The Direct Entry-Hybrid Nursing Program at Northeastern University prepares students with bachelor's degrees in other fields to become registered nurses. The program consists of online theory classes, skills lab practice on campus, and clinical placements in hospitals. Students complete a BSN in 16 months of full-time study and can then finish an MS part-time while working as an RN. The hybrid format combines online and in-person learning, including skills labs on campus and clinical placements within 50 miles of Boston.
Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residen...CHC Connecticut
This webinar presented by the Community Health Center, Inc. discussed measuring outcomes of postgraduate nurse practitioner and clinical psychology residency programs through research and evaluation. The webinar covered tools used to evaluate existing residency programs, how qualitative measures have helped shape programs, and outcomes of CHC's postgraduate residency program. Residents experienced a transformation during the residency and exited competent and confident, with many retained at CHC long-term. The webinar provided an opportunity for discussion and reminded participants about signing up for future webinars.
Precepting, Supervision, Leadership, Logistics: What are the Staff Roles in a...CHC Connecticut
Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residencies- Precepting, Supervision, Leadership, Logistics: What are the Staff Roles in a Postgraduate Residency Program?
This webinar discussed the roles and responsibilities of preceptors and supervisors in ensuring the success of postgraduate residency programs. Criteria for preceptors and supervisors as well as on-the-ground staff roles were discussed. Current preceptors and supervisors were featured and spoke about their experiences.
This webinar took place March 23, 2016 3:00 PM ET
Accreditation for Postgraduate Residency Programs (Nurse Practitioner and Cli...CHC Connecticut
This webinar explored the accreditation process for postgraduate residency programs within health centers. Avenues for accreditation were discussed specifically for postgraduate nurse practitioner and psychology residency programs. Speakers discussed their experiences in the accreditation process.
The webinar was presented April 27, 2016 3:00 PM Eastern Time as part of the CHC Clinical Workforce Development National Cooperative Agreement.
This is the first webinar in the "Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residencies " track of CHC's Clinical Workforce Development National Cooperative Agreement
Health Professions Students in FQHCs: How to Make it Work for the StudentsCHC Connecticut
In this webinar, we described how to maximize the student training experience at the FQHC. Presenters discussed the need to assess student’s interest and experience with the underserved prior to placement. Additional focus was placed on best practices to mentor and evaluate the student and to develop a peer learning environment for both students and trainers. Participants were guided through the successes and challenges of maximizing the student experience by highlighting sample model programs.
This webinar took place April 12, 2016 at 3:00 PM Eastern Time.
The Community Health Center, Inc. and its Weitzman Institute will provide education, information, and training to interested health centers through national webinars and learning collaboratives focused on advancing team-based care, post-graduate residency programs, and health professions students training in Federally Qualified Health Centers. The Community Health Center serves over 145,000 patients across 203 delivery sites, with a founding year of 1972. It has three foundational pillars: clinical excellence, research and development through its Weitzman Institute, and training the next generation of health professionals through various postgraduate training programs and student placements.
The Direct Entry-Hybrid Nursing Program at Northeastern University prepares students with bachelor's degrees in other fields to become registered nurses. The program consists of online theory classes, skills lab practice on campus, and clinical placements in hospitals. Students complete a BSN in 16 months of full-time study and can then finish an MS part-time while working as an RN. The hybrid format combines online and in-person learning, including skills labs on campus and clinical placements within 50 miles of Boston.
Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residen...CHC Connecticut
This webinar presented by the Community Health Center, Inc. discussed measuring outcomes of postgraduate nurse practitioner and clinical psychology residency programs through research and evaluation. The webinar covered tools used to evaluate existing residency programs, how qualitative measures have helped shape programs, and outcomes of CHC's postgraduate residency program. Residents experienced a transformation during the residency and exited competent and confident, with many retained at CHC long-term. The webinar provided an opportunity for discussion and reminded participants about signing up for future webinars.
Precepting, Supervision, Leadership, Logistics: What are the Staff Roles in a...CHC Connecticut
Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residencies- Precepting, Supervision, Leadership, Logistics: What are the Staff Roles in a Postgraduate Residency Program?
This webinar discussed the roles and responsibilities of preceptors and supervisors in ensuring the success of postgraduate residency programs. Criteria for preceptors and supervisors as well as on-the-ground staff roles were discussed. Current preceptors and supervisors were featured and spoke about their experiences.
This webinar took place March 23, 2016 3:00 PM ET
Accreditation for Postgraduate Residency Programs (Nurse Practitioner and Cli...CHC Connecticut
This webinar explored the accreditation process for postgraduate residency programs within health centers. Avenues for accreditation were discussed specifically for postgraduate nurse practitioner and psychology residency programs. Speakers discussed their experiences in the accreditation process.
The webinar was presented April 27, 2016 3:00 PM Eastern Time as part of the CHC Clinical Workforce Development National Cooperative Agreement.
This is the first webinar in the "Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residencies " track of CHC's Clinical Workforce Development National Cooperative Agreement
Health Professions Students in FQHCs: How to Make it Work for the StudentsCHC Connecticut
In this webinar, we described how to maximize the student training experience at the FQHC. Presenters discussed the need to assess student’s interest and experience with the underserved prior to placement. Additional focus was placed on best practices to mentor and evaluate the student and to develop a peer learning environment for both students and trainers. Participants were guided through the successes and challenges of maximizing the student experience by highlighting sample model programs.
This webinar took place April 12, 2016 at 3:00 PM Eastern Time.
The Community Health Center, Inc. and its Weitzman Institute will provide education, information, and training to interested health centers through national webinars and learning collaboratives focused on advancing team-based care, post-graduate residency programs, and health professions students training in Federally Qualified Health Centers. The Community Health Center serves over 145,000 patients across 203 delivery sites, with a founding year of 1972. It has three foundational pillars: clinical excellence, research and development through its Weitzman Institute, and training the next generation of health professionals through various postgraduate training programs and student placements.
Documenting your educational efforts: What we wish we had knowntatetomika
This document provides guidance for faculty on documenting their educational efforts for promotion and tenure. It outlines key steps, including knowing your track and time distribution, reading promotion and tenure guidelines, and documenting activities.
It discusses documenting different types of teaching (e.g. lectures, workshops), learners taught, and locations. Key elements to document include content, teaching processes, and outcomes. Examples are provided for documenting various teaching activities, curriculum development, mentoring, and educational scholarship. Overall, the document aims to help faculty systematically capture and communicate their educational efforts and impacts.
Team-Based Care 101 for Health Professions Students CHC Connecticut
This webinar provided an overview of team-based care for health professions students. Speakers from Community Health Center, Inc. and the National Nurse-Led Care Consortium discussed key components of effective teams, including clear roles and communication. Specific tools for communication, such as SBAR and huddles, were reviewed. The webinar aimed to describe high-performing teams, effective communication strategies, and how to optimize team roles.
How to Navigate the Residency Selection Processfnuthalapaty
The final gauntlet in the medical school experience is selection of a residency. Many students go through this process inadequately prepared due to limited advising or misinformation from both faculty and fellow students. This presentation is designed to provide students with a framework for how to approach the residency selection process and highlights specific resources that can be used in improving the quality of student decision-making.
From Affiliation to Action: Proven Strategies to Make it Easier to Host Healt...CHC Connecticut
These slides are associated with the Webinar held on June 28 | 4:00PM EST : From Affiliation to Action: Proven Strategies to Make it Easier to Host Health Professions Students
In this webinar clinical leadership will explore the elements of our enhanced teaching arrangements within the medical, behavioral health, nursing, and dental disciplines. Leadership from Area Health Education Center (AHEC) will share how the program supports community-based interdisciplinary training programs, and the resources available to health centers through their local AHEC on creating strategic partnerships with academic programs. We will present our best practices for initiating agreements and developing health profession student training at your health center.
How to Navigate the Residency Selection Processfnuthalapaty
This document provides guidance on navigating the residency selection process. It discusses factors that were important to applicants and programs in the 1980s-1990s such as geographic location, training experiences, and house staff satisfaction. More recent factors emphasized by applicants include fit with the program, resident satisfaction, and work-life balance. Programs now emphasize USMLE scores, letters of recommendation, and the residency interview. The document outlines the application timeline and provides tips for the various application components, including gathering data on specialties, writing a strong personal statement and letters of recommendation, effectively scheduling interviews, and determining an appropriate rank list.
Documenting Your Leadership/Administration Efforts In a Way that Countstatetomika
Learn more about documenting your leadership and administration efforts with Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
Nurse anesthetists work in hospitals, surgical centers, and doctors' offices to check patients' vital signs, explain anesthesia, and monitor patients during procedures using various anesthetics and equipment. They ensure patients' blood pressure, pulse, breathing, and skin color remain normal. While some nurses work part-time, those in hospitals and surgical centers often work full-time daytime hours. Nurse anesthetists require a minimum of a 4-year BSN degree but a graduate degree is recommended. Their annual salary ranges from $122,000 to $165,000 and job growth is projected to be higher than average at 2.2% per year through 2030.
Global Health Education—Global Health Programs: Sigrid HahnUWGlobalHealth
An Integrated Global Health Training Program at the Mt. Sinai School of Medicine, Mt. Sinai in Public Health Program, and Mt. Sinai Center
Sigrid Hahn, Mt. Sinai School of Medicine
This document discusses documenting leadership and administration efforts for junior faculty promotion and tenure. It notes that typical activities expected include committee participation at the department, college and university levels, work on significant local, regional or national committees, leadership in teaching programs, editorial boards, study sections, advocacy, and leadership roles in departments or hospitals. The document provides examples of leadership opportunities at the institution, such as leading with purpose institutes, work with the IRB, population health, medical humanities and bioethics, and interprofessional education.
Use of the SHALL online toolkit for impact assessment: TEWV LIS’s impact studyCatherine Ebenezer
1) The document summarizes a study conducted by TEWV LIS to assess the impact of library services on patient care and learning using the SHALL online toolkit.
2) The methodology involved distributing surveys to registered library members and past search customers, conducting interviews, and analyzing responses using SurveyMonkey. The response rate was highest from nurses but lower from doctors.
3) Emerging themes from interview data found that library resources and services were appreciated but that staffing levels and hours were a limitation. The impact study helped raise awareness of library services and supported new initiatives in faculty development and clinical librarianship.
This document provides a summary of the State of the School of Medicine address given on January 28, 2015. It begins with remembering colleagues who passed away in 2014. It then acknowledges UAB and SOM leadership. The summary highlights accomplishments in 2014 including leadership recruitment, medical education enhancements, and research funding increases. Goals for 2015 include further leadership and faculty recruitment. Overall student and residency numbers increased with program expansions at regional campuses.
The DEW clinic provides an interprofessional learning environment for students to collaborate in educating and managing patients with type 2 diabetes. Students and faculty saw benefits to interprofessional collaboration, including a more comprehensive approach to care and exposure to various healthcare resources. All participants felt the clinic was valuable for applying classroom knowledge in a real-world setting. Recommendations to improve the student experience included integrating team tables with a maximum of three disciplines and enhancing training with visual demonstrations of clinic workflows.
Developing a Student Training Process: On-Boarding and Orientating to Your He...CHC Connecticut
This is from the first webinar in the 2017 NCA Clinical Workforce Development webinar series.
Presenters will summarize the 2016 Spring Health Professions Students in FQHCs webinar series and set the stage for the upcoming 2017 Spring webinar series. Participants will be guided through a framework of how health centers can develop an efficient on-boarding process to reduce the burden of health center staff, and orient students to address social determinants of health adversely affecting health center patients.
This document provides information about the promotion and tenure process at UAMS. It discusses the steps for approval, including reviews by departmental and university committees. The deadline to submit electronic promotion packets is September 30, 2019. The document reviews common problems like lack of documentation, inconsistent time and effort reporting, and poorly organized packets. It emphasizes preparing concise, well-organized documents that clearly show the candidate has met the criteria for their pathway. Overall, the summary provides faculty with guidance on navigating the promotion and tenure process to help ensure their success.
This document outlines an agenda for a training on the role of registered nurses in primary care settings. It discusses the chronic care model, which emphasizes coordinated care systems to better manage chronic conditions. It also reviews the American Academy of Ambulatory Care Nursing standards of practice, which define ambulatory nursing practice through six standards on the nursing process and ten on professional performance. The document emphasizes the importance of nurses in areas like care coordination, patient education, and provider support in primary care settings to improve outcomes for patients with chronic conditions.
This document discusses the importance of experiential and reflective learning for primary care physicians. It describes Kolb's experiential learning cycle and different levels of reflection. It also discusses portfolio-based learning and provides examples of content to include, such as learning logs, reflections on patient cases and educational events. The document provides guidance on identifying learning needs through methods like PUNs and DENs (patient unmet needs and doctor's educational needs), audits, and significant event analysis. Finally, it discusses how to develop a personal development plan to address identified learning needs through various learning activities and resources.
The Connection between Magnet Status, a BSN and the Nursing ShortageNortheasternNursing
Understand the connection between a hospital's magnet status, a baccalaureate education and the nursing shortage as it relates to the future of nursing.
The Direct Entry-Hybrid Nursing Program at Northeastern University prepares students with bachelor's degrees in other fields to become registered nurses. The program consists of online theory classes, skills lab practice on campus, and clinical placements in hospitals. Students complete a BSN in 16 months and can then finish an MS part-time while working as an RN. The hybrid program combines online and in-person learning, including skills labs on campus and clinical rotations at hospitals within 50 miles of Boston.
Documenting your educational efforts: What we wish we had knowntatetomika
This document provides guidance for faculty on documenting their educational efforts for promotion and tenure. It outlines key steps, including knowing your track and time distribution, reading promotion and tenure guidelines, and documenting activities.
It discusses documenting different types of teaching (e.g. lectures, workshops), learners taught, and locations. Key elements to document include content, teaching processes, and outcomes. Examples are provided for documenting various teaching activities, curriculum development, mentoring, and educational scholarship. Overall, the document aims to help faculty systematically capture and communicate their educational efforts and impacts.
Team-Based Care 101 for Health Professions Students CHC Connecticut
This webinar provided an overview of team-based care for health professions students. Speakers from Community Health Center, Inc. and the National Nurse-Led Care Consortium discussed key components of effective teams, including clear roles and communication. Specific tools for communication, such as SBAR and huddles, were reviewed. The webinar aimed to describe high-performing teams, effective communication strategies, and how to optimize team roles.
How to Navigate the Residency Selection Processfnuthalapaty
The final gauntlet in the medical school experience is selection of a residency. Many students go through this process inadequately prepared due to limited advising or misinformation from both faculty and fellow students. This presentation is designed to provide students with a framework for how to approach the residency selection process and highlights specific resources that can be used in improving the quality of student decision-making.
From Affiliation to Action: Proven Strategies to Make it Easier to Host Healt...CHC Connecticut
These slides are associated with the Webinar held on June 28 | 4:00PM EST : From Affiliation to Action: Proven Strategies to Make it Easier to Host Health Professions Students
In this webinar clinical leadership will explore the elements of our enhanced teaching arrangements within the medical, behavioral health, nursing, and dental disciplines. Leadership from Area Health Education Center (AHEC) will share how the program supports community-based interdisciplinary training programs, and the resources available to health centers through their local AHEC on creating strategic partnerships with academic programs. We will present our best practices for initiating agreements and developing health profession student training at your health center.
How to Navigate the Residency Selection Processfnuthalapaty
This document provides guidance on navigating the residency selection process. It discusses factors that were important to applicants and programs in the 1980s-1990s such as geographic location, training experiences, and house staff satisfaction. More recent factors emphasized by applicants include fit with the program, resident satisfaction, and work-life balance. Programs now emphasize USMLE scores, letters of recommendation, and the residency interview. The document outlines the application timeline and provides tips for the various application components, including gathering data on specialties, writing a strong personal statement and letters of recommendation, effectively scheduling interviews, and determining an appropriate rank list.
Documenting Your Leadership/Administration Efforts In a Way that Countstatetomika
Learn more about documenting your leadership and administration efforts with Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
Nurse anesthetists work in hospitals, surgical centers, and doctors' offices to check patients' vital signs, explain anesthesia, and monitor patients during procedures using various anesthetics and equipment. They ensure patients' blood pressure, pulse, breathing, and skin color remain normal. While some nurses work part-time, those in hospitals and surgical centers often work full-time daytime hours. Nurse anesthetists require a minimum of a 4-year BSN degree but a graduate degree is recommended. Their annual salary ranges from $122,000 to $165,000 and job growth is projected to be higher than average at 2.2% per year through 2030.
Global Health Education—Global Health Programs: Sigrid HahnUWGlobalHealth
An Integrated Global Health Training Program at the Mt. Sinai School of Medicine, Mt. Sinai in Public Health Program, and Mt. Sinai Center
Sigrid Hahn, Mt. Sinai School of Medicine
This document discusses documenting leadership and administration efforts for junior faculty promotion and tenure. It notes that typical activities expected include committee participation at the department, college and university levels, work on significant local, regional or national committees, leadership in teaching programs, editorial boards, study sections, advocacy, and leadership roles in departments or hospitals. The document provides examples of leadership opportunities at the institution, such as leading with purpose institutes, work with the IRB, population health, medical humanities and bioethics, and interprofessional education.
Use of the SHALL online toolkit for impact assessment: TEWV LIS’s impact studyCatherine Ebenezer
1) The document summarizes a study conducted by TEWV LIS to assess the impact of library services on patient care and learning using the SHALL online toolkit.
2) The methodology involved distributing surveys to registered library members and past search customers, conducting interviews, and analyzing responses using SurveyMonkey. The response rate was highest from nurses but lower from doctors.
3) Emerging themes from interview data found that library resources and services were appreciated but that staffing levels and hours were a limitation. The impact study helped raise awareness of library services and supported new initiatives in faculty development and clinical librarianship.
This document provides a summary of the State of the School of Medicine address given on January 28, 2015. It begins with remembering colleagues who passed away in 2014. It then acknowledges UAB and SOM leadership. The summary highlights accomplishments in 2014 including leadership recruitment, medical education enhancements, and research funding increases. Goals for 2015 include further leadership and faculty recruitment. Overall student and residency numbers increased with program expansions at regional campuses.
The DEW clinic provides an interprofessional learning environment for students to collaborate in educating and managing patients with type 2 diabetes. Students and faculty saw benefits to interprofessional collaboration, including a more comprehensive approach to care and exposure to various healthcare resources. All participants felt the clinic was valuable for applying classroom knowledge in a real-world setting. Recommendations to improve the student experience included integrating team tables with a maximum of three disciplines and enhancing training with visual demonstrations of clinic workflows.
Developing a Student Training Process: On-Boarding and Orientating to Your He...CHC Connecticut
This is from the first webinar in the 2017 NCA Clinical Workforce Development webinar series.
Presenters will summarize the 2016 Spring Health Professions Students in FQHCs webinar series and set the stage for the upcoming 2017 Spring webinar series. Participants will be guided through a framework of how health centers can develop an efficient on-boarding process to reduce the burden of health center staff, and orient students to address social determinants of health adversely affecting health center patients.
This document provides information about the promotion and tenure process at UAMS. It discusses the steps for approval, including reviews by departmental and university committees. The deadline to submit electronic promotion packets is September 30, 2019. The document reviews common problems like lack of documentation, inconsistent time and effort reporting, and poorly organized packets. It emphasizes preparing concise, well-organized documents that clearly show the candidate has met the criteria for their pathway. Overall, the summary provides faculty with guidance on navigating the promotion and tenure process to help ensure their success.
This document outlines an agenda for a training on the role of registered nurses in primary care settings. It discusses the chronic care model, which emphasizes coordinated care systems to better manage chronic conditions. It also reviews the American Academy of Ambulatory Care Nursing standards of practice, which define ambulatory nursing practice through six standards on the nursing process and ten on professional performance. The document emphasizes the importance of nurses in areas like care coordination, patient education, and provider support in primary care settings to improve outcomes for patients with chronic conditions.
This document discusses the importance of experiential and reflective learning for primary care physicians. It describes Kolb's experiential learning cycle and different levels of reflection. It also discusses portfolio-based learning and provides examples of content to include, such as learning logs, reflections on patient cases and educational events. The document provides guidance on identifying learning needs through methods like PUNs and DENs (patient unmet needs and doctor's educational needs), audits, and significant event analysis. Finally, it discusses how to develop a personal development plan to address identified learning needs through various learning activities and resources.
The Connection between Magnet Status, a BSN and the Nursing ShortageNortheasternNursing
Understand the connection between a hospital's magnet status, a baccalaureate education and the nursing shortage as it relates to the future of nursing.
The Direct Entry-Hybrid Nursing Program at Northeastern University prepares students with bachelor's degrees in other fields to become registered nurses. The program consists of online theory classes, skills lab practice on campus, and clinical placements in hospitals. Students complete a BSN in 16 months and can then finish an MS part-time while working as an RN. The hybrid program combines online and in-person learning, including skills labs on campus and clinical rotations at hospitals within 50 miles of Boston.
This document provides an overview of a case presentation on a 73-year-old male patient admitted to the hospital for bronchial asthma in acute exacerbation. It includes the patient's profile, health history, history of present illness, developmental data based on Erikson, Freud, Havighurst, and Piaget's theories of development, and the scope and limitations of the study. The objective is for nursing students to apply the nursing process and critical thinking skills to provide quality care for the patient.
Off-Season & In-Season Fitness Training for Football (Soccer)Mike Young
This is Dr. Mike Young's slidedeck from his presentation at the Soccer Conference held in Dublin, Ireland at the Sports Surgery Clinic. Dr. Young presents fundamental concepts on fitness training for football and provides guidelines for coaches to follow. Dr. Young is the owner and Director of Performance at Athletic Lab sports performance training center. Previously, he was fitness coach for the NASL champion Carolina Railhawks and the Vancouver Whitecaps of the MLS.
Nurses treat patients, educate them and provide emotional support. Their duties include recording medical histories, performing tests, operating machinery, administering treatment, and assisting in recovery. Nurses work in various settings like hospitals, clinics, nursing homes, schools, and private homes. Requirements to become a nurse depend on the desired position - LPNs require a high school diploma and one-year training while RNs require an associate's, bachelor's or master's degree in nursing. RNs are licensed and work independently under less supervision compared to LPNs, who work under the direction of physicians or RNs. Salaries for nurses vary based on location and experience but average between $60,000 to $90,
Northeastern University Pre-Arrival Guide for International Studentsjcoggeshall
Northeastern University Pre-Arrival Guide for International Students. Reviews a variety of pertinent information from preparing to travel to the U.S., and arriving and post-arrival information.
Welcome!
What does the 12-month postdoctoral clinical psychology residency program look like? This webinar will delve into the details of the structure, design, and content of the 12-month postdoctoral clinical psychology residency program. Topics such as recruitment, screening and selection of candidates, and core programmatic and curricula elements will be discussed. This webinar will feature speakers from the Community Health Center, Inc.’s postdoctoral clinical psychology residency program as well as guests from another FQHC based postdoctoral clinical psychology residency program.
This was presented as a webinar on Wednesday, Feb 24, 2016 3:00 PM ET
The Structure of a 12-month Residency Program and Stories from Former Residen...CHC Connecticut
The goal of the Postdoctoral Psychology Residency program is to train the next generation of psychologists in the Patient Centered Medical Home model. Through weekly seminars, group and individual supervision and clinical work with diverse, underserved populations, residents will fine-tune assessment and therapy skills.
This FREE learning collaborative opportunity will provide health centers with the support, resources and structure to implement a Postdoctoral Clinical Psychology Residency program at their organization.
Documenting Your Leadership/Administration Efforts In a Way That Countstatetomika
Leadership and Administration; April 23, 2019
Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
This orientation provides an overview of resources and expectations for graduate students at Saint Joseph's University. It outlines the purpose of a master's degree, how to select courses, register for classes, expectations for class formats and assignments. It discusses where to find peer-reviewed articles, the library resources, Blackboard, and IT support. It also covers how to get a student ID, parking pass, purchase books, and addresses what to do if a student is having trouble in a course. The goal is to help students navigate life as a graduate student and enhance their educational experience.
Finding Fit: A Strategic Approach to Applying to Graduate Psychology Programs...Amanda Macchi, MPH
This presentation provides a strategic approach to applying to graduate psychology programs. It addresses your interest in graduate school, your training focus, matching careers goals to your training and thinking beyond getting accepted.
The UBC Master of Health Administration (MHA) integrates skills and ideas unique to healthcare administration with advanced business and management training. Our weekend modular format is designed for working professionals seeking a solution to complex health delivery issues.
Lauren Bishop has been accepted to several post-baccalaureate pre-medical programs and hopes this presentation will help her decide which to attend. The programs discussed are at Mississippi College, University of Pennsylvania, American University, and Barry University. She also provides information on requirements for admission to medical school at the Medical University of South Carolina and the career of a surgeon. Organizing this information has helped her evaluate how each graduate program prepares her for acceptance into medical school and her goal of becoming a surgeon.
This document provides guidance on applying to graduate psychology programs through PSYCAS, the centralized application service. It discusses determining one's career goals and interests to identify suitable programs. The key steps in the application process are outlined, including completing the application form, submitting transcripts and reference letters, and meeting programs' deadlines. Emphasis is placed on strategically targeting a manageable number of well-fitting programs where the applicant has a strong chance of acceptance and meeting requirements to complete the degree.
Should I do a BSc? A junior doctor's perspective 10/12/13FoundationReady
Foundation Ready is a career lecture series and mentoring programme for medical students. This is the first lecture in the series, piloted at King's College London.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Finding Fit - A Strategic Approach to Applying to Graduate Psychology Program...spagball
Why Go To Graduate School? Matching Career Goals to Training. Think Beyond Getting Accepted. Getting In, Getting Through, Getting Out - Midwest Psychological Association, April 11-13, 2019
The document provides information on Mount Carmel College of Nursing's online Doctor of Nursing Practice (DNP) program, including an overview of the college, details of the DNP program such as its curriculum, clinical requirements, and final project, and admission requirements including needing a master's degree and APRN certification. The DNP program prepares students for leadership roles through courses on quality improvement, evidence-based practice, technology, interprofessional collaboration, and population health.
This document provides information for prospective graduate students about pursuing a graduate degree in life sciences. It discusses the skills and career opportunities that come with a graduate degree, including research, teaching, industry careers, and more. It provides tips for applying to graduate school, including identifying suitable supervisors and labs, drafting a strong application, and applying for funding. Overall, it encourages students to pursue graduate education if interested in a career with continual learning where they can contribute to important scientific fields.
Ppt on evaluation of education programs in nursingArushi Negi
The document discusses guidelines for establishing and evaluating nursing education programs in India. It outlines the requirements to start general nursing, bachelor's, master's, and doctoral programs. Requirements include having an affiliated hospital, meeting physical infrastructure standards, and maintaining appropriate faculty-student ratios. The document also describes various models for conducting program evaluations, emphasizing the importance of ongoing, systematic assessment of curricula, outcomes, teaching effectiveness, and other components to ensure program quality.
This document provides guidance on strategically applying to graduate psychology programs. It discusses determining one's career goals and interests in research, services, or both. It outlines different degree types and subfields and how to match goals to training programs. The document stresses understanding what is required to get into, through, and out of a program, and finding a good fit rather than applying widely. It provides tips on coursework, tests, letters, interviews, and resources for learning about programs. The key message is that applicants should take a strategic approach to ensure they apply to programs that meet their interests and prepare them for their desired career.
This document provides an overview of factors to consider when choosing a 4-year college. It discusses the benefits of a 4-year degree, such as increased financial security and career options. It also addresses options for those not entering college immediately, such as certifications programs or transferring credits from community college. The document provides examples of 4-year colleges in Nebraska and recommends considering support for Native students when choosing a college.
Similar to Northeastern University | What to Expect in the ABSN Program (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Northeastern University | What to Expect in the ABSN Program
1. What to Expect inAccelerated BSNNursingSchool
RN Licensure Prep
Online Theory Classes
Skills Lab Practice
Clinical Placements
2. Get answers to the following questions:
•What is the Accelerated BSN Nursing Program at Northeastern?
•What does an online class look like?
•Is the program entirely online, or will I be going to campus?
•How much time does the program take?
•How do I get started?
3. What is the Accelerated BSN Nursing Program at Northeastern?
4. What is the Accelerated BSN Nursing Program at Northeastern?
•Designed for those with a bachelor’s degree in another field to start a career in nursing
•Prepares for NCLEX exam / RN licensure
•Advanced nursing coursework will prepare you for a successful career in nursing
Courses combine theory classes, skills lab practice and clinical placements in real hospitals
Theory and hands-on practice focus on sciences, nursing theory, research and advanced clinical concepts
5. What is the Accelerated BSN Nursing Program at Northeastern?
At Northeastern, the Accelerated BSN program confers a Bachelor of Science in Nursing (BSN) after four semesters full time
This means you can start pulling a salary as an RN 16 months after you start, once you’ve passed the NCLEX
6. What is the Accelerated BSN Nursing Program at Northeastern?
Northeastern is a school on the move
•2013: Forbesranks Northeastern a “Top College”:
236 / 650 on the overall list
167 in Private Colleges
114 in Research Universities
96 in the Northeast
•2011: U.S. Army Graduate Program in Anesthesia Nursing was ranked by the U.S. News and World Report as one of the “Best Graduate Nursing Anesthesia Programs”
8. What does an online class look like?
•Online classes are an ideal way for busy adults to learn
•Same content as a traditional class, but with more flexibility
•Curriculum lives on a web-based platform that’s accessible anywhere with an Internet connection
•Learning modules and group discussions built into each class
•Assignment deadlines are met on your terms
•Online classes are reserved for theory (didactic) concepts
9. Online Classes
Self-discipline is critical
Web platform is the keeper of course content; student can access any piece of material at any time
Listen and replay original lectures as often as needed
Lectures and textbooks work together to explain course content
Student learning is self- motivated and directed
Traditional Classes
Physical attendance is critical
Instructor is the keeper of course content; releases material a little at a time
One chance to absorb material first-hand
Live lecture is the primary method for content delivery; textbooks are supplementary
Student learning can be affected by content delivery (instructor, environment)
10. Course content can include:
Audio lectures
Assigned reading
Videos
Review questions
Exercises
Exercises may simulate real clinical case studies with you as the decision maker
Other types of exercises include demonstrations and labeling/matching
11. Is the program entirely online, or will I be going to campus?
12. Is the program entirely online, or will I be going to campus?
•Online learning is just one component of the Accelerated BSN program
•Program comprises online theory classes, skills lab practice and clinical placements in real hospitals
•Segments run concurrently so you can learn, practice and apply at the same time
•Skills lab is based on Northeastern’s main campus in Boston
•Clinical placements occur onsite at hospitals and healthcare facilities in and around Boston
13. Skills Lab Practice
Lab time on Boston campus is a main focus in the BSN program
Skills lab operates like a nine- bed hospital wing
Practice on mannikins that mimic any human function
Learn from faculty and practice with your peers
Acquire the skills you’ll be performing in your clinicals
14. Clinical Placements
Observe and work with RNs and other medical pros during routine hospital shifts
Provide hands-on care for real patients
Receive exposure to different clinical units / medical specialties
Gain other healthcare experience in settings such as community health and home care
Clinical placements are within a 50-mile radius of Boston
16. How much time does the program take?
•The program can be finished in 16 months (four semesters full time)
•Each semester includes online classes, skills lab and clinicals
•Credit hours for online classes and lab sessions vary per semester
•Locations for clinical placements change each semester
•Additional time commitments include proctored exams and academic advising at nursing site in Burlington
17. Semester 1 Breakdown
Online Classes: 6
18 credits
Skills Lab: 1 session / week
2 credits
8 hours on Boston campus
Clinicals: 1 placement
2 credits
50-mile radius of Boston
Proctored Exams: 1-2 / week
Burlington site
Days of commuting: 3-4 / week
Lab, clinicals & exams
18. Semester 2 Breakdown
Online Classes: 4
12 credits
Skills Lab: 1 session / week
1 credit
8 hours on Boston campus
Clinicals: 2 placements
4 credits
50-mile radius of Boston
Proctored Exams: 1-2 / week
Burlington site
Days of commuting: 4-5 / week
Lab, clinicals & exams
19. Semester 3 Breakdown
Online Classes: 3
11 credits
Skills Lab: none
Clinicals: 2 placements
4 credits
50-mile radius of Boston
Proctored Exams: 1-2 / week
Burlington site
Days of commuting: 3-4 / week
Lab, clinicals & exams
20. Semester 4 Breakdown
Online Classes: 2
6 credits
Skills Lab: none
Clinicals: 2 placements
8 credits
50-mile radius of Boston
Proctored Exams: 1-2 / week
Burlington site
Days of commuting: 3-4 / week
Lab, clinicals & exams
22. How do I get started?
1.Call 866.892.3819 for program eligibility and requirements
2.Meet with an advisor in Burlington for straight talk on nursing school, including:
Completing your nursing prerequisites
Working and going to school at the same time
Paying for another college degree
Picking a start date
23. How do I get started?
Check out basic information on nursing
Northeastern Nursing Blog: OnlineNursing.NEU.edu
Get nursing resources, career advice and admissions guidance
RN Job Summary: Bureau of Labor Statistics
Obtain an industry profile, job outlook, salary averages and more
Your Guide to a Career in Nursing: Find Nursing Schools
Learn about what nurses do, where you can work as a nurse, common pathways to becoming an RN and the benefits of a BSN
24. How do I get started?
Connect with Northeastern Nursing on social media
Facebook: Facebook.com/NortheasternUniversityNursing
Twitter: Twitter.com/NEU_Nursing
Pinterest: Pinterest.com/NursingatNEU
YouTube: YouTube.com/NortheasternNursing
Instagram: Instagram.com/NortheasternNursing
Google+: https://plus.google.com/+NortheasternNursing/
LinkedIn:http://www.linkedin.com/company/northeastern- university-bouv-college-of-health-sciences-school-of-nursing
25. What to Expect inAccelerated BSNNursing SchoolThank you!