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Standardized Nursing Language (SNL) is a concept in nursing that uses commonly accepted terminology to describe patient care. The American Nurses Association recognizes 12 SNLs and data elements. SNLs are important for enhancing documentation of care, describing unique nursing care, and communicating outcomes. They also impact competency evaluation, reimbursement, and curriculum design by improving quality of care, guiding policy, and articulating how nursing actions impact health outcomes. Integrating SNLs into electronic health records ensures nursing data can be captured, stored, retrieved, and transferred easily for effective management and measurement of nursing care's effects.
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Yvette Gonzalez -Standard nursing language
Standardized nursing language refers to commonly accepted terminology used by nurses to describe patient care. Some standard nursing languages used today include NANDA-I for nursing diagnoses, NOC for nursing outcomes, and NIC for nursing interventions. When nurses document using standardized language, patient care can be better described and outcomes more clearly communicated. Standardized language also improves communication between nurses and other professionals, provides continuity of care, and can lead to better patient outcomes.
Standardized nursing language powerpoint
Standardized Nursing Language refers to approved vocabularies used to describe nursing care related to diagnosis, interventions, and outcomes. This ensures consistent communication among nurses globally. Popular standardized languages include NANDA (nursing diagnoses), NIC (interventions), and NOC (outcomes). Using standardized language enhances data collection and evaluation of nursing care outcomes, and improves communication between healthcare professionals by facilitating consistent documentation and patient-centered care.
TELEMEDICINE AND HEALTH INFORMATION TECHNOLOGIES
The world now driving by the ICT(information and communication technologies) based services, which include innovation, several applications in industries, such as financial services, telecom and IT, media and in health care industry. The most important critical questions concerns the organizing of service innovations processes is high-tech research, service innovation and the project management research, thus there is a need for more empirical research to understand and manage ICT based service innovations. Telemedicine uses ICTs to defeat environmental barriers, and increase access to health care services. This is particularly beneficial for rural and underserved communities in developing countries, the traditionally groups suffer from lack of access to health care[1].
Telemedicine is a service in this whole process it will providing medical expertise and health services to remote, rural, and transport less area communities in primary care, and in emergency conditions with the help of telecommunications. In telemedicine are will give continuous medical monitoring for many purposes like physicians needing to early diagnosis of depression or sports persons need to monitor their condition and performance. [Baker et al. 2007; Boric-Lubecke and Lubecke 2002;Varshney 2007].
Joint Commission- SBAR Pt2- Dec10 copy
This document discusses strategies for standardizing handoff processes throughout healthcare organizations. It explains that standardizing handoffs is challenging but important for patient safety, as ineffective handoffs can lead to medical errors and other issues. The document outlines some key steps for organizations to take, such as developing and implementing a standardized process, obtaining leadership and staff buy-in, and addressing hierarchical relationships among staff that can hinder communication. Standardizing handoffs requires significant cultural change across an entire organization.
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The document discusses the use of SBAR (Situation, Background, Assessment, Recommendation) by nurses during shift change reports. It reviews research that shows SBAR improves nurse-to-nurse communication and patient outcomes by structuring the report in a consistent, focused manner. SBAR allows nurses to relay relevant information more efficiently and spend more time on patient care. The document recommends expanding the use of SBAR for all nursing shift reports to standardize communication and potentially improve safety.
bedside reporting
This document discusses the benefits of implementing bedside shift reporting compared to reporting at the nurse's station. It identifies increased patient and nurse satisfaction as key outcomes of bedside reporting. Benefits for patients include feeling more involved in their care, safer, and more comfortable. Benefits for nurses include improved accountability, communication, and teamwork. The literature review found bedside reporting can reduce errors, lengths of stay, and readmission rates while improving satisfaction scores. The recommendations are for hospitals to adopt standardized bedside reporting formats to realize these benefits.
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Yvette Gonzalez -Standard nursing language
Standardized nursing language refers to commonly accepted terminology used by nurses to describe patient care. Some standard nursing languages used today include NANDA-I for nursing diagnoses, NOC for nursing outcomes, and NIC for nursing interventions. When nurses document using standardized language, patient care can be better described and outcomes more clearly communicated. Standardized language also improves communication between nurses and other professionals, provides continuity of care, and can lead to better patient outcomes.
Standardized nursing language powerpoint
Standardized Nursing Language refers to approved vocabularies used to describe nursing care related to diagnosis, interventions, and outcomes. This ensures consistent communication among nurses globally. Popular standardized languages include NANDA (nursing diagnoses), NIC (interventions), and NOC (outcomes). Using standardized language enhances data collection and evaluation of nursing care outcomes, and improves communication between healthcare professionals by facilitating consistent documentation and patient-centered care.
TELEMEDICINE AND HEALTH INFORMATION TECHNOLOGIES
The world now driving by the ICT(information and communication technologies) based services, which include innovation, several applications in industries, such as financial services, telecom and IT, media and in health care industry. The most important critical questions concerns the organizing of service innovations processes is high-tech research, service innovation and the project management research, thus there is a need for more empirical research to understand and manage ICT based service innovations. Telemedicine uses ICTs to defeat environmental barriers, and increase access to health care services. This is particularly beneficial for rural and underserved communities in developing countries, the traditionally groups suffer from lack of access to health care[1].
Telemedicine is a service in this whole process it will providing medical expertise and health services to remote, rural, and transport less area communities in primary care, and in emergency conditions with the help of telecommunications. In telemedicine are will give continuous medical monitoring for many purposes like physicians needing to early diagnosis of depression or sports persons need to monitor their condition and performance. [Baker et al. 2007; Boric-Lubecke and Lubecke 2002;Varshney 2007].
Joint Commission- SBAR Pt2- Dec10 copy
This document discusses strategies for standardizing handoff processes throughout healthcare organizations. It explains that standardizing handoffs is challenging but important for patient safety, as ineffective handoffs can lead to medical errors and other issues. The document outlines some key steps for organizations to take, such as developing and implementing a standardized process, obtaining leadership and staff buy-in, and addressing hierarchical relationships among staff that can hinder communication. Standardizing handoffs requires significant cultural change across an entire organization.
2457 ppt bedside report (2)
Bedside shift report involves nurses providing report at the patient's bedside in order to improve safety, communication, and patient satisfaction. Statistics show that poor communication contributes to many medical errors, yet traditional shift report away from the bedside risks missing critical information and distractions. Bedside report gives patients and families an opportunity to participate in the discussion of their care plan and ensures a safe handoff between nurses. While some nurses are initially uncomfortable or concerned with confidentiality, studies demonstrate that bedside report improves outcomes for both patients and nurses.
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The document discusses the use of SBAR (Situation, Background, Assessment, Recommendation) by nurses during shift change reports. It reviews research that shows SBAR improves nurse-to-nurse communication and patient outcomes by structuring the report in a consistent, focused manner. SBAR allows nurses to relay relevant information more efficiently and spend more time on patient care. The document recommends expanding the use of SBAR for all nursing shift reports to standardize communication and potentially improve safety.
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This document discusses the benefits of implementing bedside shift reporting compared to reporting at the nurse's station. It identifies increased patient and nurse satisfaction as key outcomes of bedside reporting. Benefits for patients include feeling more involved in their care, safer, and more comfortable. Benefits for nurses include improved accountability, communication, and teamwork. The literature review found bedside reporting can reduce errors, lengths of stay, and readmission rates while improving satisfaction scores. The recommendations are for hospitals to adopt standardized bedside reporting formats to realize these benefits.
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Nursing informatics is defined as the integration of nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice. It aims to support nurses, nursing practice, and patients through technology and access to information. Key aspects of nursing informatics include using technology to support clinical practice, administration, education, and research in nursing. It also involves ensuring privacy and security of patient health information stored and shared electronically.
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2) Introducing NICHE training at Piedmont Fayette, Piedmont Newnan and Piedmont Mountainside for Acute Care and Emergency Department nurses;
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This document discusses the problems caused by overcrowding and inadequate nurse staffing in healthcare institutions, and proposes solutions to address these issues. Specifically, it notes that overcrowding leads to dangerous nurse workloads and compromised patient care. It recommends legislating nurse-patient ratios and implementing dynamic staffing models determined by nursing expertise as ways to match patient needs with appropriate staffing levels. The document advocates engaging nurses in care decisions at all levels and enforcing accountability to ensure staffing supports safe, quality patient care.
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Safe staffing = safe care the role of nurse-patient ratios
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19Table of ContentsAPN Capstone Portfolio Part 23Exempl
1
9
Table of Contents
APN Capstone Portfolio Part 2 3
Exemplar #1: NR 500 Evidenced-Based Practice Discussion 3
Exemplar #2: NR512 Wisdom Versus Judgement Discussion 6
Exemplar #3: NR506 RN as Healthcare Policy Leader 9
Exemplar #4: NR510 Advanced Practice Nursing 12
Exemplar #5: NR505 Identification of Area of Interest 16
Exemplar #6: NR503 Healthy People 2020 Impact Paper Excerpt 19
Exemplar #7: NR507 Congestive Heart Failure Discussion 23
Exemplar #8: NR601 Discussion Board-Polypharmacy 26
Exemplar #9: NR602 Evaluation of Marginalized Women Paper Excerpt 30
Exemplar #10: NR603 Mental Health Treatment Plan/Analysis: Adult ADD 34
Conclusion 38
References 39
Appendix A: Concept Map 46
APN Capstone Portfolio Part 2
My goal as a future nurse practitioner is to improve patient health outcomes with the knowledge and materials, I have obtained from the MSN program. This portfolio will display my professional growth and learning through this program from NR500: Foundational Concept and Applications to NR661: APN Capstone Practicum. Each exemplar presented will be accompanied with an explanation and reflection of how Program Outcomes, the National Organization of Nurse Practice Faculties (NONPF) Core Competencies, and the Essentials of Master’s Education in Nursing completed and met these exemplars.
Exemplar #1: NR 500 Evidence-Based Practice Discussion
As a nurse it is our duty to perform evidenced based practice for our patients. The importance of evidenced based practice is to improve patient care and results. (Stevens, 2013) The evidenced based practice process has adapted over the years and around 50 models have been created. (Loversidge, 2016) The evidence-based practice process starts with a question about patient care and from there finding evidence-based research and validating that evidence (Loversidge, 2016).
I chose the Nurse Practitioner track because I want to advance my knowledge and be able to have more autonomy in my practice. As a registered nurse it is not in my scope of practice to diagnose and treat. I want to use my knowledge and experience to care for my patients.
A topic that has special interest to me is the overuse of antibiotics. In the nurse practitioner setting, many patients will come in for cold symptoms. They are so uncomfortable and miserable and want to speed up the process. They have come to expect an antibiotic to speed everything up. Patients believe that the antibiotics are working when in reality it’s just the virus working its way out of their body. The antibiotic prescription is not harmless though. It can cause antibiotic resistance for the future.
Due to the overuse of antibiotics, easy to cure infections are now more difficult to treat than ever and could end in mortality (Barth, 2016). There is a direct link between overprescribing antibiotics and resistant bacterial strains (Fromage, 2018). Providers are still prescribing antibiotics for the ...
Evidence-based Practice & Research in Transcultural Nursing- Tayobana, Annie ...
This document discusses evidence-based practice (EBP) and its importance in transcultural nursing. EBP involves making healthcare decisions based on the best available research evidence, clinical expertise, and patient preferences and needs. The document outlines the 5+1 step EBP process and explains how EBP enables nurses to evaluate research and stay updated on new protocols to provide the best culturally appropriate care. EBP allows nurses to incorporate patients' values and preferences into their care plans. While EBP can improve patient outcomes, some barriers to its use include limited funding, access to information, and lack of leadership support. The document emphasizes that reflection and acquiring skills through experience are important for nurses to continually improve transcultural care.
evidencebasedpractice-190912083548.pptx
The document discusses evidence-based practice (EBP) in nursing, including definitions of EBP, the process of EBP, aims and objectives of EBP, barriers to EBP, and models for implementing EBP such as the Stetler model, Iowa model, and Rossworm and Larabee model. It provides an overview of EBP for nurses, highlighting the importance of using research evidence, clinical expertise, and patient preferences in clinical decision making. The document also outlines the steps involved in conducting EBP, from developing a focused clinical question to evaluating and applying the evidence.
Practicum Evaluation Summary Essay.docx
The student completed a practicum at the Orlando VA Medical Center developing and implementing an educational program for nursing staff on caring for veterans with PTSD. The goals were to assess nursing staff needs, develop a teaching program using evidence-based research, and evaluate its effectiveness in improving veteran quality of life. The program was well-received and led to positive outcomes on nursing knowledge. The experience enhanced the student's skills as a nurse educator and provided opportunities for professional advancement.
Quality nursing education
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
Use of a standardized nursing language for documentation of nursin.docx
Use of a standardized nursing language for documentation of nursing care is vital both to the nursing profession and to the bedside/direct care nurse. The purpose of this article is to provide examples of the usefulness of standardized languages to direct care/bedside nurses. Currently, the American Nurses Association has approved thirteen standardized languages that support nursing practice, only ten of which are considered languages specific to nursing care. The purpose of this article is to offer a definition of standardized language in nursing, to describe how standardized nursing languages are applied in the clinical setting, and to explain the benefits of standardizing nursing languages. These benefits include: better communication among nurses and other health care providers, increased visibility of nursing interventions, improved patient care, enhanced data collection to evaluate nursing care outcomes, greater adherence to standards of care, and facilitated assessment of nursing competency. Implications of standardized language for nursing education, research, and administration are also presented.
Keywords: North American Nursing Diagnosis Association (NANDA); Nursing Intervention Classification (NIC); Nursing Outcome Classification (NOC); nursing judgments; patient care; quality care; standardized nursing language; communication
Citation: Rutherford, M., (Jan. 31, 2008) "Standardized Nursing Language: What Does It Mean for Nursing Practice? "OJIN: The Online Journal of Issues in Nursing. Vol. 13 No. 1.
Recently a visit was made by the author to the labor and delivery unit of a local community hospital to observe the nurses' recent implementation of the Nursing Intervention Classification (NIC) (McCloskey-Dochterman & Bulechek, 2004) and the Nursing Outcome Classification (NOC) (Moorehead, Johnson, & Maas, 2004) systems for nursing care documentation within their electronic health care records system. �it is impossible for medicine, nursing, or any health care-related discipline to implement the use of [electronic documentation] without having a standardized language or vocabulary to describe key components of the care process. During the conversation, one nurse made a statement that was somewhat alarming, saying, "We document our care using standardized nursing languages but we don't fully understand why we do." The statement led the author to wonder how many practicing nurses might benefit from an article explaining how standardized nursing languages will improve patient care and play an important role in building a body of evidence-based outcomes for nursing.
Most articles in the nursing literature that reference standardized nursing languages are related to research or are scholarly discussions addressing the fine points surrounding the development or evaluation of these languages. Although the value of a specific, standardized nursing language may be addressed, there often is limited, in-depth discussion about the applicatio ...
evidencebasedpractice-190912083548.pdf
The document discusses evidence-based practice (EBP) for nurses, including definitions of EBP, the process and steps involved, aims and objectives of EBP, barriers to EBP, and models for implementing EBP such as the Stetler and Iowa models. It provides an overview of what EBP is and how nurse leaders can facilitate its use to improve patient outcomes through a supportive culture and learning opportunities regarding EBP. Barriers to EBP prevalence include a lack of support from colleagues, leaders, and managers as well as a lack of EBP knowledge and skills among some nurses.
Evidence based practice
The document discusses evidence-based practice (EBP) for nurses, including definitions of EBP, the process and steps involved, aims and objectives of EBP, barriers to EBP, and models for implementing EBP such as the Stetler and Iowa models. It provides an overview of what EBP is and how nurse leaders can facilitate its use to improve patient outcomes through a supportive culture and learning opportunities regarding EBP. Barriers to EBP prevalence include a lack of support from colleagues, leaders, and managers as well as a lack of EBP knowledge and skills among some nurses.
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original Article
The Establishment of Evidence-Based
Practice Competencies for Practicing
Registered Nurses and Advanced Practice
Nurses in Real-World Clinical Settings:
Proficiencies to Improve Healthcare Quality,
Reliability, Patient Outcomes, and Costs
Bernadette Mazurek Melnyk, RN, PhD, CPNP/PMHNP, FNAP, FAANP, FAAN •
Lynn Gallagher-Ford, RN, PhD, DPFNAP, NE-BC • Lisa English Long, RN, MSN, CNS •
Ellen Fineout-Overholt, RN, PhD, FAAN
Keywords
evidence-based
practice,
competencies,
healthcare quality
ABSTRACT
Background: Although it is widely known that evidence-based practice (EBP) improves healthcare
quality, reliability, and patient outcomes as well as reduces variations in care and costs, it is still
not the standard of care delivered by practicing clinicians across the globe. Adoption of specific
EBP competencies for nurses and advanced practice nurses (APNs) who practice in real-world
healthcare settings can assist institutions in achieving high-value, low-cost evidence-based health
care.
Aim: The aim of this study was to develop a set of clear EBP competencies for both practicing
registered nurses and APNs in clinical settings that can be used by healthcare institutions in their
quest to achieve high performing systems that consistently implement and sustain EBP.
Methods: Seven national EBP leaders developed an initial set of competencies for practicing
registered nurses and APNs through a consensus building process. Next, a Delphi survey was
conducted with 80 EBP mentors across the United States to determine consensus and clarity
around the competencies.
Findings: Two rounds of the Delphi survey resulted in total consensus by the EBP mentors,
resulting in a final set of 13 competencies for practicing registered nurses and 11 additional
competencies for APNs.
Linking Evidence to Action: Incorporation of these competencies into healthcare system ex-
pectations, orientations, job descriptions, performance appraisals, and clinical ladder promotion
processes could drive higher quality, reliability, and consistency of healthcare as well as reduce
costs. Research is now needed to develop valid and reliable tools for assessing these competen-
cies as well as linking them to clinician and patient outcomes.
BACKGROUND
Evidence-based practice (EBP) is a life-long problem-solving
approach to the delivery of health care that integrates the best
evidence from well-designed studies (i.e., external evidence)
and integrates it with a patient’s preferences and values
and a clinician’s expertise, which includes internal evidence
gathered from patient data. When EBP is delivered in a context
of caring and a culture as well as an ecosystem or environment
that supports it, the best clinical decisions are made that
yield positive patient outcomes (see Figure 1; Melnyk &
Fineout-Overholt, 2011).
Research supports that EBP promotes high-value health
care, including enhancing the quality and reliability of health
care, improving health outcomes,.
NONPF - 1NURSE PRACTITIONER CORE COMPETENCIES April 201.docx
NONPF - 1
NURSE PRACTITIONER CORE COMPETENCIES
April 2011
Amended 2012*
Task Force Members
Anne C. Thomas, PhD, ANP-BC, GNP - Chair
M. Katherine Crabtree, DNSc, FAAN, APRN-BC
Kathleen R. Delaney, PhD, PMH-NP
Mary Anne Dumas, PhD, RN, FNP-BC, FAANP
Ruth Kleinpell, PhD, RN, FAAN, FCCM
M. Cynthia Logsdon, PhD, WHNP-BC, FAAN
Julie Marfell, DNP, FNP-BC, FAANP
Donna G. Nativio, PhD, CRNP, FAAN
Note: Terms in bold are defined within the glossary found at the end of the competencies.
Preamble
In August 2008, NONPF endorsed the evolution of the Doctorate of Nursing Practice (DNP) as the entry
level for nurse practitioner (NP) practice (NONPF, 2008a). Nurse practitioner education, which is based
upon the NONPF competencies, recognizes that the student’s ability to show successful achievement of
the NONPF competencies for NP education is of greater value than the number of clinical hours the
student has performed (NONPF, 2008b).
The Nurse Practitioner Core Competencies (NP Core Competencies) integrate and build upon existing
Master’s and DNP core competencies and are guidelines for educational programs preparing NPs to
implement the full scope of practice as a licensed independent practitioner. The competencies are
essential behaviors of all NPs. These competencies are demonstrated upon graduation regardless of the
population focus of the program and are necessary for NPs to meet the complex challenges of translating
rapidly expanding knowledge into practice and function in a changing health care environment.
Nurse Practitioner graduates have knowledge, skills, and abilities that are essential to independent
clinical practice. The NP Core Competencies are acquired through mentored patient care experiences
with emphasis on independent and interprofessional practice; analytic skills for evaluating and
providing evidence-based, patient centered care across settings; and advanced knowledge of the
health care delivery system. Doctorally-prepared NPs apply knowledge of scientific foundations in
practice for quality care. They are able to apply skills in technology and information literacy, and engage
in practice inquiry to improve health outcomes, policy, and healthcare delivery. Areas of increased
knowledge, skills, and expertise include advanced communication skills, collaboration, complex decision
making, leadership, and the business of health care. The competencies elaborated here build upon
previous work that identified knowledge and skills essential to DNP competencies (AACN 1996; AACN,
2006; NONPF & National Panel, 2006) and are consistent with the recommendations of the Institute of
Medicine’s report, The Future of Nursing (IOM, 2011).
At completion of the NP program, the NP graduate possesses the nine (9) core competencies regardless
of population focus.
* Amended as result of additional validation through the 2011-2012 Population-Focused Competencies Task Force.
Competencies 7, 6, & 7 .
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original Article
The Establishment of Evidence-Based
Practice Competencies for Practicing
Registered Nurses and Advanced Practice
Nurses in Real-World Clinical Settings:
Proficiencies to Improve Healthcare Quality,
Reliability, Patient Outcomes, and Costs
Bernadette Mazurek Melnyk, RN, PhD, CPNP/PMHNP, FNAP, FAANP, FAAN •
Lynn Gallagher-Ford, RN, PhD, DPFNAP, NE-BC • Lisa English Long, RN, MSN, CNS •
Ellen Fineout-Overholt, RN, PhD, FAAN
Keywords
evidence-based
practice,
competencies,
healthcare quality
ABSTRACT
Background: Although it is widely known that evidence-based practice (EBP) improves healthcare
quality, reliability, and patient outcomes as well as reduces variations in care and costs, it is still
not the standard of care delivered by practicing clinicians across the globe. Adoption of specific
EBP competencies for nurses and advanced practice nurses (APNs) who practice in real-world
healthcare settings can assist institutions in achieving high-value, low-cost evidence-based health
care.
Aim: The aim of this study was to develop a set of clear EBP competencies for both practicing
registered nurses and APNs in clinical settings that can be used by healthcare institutions in their
quest to achieve high performing systems that consistently implement and sustain EBP.
Methods: Seven national EBP leaders developed an initial set of competencies for practicing
registered nurses and APNs through a consensus building process. Next, a Delphi survey was
conducted with 80 EBP mentors across the United States to determine consensus and clarity
around the competencies.
Findings: Two rounds of the Delphi survey resulted in total consensus by the EBP mentors,
resulting in a final set of 13 competencies for practicing registered nurses and 11 additional
competencies for APNs.
Linking Evidence to Action: Incorporation of these competencies into healthcare system ex-
pectations, orientations, job descriptions, performance appraisals, and clinical ladder promotion
processes could drive higher quality, reliability, and consistency of healthcare as well as reduce
costs. Research is now needed to develop valid and reliable tools for assessing these competen-
cies as well as linking them to clinician and patient outcomes.
BACKGROUND
Evidence-based practice (EBP) is a life-long problem-solving
approach to the delivery of health care that integrates the best
evidence from well-designed studies (i.e., external evidence)
and integrates it with a patient’s preferences and values
and a clinician’s expertise, which includes internal evidence
gathered from patient data. When EBP is delivered in a context
of caring and a culture as well as an ecosystem or environment
that supports it, the best clinical decisions are made that
yield positive patient outcomes (see Figure 1; Melnyk &
Fineout-Overholt, 2011).
Research supports that EBP promotes high-value health
care, including enhancing the quality and reliability of health
care, improving health outcomes,.
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original Article
The Establishment of Evidence-Based
Practice Competencies for Practicing
Registered Nurses and Advanced Practice
Nurses in Real-World Clinical Settings:
Proficiencies to Improve Healthcare Quality,
Reliability, Patient Outcomes, and Costs
Bernadette Mazurek Melnyk, RN, PhD, CPNP/PMHNP, FNAP, FAANP, FAAN •
Lynn Gallagher-Ford, RN, PhD, DPFNAP, NE-BC • Lisa English Long, RN, MSN, CNS •
Ellen Fineout-Overholt, RN, PhD, FAAN
Keywords
evidence-based
practice,
competencies,
healthcare quality
ABSTRACT
Background: Although it is widely known that evidence-based practice (EBP) improves healthcare
quality, reliability, and patient outcomes as well as reduces variations in care and costs, it is still
not the standard of care delivered by practicing clinicians across the globe. Adoption of specific
EBP competencies for nurses and advanced practice nurses (APNs) who practice in real-world
healthcare settings can assist institutions in achieving high-value, low-cost evidence-based health
care.
Aim: The aim of this study was to develop a set of clear EBP competencies for both practicing
registered nurses and APNs in clinical settings that can be used by healthcare institutions in their
quest to achieve high performing systems that consistently implement and sustain EBP.
Methods: Seven national EBP leaders developed an initial set of competencies for practicing
registered nurses and APNs through a consensus building process. Next, a Delphi survey was
conducted with 80 EBP mentors across the United States to determine consensus and clarity
around the competencies.
Findings: Two rounds of the Delphi survey resulted in total consensus by the EBP mentors,
resulting in a final set of 13 competencies for practicing registered nurses and 11 additional
competencies for APNs.
Linking Evidence to Action: Incorporation of these competencies into healthcare system ex-
pectations, orientations, job descriptions, performance appraisals, and clinical ladder promotion
processes could drive higher quality, reliability, and consistency of healthcare as well as reduce
costs. Research is now needed to develop valid and reliable tools for assessing these competen-
cies as well as linking them to clinician and patient outcomes.
BACKGROUND
Evidence-based practice (EBP) is a life-long problem-solving
approach to the delivery of health care that integrates the best
evidence from well-designed studies (i.e., external evidence)
and integrates it with a patient’s preferences and values
and a clinician’s expertise, which includes internal evidence
gathered from patient data. When EBP is delivered in a context
of caring and a culture as well as an ecosystem or environment
that supports it, the best clinical decisions are made that
yield positive patient outcomes (see Figure 1; Melnyk &
Fineout-Overholt, 2011).
Research supports that EBP promotes high-value health
care, including enhancing the quality and reliability of health
care, improving health outcomes, ...
NURS_FPX6212_KimberlyGalindo_Assessment4.pptx
The document discusses a nursing leader's plan to improve safety, quality, and sustainable policies in an organization. The plan involves integrating technology tools to improve commitment to safety and quality. It also discusses how organizational functions and processes support outcomes measures through policies like consulting CDC guidelines and using evidence-based practices. Future visions are outlined to develop and sustain a safety culture, including nurses using EBPs, open communication, and transformational leadership. The nurse leader's role is to understand safety cultures and shift the focus to improving motivation and evidence-based skills.
E V I D E N C E S Y N T H E S I SModels of care in nursing.docx
E V I D E N C E S Y N T H E S I S
Models of care in nursing: a systematic reviewjbr_287 324..337
Ritin Fernandez RN MN (Critical Care) PhD,1,2 Maree Johnson RN BAppSci MAppSci PhD,3,4
Duong Thuy Tran BMed (Vietnam) MIPH (USyd)5 and Charmaine Miranda BPsycholgy6
1School of Nursing, Midwifery and Indigenous Health, University of Wollongong, Wollongong, 2Centre for Research in Nursing and
Health, St George Hospital, Kogarah, 3Centre for Applied Nursing Research, Sydney South West Area Health Service, 4School of Nursing
and Midwifery, University of Western Sydney, Sydney, 5School of Medicine, University of Western Sydney, Sydney, and 6Centre for Positive
Psychology and Education, School of Education, University of Western Sydney, Sydney, New South Wales, Australia
Abstract
Objective This review investigated the effect of the various models of nursing care delivery using the diverse levels
of nurses on patient and nursing outcomes.
Methods All published studies that investigated patient and nursing outcomes were considered. Studies were
included if the nursing delivery models only included nurses with varying skill levels. A literature search was
performed using the following databases: Medline (1985–2011), CINAHL (1985–2011), EMBASE (1985 to current)
and the Cochrane Controlled Studies Register (Issue 3, 2011 of Cochrane Library). In addition, the reference lists of
relevant studies and conference proceedings were also scrutinised. Two reviewers independently assessed the
eligibility of the studies for inclusion in the review, the methodological quality and extracted details of eligible studies.
Data were analysed using the RevMan software (Nordic Cochrane Centre, Copenhagen, Denmark).
Results Fourteen studies were included in this review. The results reveal that implementation of the team nursing
model of care resulted in significantly decreased incidence of medication errors and adverse intravenous outcomes,
as well as lower pain scores among patients; however, there was no effect of this model of care on the incidence of
falls. Wards that used a hybrid model demonstrated significant improvement in quality of patient care, but no
difference in incidence of pressure areas or infection rates. There were no significant differences in nursing outcomes
relating to role clarity, job satisfaction and nurse absenteeism rates between any of the models of care.
Conclusions Based on the available evidence, a predominance of team nursing within the comparisons is
suggestive of its popularity. Patient outcomes, nurse satisfaction, absenteeism and role clarity/confusion did not differ
across model comparisons. Little benefit was found within primary nursing comparisons and the cost effectiveness
of team nursing over other models remains debatable. Nonetheless, team nursing does present a better model for
inexperienced staff to develop, a key aspect in units where skill mix or experience is diverse.
Key words: evidence-based practice, nursing, systemat ...
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Use of a standardized nursing language for documentation of nursin.docx
Use of a standardized nursing language for documentation of nursin.docx
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original ArticleThe Establishment of Evidence-BasedPract.docx
NONPF - 1NURSE PRACTITIONER CORE COMPETENCIES April 201.docx
NONPF - 1NURSE PRACTITIONER CORE COMPETENCIES April 201.docx
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original ArticleThe Establishment of Evidence-BasedPract.docx
Original ArticleThe Establishment of Evidence-BasedPract.docx
E V I D E N C E S Y N T H E S I SModels of care in nursing.docx
E V I D E N C E S Y N T H E S I SModels of care in nursing.docx
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查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
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Emphysema is a disease condition of respiratory system.
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Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
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Week 6 class activity
- 1. STANDARDIZED NURSING LANGUAGE (SNL) Julie Monfleury NSG 5000 Nova Southeastern University Dr. Deborah Fisher Terry February 15, 2018
- 2. WHAT IS STANDARDIZED NURSING LANGUAGE? • Standardized Nursing Language is a current concept in the nursing profession which is the commonly accepted terminology used widely by nurses to describe care given to patients. • Currently, the American Nurses Association (ANA) recognizes 12 SNLs and data set elements to describe nursing care and the uniform collection of essential nursing information.
- 3. WHAT IS THE IMPORTANCE OF SNL? • A combination of education on the use of standardized nursing languages and standardized nursing care plans can enhance documentation of care. • There is a need for more research on the use of standardized nursing languages in developing nations. • When nurses are familiar with and are educated on the use of nursing classifications in documentation, client care that is unique to nursing can be better described and outcomes more clearly communicated
- 4. WHAT IS THE IMPORTANCE OF SNL? • SNLs have implications for competency evaluation, reimbursement for services, and curriculum design. They hold the potential to improve the quality of nursing care, guide policy, and assist nurses in articulating how their actions contribute to positive health outcomes.
- 5. WHAT IS THE IMPORTANCE OF SNL? • Integrating these SNLs into EHRs is important because it ensures that nursing care data can be captured, stored, retrieved, and transferred easily. In addition, it is an important strategy for the effective management and measurement of the effects of nursing care by using a database within the system because it is the most feasible method of obtaining information necessary for clinical data collection while reducing the cost, effort, and time required for data collection.
- 6. WHAT IS THE IMPORTANCE OF SNL? • The low scoring of the PHNs on documentation of care using the Muller-Staub checklist at pretest supported the findings of Ogunfowokan et al. (2013) that PHNs in Nigeria are not using the SNLs for client care in the community setting. • Most Nigerian clinical nurses have poor knowledge of the concept of nursing process, and that serves as a hindrance to the effective use of the SNLs (Momoh & Chukwu, 2010. • This study has demonstrated that education of nurses on the nursing process and the implementation of SNLs through the SNCPs is a viable way to improve nurse skills in documentation of care.
- 7. REFERENCES • American Nurses Association. (2007). ANA recognized terminologies and data element sets. Retrieved August 5, 2009, from http:// nursingworld.org/npii/terminologies.htm • Brokel, J., & Herdman, T. H. (2010c). NANDA-I classification and clinical use. Paper presented at the Training of Trainers’Workshop of the First International Workshop and Conference of the NANDA- International African Network-Nigeria Chapter, Ile Ife, Nigeria, March 2010 • Florin, J., Ehrenberg, A., & Ehnfors, M. (2005). Quality of nursing diagnoses: Evaluation of an educational intervention. International Journal of Nursing Terminologies and Classifications, 16(2), 33–43 • Gusen, N. J., Goshit, J. D., Dauda, R., Williams, A. J., & Danye, R. (2017). Nurses’ Knowledge Attitude and Practice of Standardized Nursing Language in PSSH, JOS. West African Journal Of Nursing, 28(1), 21-31.