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Chamberlain College Of Nursing And Walgreens Join To Create New Advanced Practice Clinical And Education Opportunities For Nurses








Reflection Is a Powerful Teaching Strategy in Nursing Education






Program/program option availability varies by state/location. Chamberlain reserves the right to update information as it becomes available. Information is current at the time of posting. For the most updated accreditation information, visit chamberlain.edu/accreditation . Comprehensive consumer information is available at chamberlain.edu/studentconsumerinfo . Chamberlain College of Nursing, LLC is a part of DeVry Education Group (NYSE: DV), a global provider of educational services. 2014 Chamberlain College of Nursing, LLC. All rights reserved. chamberlain.edu . About Walgreens As the nation's largest drugstore chain with fiscal 2013 sales of $72 billion, Walgreens ( walgreens.com ) vision is to be the first choice for health and daily living for everyone in America, and beyond. Each day, Walgreens provides more than 6 million customers the most convenient, multichannel access to consumer goods and services and trusted, cost-effective pharmacy, health and wellness services and advice in communities across America. Walgreens scope of pharmacy services includes retail, specialty, infusion, medical facility and mail service, along with respiratory services. These services improve health outcomes and lower costs for payers including employers, managed care organizations, health systems, pharmacy benefit managers and the public sector.
For the original version visit http://www.cnbc.com/id/101503119










There is little time to stop, take a breath, put the puzzle pieces together, and formulate a plan. Even for experienced nurses, there is little opportunity to take a time-out to think about the next steps in patient read more... care. However, studies show that incorporating reflection into one's practice is a critical step in becoming an expert nurse. Some compelling findings are found in E. Davies, " Reflective practice: A focus for caring ," published in the Journal of Nursing Education; Jack Mezirow, " On critical reflection ," published in Adult Education Quarterly; and E Shields, " Reflection and learning in student nurses ," published in Nurse Education Today. Kuiper and Pesut, in " Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: Self-regulated learning theory ," published in the Journal of Advanced Nursing, proposed that guided, structured reflection is especially beneficial to the novice practitioner because the necessary skills to analyze nursing practice are not yet in place. There may be a link between improved patient care and reflective practice in complex care situations as explored by Stephen Brookfield in "The concept of critically reflective practice" in the Handbook of Adult and Continuing Education. Reflection narrows the gap between theory and practice according to Lisa Ruth-Sahd, " Reflective practice: A critical analysis of data-based studies and implications for nursing education ," in the Journal of Nursing Education. While exploring this topic, I discovered that the importance of incorporating reflection in learning has been the basis of past education theoretical framework. Reflective thought in learning was first described by none other than educational theorist John Dewey (the developer of that decimal system we all know so well!). In 1910 Dewey shared his belief that the inclusion of a reflective period in an educational exercise is integral to learning the meanings of experiences. He encouraged educators to strategically place reflection within the learning experience. Intrigued by all these studies, the role of reflection in learning became the focus of my research. Using a simulation, my goal was to incorporate an instructor-guided reflective period in the middle of a medical scenario and measure the effect of this on student satisfaction and self-confidence. A simulated medical situation offers an ideal opportunity to incorporate reflection by pausing the action.
For the original version visit http://community.advanceweb.com/redirect.aspx?aid=bp&id=85869



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19 Mar 2014

Team Spirit








Misericordia University introducing doctorate degree in nursing practice






About a year ago, the Health Resources and Services Administration awarded a $4 million grant to establish the National Center for Interprofessional Practice and Education in Minnesota in part to serve as a resource for schools that are creating interprofessional education programs. HRSA also has awarded grants to help schools create programs that promote teamwork, communication and leadership among future healthcare providers. Various educators said they eventually would like to see interprofessional education start at the undergraduate level, with simulated communal problem-solving introduced into classes, such as anatomy, that students of different health professions can take together. From there interprofessional education could progress through postgraduate levels, with students seeing patients in teams, and continue in practice with debriefings that assess teamwork and communication as much as clinical work. My hope is that in healthcare, working together as a team will be business as usual, said Brenda K. Zierler, RN, PhD, RVT, FAAN, associate director, Institute for Simulation and Interprofessional Studies at the University of Washington. Kathleen Becker, RN Notable examples Three nursing schools, in three different areas nursing professor position of the country, have developed programs to educate nursing students with students in other professions in various settings. The programs, some funded with government grants for nursing education, are examples of many being developed to improve patient care through better communication and teamwork. Johns Hopkins University, Baltimore ( ): When Kathleen Becker, RN, DNP, MSN, and Laura Hanyok, MD, began working together on an interprofessional education project in geriatric care in 2011, they realized nursing and medical faculty knew little about each other. Hanyok, an assistant professor of medicine and a general internal medicine physician at Johns Hopkins Bayview Medical Center, said she didnt realize nurse practitioners had so many specialties. Becker, an assistant professor at the Johns Hopkins University School of Nursing, didnt know the extent to which medical education emphasized communication and holistic care.
For the original version visit http://news.nurse.com/article/20140310/NATIONAL05/140304004










Graduates are eligible to sit for the national family nurse practitioner board certification examination. "The DNP program is being introduced at Misericordia in response to the growing need for advanced practice nurse clinicians prepared at the doctoral level,'' said Brenda Hage, Ph.D., D.N.P., C.R.N.P., professor and director of graduate nursing programs at Misericordia. "The Institute of Medicine, in concert with the American Association of Colleges of Nursing (AACN), has a preferred recommendation and vision that by 2015 all advanced practice nurses should be educated at the doctoral level.'' Hage will serve as the DNP program director. The Misericordia University DNP program is a practice-focused doctoral degree that educates nurses to become expert clinicians, leaders in health policy and catalysts for improved health care delivery within an inter-professional environment. The curriculum consists of didactic and clinical course work structured around the AACN Essentials of Doctoral Education for Advanced Nursing Practice. Didactic and clinical course work in this cutting-edge curriculum culminates in the completion of an evidence-based practice clinical capstone project. A residency experience is not required to complete the program. The University offers three undergraduate nursing programs: traditional, full-time nursing students; part-time accelerated evening program for adult students; and the RN-to-BSN Expressway Program. MU also offers a post-master's certificate as a family nurse practitioner for nurses who already have an advanced clinical master's degree and who wish to change or expand their practice focus to primary care. Nurse practitioners are registered nurses with advanced education in health assessment, diagnosis and management of acute and chronic health conditions with expertise in health promotion and disease prevention. Nursing students at Misericordia can successfully complete the three individual programs - BSN, MSN and DNP - by taking a blend of traditional classroom and online courses. The nursing program recently had its continuing accreditation extended for the maximum of 10 years to March 2023 by the Commission on Collegiate Nursing Education (CCNE). Undergraduate and graduate nursing students have also been successful in passing their national licensure examinations. Most recently, baccalaureate degree nursing students who graduated from the bachelor's degree program during the past year achieved a pass rate that was 16 percentage points higher than the national average for pass rates on the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
For the original version visit http://www.sungazette.com/page/content.detail/id/604107/Misericordia-University-introducing-doctorate-degree-in-nursing-practice.html?nav=5005



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17 Mar 2014

Nursing Programs At Wsc Move Forward








Pioneer in nursing education receives GE Healthcare-AACN Pioneering Spirit Award






The salary range for RNs is $42,000 to $63,000, according to the North Dakota Career and Technical Education career outlook. The WSC nursing programs boast steady enrollment figures. In school year 2013-14, a total of 62 students enrolled at WSC, WSC-Minot and the WSC-New Town, Lesmeister said. Clinical experiences are supervised by WSC nursing faculty, and are provided at Mercy Medical Center and Bethel Lutheran Home in Williston and the North Dakota State Hospital in Jamestown. Heather Fox and Danielle Seitz, students at WSC, are working toward their associates degrees. Fox is from Williston and Seitz from Sidney, Mont. The women believe the nursing programs at WSC is personable and allows them one-on-one interaction with top-notch instructors. This program has a good reputation, Seitz said, adding that she already worked as an LPN in Sidney but wanted to enroll at WSC because the environment and the staff are so inviting. Students gain clinical experience by interacting with patients, improving technical skills, learning basic assessment skills and wound care. Students also work with Advance Life Support Patient Simulatorsrealistic interactive training manikins for simulating a wide range of skills in medical emergencies including CPR, ACLS, NBC, trauma, bleeding control and first aid. [The simulators] are essential for us to get in line with what other nursing programs are providing, Lesmeister said. The WSC Foundation helped to fund the simulators. We have adequate and top-of-the-line resources for student simulation. Lesmeister earned her master of science in nursing education at Walden University. She worked at the Mercy Medical Center in the obstetrics unit and enjoyed working labor and delivery and in the nursery. She is now responsible for providing leadership to nursing faculty, and is accountable for managing and the administration, planning, implementation and evaluation of the Dakota Nursing Program at WSCs sites in Williston, Minot and Fort Berthold/New Town.
For the original version visit http://www.willistonherald.com/news/nursing-programs-at-wsc-move-forward/article_0d52fb7a-aac7-11e3-b261-0019bb2963f4.html










Nearly 60 years ago, Lenburg began her career as a staff nurse at University Hospitals of Cleveland before transitioning into nursing education and research. Today, she advises nurse administrators, educators and other healthcare professionals in the United States and abroad on developing innovative outcomes and competency-based education programs through her Tennessee-based consulting firm, Creative Learning & Assessment Systems (CLAS). Her groundbreaking work began in the early 1970s during her tenure with the research division of the National League for Nursing (NLN). She conducted ongoing national surveys and coordinated the National Open Curriculum Study of mobility opportunities in all NLN-accredited schools, creating the first "Directory of Career Mobility Opportunities in Nursing Education." She was selected as the founding coordinator of the nursing program at Regents College of The University of the State of New York, Albany, nursing professor position now called Excelsior College. As the world's first self-directed, external nursing degree, the highly controversial program introduced a distance learning model that completely transformed nursing education. For 17 years, until 1991, Lenburg oversaw the development, implementation and evaluation of the Regents College program, leading to radical changes in how the art and science of nursing was taught, learned, assessed and practiced. Her efforts resulted in the creation of the initial national network of eight regional clinical performance assessment centers in six states and an intensive training program for hundreds of clinical examiners. As a result, thousands of nurses who graduated from diploma and associate degree programs from across the country could earn bachelor's degrees closer to home. In 1990-93, she initiated collaboration among Regents, King Faisal Hospital in Saudi Arabia and nine other educational agencies that resulted in the creation of the Center for Distance Learning at King Faisal, making it possible for nurses from throughout the world who worked there to earn a BSN from Regents College. Her landmark Competency Outcomes and Performance Assessment (COPA) Model provides a structured framework designed to organize learning and performance evaluation focused on outcomes and the core competencies required in practice. Lenburg is a diploma graduate of Norfolk General Hospital School of Nursing, Norfolk, Va., and earned a BSN and MSN from Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland. In 1968, she was among the first cohort accepted into the new nurse scientist program at Teachers College, Columbia University, New York, where she earned master's and doctoral degrees with dual majors in education research and sociology.
For the original version visit http://www.news-medical.net/news/20140314/Pioneer-in-nursing-education-receives-GE-Healthcare-AACN-Pioneering-Spirit-Award.aspx



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15 Mar 2014

Nurse Numbers, Education Linked To Patient Death Rate








Allen Finkelstein: Nurse practitioners, advance your education






Their study used medical data on more than 422,000 patients over the age of 50 that had been collected between 2007 and 2009 as part of RN4CAST, an effort funded by the European Commission to gather information about the nursing workforce from 488 hospitals in 12 European countries. Aiken's team focused on 300 hospitals in nine European countries, including Ireland, Norway, Spain and Switzerland. The patients there had undergone common surgeries, such as an appendectomy, knee replacement surgery or gallbladder removal, which are not linked to a high risk of death but still require a stay in the hospital afterwards. The research team also took into account the patients' preexisting health problems, including HIV or AIDS, kidney disease and cancer. Surveys of more than 26,000 nurses working in the hospitals included in the study were also part of RN4CAST, and measured the professional nurses' education levels, along with the usual number of patients each nurse was expected to take care of during his or her shift. "This study was the first to examine nursing workforce data across multiple nations in Europe and was unique in that it assessed actual clinical outcomes, rather than patient- or nurse-reported outcomes," Patricia Grady, director of the National Institute of Nursing Research, wrote in an email to Reuters Health. The Institute is part of the U.S. National Institutes of Health and was one of the funding sources for the study. Worldwide, there are multiple routes to becoming a nurse; for example, some include first obtaining a bachelors degree, whereas others require much less schooling - the equivalent of completing only part of high school - followed by a nursing degree. The difference in patient deaths between nurses with and without a bachelors degree likely stems from the nurses' abilities to think critically and discuss patient care freely with other hospital staff, such as physicians, Aiken said. "Nurses with a college degree are more likely to command respect, to act confidently and to be able to negotiate," Aiken said. The results are particularly relevant as hospitals and policymakers look to decrease costs - sometimes by cutting nursing staff.
For the original version visit http://www.reuters.com/article/2014/03/07/us-nurse-death-idUSBREA2613120140307










Despite nurse practitioners having less intense medical training than physician assistants and merely a fraction of the training of physicians, legislators tout this to be a necessary move to improve access to health care in Florida. Sadly, a misguided ER physician Rep. Cary Pigman, R-Avon Park is leading the way. I have worked with both nurse practitioners (NPs) and physician assistants (PAs) who I would put up against some family physicians with regard to competence, bedside manner and general knowledge. While both needed years of practical experience of supervising physician education and guidance before they reached that level, the NPs had far less in didactic training than the PAs. It is high time for the nurse practitioner organization to put its money where its mouth is and agree to be included under the umbrella of the appropriate department of professional regulations, the Florida Board of Medicine as opposed to the Board of Nursing under who they are currently regulated). We are talking about the independent practice of medicine here, aren't we? NPs, if you want to upgrade your status, upgrade your education. Instead of buying a new degree from Rep. Cary Pigman and his campaign money-hungry colleagues, earn it by improving your training. Otherwise, we are setting a dangerous precedent pay your favorite, greedy legislator and he'll introduce a bill to his colleagues to promote any professional to a more advanced level. If you're a plumber, you can pay Dr. Pigman or your favorite legislator enough campaign money and he'll turn you into an independent medical provider. It's so much easier than spending all that time and aggravation obtaining legitimate training. We've already diluted the standards for Florida's education system and our justice system. Why not ask our legislators to do the same to dilute the quality of our medical care as well. Allen Finkelstein is doctor of osteopathy from Semimole.
For the original version visit http://articles.sun-sentinel.com/2014-03-07/news/fl-viewpoint-nurse-practitioner-20140307_1_nurse-practitioners-education-system-physician-assistants



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14 Mar 2014

Analytics Improves Nurses? Learning Outcomes











Students and practicing nurses can monitor their progress against other learners while monitoring timelines and benchmarks. Learning analytics can also predict which learners need more support and attention from instructors and trainers, who increasingly rely on analytics technology to enhance or create courses and modules based on learner feedback. Learning analytics varies from data mining, which uses data to perform assessments and personalize learning. However, both learning analytics and data mining are plagued by similar problems. Like other learners, nurses question the risks of sharing data with employers, colleagues and educators. Others wonder about overreliance on software rather than human judgment to make learning decisions. And still others question the merit of evaluations based exclusively on correct or incorrect answers and not the process of problem solving. Despite these barriers, learning analytics has made inroads in creating highly personalized education opportunities for nurses and other professionals. Platforms like no-cost Always Prepped aggregate and analyze the most important aspects of a learner's performance on a single dashboard. Instructors can send learners real -time report cards with a single click, while integrating accounts from other sites. Kno turns textbooks into interactive learning experiences by adding links, multimedia, flashcards and quizzes. Equally important, the textbook advises learners on how much they understand content and compares their performance to others. Kno already offers multiple learning texts on nursing. Learners can purchase Nursing Now for about $32 or rent it for a year for $16. Within the book, learners can engage in advanced search engage in advanced search of chapters and notes, create journal entries, generate flashcards of terms and definitions, and access 3-D images, and track study habits, engagement and progress in the textbook. Billed as "an engagement, assessment and classroom intelligence system," Learning Catalytics allows faculty members and trainers to assess learners in real time through open-ended or critical thinking questions, which learners can address with numerical, textual or graphical responses. Faculty members and trainers can pinpoint areas that need further explanation and group learners for follow-up discussion and problem solving. They can also author questions on their own or collaborate with faculty who share question ratings and comments. Technologies like Knewton deliver a platform that personalizes learning content developed by others. Faculty and trainers get feedback on what learners know at a specific percentile of proficiency.
For the original version visit http://community.advanceweb.com/redirect.aspx?aid=bp&id=85700



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12 Mar 2014

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