Developing an Inter-Professional Education Program in Disaster MedicineAUCMed
2019 International Conference on Disaster Medicine and Hurricane Resiliency
Presentation by Selwyn Mahon, MD
AUC Disaster Medicine Fellowship Co-Director and Medical Director, Caribbean Center for Disaster Medicine
The Most Popular Medical Residency Programs in 2017Med Residency
http://medresidency.net/ This presentation is about the most popular Medical Residency programs in 2017 and special requirement for each University you need to know.
The United Arab Emirates is investing vast amounts into its education system in a bid to attract more international students and a better quality of research.
One area of education it is particularly investing in is medical education, with several medical colleges now highly rated.
Charles R. Drew University Physician Assistant ProgramNady Rizkallah
Nady Rizkallah joined the Charles R. Drew University of Medicine and Science as a Simulation Center specialist in 2013. In this position Nady Rizkallah is responsible for managing all technical aspects of the center and its programming.
Developing an Inter-Professional Education Program in Disaster MedicineAUCMed
2019 International Conference on Disaster Medicine and Hurricane Resiliency
Presentation by Selwyn Mahon, MD
AUC Disaster Medicine Fellowship Co-Director and Medical Director, Caribbean Center for Disaster Medicine
The Most Popular Medical Residency Programs in 2017Med Residency
http://medresidency.net/ This presentation is about the most popular Medical Residency programs in 2017 and special requirement for each University you need to know.
The United Arab Emirates is investing vast amounts into its education system in a bid to attract more international students and a better quality of research.
One area of education it is particularly investing in is medical education, with several medical colleges now highly rated.
Charles R. Drew University Physician Assistant ProgramNady Rizkallah
Nady Rizkallah joined the Charles R. Drew University of Medicine and Science as a Simulation Center specialist in 2013. In this position Nady Rizkallah is responsible for managing all technical aspects of the center and its programming.
Poster presentation at the 2nd International Symposium: ICF Education. 30 June 2017 (Cape Town).
THEME: ICF as catalyst for interprofessional education and collaborative practice
http://www.icfeducation.org
Nutrition & Hydration Training Courses - With increasing concerns and media reports about the malnourishment of those who are in receipt of health and social care services, this is an essential course for nurses, carers and support workers involved in planning and providing care for vulnerable adults. Participants will have an increased understanding of the detrimental health effects that dehydration and malnutrition can have on an individual and will learn what measures they can put into place to ensure that their service users receive adequate hydration and nutrition.
Our bioethics program also draws from our long-standing consultation work at the Montefiore-Einstein Center for Bioethics, located on the premises of Montefiore Medical Center, Einstein's teaching hospital.
What Does a Medical Assistant Need to Know? Part 1Everest College
Medical assistant students are trained in several fields. These classes will teach you everything you need to know to become a successful medical assistant.
India needs over 5 mn qualified health professionals by 2030. If you are interested in a career in this field, read on to understand why REVA University should be your choice of institution.
Poster presentation at the 2nd International Symposium: ICF Education. 30 June 2017 (Cape Town).
THEME: ICF as catalyst for interprofessional education and collaborative practice
http://www.icfeducation.org
Nutrition & Hydration Training Courses - With increasing concerns and media reports about the malnourishment of those who are in receipt of health and social care services, this is an essential course for nurses, carers and support workers involved in planning and providing care for vulnerable adults. Participants will have an increased understanding of the detrimental health effects that dehydration and malnutrition can have on an individual and will learn what measures they can put into place to ensure that their service users receive adequate hydration and nutrition.
Our bioethics program also draws from our long-standing consultation work at the Montefiore-Einstein Center for Bioethics, located on the premises of Montefiore Medical Center, Einstein's teaching hospital.
What Does a Medical Assistant Need to Know? Part 1Everest College
Medical assistant students are trained in several fields. These classes will teach you everything you need to know to become a successful medical assistant.
India needs over 5 mn qualified health professionals by 2030. If you are interested in a career in this field, read on to understand why REVA University should be your choice of institution.
What are your goals once you complete your Bachelor Science of Nursi.docxberthacarradice
What are your goals once you complete your Bachelor Science of Nursing?
As we get started in the capstone course of your program, reflect on your growth throughout the BSN program at SNHU. A key function of this capstone course is to give you an opportunity to look back at what you have learned and achieved. As part of your reflection, review the course outcomes, which are the same as the BSN program outcomes, and answer the following questions in your discussion post:
How have you achieved these outcomes?
In what specific ways has this education changed you both professionally and personally?
What specific program outcome challenged you the most, and how has your thinking changed in this area?
Course Outcomes for: Transformational Capstone course
-Apply skills in using patient care technologies, information systems, and clinical decision support tools to promote safe nursing practice and quality patient outcomes
•Utilize evidence-based practice in planning, implementing, and evaluating outcomes of care
•Formulate strategies to promote health and prevent disease in individuals and populations across the life span
•Implement patient safety and quality initiatives within the complex clinical microsystem using leadership and communication skills
•Analyze trends in healthcare policy, finance, and regulatory environments and their implications for healthcare access, equity, and affordability
•Evaluate life-long learning and nursing engagement to promote personal and professional transformation.
...
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx 08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
- The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human response to the aging process.
- The student will be able to manage and care older adults and their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-
assessment, use of citations, use of Standard English grammar, sentence structure, and overall
organization based on the required components as summarized in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and
reference pages.
4. APA format is required with both a title page and reference page. Use the required components
of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications
you have completed across this course and write a reflective essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual,
socioeconomic, and environmental assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics,
prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized symbols
and terminology.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx .
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx 08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
- The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human response to the aging process.
- The student will be able to manage and care older adults and their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-
assessment, use of citations, use of Standard English grammar, sentence structure, and overall
organization based on the required components as summarized in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and
reference pages.
4. APA format is required with both a title page and reference page. Use the required components
of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications
you have completed across this course and write a reflective essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual,
socioeconomic, and environmental assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics,
prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized symbols
and terminology.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx ...
Curriculum on Diploma in Midwifery and Obstetric NursingParag Majumder
This is a model of curriculum on Diploma in Midwifery and Obstetric Nursing made by the 4th year nursing students of Bangabandhu Sheikh Mujib Medical University (BSMMU) from Bangladesh. It's a part of the BSc Nursing course.
Building the Case for Starting a Post-Graduate Residency Program for Family a...CHC Connecticut
Webinar held on September 12th 2017:
This webinar will focus on building the case for starting a post-graduate family or psychiatric NP residency program at your health center. This webinar will cover the history, benefits and logistics of the post-graduate Nurse Practitioner residency program, and is ideal for health centers that are interested in learning more about starting a program at their health center.
WEEK 10Discuss two different types of comfort interventions that.docxcelenarouzie
WEEK 10
Discuss two different types of comfort interventions that can be utilized by the advanced practice nurse in the clinical setting as per Katharine Kolcaba's Theory of Comfort. Identify one MSN Essential that most relates to application of this theory in practice and explain your choice.
**As a reminder, all questions must be answered to receive full credit for this discussion. please include your name in the title bar of the discussion. Discussion posts must be minimum of 250 words and reply posts minimum 100 words. Also, make sure to use scholarly sources to support your discussion.**
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
3
The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for
imagination, transformative thinking, and evolutionary change in graduate education. The
extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses for flexible leadership and
critical action within complex, changing systems, including health, educational, and
organizational systems. Master’s education equips nurses with valuable knowledge and skills to
lead change, promote health, and elevate care in various roles and settings. Synergy with these
Essentials, current and future .
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
Postgraduate residency presentation #2 from recruitment to graduationCHC Connecticut
What does the 12-month Nurse Practitioner Residency program look like? This webinar will delve into the details of the structure, design, and content of a 12-month, Federally Qualified Health Center (FQHC) based, postgraduate nurse practitioner residency program. Topics such as recruitment, screening and selection of candidates, core programmatic and curricula elements, and the essential contributions of other staff will be discussed. This webinar will feature speakers from the Community Health Center, Inc.’s first-in-the-nation nurse practitioner residency program and guests from other exemplary programs around the country.
2. What is a graduate’s future degree?
• Bachelor of Science in Nursing (BSN)
After graduation and passing boards,
what is the nursing license called?
• Registered Nurse (RN)
What are the goals of the program?
1. To prepare baccalaureate graduates who are able to function as generalists
in entry-level positions in all areas of nursing;
2. To provide graduates with the basis for life-long learning and graduate-
level study
3. What are the expected student
outcomes?
After completing the program, the graduate will:
• Utilize the human care nursing process to assess, diagnose, plan,
implement, and evaluate culturally competent care of individuals, groups,
and communities in a variety of health care settings with a diversity of
clients;
• Integrate knowledge from the discipline of nursing and the liberal arts and
sciences to provide a basis for clinical decision-making;
• Collaborate with individuals from a variety of disciplines to improve client
care and health care systems;
4. What are the expected student outcomes?
(cont.)
• Advocate for health care that is sensitive to the needs of patients, with
particular emphasis on the needs of vulnerable populations;
• Demonstrate leadership to design, coordinate, and manage nursing care;
• Appreciate the global context of health care;
• Utilize nursing research and the research process in evaluating and
improving current practices for health and healing and for evidence-based
practice;
• Value life-long learning and scholarship;
• Act accountably, ethically, and responsibly in personal and professional
activities
5. Coursework
Nursing
• Assessment & Fundamentals
• Adult Health Nursing
• Maternal/Neonate
• Child/Family Community
Mental Health
• Public Health
• Critical Care
• Pharmacology
• Nutrition
Sciences
• Anatomy & Physiology
• Chemistry
• Biology
• Microbiology
• Pathophysiology
6. Traditional BSN Program:
• Completion in 8 semesters, 122 credit hours
Accelerated BSN Program:
• 15 months of nursing studies after completion
of a baccalaureate degree and pre-requisite
courses