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Basics of flexible bronchoscopy and equipment
Published in Don Hayes, Kara D. Meister, Pediatric Bronchoscopy for Clinicians, 2023
Antoinette Wannes Daou, Carolyn Wallace, Joshua Shannon, Cherie A. Torres-Silva
The endoscopy assistant can be a registered nurse (RN) or a respiratory therapist (RT), depending on the size and philosophy of the institution. The RN or RT typically goes through intense training to collaborate with the physician and nursing staff about the needs for pediatric bronchoscopy and what is clinically indicated for each procedure. Through the team collaboration, the endoscopy assistant is responsible for the equipment, handling of specimens, operation of therapeutic bronchoscopy tools, and assisting in the clinical well-being of the patient.
Health and Healthcare Education Current State
Published in Connie White Delaney, Charlotte A. Weaver, Joyce Sensmeier, Lisiane Pruinelli, Patrick Weber, Deborah Trautman, Kedar Mate, Howard Catton, Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 2, 2022
Jane Marie Kirschling, Mary Etta Mills
UMSON now has agreements with all 15 of Maryland's associate degree programs. Additionally, associate degree students can enroll as ‘special students' in the RN-to-BSN program while still completing their associate degree requirements, which allows them to reduce the time to completion of the BSN. The Registered Nurse to Master of Science in Nursing (RN-to-MSN) program combines elements of the BSN and MSN programs by substituting the master's core courses for BSN electives, which reduces the overall cost of the program and allows students to specialize in community/public health nursing, health services leadership and management, or nursing informatics. For associate degree nurses who graduated without yet having earned the BSN or MSN degree, a Nurse Support Program II initiative supports academic–practice partnerships with Maryland hospitals to engage, recruit and graduate hospital-based staff as MSN graduates prepared for leadership and educator roles. With this preparation, these hospital-based graduates can concurrently serve as clinical instructors to assist schools of nursing in the preparation of new nurses (Mills et al., 2020).
Developing Students' Professional Identity through Writing and Peer Review
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
Barbara J. D’Angelo, Barry M. Maid
The shift in the population of those who take the course had become a factor in course redesign. Initially, the RN-BSN Program served a student population of working RNs who were returning to school to complete their BSN to meet the expectations of the ACA’s impact on health care. Over time, however, the population of students enrolling in the degree expanded to include concurrent students (traditional-age students completing their RN at a community college while simultaneously beginning coursework for the BSN at ASU), as well as new RNs. This meant that there were fewer experienced working nurses in the course and more inexperienced or new to the workforce students. In addition, ASU Online continued to ramp up efforts to recruit students from outside of Arizona.
Organizational culture and nurse’s turnover: A systematic literature review
Published in International Journal of Healthcare Management, 2021
João Pedrosa, Luís Sousa, Olga Valentim, Vanessa Antunes
In 2015, Banaszak-Holl et al. [17] studied the role of organizational culture in the permanence of nurses in their work places. They feature three professional classes involved in the provision of nursing care (reality different from the Portuguese): Registered Nurses (RN), Licensed Practice Nurse (LPN) e Nursing Aide (NA). The authors concluded that different types of organizational culture have different impacts on nursing professionals’ turnover rates. Among professionals who worked in institutions whose organizational culture was based on market values (emphasis on productivity and financial objectives), there was a higher turnover rate (for RN, LPN and NA). The authors explain this fact, with the possible conflict between these values and those of care (centered on users, nursing care and care innovation), so the competitive values of the market must be introduced in a balanced way in the organizational culture. They also refer that an organizational culture based on a hierarchy, had a positive impact on the group of NBs (top of the care hierarchy), but had no impact on the other professional groups (LPN and NA). Although this type of organizational culture has not been proven to improve care delivery, it seems to create a more stable work environment.
On-boarding Experienced Non-Oncology Nurses to Address Staffing Shortages: Development of a Transitional Oncology Training Program
Published in Oncology Issues, 2021
In addition, over the two years, we have maintained a 97 percent one-year retention rate, with only one RN leaving their position due to medical reasons. Review of nursing quality data, such as extravasations rates and central-line associated blood stream infection rates, indicate that experienced non-oncology nurses who graduate from the transitional academy perform in a similar fashion to oncology nurses. Internal data from our Human Resources Department suggest that we have saved approximately $80,000, per nurse, in advertising, sign-on bonuses, and associated work time by preparing existing nurses to transition to oncology rather than seeking outside candidates. Interestingly, approximately 80 percent of the graduates were experienced RNs from outside of our organization with a desire to transition into oncology and only 20 percent of the program’s final residents consisted of internal candidates (Figure 2, page 30).
Home Care: Promoting Knowledge and Creating Impact among Nursing Students
Published in Journal of Community Health Nursing, 2021
By 2050 those over age 65 will increase from 47.8 to nearly 88 million (Harris-Kojetin et al., 2019), greatly increasing the number of home care-eligible patrons. The latest available nationwide data from 2015 to 2016 show that approximately 4.5 million people received and were discharged from home care services by either state or federally regulated agencies alone (Harris-Kojetin et al., 2019). Given these data, there is a 12% predicted growth rate for home health Registered Nurse (RN) positions between 2018 and 2028 (Bureau of Labor Statistics, 2020). The growing elderly population and their health care and education needs are not the only factor contributing to the demand for RNs in home care. Financial constraints in acute care settings result in faster hospital discharges, creating much greater demand for home health agency services as people transition between care settings. Additionally, people often prefer to remain in their homes while receiving care (Landers et al., 2016; Marrelli, 2017, p. 20). These combined factors create the need to strengthen the home health workforce (Bureau of Labor Statistics, 2020), as RN shortages in home health already exist (2019).