The document discusses the new standards for registered nurses in the UK called the Future Nurse standards. It notes several societal changes that will increase demand for expert nursing care and leadership. The new standards are intended to equip registered nurses to meet these changing needs by demonstrating advanced skills and clinical leadership. Implementing the standards provides an opportunity to recalibrate and promote the nursing profession. However, it also presents challenges in ensuring current nurses are supported to meet the new standards through development and resources. Strong nursing leadership is needed to leverage the case for obtaining necessary workforce investments and infrastructure to support both current and future nurses.
The theory of holistic review is easy enough to grasp - but how do you put it into practice? This presentation digs into the nuts and bolts of holistic review implementation, using the AAMC's experience as a foundation.
Nursing workforce diversity updates and anticipated trendsJulia Michaels
Presentation by Dr. Shanita D. Williams, PhD, MPH, APRN, Chief, Nursing Education and Practice Branch, Division of Nursing and Public Health, Bureau of Health Workforce, HRSA
This presentation explores why a diverse nursing workforce is important for the delivery of quality, patient-centered care, and provides an introduction to the concept of holistic review in admissions. The presentation is intended to prepare nursing deans for participation in a holistic review in nursing workshop provided by AACN.
The theory of holistic review is easy enough to grasp - but how do you put it into practice? This presentation digs into the nuts and bolts of holistic review implementation, using the AAMC's experience as a foundation.
Nursing workforce diversity updates and anticipated trendsJulia Michaels
Presentation by Dr. Shanita D. Williams, PhD, MPH, APRN, Chief, Nursing Education and Practice Branch, Division of Nursing and Public Health, Bureau of Health Workforce, HRSA
This presentation explores why a diverse nursing workforce is important for the delivery of quality, patient-centered care, and provides an introduction to the concept of holistic review in admissions. The presentation is intended to prepare nursing deans for participation in a holistic review in nursing workshop provided by AACN.
Continuous Workforce Development: The Next Rung on the Medical Assistant Care...nhanow
Communication among providers about a patient can be difficult without a central repository for patient data. Lack of information can lead to errors or omissions in treatment, resulting in readmissions to the hospital or long-term care facility. This presentation describes the types of patient information available through health information exchanges and show how increased access to patients’ clinical information fosters smoother transitions of care, especially in a post acute care setting.
The nature of reflection as demonstrated by Healthcare Science students as th...Laverty Jacqueline
My presentation will report the initial findings from a study aiming to explore in rich detail the nature of reflection on critical incidents as demonstrated by student Healthcare Science (Respiratory and Sleep Science) practitioners studying at a post 1992 University. The type of incident students choose to make critical together with the level and nature of reflection demonstrated within both written reports and peer discussion will be explored.
The Modernising Scientific Careers curriculum introduced by the Department of Health in 2010 requires Healthcare Science (HCS) students to produce reflective reports within a record of clinical competence. The HCS programme includes academic study and clinical work-based placements exposing students to professional practice providing opportunities to gain practical skills. Students are required to engage with reflection throughout their studies. Reflection considered as, ‘… taking our experiences as a starting point for learning … thinking about them in a purposeful way – using reflective processes ‘ (Jasper, 2003, p. 1). Any experience can become a topic for reflection as ‘critical incidents are produced by the way we look at a situation: a critical incident is an interpretation of the significance of an event.’ (Tripp, 2012, p. 8).
Students attending the institution within this study are required to regularly reflect on their experiences producing monthly written reflective reports for inclusion within their record of clinical competence, and participate in group discussions to introduce the concept of peer supported reflection. These naturalistically occurring reflective events are the subject of this investigation which forms part of a doctoral enquiry. There are small numbers of students within single cohorts of this specialised area of practice; the findings presented are from one cohort comprising three students.
A social constructivist approach was taken as individuals were considered to make sense of their experiences through construction of meanings. Thematic analysis using a constant comparative technique was used to determine the type of incident students considered, level of reflection determined using Kember, et al., (2008) and Johns (2010) framework was used to explore the nature of reflection demonstrated. The preliminary findings may be used to help inform the introduction of reflection to help facilitate the development of reflective skills, and could be transferable to other similar programmes involving work-based clinical professional practice.
Continuous Workforce Development: The Next Rung on the Medical Assistant Care...nhanow
Communication among providers about a patient can be difficult without a central repository for patient data. Lack of information can lead to errors or omissions in treatment, resulting in readmissions to the hospital or long-term care facility. This presentation describes the types of patient information available through health information exchanges and show how increased access to patients’ clinical information fosters smoother transitions of care, especially in a post acute care setting.
The nature of reflection as demonstrated by Healthcare Science students as th...Laverty Jacqueline
My presentation will report the initial findings from a study aiming to explore in rich detail the nature of reflection on critical incidents as demonstrated by student Healthcare Science (Respiratory and Sleep Science) practitioners studying at a post 1992 University. The type of incident students choose to make critical together with the level and nature of reflection demonstrated within both written reports and peer discussion will be explored.
The Modernising Scientific Careers curriculum introduced by the Department of Health in 2010 requires Healthcare Science (HCS) students to produce reflective reports within a record of clinical competence. The HCS programme includes academic study and clinical work-based placements exposing students to professional practice providing opportunities to gain practical skills. Students are required to engage with reflection throughout their studies. Reflection considered as, ‘… taking our experiences as a starting point for learning … thinking about them in a purposeful way – using reflective processes ‘ (Jasper, 2003, p. 1). Any experience can become a topic for reflection as ‘critical incidents are produced by the way we look at a situation: a critical incident is an interpretation of the significance of an event.’ (Tripp, 2012, p. 8).
Students attending the institution within this study are required to regularly reflect on their experiences producing monthly written reflective reports for inclusion within their record of clinical competence, and participate in group discussions to introduce the concept of peer supported reflection. These naturalistically occurring reflective events are the subject of this investigation which forms part of a doctoral enquiry. There are small numbers of students within single cohorts of this specialised area of practice; the findings presented are from one cohort comprising three students.
A social constructivist approach was taken as individuals were considered to make sense of their experiences through construction of meanings. Thematic analysis using a constant comparative technique was used to determine the type of incident students considered, level of reflection determined using Kember, et al., (2008) and Johns (2010) framework was used to explore the nature of reflection demonstrated. The preliminary findings may be used to help inform the introduction of reflection to help facilitate the development of reflective skills, and could be transferable to other similar programmes involving work-based clinical professional practice.
The challenges faced by nursing administrators are many and varies. An overview of such challenges will be helpful in working towards the managerial solutions.
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
2021-2022 NTTAP Webinar: Building the Case for Implementing Postgraduate NP R...CHC Connecticut
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Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
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Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
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Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
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The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
1. THE FUTURE
NURSE
STANDARDS
GRASPING THE NETTLE
Meeting Future Needs for
Expert Nursing Care and
Professional Leadership:
Opportunity and Challenge
Professor Dame Jill Macleod Clark
Chair, Future Nurse Oversight Board
Emeritus Professor, University of Southampton
2. Future Nurse: An Ambitious Response to Changing Need
• ageing population
• increased complexity of care needs
• technology juggernaut
• influence of Dr Me/Google
• challenging long term conditions
• self care requirements
• inequitable access to services
• epidemic of lifestyle related morbidity
= inevitable increase in demand for expert nursing care and leadership
3. Future Nurse: Raising Benchmarks and Shifting Focus
Future Registered Nurses must therefore be equipped to:
• demonstrate high level knowledge and skills and decision making
• act as role models for expert, evidence based nursing care
• provide accountable clinical nursing leadership
• advocate high quality, safe and compassionate care
• respond to mental, physical and cognitive care needs
• work across places of care and health/social care boundaries
• demonstrate political awareness and acumen
4. Future Nurse: Ambition provides Opportunity
The New Standards are in the Public Interest:
• define the essence of registered nursing practice
• offer transparency, focus and absence of ambiguity
• reflect proficiency at point of registration
• provide solid foundations for higher levels of practice
• acknowledge the requirement for post-registration development
• encourage new approaches to practice learning and skills acquisition
5. Future Nurse Opportunity 1: Recalibrating the Profession
Generate professional pride and confidence in the INDISPENSABLE role
of the registered nurse – without RN’s the system would collapse:
• pivot and hub of safe and effective nursing care
• leader and supporter of formal and informal nursing team members
• advocate for safe, high quality care
• autonomous practitioner – clinical assessment, intervention and Rx
• supervisor and assessor of students and nursing associates
• equipped to respond to predicted changes in care delivery -LTP and
the need for affordable and sustainable health care services
6. Recalibrating the Profession: Challenges
The fact that FN standards are designed to prepare students for the
rigours of being a modern registered nurse has implications for every
current practising nurse
• understand the new standards and recalibrate own practice
• demonstrate the new proficiencies in all aspects relevant to own area
of practice
• supervise and support future students and unregistered staff
= be personally prepared for the rigours of modern RN practice
7. Future Nurse Opportunity 2: Creating Leverage
The New Standards provide an unarguable case for resources and
infrastructure to:
• deliver essential development and upskilling to existing RN’s
• support clinical leadership development
• transition current student nurses
• develop robust post-graduate advanced practice benchmarks
• introduce cohesive, benchmarked clinical career pathways
• exploit an attractive hook for recruiting students into a career defined
by leadership at every level
8. Exercising Leverage: THE Leadership Challenge
Having confidence in the unarguable case for securing a large, stable
and motivated RN workforce and a robust pipeline of new graduates
requires:
• stepping up at a time of overstretched resource and RN shortages
• motivating and retaining existing registered nurses
• demonstrating professional solidarity and cohesion
• believing in the argument that skilled RN’s are the key to sustainable
health care delivery in the future
• turning anxiety and stress into excitement
9. Grasping the Nettle: It’s Now or Never
Some evidence based policy messages to strengthen leverage:
• effective nursing care and improved health outcomes pivot around the RN role
• without RN stewardship, nursing care deteriorates
• recruitment of more students and nursing associates not possible without enough RN’s
• RETENTION and motivation of current RN’s dependant on personal development resource and
recognition
• supervision, support and RETENTION of future students dependant on resource for developing
skills and knowledge of existing RN’s
• LTP ambitions cannot be delivered without growing the RN workforce and developing skills and
knowledge of existing RN’s in order to ‘maximise their contribution’
• FN standards are here to stay and require recalibration of the registered nurse workforce
The previous failure to invest in the continuing development of RN’s is a public scandal and is
coming back to bite
10. GRASPING THE NETTLE: GROWING POLITICAL MUSCLE
BELIEVE IN THE CAUSE AND THE MESSAGES – PROTECTING THE PUBLIC’S NEED FOR
HIGHLY SKILLED, MOTIVATED REGISTERED NURSES -
• Avoid wasting energy on the negatives – challenge energy into fight and determination
to win the case to protect public interest
• Create a strong storyline about the case for resources and infrastructure which all senior
nurse leaders sign up to and use to leverage local and national workforce and education
funding
• Stick together in order to punch above your weight when lobbying DHSC, ministers, lords
and ladies, local workforce boards etc etc
• Get your own staff behind you and influence your boards
• Gain the support of the public and MP’s to strengthen the case locally and nationally
• Stick together in order to punch above your weight
• Resort to the railings if need be!