SCHOOL OF NURSING MONA In Collaboration with BROWN TOWN COMMUNITY COLLEGE SCHOOL OF NURSING BACHELOR OF SCIENCE IN NURSING YEAR 3 SEMESTER 3- 2012 COURSE TITLE: SENIOR NURSING ELECTIVE WITH STUDY SEMINAR COURSE CODE: NURS 3039 NE39A SUBMITTED TO: A. Bell SUBMITTED BY: 620004024 DATE SUBMITTED: June 22‚ 2012. BACKGROUND Selection and description of the problem Education at discharge is a vital component of improving outcomes. Education
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Professor Sears English 1101 Essay # 3 Oct 26 2010 Two Careers I would Love to Do Since I was a child I was never one of those kids who wanted to be a firefighter‚ a police officer‚ a doctor or even a lawyer. My careers made me stand out from the rest of the class. When the teacher asked what I wanted to be when I grew up‚ I would say computer programmer or music producer. While both computer programming and music production are both time consuming and hard work‚ computer programming
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study from the writer’s current experience that illustrates collaborative nursing practice. According to Schueller and Kimbrell (2003‚ p. 2)‚ "When one refers to collaborative practice within a hospital setting‚ they are referring to healthcare personnel working together to care for patients and families". Collaboration is defined as "working together‚ especially in a joint intellectual effort to achieve a desired outcome; to cooperate" (American Heritage Dictionary‚ 2000). Describe Clearly a Specific
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Outcome Four Reflection All four outcomes work together to improve and set standards for writing an essay. Outcome Four aims for us to practice composing as a recursive‚ collaborative process and to develop flexible strategies for revising throughout the composition process. To achieve this we must use revisioning techniques‚ re-edit with the feedback received and refine all composition choices to make sure they fit with the essay. This is by far the easiest outcome to meet because of the amount
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Unit 054 Outcome 2 21/10/14 Unit Title: Principles for Implementing Duty of Care in Health‚ Social Care or Children’s and Young People’s Settings. Outcome Title: Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care. 2.1 2.2 2.3 In my setting there are times when conflicts or dilemmas could arise between the duty of care and the child’s rights and wishes. Our role as the carers of the children is not to stop
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Personal Philosophy � SEQ CHAPTER H R 1RUNNING HEAD: PERSONAL PHILOSOPHY OF NURSING PERSONAL PHILOSOPHY OF NURSING Kristen Bunge University of Phoenix NUR/391 February 20‚ 2008 PERSONAL PHILOSOPHY OF NURSING My philosophy in nursing is to uphold the dignity of my patients during their vulnerable time of need‚ care for the patients physically‚ emotionally‚ spiritually‚ and mentally; current beliefs and values that I try to uphold throughout my life. According to Chitty‚ "philosophy is defined
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sensitivity. In order to understand culturally sensitive nursing care it is valuable to first understand what culture and culture diversity means. In today ’s society‚ culture is defined as a shared system of values‚ beliefs‚ ideas‚ rituals and learned
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Bicol University College of Nursing Legazpi City TEENAGE PREGNANCY TREND IN POBLACION BACON‚ SORSOGON CITY Submitted by: Sheena Angela B. Diolata BSN II-B Submitted to: Professor Emee I. Tomenio Biostatistics Professor The Problem Introduction "HUMAYO KAYO AT MAGPAKARAMI!!" GOD told to NOAH after the great flood. What does He really meant with that word? Does He mean to multiply in flesh or spread people’s faith? Teenagers in 21st century are very impulsive and
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Hazards‚ risks‚ outcomes The terminology used in OSH varies between states‚ but generally speaking: • A hazard is something that can cause harm if not controlled. • The outcome is the harm that results from an uncontrolled hazard. • A risk is a combination of the probability that a particular outcome will occur and the severity of the harm involved. “Hazard”‚ “risk”‚ and “outcome” are used in other fields to describe e.g. environmental damage‚ or damage to equipment. However‚ in
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Going Beyond Outcomes-based Education: A Critical Analysis from Theoretical Perspectives Abstract Purpose The adoption of outcomes-based education (OBE) (Spady‚ 1994) has become a global trend to enhance teaching and learning (Ross & Davies‚ 1999; Killen‚ 2000; Botha‚ 2002)‚ however‚ recent research has showed OBE has limited potential for enhancing learning in developing countries such as South Africa because of its historical and situational constraints (Todd & Mason‚ 2005). In other words
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