Facing the challenges of today’s workplace discusses the realities nurses face and strategies to overcome challenges. It outlines Benner's levels of nursing competence from novice to expert. Nurses may experience reality shock when they realize their education did not fully prepare them for practice. Over time, nurses can experience burnout due to chronic stress, which causes physical and psychological symptoms. Workplace safety hazards include inadequate staffing, infections, hazardous chemicals, and ergonomic issues. Discrimination and harassment such as racial discrimination, sexual harassment, disruptive behaviors, and violence remain problems nurses face.
The retarded development of nursing and nursing profession seems to be mainly due to the fact that no serious thought has been given to this discipline.
The retarded development of nursing and nursing profession seems to be mainly due to the fact that no serious thought has been given to this discipline.
New graduate nurses experience a significant "reality shock" as they transition from the student to professional role. Awareness of potential issues and development of preventative self-care strategies helps ensure a good foundation for life-long career satisfaction. This presentation explores common first-year practice struggles and provides methods to cope with stressors.
Presentation 10 displays the professional ways to act, react, and remain professional above all else. Nurses have once again been voted as the "most honest and trusting" profession. And this is how you do it...
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
Mental Health Nursing
Psychiatric Nursing
Dr. Rahul Sharma
Associate Professor
H.O.D. of Mental Health Nursing
Ph. D Coordinator
Seedling School of Nursing,
Jaipur National University, Jaipur
New graduate nurses experience a significant "reality shock" as they transition from the student to professional role. Awareness of potential issues and development of preventative self-care strategies helps ensure a good foundation for life-long career satisfaction. This presentation explores common first-year practice struggles and provides methods to cope with stressors.
Presentation 10 displays the professional ways to act, react, and remain professional above all else. Nurses have once again been voted as the "most honest and trusting" profession. And this is how you do it...
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
Mental Health Nursing
Psychiatric Nursing
Dr. Rahul Sharma
Associate Professor
H.O.D. of Mental Health Nursing
Ph. D Coordinator
Seedling School of Nursing,
Jaipur National University, Jaipur
Write an answer to this and use at leat one reference but not the sa.docxbriankimberly26463
Write an answer to this and use at leat one reference but not the same that appear here.
1. Describe the organizational characteristics of the facility in which you currently have a clinical assignment. Include the following:
a. Type of organization: Rehabilitation center
b. Overall climate of the facility: Quality service, organized and friendly staff, optimum medical equipment.
c. How the organization is structured: This center is a structure in a traditional hierarchical structure, the employee is ranked from the top to the bottom. From the nurse manager of the medical director, nurse manager, nurses, and nurse assistant.
d. Formal and informal goals and processes of the organization:
Formal: Every nurse will provide to their patients with excellent health care.
Informal: Their pre-fill some patient records the day of admission with information that never changes diagnostic and procedures.
2. Why is the work climate of an organization important to nursing leaders and managers?
Healthy work environments have both direct and indirect impacts on patient safety. Healthy work environments have been linked to increased nurse, leader, manager, and health care worker retention, recruitment, job satisfaction and have decreased stress and burnout, which subsequently leads to safer patient practices. A healthy work environment is a productive and collaborative setting in which nurses and other health care workers are free from physical and psychosocial harm while maximizing their ability to provide safe, quality care, along with meeting personal needs and with the empowerment to promote a satisfying work experience. Work environments that are negative, demoralizing, and have unsafe work conditions are deemed “unhealthy” and have been correlated with unsafe patient practice, nursing shortages, nursing job dissatisfaction, and low productivity. The achievement of a healthy work environment is multifactorial and requires the support of the health care workers through an environment of positive communication and co-worker team efforts. Healthy work environments, guided by authentic leaders, produce superior outcomes for both staff nurses and patients.
3. What are the ways in which a nurse can enhance his or her expertise?
Steps that nurse can enhance their own competence:
Participate in interdisciplinary team conferences and patient-centered conferences on your units.
Attend continuing education offering to enhance your expertise.
Attend local regional and national conferences sponsored by relevant nursing and specialty organization.
Read journals and books in your specialty area.
Participate in nursing research projects related to your clinical specialty.
4. Explain “shared governance,” and describe how it can affect the power structure of a health-care organization.
In share governance, staff nurses are included in the highest levels of decision making within the nursing department through representation on various councils that gov.
Managing lateral violence and its impact on the team nurses and students finalgriehl
The effects of lateral violence can be catastrophic for students in preceptored relationships. We wanted to promote healthy learning workplaces, and support teaching and learning environments for quality learning outcomes - we delivered in-services on lateral violence to increase awareness and to support positive interactions between nurses and students, while addressing negative communication behaviours and lateral violence.
What Is the Significance of Professionalism in Nursing DavidWayne30
Professionalism in nursing entails the act of imparting high-quality care. It also reflects honoring the values of advocacy, respect, and responsibility.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
6. Reality shock
Effects:
• Feeling of
depression
• Anger toward the
system
• Leave nursing
altogether
• Searching for
perfect place to
practice perfect
nursing as it was
learned
Causes:
• Education program
did not adequately
prepared for what
expected
• Less experience
• No time to provide
same time of care
you gave as student
9. Burnout
• Form of chronic stress related to one’s job.
• Can occur to individuals in any occupation.
• This problem arises after you have been in
practice for a period of time.
• Can identified by feeling of hopelessness,
powerlessness and ↓ ability to function.
• Occur more frequently in nurses who work
stressful areas of nursing.
10. Symptoms Of Burnout
• Include both physical changes and psychological
distress.
• Exhaustion, fatigue, frequent colds, headache,
backache, insomnia.
• General disinterest In the job and dreading going
to work.
• There may be changes in disposition.
• experience ↓ ability to solve problems and make
decisions.
• Feeling of guilt, anger, depression.
11. Causes Of Burnout
• Nurses believe they are responsible for all
people, as the responsibilities↑, the stress
level↑.
• Practicing nursing in areas that have high
mortality rates.
• Inadequately staffed instituations.
12. Preventing And Managing Burnout
• Paying attention to your physical health is
important preventive measure.
• Not to subject yourself to excessive changes
over short periods of time.
• Avoid carrying the stress of the workplace into
your private life.
• Rotating out of high stress area when you first
identify that you are beginning to burnout.
• Focus on positive aspects of nursing.
13. • Institution-wide stress-reduction effort.
• Employers can offer resources to prevent and
manage burnout, having adequate staff and
support for taking days off and vacation time.
• It helpful to have counselor available for nurses to
be someone how understands and assist the
nurses in coping with stress.
• Establishing group discussions to share feelings.
• Giving nurses more control over their own
practice: Flexible scheduling, volunteering for
specific assignments and participating in
committees that determine policies and
procedures.
15. Workplace safety and health for nursing
• Same hospital employ an occupational
health nurse to examine the working
environment and use employment practices
to promote health and safety on the job.
• Personal awareness and commitment to
change by each nurse in essential to
correcting occupational hazards.
16. 1. Nursing staffing levels
• Inadequate staffing contributes to burnout
and increase rate of error.
• Higher proportion of hours of registered
nursing care per day are available , there are
positive patient outcomes and cost-savings to
the system.
17. 2. Infection as an occupational hazard
• The presence of resistant organisms cause
extra concern and make treatment difficult.
• The hidden danger for the nurse lies with the
patient who have not been diagnosed as
having an infection.
18. • Employer action toward preventing blood-
born diseases :
1. Provision sharps containers.
2. Provision of gloves and protective eyewear.
• More attention is now being given to
designing needles and other sharp device in
way that prevent needle stick injures.
• It’s your responsibility to use the very best
techniques for self-protection , including
diligent attention to hand hygiene .
19. 3. Hazardous chemical agents
• Nurses who work in sittings where such agents
prepared and administered should seek
additional education.
• Employers maintain a list of chemicals used in
work environment, along with their effects
and appropriate treatment if individual
accidental exposed to them.
20. 4. Ergonomic hazards in the workplace
• Ergonomic : the science of fitting a take to
one’s physical characteristics in order to
enhance safety, efficiency, and well-being.
• Some institutions provide instruction in lifting
, transfer, posture ,body mechanics and other
back-saving strategies to help prevent
musculoskeletal stress and injury.
21. • ANA emphasized that no safe way to lift and
transfer dependent patient. So, they advocate
a “no lift policy”
• Who at long periods computer work stations
are subject to back, neck, wrist and hand
strain.
23. Worker compensation
If the people believe that they have a work-related injury
or illness, follow the policy and procedures prescribed by
their facility or by state regulation. This includes reporting
the injury as soon as possible after it happens. In most
institutions, this is done on an incident report or quality
assurance report. A common error is to delay reporting in
the belief that you should report something only if you
know it will be serious or require medical care. By the
time it may be much more difficult to prove that the
problem was work related.
Employers may seek to have worker compensation claims
disallowed to limit their financial liability.
24. Discrimination in Nursing
Discrimination: relates to treating others differently
based on stereotype about groups of people.
Discrimination may occur regarding racial or ethnic
background , gender or sex, sexual orientation and age.
Racial/ Ethnic Discrimination: remain problems in society
as a whole , and unfortunately healthcare systems are not
immune to these problems. Although there are
indications that nurses have moved into greater
acceptance of all individuals in advance of some other
portions of society, concerns about discrimination
remain.
25. Con…
Discrimination Against Men: Men in nursing also have expressed concern
about discrimination. Their concern is related to being allowed to practice in
all area of nursing and being accepted within the profession.
Sexual harassment , disruptive behavior ,and violence are often discussed
together because they may be rooted in the same issues of the abuse of
power.
Sexual Harassment: is grouped into two sets of behavior. The first is the
creation of a hostile work environment through behavior of a sexual nature.
This type of sexual harassment may take the form of comments about an
individual body, persistent unwanted attempts to initiate a personal
relationship , the ongoing use of suggestive or obscene language, unwanted
touching, or direct sexual advances. Another type of sexual harassment is
called quid proquo. This involves the explicit offer of job-related benefits
(working conditions, salary, or even simply the benefit of remaining
employed) in return for sexual favors.
26. Con..
Disruptive Behavior: which includes incivility , verbal abuse ,
and bullying may occur in any setting. In effort to increase
retention of nurses, hospital have begun asking why nurses
leave specific hospitals and nursing altogether. The most
frequently type of disruptive behavior was verbal abuse such
as yelling or raised voices, disrespect , berating colleagues,
berating patients, and use of abusive language. Nonverbal
behaviors such as eye-rolling, giving a cold shoulder,
instituting the silent treatment.
Violence in the workplace: most nursing students think of
hospitals as places where victims of violence are
helped.Rarely do they think of themselves as potential victims
of violence in their own workplace.
To get more information please referred to pages 519-526