The document discusses the nursing service structure and education system in Pakistan. It begins by defining key terms like service and structure. It then outlines the history of nursing directorate in Punjab, describing the establishment and roles of organizations like the Pakistan Nursing Council and Directorate General of Nursing. The functions of nursing services are explained, including administration, education, and roles at various facilities. Current nursing education programs and positions in Pakistan and future directions are presented. In conclusion, expert opinions are suggested on improving nursing education models and creating new roles to advance the profession.
Evidence based nursing practice is one of most important for perfect and accurate in terms of saving a life.this presentation covers almost all aspect of EBD
History of development of Nursing ProfessionsAnamika Ramawat
History of development of Nursing Professions, Characteristics, Criteria of the Nursing Profession, Perspective of Nursing Profession- National and Global Level
Evidence based nursing practice is one of most important for perfect and accurate in terms of saving a life.this presentation covers almost all aspect of EBD
History of development of Nursing ProfessionsAnamika Ramawat
History of development of Nursing Professions, Characteristics, Criteria of the Nursing Profession, Perspective of Nursing Profession- National and Global Level
Nursing education is the professional education for the preparation of nurses to enable them to render professional nursing care to people of all ages, in all phases of health and illness, in a variety of settings.
Nursing education is the professional education for the preparation of nurses to enable them to render professional nursing care to people of all ages, in all phases of health and illness, in a variety of settings.
Methods to understand patterns of adoption of an electronic nursing documenta...singingfish
Description of some sociological methodology to facilitate understanding change management issues when implementing electronic nursing documentation in residential aged care.
Nursing is one of a very old and respectable job, it was started back in 18th century when there were a lot of wars going on in the world. Helping peoples were required at the battle field to take care of the soldiers and troops and provide them quick medication to the injured people. The birth place of nursing is England; the first lady who brought this field ahead is Florence nightingale. She opened a school for nursing named nightingale training school. In the 18th century during the Crimean War, nightingale along with her students and colleagues worked day and night to provide the medication facility to the soldiers at the battle field. Florence nightingale is a mother of nursing, the concept of nursing is brought by her.
Source: http://www.writingjunction.com/history-of-nursing/
Esta presentación es un resumen ejecutivo elaborado por el Instituto para el Fomento a la Calidad Total A.C. (www.pnc.org.mx). La hemos subido a este sitio por ser de dominio e interés público para que aquellas organizaciones que quieran saber más del nuevo modelo del Premio Nacional a la Competitividad, lo puedan consultar o bien postear en su página. Si desea una copia del archivo en PDF, por favor diríjase al sitio del PNC en www.pnc.org.mx
Nursing service in hospital & communitygeeta joshi
NURSING SERVICES ARE ONE OF THE PRIME REQUIREMENTS OF SOCIETY. EFFECTIVE MANAGEMENT OF NURSING SERVICES IN HOSPITAL & COMMUNITY IS MUST IN ORDER TI ACHIEVE THE BASIC GOAL OF NURSING, THAT IS HEALTH PROMOTION, DISEASE PREVENTION, TREATMENT & REHABILITATION.
P.O. BOX 136JACKSON, MS 39205-0136TELEPHONE (601) 359-1.docxhoney690131
P.O. BOX 136
JACKSON, MS 39205-0136
TELEPHONE: (601) 359-1633
F0108 2019028765
2019 LLC Annual Report
Business Information
Business ID: 931874 Business Name: GM Hardwood Floors, LLC
State of Incorporation: MS Business Email: [email protected]
Phone: (***)***-****
FEIN: **-*******
Principal Address: 187 REEDY CREEK ROADLAUREL, MS 39443
Registered Agent
Name: NATIONAL REGISTERED AGENTS INC
Address: 840 TRUCKING BLDG 248 E CAPITOL STREETJACKSON, MS 39201
Managers and Members
Members
Name: Address:
Greta Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Michael W. Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Fee: $
Business ID: 931874
Filed: 02/04/2019 04:41 PM
C. Delbert Hosemann, Jr.
Secretary of State
Officers
Title/Name: Address: Director:
President:
Vice President:
Secretary:
Treasurer:
This LLC has a written Operating Agreement.
NAICS Code/Nature of Business
238330 - Flooring Contractors
Signature
By entering my name in the space provided, I certify that I am authorized to file this
document on behalf of this entity, have examined the document and, to the best of my
knowledge and belief, it is true, correct and complete as of this day 02/04/2019.
Name: Address:
Michael W Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Officers List
Name: Address:
Greta Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Michael W. Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
LegalZoom.Com, Inc.
Other
7083 Hollywood Blvd., Suite 180
Los Angeles, CA 90028
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
Mee.
1 The Essentials of Master’s Education in Nursing rochellscroop
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 healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct ...
1 The Essentials of Master’s Education in Nursing.docxoswald1horne84988
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 healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct.
1 The Essentials of Master’s Education in Nursing .docxodiliagilby
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 healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct ...
1 The Essentials of Master’s Education in Nursing .docxhanneloremccaffery
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 healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct.
1 The Essentials of Master’s Education in Nursing .docxoswald1horne84988
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 healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct.
1 The Essentials of Master’s Education in Nursing.docxodiliagilby
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 healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct ...
TRAINING AND SUPERVISION OF HEALTH WORKERS WHO ARE IN FRONT LINE HELPING TEAMS.
> training
> supervision
> training of ANM, ASHA, HEALTH GUIDES, LOCAL DAIS, FEMALE ATTENDERS, MULTIPUPOSE WORKERS
>Need of these both
> role of nurse
> why we do care about the traning of health workers
American Association of Colleges of Nursing The Esse.docxgreg1eden90113
American Association
of Colleges of Nursing
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 II
Ill. 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
1
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
2
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 evolutionmy change in graduate education. The
extraordinmy 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 healthcare reform legislation, and the action-oriented recommendations of the
Initiative on the Future of Nursing (!OM, 2010) highlights the value and transforming potential of
the nursing profession.
These Essentials are core for all master's programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master's nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this document .
Cold Sores: Causes, Treatments, and Prevention Strategies | The Lifesciences ...The Lifesciences Magazine
Cold Sores, medically known as herpes labialis, are caused by the herpes simplex virus (HSV). HSV-1 is primarily responsible for cold sores, although HSV-2 can also contribute in some cases.
DECODING THE RISKS - ALCOHOL, TOBACCO & DRUGS.pdfDr Rachana Gujar
Introduction: Substance use education is crucial due to its prevalence and societal impact.
Alcohol Use: Immediate and long-term risks include impaired judgment, health issues, and social consequences.
Tobacco Use: Immediate effects include increased heart rate, while long-term risks encompass cancer and heart disease.
Drug Use: Risks vary depending on the drug type, including health and psychological implications.
Prevention Strategies: Education, healthy coping mechanisms, community support, and policies are vital in preventing substance use.
Harm Reduction Strategies: Safe use practices, medication-assisted treatment, and naloxone availability aim to reduce harm.
Seeking Help for Addiction: Recognizing signs, available treatments, support systems, and resources are essential for recovery.
Personal Stories: Real stories of recovery emphasize hope and resilience.
Interactive Q&A: Engage the audience and encourage discussion.
Conclusion: Recap key points and emphasize the importance of awareness, prevention, and seeking help.
Resources: Provide contact information and links for further support.
ICH Guidelines for Pharmacovigilance.pdfNEHA GUPTA
The "ICH Guidelines for Pharmacovigilance" PDF provides a comprehensive overview of the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH) guidelines related to pharmacovigilance. These guidelines aim to ensure that drugs are safe and effective for patients by monitoring and assessing adverse effects, ensuring proper reporting systems, and improving risk management practices. The document is essential for professionals in the pharmaceutical industry, regulatory authorities, and healthcare providers, offering detailed procedures and standards for pharmacovigilance activities to enhance drug safety and protect public health.
Deep Leg Vein Thrombosis (DVT): Meaning, Causes, Symptoms, Treatment, and Mor...The Lifesciences Magazine
Deep Leg Vein Thrombosis occurs when a blood clot forms in one or more of the deep veins in the legs. These clots can impede blood flow, leading to severe complications.
Letter to MREC - application to conduct studyAzreen Aj
Application to conduct study on research title 'Awareness and knowledge of oral cancer and precancer among dental outpatient in Klinik Pergigian Merlimau, Melaka'
Under Pressure : Kenneth Kruk's StrategyKenneth Kruk
Kenneth Kruk's story of transforming challenges into opportunities by leading successful medical record transitions and bridging scientific knowledge gaps during COVID-19.
ALKAMAGIC PLAN 1350.pdf plan based of door to door delivery of alkaline water...rowala30
Alka magic plan 1350 -we deliver alkaline water at your door step and you can make handsome money by referral programme
we also help and provide systematic guideline to setup 1000 lph alkaline water plant
COVID-19 PCR tests remain a critical component of safe and responsible travel in 2024. They ensure compliance with international travel regulations, help detect and control the spread of new variants, protect vulnerable populations, and provide peace of mind. As we continue to navigate the complexities of global travel during the pandemic, PCR testing stands as a key measure to keep everyone safe and healthy. Whether you are planning a business trip, a family vacation, or an international adventure, incorporating PCR testing into your travel plans is a prudent and necessary step. Visit us at https://www.globaltravelclinics.com/
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
Rate Controlled Drug Delivery Systems, Activation Modulated Drug Delivery Systems, Mechanically activated, pH activated, Enzyme activated, Osmotic activated Drug Delivery Systems, Feedback regulated Drug Delivery Systems systems are discussed here.
Feeding plate for a newborn with Cleft Palate.pptxSatvikaPrasad
A feeding plate is a prosthetic device used for newborns with a cleft palate to assist in feeding and improve nutrition intake. From a prosthodontic perspective, this plate acts as a barrier between the oral and nasal cavities, facilitating effective sucking and swallowing by providing a more normal anatomical structure. It helps to prevent milk from entering the nasal passage, thereby reducing the risk of aspiration and enhancing the infant's ability to feed efficiently. The feeding plate also aids in the development of the oral muscles and can contribute to better growth and weight gain. Its custom fabrication and proper fitting by a prosthodontist are crucial for ensuring comfort and functionality, as well as for minimizing potential complications. Early intervention with a feeding plate can significantly improve the quality of life for both the infant and the parents.
LGBTQ+ Adults: Unique Opportunities and Inclusive Approaches to CareVITASAuthor
This webinar helps clinicians understand the unique healthcare needs of the LGBTQ+ community, primarily in relation to end-of-life care. Topics include social and cultural background and challenges, healthcare disparities, advanced care planning, and strategies for reaching the community and improving quality of care.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
2. Objectives
At the end of my presentation the learners will be able to;
Define Service Structure
Describe History of Nursing Directorate
Explore Functions of Nursing Services
Discuss Staff Position of Nursing Officers
Future Nursing
5/7/2015 2
3. Service Structure
Service :
the action of helping or doing work for someone.
Structure:
the arrangement of and relations between the parts or elements of
something complex.
construct or arrange according to a plan; give a pattern or
organization to.
Service Structure:
The grade and value range descriptors group generic functions under the
categories of: policy and projects, administrative and corporate support,
operational service delivery and technical/specialist roles.
(https://www.google.com.pk/online dic)
5/7/2015 3
4. Pakistan Nursing Council
The PNC is an autonomous, regulatory body constituted
under the Pakistan Nursing Council Act (1952, 1973) and
empowered to register (license) Nurses, Midwives, Lady
Health Visitors (LHVs) and Nursing Auxiliaries to
practice in Pakistan. PNC was established in 1948.
(http://www.pnc.org.pk/)
5/7/2015 4
5. PNC Nursing positions
Charge Nurse (BPS14)
Head Nurse (BPS 16)
Nursing Supervisor (BPS 17)
Nursing Instructor (BPS 17)
Assistant Nursing Instructor (BPS 17)
Clinical Nursing Instructor (BPS 17)
5/7/2015 5
Note: PNC yet not updated the cadre in documents although it has been upgraded
6. PNC EDUCATION SERVICE STRUCTURE
FOR POST GRADUATE INSTITUTES
Dean//Director of nursing education/ Principle
PhD in Nursing
5 year of experience in relevant field of teaching and clinical experience
Registered with PNC
Faculty
Professor:
PhD in Nursing, 3 year of experience in relevant field of teaching and
clinical experience Registered with PNC
Associate Professor Preferably PhD
5 year of clinical/teaching experience or MSN with 10 year relevant field of
teaching and clinical experience Registered with PNC
5/7/2015 6
7. Cont…….
Assistant Professor
MSN with 2 year clinical/ teaching experience or
Post RN BSN with 5 year post degree teaching experience
Registered with PNC
Senior Instructor
Post RN BSN with 3 year clinical/ teaching experience or
BSN with 10 year of clinical/teaching experience
Registered with PNC
Instructor
Post RN with 2 year of clinical/ teaching or
BSN with 5 year clinical experience
Registered with PNC
Adjunct/Visiting faculty
Non nursing subject teacher (part time)
(http://www.pnc.org.pk/Rules_for_Establishment_of_New_Nursing_Institutions_.htm)
5/7/2015 7
8. Directorate General of Nursing
(Punjab)
History of Nursing Directorate
Functions of Nursing Services
Nursing Education
5/7/2015 8
9. History of Nursing Directorate
(Punjab)
Before establishment of Directorate Nursing Services and
Education were under the control of secretary Health , and
Medical Superintendent of the concerned hospital. The
highest post in Nursing Services was Deputy Secretary
Nursing at Secretariat Level.
Before 1986 no posts of BS-19 to BS-20 were exist.
In 1986 the following posts were created:
(http://health.punjab.gov.pk/?q=directorate_general_nursing)
5/7/2015 9
10. Cont…..
3 Posts of BS-20
Director General Nursing, Punjab Chief Nursing
Superintendents/Principals School of Nursing
9 Posts of BS-19
Principals SON in Teaching Hospitals
21 Posts of BS-18
Head Quarter, Principal, NS, & ADNS at Divisional Level
79 Posts of BS-17
Nursing Instructor, Clinical Nursing Instructor were created
(http://health.punjab.gov.pk/?q=directorate_general_nursing)
5/7/2015 10
11. Cont…..
The other posts of all cadre has been created time to time.
After establishment of Directorate General Nursing, the
post of Deputy Secretary Nursing at Secretariat level was
demolished, now no Nursing representative is there to
support Nursing Cadre.
Directorate of Nursing is functioning since, 1988 in order
to bring the Nursing Services at other professions of the
Health Department, the honorable Governor accorded
approval to the creation of Directorate General Nursing in
1st July, 1986 at the Provincial Headquarter along with the
following Nursing Officers:-
5/7/2015 11
12. Cont…..
Director General Nursing, 1 (BS-20)
Deputy Director Nursing, 1 (BS-19)
Assistant Directors Nursing (Headquarter) 2 (BS-18)
Assistant Directors Nursing (District level) 10 (BS-18)
But unfortunately out of 8 Posts of Assistant Director
Nursing BPS-18 (Divisional Level) only 4 Posts are
existing and others are demolished / occupied by others
5/7/2015 12
14. Nursing Services
Administrative control of entire Nursing cadres.
Preparation of promotion cases of BPS-16, BPS-17 & BPS-18.
Disciplinary cases like show cause, warning, major penalty,
minor penalty, enquiry proceeding & exonerate enquiry.
All category of leave upto 89 days except Ex-Pakistan leave /
Study Leave, medical leave.
NOC Routed though Health Department to Ministry of Health,
Islamabad.
(http://health.punjab.gov.pk/?q=directorate_general_nursing)
5/7/2015 14
15. Staff Position of Nursing Officers/ Officials of
Directorate General of Nursing
Sr
No
Name of Post BPS Sanction
1 D.G Nursing 20 1
2 Dy. D. Nursing 19 1
3 Assistant Dir Nursing 18 2
4 Supporting Staff 1 to 16 38
5/7/2015 15
(http://health.punjab.gov.pk/?q=directorate_general_nursing)
16. Detail of Nursing Officers Working In
Various Institutions at Clinical Side
Sr no Posts BPS
1 Charge Nurse 16
2 Head Nurse 17
3 Dy. Nursing Supdt 17
4 Nursing Supdt 18
5 Nursing Supervisor 18
6 Assistant Dir Nursing 18
7 Deputy Chief N S 19
8 Deputy Dir 19
9 D.G Nursing 20
5/7/2015 16(http://health.punjab.gov.pk/?q=directorate_general_nursing)
17. Detail of Nursing Officers Working In
Venous Institutions at Education Side
Sr no Posts BPS
1 Asst. Nursing Ins 17
2 Clinical N I 17
3 Nursing I 17
4 S N I 18
5 Vice Principal 18
6 Principal 18
7 Principal 19
8 Principal 20
5/7/2015 17
(http://health.punjab.gov.pk/?q=directorate_general_nursing)
18. Staff Position of Nursing Examination
Board.
Sr no Posts BPS
1 Controller 18
2 Assistant C 17
3 Administrative off 17
4 Support Staff 1 to 12
5/7/2015 18
(http://health.punjab.gov.pk/?q=directorate_general_nursing)
23. Current Education in Pakistan
Diploma in General Nursing
Diploma in Pupil Midwifery
Diploma in Nurse Midwifery
Licensed Practical Nurse
Post RN BSN
Bachelors of Science in Nursing
Masters of Science in Nursing
Doctorate in Nursing ? (AKU)
Many Specialties
5/7/2015 23
31. Key Messages:
Nurses should practice to the full extent of their education and
training,
Nurses should achieve higher levels of education through an
improved education system that promotes seamless academic
progression,
Nurses should be full partners with physicians and other health care
professionals in redesigning health care
Effective workforce planning and policy making require better data
collection and an improved information infrastructure.
5/7/2015 31
32. Future of Nursing
Key Recommendations:
• Remove scope of practice barriers.
• Expand opportunities for nurses to lead and diffuse collaborative
improvement efforts.
• Implement nurse residency programs.
• Ensure that nurses engage in life long learning.
• Prepare and enable nurses to lead change and advance health.
• Build an infrastructure for the collection and analysis of inter professional
health care workforce data.
33. Increase the Number of Nurses with
Baccalaureate, Master, Doctorate Degree in Nursing
5/7/2015 33