotional, as nurses we need to be aware of and offer an opportunity to be more connected to the patient and to assist in the implement a plan which can improve their life and chances of brining some relief or healing.
Suffering is defined by Mauk and Schmidt (2004) as an ongoing state of distress which affects a person’s sense of well-being. It can be physical, emotional or spiritual in nature. When people experience suffering, it is common to ask “why me.” This question would be spiritual in that it is directed to the Force or God to whichever religion the person belongs to. I can relate this to situations where I have asked my God “why me” when I have been in crisis. It is usually at these moments that one pleads for forgiveness from their God, or feels a sense of guilt over something they have done or should have done. In some situations suffering has separated individuals from their religions as they fail to understand why they have to go through it. This can result in spiritual distress and anxiety from the removal of a previous support system. Spiritual distress may be exhibited though fear, boredom, judgement, restlessness, anxiety, panic and feelings of depression. As a nurse I must be able to identify a patient with spiritual distress and take corrective measure to help the individual. I should be able to identify my own spiritual distress and address it so that I can function and provide care at my best level.
Fear is one of the strongest emotional responses which we go through when we face threatening events or situations. As a nurse I must be able to recognise fear as an issue which patients may be experiencing and find ways of helping them to reduce its effects.
Help might be in the form of referring the patient or family to a Hospital, social worker, priest or someone they feel they can talk to. Nurses must be able to listen to the patients’ concerns and identify their fears. In this case being able to listen and answer medical questions or explain clearly to the patient something they have not understood, may be all that is required to deal with patient’s fears. I have seen patients, who are told that they must stay in hospital, but they are not why or how serious their condition is or how much time they will stay in hospital. Ronaldson (1997) is of the view that nurses must identify their profession as a journey with their patient and be able to answer important questions related to nursing.
Hope exists in every stage of disease noting that “ even the most accepting, the most realistic patients left the possibility open for some cure , for the discovery of a new drug, or the last minute success in a research project’’. (Kubler-ross, 1969, p. 139). Hope can give Bella the capacity to handle pain better and represents the possibility of a future. This has the benefits of helping her to have a positive attitude and provides her with a life direction, optimism and the ability to work on important relationships and focuses on what is achievable in the time remaining. It is also important for the patient to understand how the people closest to them, their loved ones, are dealing with or able to handle the possible loss.
Healing starts in the heart; by opening ourselves to the possibilities of life, we are able to access levels of healing beyond just the physical.
As a nurse caring for Bella, actively listening to her verbal and non-verbal communication and encouraging realistic hope to her husband and extend family and friends, relieves some of the pressure and guilt the patient may be struggling with, and opens a realistic expectation for the future. New research in medicine and treatment, referrals to psychosocial and spiritual counselling can all assist in alleviating her anxiety and diminishing her fear.
The health professional team needs to be involved in Bella’s care are:
Neurologist. This role is to collect information based on the whole story and form questions to elaborate and further identify symptoms and assist with accuracy of diagnosis; which will help in finding the most appropriate and useful treatment. The neurologist also needs to offer Bella, the option of participating in a clinical trial in order to find new research of medications that may give her hope that her condition may improve and that she can look more positively as a future with family. Other areas that the neurologist should explore are; blood tests, lumbar puncture, and electro diagnostic studies. (Kiernan et al., 2011).
Physiotherapist. This role can help Bella to strengthen her muscle and keep them strong; this can prevent stiffness of the joint and improve body balance and coordination. This type of exercise leads to increase circulation, maintain a god posture and minimise pressure sores. (Gregory, 2007).
Dietician. This role can assess her nutritional state, provide a quality of puree foods and enable the intake of small amounts of liquid each time, which, due to Bella’s swallowing difficulty this would improve her ability to speak and can be evaluated by a speech therapist. The dietician will assist in the maintenance of adequate weight gain and management, calculating daily calorie intake and body mass index. A food and fluid chart needs to be maintained to evaluate her loss or gain. At a later stage a percutaneous endoscopy gastrostomy (PEG) may be indicated to prevent malnutrition. (Golaszewski, 2007).
Weakness to her extremities may become a difficulty when performing daily activity like zipping clothing, writing, showering grooming. Occupational therapists tasks become more difficult. By arranging devices such as ambulatory aides, rolling walker, single cane, long handle shoes horns, transfer aides, splinting and bracing, button hooks, key holders , arm and foot rest, easy touch buttons card and straw holders ,universal cuffs , toilet aids , electrical bed - like a hospital style bed, bed safety rails, and neck support, large pencils for hand writing, book holders, meals on wheels as well involving her husband in her care, may go a long way to improve Bella’s quality of life. (Lewis & Rushanan, 2007).
Psychologist role is extremely beneficial. They arrange support in addition educational cessation to cope with her emotional distress, feeling and anger.
Social worker role will help to ease any financial problems, suggestions some ideas such as home carer plus joining muscular dystrophy association.
Community nurse. Can assist with encouragement and support as well as giving medication, showering, grooming along with evaluating her pain and holistic care. (Lewis & Rushanan, 2007). The health team will alleviate the pressure, the stress and anxiety that the husband may face during the process of healing and improve the quality of care and life.
A Nurse has a big role to play when dealing with spirituality, despite her personal beliefs, wants to make appropriate adjustments when it comes to spirituals needs.
She may promote optimism and hope to reduce Bella’s anxiety, depression plus fear of dying. Spirituality taps on high result to give hope, optimism and quality of life to people with chronic illness and terminal disease. In order to enhance understanding and ease healing process, nurses must put together self-care, self-responsibility, spirituality, and reflection in their lives. During this process nurse and Bella’s commonly participate in expanding consciousness.
For example the nurse may need to offer some privacy to a Muslim patient for his prayers. As a nurse I also need to respect other religions and regard each faith as unique and important, to respect their beliefs. This would allow me to provide professionalism and equal care to patients from different religions. I need to overcome any barriers to providing spiritual care to be able to respect other religious beliefs. The same would also apply to an atheist. McSherry (2006) describes these barriers as intrinsic and extrinsic factors. These may be my personal beliefs conflicting with that of the patient or situations where the patient’s religious beliefs are overlooked during admission.
The goal in nursing is to restore health to a person who is sick. This includes the physical, emotional, psychological and spiritual needs of the patient. This is referred
To as holistic nursing. I have had many opportunities to interact with patients during times when they are vulnerable. I believe it is my responsibility to ensure that during these encounters I try to ensure that all their needs are met. There is a need for the nurse to respect the integrity of the human being. I have noticed that in some health institutions patients are identified by their conditions or bed numbers. This can create problems as the patient may have other needs which may go unnoticed or be neglected because the nurses are on focussed on the condition.
I will conclude by listing skills nurses require to provide spiritual care according to McSherry (2006).
The nurse must be sensitive, have good communication skills, honesty and they need to have knowledge of their role. This allows the nurse to do their job at the right pace and to be well informed of what is going on with the patient, hence be able to respond to the patient’s questions with definite and accurate responses.
This course, including the tutorial, Dvd, lecture and presentation have helped me to be more aware of the importance of peoples beliefs and spirituality and has allowed me to gain knowledge which I can apply in my nursing career .
I have learnt how tolerance of different beliefs, compassion and effective nursing along with my own beliefs and values as a Christian can help others in difficult times. Also the strength that some patients are able to call on at these times is an inspiration and affirmation for the value of life.
After reading Bella’s story I felt better equipped to deal with people facing severe illness. I will be more focused on the healing rather than disease process. I hope to be able to rise to the challenges and rewards that these experiences can provide.
References:
Farrell, M., & Dempsey. (2011). Smeltzer and Bare’s: Text book of medical-surgical nursing (2nd ed., p.364).Australia and NewZealand.Broadway, N.S.W.: Lippincott Williams & Wilkins.
Gregory, S. A. (2007). Evaluation and management of respiratory muscle dysfunction in Amyotrophic Lateral Sclerosis. Neuro Rehabilitation 22:435-443. Retrieve 20 May 2011 from ACU Ebscot Database.
Golaszewiski, A. (2007). Nutrition throught the course of Amytrophic Lateral Sclerosis. Neuro Rehabilitation 22: 431-434. Retrieve 20 May 2011 from ACU Ebscot Database.
Ferguson, T.A., Elman, L.B. (2007).Clinical presentation and diagnosis of Amyotrophic Lateral.neuro rehabilitation 22:409-416. Retrieve 20 May 2011 from ACU Ebscot Database.
Kiernan,M.C., Vucic, S., Cheah, B. C., Turner, M.R., Eisen. A., hatdiman, O., Burrell, J.R., Ziong, M.C. (2011). Amyotrophic Lateral Sclerosis. Lancet 377: 942-955. Retrieve 20 may 2011 from ACU Ebscot Database.
Lewis, M., Rushanan, S. (2007). The role of physical therapy and occupational therapy in the treatment of Amyotrophic Lateral Sclerosis.22:451-461. Retrieve 20 May 2011 from ACU Ebscot Database
Mauk,K. L. Schmidt, N.K. (2004). Spiritual care in nursing practice. Philadelphia: Lippincott Williams & Wilkins.
Anderson, D., Novak, P. Elliot, M. (2002). Mosby’s Medical Nursing and Allied Health Dictionary. (6th ed.pp.783-870). St Louis: Mosby Inc.
Mc Sherry, W. (2006). Making sense of spirituality in nursing and health care practice. An interactive approach (2nd ed.). London: Jessica Kingsley.
Ronaldson, S. (1997). Spirituality: The heart of nursing. Melbourne: Aus. med.
Taylor, B. (2006). Reflective practice: A guide for nurses and midwives (2nd ed.). UK: Bell & Bain Ltd.
Wright, L. (2005). Spirituality, suffering, and illness: Ideas for healing, Philadelphia: F. A. Davis Coy.
English language skills registration standard
English language skills registration standard Nursing and Midwifery Board of Australia
Authority
This standard has been approved by the Australian Health
Workforce Ministerial Council on 5 August 2011 pursuant
to the Health Practitioner Regulation National Law (the
National Law) as in force in each State and Territory with
approval taking effect from 19 September 2011.
Background
From 1 July 2010, the Nursing and Midwifery Board of
Australia (the National Board) has been responsible for
the regulation of nurses, midwives and students under the
National Law. A link to the National Law is available at
www.ahpra.gov.au under Legislation and Publications.
Registration standards
Section 38 of the National Law requires the National Board
to develop and recommend to the Ministerial Council,
registration standards about the English language skills
necessary for an applicant for registration in the nursing
and midwifery profession to be suitable for registration in
the profession.
The Board has developed and consulted on a range
of registration standards that have been approved by
Ministerial Council. The approved standards can be
accessed at www.nursingandmidwiferyboard.gov.au under
Registration Standards.
Summary
All applicants, including internationally qualified applicants,
who seek initial registration in Australia, must demonstrate
that they have the necessary English language skills.
All applicants must be able to demonstrate English
language skills that meet the requirements detailed in this
registration standard.
Scope of application
This standard applies to all applicants, including
internationally qualified applicants, who seek initial
registration in Australia as:
• an enrolled nurse who has completed a preregistration
program of study in the vocational sector
(or the equivalent) or;
• a registered nurse who has completed a preregistration
program of study in the tertiary sector
(or the equivalent) or;
• a registered midwife who has completed a preregistration
program of study in the tertiary sector
(or the equivalent).
This standard does not apply to students of nursing and
midwifery until they make an application for registration as
a nurse or midwife.
Requirements
1. Applicants for registration
Registered nurses and registered midwives
a). An applicant for registration as a registered nurse and/
or a registered midwife who has provided evidence
of completion of five (5) years*(full-time equivalent)
of education taught and assessed in English, in any
of the recognised countries listed in this registration
standard, is considered to have demonstrated English
language proficiency and has met the requirements of
this standard;
b). An applicant for registration as a registered nurse and/
or a registered midwife who has not completed five
(5) years*(full-time equivalent) of education taught
and assessed in English, in any of the recognised
countries listed in this registration standard, will be
required to demonstrate English language proficiency
in accordance with Board-approved English language
tests.
*The completion of five (5) years (full-time equivalent)
education taught and assessed in English means five
(5) years full-time equivalent of either:
i). tertiary and secondary; or
ii). tertiary and vocational; or
iii). combined tertiary, secondary and vocational
education
taught and assessed in English in any of the
recognised countries listed in this registration
standard. These five (5) years must include evidence
of a minimum of two (2) years full-time equivalent
pre-registration program of study approved by the
recognised nursing and/or midwifery regulatory
body in any of the countries listed in this registration
standard.
Enrolled Nurses
An applicant for registration as an enrolled nurse who has:
c). provided evidence of completion of five (5) years*(fulltime
equivalent) of education taught and assessed
in English, in any of the recognised countries listed
in this registration standard, is considered to have
demonstrated English language proficiency and has
met the requirements of this standard.
p. 2
English language skills registration standard
Nursing and Midwifery Board of Australia
d). An applicant for registration as an enrolled nurse who
has:
not completed five (5) years*(full-time equivalent) of
education taught and assessed in English, in any of
the recognised countries listed in this registration
standard, will be required to demonstrate English
language proficiency in accordance with Boardapproved
English language tests.
*The completion of five (5) years (full-time equivalent)
education taught and assessed in English means five
(5) years full time equivalent of either:
i). vocational and secondary; or
ii). vocational and tertiary; or
iii). combined vocational, secondary and tertiary
education
taught and assessed in English in any of the
recognised countries listed in this registration
standard. These five (5) years must include evidence
of a minimum of one (1) year full-time equivalent
in a pre-registration program of study approved by
the recognised nursing and/or midwifery regulatory
body in any of the countries listed in this registration
standard.
2. The National Board reserves the right at any time to
require any applicants, or registrant on renewal of
registration, to undertake a specified English language
test.
List of recognised countries
The National Board recognises the following countries
where the applicant was taught and assessed in English
at either vocational and tertiary or combined secondary,
vocational and/or tertiary education levels:
• Australia
• Canada
• New Zealand
• Republic of Ireland
• South Africa
• United Kingdom
• United States of America
3. Applicants with registration as a nurse or midwife
in New Zealand are deemed to have demonstrated
English language proficiency and have met the
requirements of this standard in accordance with the
Trans Tasman Mutual Recognition Act 1997 (Cth).
4. The following tests for assessment of English
language proficiency are approved by the Board:
a). International English Language Testing System
(IELTS) examination (Academic) with a minimum
score of 7 in each of the four components of
listening, reading, writing and speaking; or
b). Occupational English Test (OET) with an overall
pass, and with grades A or B only, in each of the
four components of listening, reading, writing and
speaking; or
c). other English language tests approved by the
Board from time to time.
5. English language proficiency test results must have
been obtained within two years before applying for
registration. An IELTS or OET result (or approved
equivalent) that is older than two-years may be
accepted as current, if accompanied by proof that an
applicant:
a). has actively maintained continuous practice and/
or employment as a registered nurse, enrolled
nurse or midwife using English as the primary
language of practice in any of the recognised
countries listed in this registration standard; and/
or
b). has been continuously enrolled in a program
of study taught and assessed in English and
approved by the recognised nursing and/or
midwifery regulatory body in any of the countries
listed in this registration standard.
6. Results from any of the above mentioned English
language proficiency tests must be obtained in one
sitting.
7. The applicant is responsible for the cost of English
language proficiency tests.
8. The applicant must make arrangements for test results
to be provided to the Board for verification.
Exemptions
1. The Board may grant an exemption to this standard
where an applicant applies for limited registration in
special circumstances, such as:
• to perform a demonstration in clinical techniques
• to undertake research that involves limited or no
patient contact
• to undertake a period of postgraduate study
or supervised training while working in an
appropriately supported environment that will
ensure patient safety is not compromised.
p. 3
English language skills registration standard
Nursing and Midwifery Board of Australia
These special circumstances exemptions will
generally be subject to conditions requiring
supervision by a registered health practitioner and
may also require the use of an interpreter.
2. The Board reserves the right to consider and/or grant
an exemption to this standard as a matter of policy
where there is compelling evidence demonstrating
English language proficiency equivalent to the
standard.
The Board reserves the right at any time to revoke an
exemption to this standard.
Definitions
Board approved English language proficiency
tests means tests approved by the Board as being
appropriate to allow applicants to demonstrate that
their English language skills are at a level that they can
provide safe and competent practice (see: http://www.
nursingmidwiferyboard.gov.au/).
Compelling evidence means verifiable facts and/or
data that give the National Board a reasonable degree of
certainty that English language proficiency of the applicant
is equivalent to the standard. Decisions relating to the
sufficiency of the evidence will be made solely by the
National Board and will be informed by concern for public
safety.
Formal education means a program of study that is
taught and assessed in English in the recognised countries
listed above and leads to a qualification that is recognised
in the vocational and tertiary sectors.
IELTS means the International English Language Testing
System developed by the University of Cambridge Local
Examinations Syndicate, The British Council and IDP
Education Australia (see http://www.ielts.org/).
OET means Occupational English Test (OET) administered
by the Centre for Adult Education
(see http://www.occupationalenglishtest.org/).
An internationally qualified applicant means a person
who obtained nursing or midwifery, or equivalent,
qualifications outside Australia.
One sitting means the period of time set by the testing
authority for completion of the test. For example, IELTS
states that the listening, reading and writing components
of the test are always completed on the same day.
Depending on the test centre, the speaking test may be
taken up to seven days either before or after the test date.
Tertiary means all forms of formal education beyond
secondary education, including programs of study leading
to registration as a registered nurse and/or a registered
midwife.
The National Board means the Nursing and Midwifery
Board of Australia.
Vocational means all forms of formal education beyond
secondary education, including programs of study leading
to registration as an enrolled nurse.
Pre-registration means all forms of formal nursing and
midwifery education beyond secondary education leading
to initial registration.
Review
This standard will commence on 19 September 2011. The
Board will review this standard at least every three years.
Nursing as a profession
Nursing as a profession
The authority for the practice of nursing is based upon a social contract that delineates professional rights and responsibilities as well as mechanisms for public accountability. In almost all countries, nursing practice is defined and governed by law, and entrance to the profession is regulated at the national or state level.
The aim of the nursing community worldwide is for its professionals to ensure quality care for all, while maintaining their credentials, code of ethics, standards, and competencies, and continuing their education. There are a number of educational paths to becoming a professional nurse, which vary greatly worldwide, but all involve extensive study of nursing theory and practice, and training in clinical skills.
Nurses care for individuals of all ages and cultural backgrounds who are healthy and ill in a holistic manner based on the individual's physical, emotional, psychological, intellectual, social, and spiritual needs. The profession combines physical science, social science, nursing theory, and technology in caring for those individuals.
In order to work in the nursing profession, all nurses hold one or more credentials depending on their scope of practice and education. A Licensed practical nurse (LPN) (also referred to as a Licensed vocational nurse, Registered practical nurse, Enrolled nurse, and State enrolled nurse) works independently or with a Registered nurse. The most significant differentiation between an LPN and RN is found in the requirements for entry to practice, which determines entitlement for their scope of practice, for example in Canada an RN requires a bachelors degree and a LPN requires a 2 year diploma. A Registered nurse (RN) provides scientific, psychological, and technological knowledge in the care of patients and families in many health care settings. Registered nurses may also earn additionalcredentials or degrees. In the USA, in addition to the LPN, Registered nurses can earn 2 different degrees that qualify a nurse for the title RN. The title RN AND is awarded to the nurse who has completed a 2 year undergraduate academic degree awarded by community colleges, junior colleges, technical colleges, and bachelor's degree-granting colleges and universities upon completion of a course of study usually lasting two years. The title RN BSN is awarded to the nurse who has earned an American four year academic degree in the science and principles of nursing, granted by a tertiary education university or similarly accredited school. After completing either the LPN or either RN education programs in the USA, graduates are eligible to sit for the a licensing examination to become a nurse, the passing of which is required for the nursing license.
RN's may also pursue different roles as advanced practice registered nurses.
Nurses may follow their personal and professional interests by working with any group of people, in any setting, at any time. Some nurses follow the traditional role of working in a hospital setting.
Around the world, nurses have been traditionally female. Despite equal opportunity legislation nursing has continued to be a female dominated profession. For instance, in Canada and America the male-to-female ratio of nurses is approximately 1:19. This ratio is represented around the world. Notable exceptions include: Francophone Africa, which includes the countries of Benin, Burkina Faso, Cameroon, Chad, Congo, Ivory Coast, the Democratic Republic of Congo, Djibouti, Guinea, Gabon, Mali, Mauritania, Niger, Rwanda, Senegal, and Togo, which all have more male than female nurses. In Europe, in countries such as Spain, Portugal, Czechoslovakia, and Italy, over 20% of nurses are male. Although nursing practice varies both through its various specialties and countries, these nursing organizations offer the following definitions:
Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings. Nursing includes the promotion of health, prevention of illness, and the care of ill, disabled and dying people. Advocacy, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles. — International Council of Nurses [25]
The use of clinical judgement in the provision of care to enable people to improve, maintain, or recover health, to cope with health problems, and to achieve the best possible quality of life, whatever their disease or disability, until death. —Royal College of Nursing UK
Nursing is the protection, promotion, and optimization of health and abilities; prevention of illness and injury; alleviation of suffering through the diagnosis and treatment of human responses; and advocacy in health care for individuals, families, communities, and populations. —American Nurses Association
The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge. —Virginia Aveline Henderson
Tuesday, 20 March 2012
Subscribe to:
Posts (Atom)