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 .
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 .
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.
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 .
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 .
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 ...
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.
CPD Course for Nursing Professionals.pdfNRS Nursing
In this document CPD Course for Nursing Professionals, we delve into the details of our specialized training program tailored to enhance the knowledge, skills, and competencies of nurses across various healthcare settings. From advanced clinical techniques to emerging healthcare trends, our CPD course equips nurses with the tools and expertise necessary to excel in their roles and contribute to the delivery of high-quality patient care.
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 ...
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.
CPD Course for Nursing Professionals.pdfNRS Nursing
In this document CPD Course for Nursing Professionals, we delve into the details of our specialized training program tailored to enhance the knowledge, skills, and competencies of nurses across various healthcare settings. From advanced clinical techniques to emerging healthcare trends, our CPD course equips nurses with the tools and expertise necessary to excel in their roles and contribute to the delivery of high-quality patient care.
Similar to The dynamic nature of the healthcare delivery system.docx (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
The dynamic nature of the healthcare delivery system.docx
1. The dynamic nature of the healthcare delivery system
The dynamic nature of the healthcare delivery systemThe dynamic nature of the healthcare
delivery systemThese 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 does not address preparation for specific roles, which may change and
emerge over time. These Essentials also provide guidance for master’s programs during a
time when preparation for specialty advanced nursing practice is transitioning to the
doctoral level.Master’s education remains a critical component of the nursing education
trajectory to prepare nurses who can address the gaps resulting from growing healthcare
needs. Nurses who obtain the competencies outlined in these Essentials have significant
value for current and emerging roles in healthcare delivery and design through advanced
nursing knowledge and higher level leadership skills for improving health outcomes. For
some nurses, master’s education equips them with a fulfilling lifetime expression of their
mastery area. For others, this core is a graduate foundation for doctoral education. Each
preparation is valued.ORDER NOW FOR CUSTOMIZED, PLAGIARISM-FREE
PAPERSIntroductionThe dynamic nature of the healthcare delivery system underscores the
need for the nursing profession to look to the future and anticipate the healthcare needs for
which nurses must be prepared to address. The complexities of health and nursing care
today make expanded nursing knowledge a necessity in contemporary care settings. The
transformation of health care and nursing practice requires a new conceptualization of
master’s education. Master’s education must prepare the graduate to:• Lead change to
improve quality outcomes,4• Advance a culture of excellence through lifelong learning,•
Build and lead collaborative interprofessional care teams,• Navigate and integrate care
services across the healthcare system,• Design innovative nursing practices, and• Translate
evidence into practice.Graduates of master’s degree programs in nursing are prepared with
broad knowledge and practice expertise that builds and expands on baccalaureate or entry-
level nursing practice. This preparation provides graduates with a fuller understanding of
the discipline of nursing in order to engage in higher level practice and leadership in a
variety of settings and commit to lifelong learning. For those nurses seeking a terminal
degree, the highest level of preparation within the dis cipline, the new conceptualization for
master’s education will allow for seamless movement into a research or practice-focused
2. doctoral program (AACN, 2006, 2010). The dynamic nature of the healthcare delivery
systemThe nine Essentials addressed in this document delineate the knowledge and skills
that all nurses prepared in master’s nursing programs acquire. These Essentials guide the
preparation of graduates for diverse areas of practice in any healthcare setting.• Essential I:
Background for Practice from Sciences and Humanities o Recognizes that the master’s-
prepared nurse integrates scientific findingsfrom nursing, biopsychosocial fields, genetics,
public health, quality improvement, and organizational sciences for the continual
improvement of nursing care across diverse settings.• Essential II: Organizational and
Systems Leadership o Recognizes that organizational and systems leadership are critical to
thepromotion of high quality and safe patient care. Leadership skills are needed that
emphasize ethical and critical decision making, effective working relationships, and a
systems-perspective.• Essential III: Quality Improvement and Safety o Recognizes that a
master’s-prepared nurse must be articulate in themethods, tools, performance measures,
and standards related to quality, as well as prepared to apply quality principles within an
organization.• Essential IV: Translating and Integrating Scholarship into Practiceo
Recognizes that the master’s-prepared nurse applies research outcomes within the practice
setting, resolves practice problems, works as a change agent, and disseminates results.•
Essential V: Informatics and Healthcare Technologies5o Recognizes that the master’s-
prepared nurse uses patient-care technologies to deliver and enhance care and uses
communication technologies to integrate and coordinate care.• Essential VI: Health Policy
and Advocacy o Recognizes that the master’s-prepared nurse is able to intervene at
thesystem level through the policy development process and to employ advocacy strategies
to influence health and health care.• Essential VII: Interprofessional Collaboration for
Improving Patient and Population Health Outcomes