This book on leadership and management includes all of the basic content that registered nurse (RN) -to- bachelor of science in nursing (BSN) students need. It is organized into 5 parts comprising 17 chapters. Part I provides introductory information such as leadership attributes, leadership and management roles in professional nursing, and foundational aspects of leadership. Part II discusses leadership skills that are essential to the practice of nursing. Those skills include handling stress, setting priorities, managing time, communication, accountability, delegation, teams, problem solving, decision-making, and confliict resolution. Given the need for nurses to lead us to a preferred healthcare future, Part III focuses on leading change. The book introduces the readers to the factors that influence organizational culture, innovation, change, power, politics, and managing quality and safety. Part IV concentrates on the business aspect of healthcare by reviewing how to manage human and fiscal resources. Finally, Part V of the book helps the reader to contemplate his or her evolution as a professional by discussing how to integrate leadership and management competencies into his or her nursing practice. Although one book cannot cover all aspects of leadership and management, our goal is to provide a core framework and useful skills and strategies to successfully lead nursing and healthcare forward. Each chapter of the book contains essential information that acknowledges the prior learning experience of the practicing nurse who is now an RN-to-BSN or RN-to-master of science in nursing student. Each chapter begins with a brief overview of specific leadership and management topics. The book presents case scenarios throughout the chapters to help readers apply the information to practical situations. It provides concise and application-based examples that help promote selfgrowth as a professional.
Your search for all content returned 18 results
Include content types...
Filter results by...
Filter by keyword
- Students, Nursing
- Nurses 31
- Delivery of Health Care 24
- Education, Nursing 21
- Leadership 21
- nurses 19
- Students, Nursing 18
- Nursing 17
- Faculty, Nursing 15
- nursing education 15
- Learning 12
- nursing 12
- Patient Care 12
- Ethics 11
- Health Personnel 11
- Evidence-Based Practice 10
- patient care 10
- leadership 9
- Nurse Administrators 9
- Problem Solving 9
- Advanced Practice Nursing 7
- healthcare 7
- nursing students 7
- patient safety 7
- Students 7
- Communication 6
- Curriculum 6
- ethical issues 6
- Nurse’s Role 6
- Nursing Care 6
- Nursing Informatics 6
- Patient Safety 6
- Patient-Centered Care 6
- Research 6
- Schools 6
- Teaching 6
- Clinical Competence 5
- clinical practice 5
- Decision Making 5
- Education, Distance 5
- Education, Nursing, Graduate 5
- health care 5
- Health Policy 5
- Health Promotion 5
- Mental Disorders 5
- Mental Health 5
- nurse educator 5
- Nursing Research 5
- research 5
- Accreditation 4
- Certification 4
Filter by author
- Oermann, Marilyn H. 2
- Watson, Jean 2
- Angelo Aredes, Natália Del 1
- Armstrong, Gail E. 1
- Armstrong, Myrna L. 1
- Azelton, Jennifer 1
- Barton, Amy J. 1
- Bauman, Eric B. 1
- Beauvais, Audrey Marie 1
- Betts, Lorraine 1
- Bindon, Susan L. 1
- Blair, Ellen 1
- Bogossian, Fiona 1
- Bowers, Margaret T. 1
- Bradshaw, Molly 1
- Broome, Marion E. 1
- Brousseau, Sylvain 1
- Brown, Brenda 1
- Brownie, Sharon 1
- Buck, Carl 1
- Buckley, Kathleen M. 1
- Burhenne, Rebecca A. 1
- Burrows, Karen 1
- Caffrey, Sarah J. 1
- Caldwell, Adriana 1
- Campbell, Suzanne Hetzel 1
- Cara, Chantal 1
- Card, Elizabeth Borg 1
- Champlin, Barbara 1
- Chargualaf, Katie A. 1
- Chiappetta, Lorraine 1
- Christenbery, Thomas L. 1
- Colella, Christine Lind 1
- Conard, Patricia L. 1
- Convoy, Sean P. 1
- Cooper, Jennifer 1
- Cooper, Simon JR 1
- Cyrus, James 1
- Darvis, Rick 1
- DaSilva, Maryann 1
- Davis, Karri 1
- Decker, Julie L. 1
- DeNisco, Susan 1
- Depukat, David M. 1
- DiNapoli, Jean Marie 1
- Disabato, Jennifer 1
- Dolansky, Mary A. 1
- Dorman, Genie E 1
- Douglas, Vasiliki 1
- Duffy, Joanne R. 1
Filter by book / journal title
- An Educator’s Guide to Humanizing Nursing Education: Grounded in Caring Science 1
- An Introduction to Indigenous Health and Healthcare in Canada, 2nd Edition: Bridging Health and Healing 1
- Caring Science, Mindful Practice, 2nd Edition: Implementing Watson’s Human Caring Theory 1
- Case Studies in Global Health Policy Nursing 1
- Clinical Teaching Strategies in Nursing, 6th Edition 1
- Developing Online Courses in Nursing Education, 4th Edition 1
- Evidence-Based Practice in Nursing: Foundations, Skills, and Roles 1
- Fast Facts About Competency-Based Education in Nursing: How to Teach Competency Mastery 1
- Fast Facts for the Student Nurse: Nursing Student Success in a Nutshell 1
- Florence Nightingale, Nursing, and Health Care Today 1
- Inpatient Psychiatric Nursing, 2nd Edition: Clinical Strategies, Medical Considerations, and Practical Interventions 1
- Leadership and Management Competence in Nursing Practice: Competencies, skills, decision-making 1
- Leadership and Systems Improvement for the DNP 1
- Nursing, 2nd Edition: The Ultimate Study Guide 1
- Pay for Your Graduate Nursing Education Without Going Broke: Tips From the Pros 1
- Transformational Leadership in Nursing, 3rd Edition: From Expert Clinician to Influential Leader 1
- Veteran-centered Care in Education and Practice: An Essential Guide for Nursing Faculty 1
- Virtual Simulation in Nursing Education 1
Filter by subject
- Exam Prep and Study Tools
- Undergraduate Nursing
- Medicine 0
- Nursing
44
- Administration, Management, and Leadership 11
- Advanced Practice 13
- Clinical Nursing 0
- Critical Care, Acute Care, and Emergency 2
- Geriatrics and Gerontology 1
- Doctor of Nursing Practice 7
- Nursing Education 14
- Professional Issues and Trends 16
- Research, Theory, and Measurement 12
- Undergraduate Nursing 5
- Special Topics 0
- Exam Prep and Study Tools 1
- Physician Assistant 0
- Behavioral Sciences 0
- Health Sciences 0
Your search for all content returned 18 results
- Book
This book can serve as a guided learning text for any student, practitioner, educator, or administrator needing a graceful and inviting guide to translate and integrate the complexities of the abstract, philosophical-ethical worldview underlying the Human Caring Theory; finding ways to live out into concrete daily self-caring practices. It is organized into two sections containing 15 chapters. The book is arranged to provide a simple and direct method for learning about and working with Watson’s Theory of Human Caring. The first chapter describes the use of mindfulness to cultivate understanding of Watson’s Theory of Caring. Chapters two to four presents overview of Watson’s theory, Nhat Hanh’s mindfulness practices and perspectives, and Layers of Caring and Mindful Influence. Chapters five to fourteen describe each of Watson’s 10 Caritas Processes along with project abstracts that illustrate integration of the theory into professional practice in a variety of areas. The 10 Caritas Processes are as follows: embrace altruistic values and practice loving kindness with self and others; enable faith and hope, and honor others; be sensitive to self and others by nurturing individual beliefs and practices; develop helping-trusting-caring relationships; promote and accept positive and negative feelings as you authentically listen to another’s story; use creative scientific problem-solving methods for caring decision making and creative solution-seeking; share teaching and learning that addresses individual needs and comprehension styles; create a healing environment for the physical and spiritual self that respects human dignity; assist with basic physical, emotional, and spiritual human needs; and open to mystery and allow miracles to enter. The concluding chapter provides caring touchstones to support caring consciousness in day-to-day settings.
- Book
This book is a response to the need for nursing students to have resources about core Evidence-based practice (EBP) knowledge and competencies for each level of nursing practice degrees. It addresses critical essentials that nursing students must master as they move from one nursing degree level to the next. The book takes an inclusive view of EBP from the perspectives of direct care nurses, advanced registered nurse practitioners, healthcare systems leaders, researchers, and faculty. It aligns EBP content with specific Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) essentials outlined by the American Association of Critical-Care Nurses (AACN) and addresses leveling EBP process and content across curricula. The book is organized into four major parts containing 20 chapters. Part I: Conceptual Foundations of Evidence-Based Practice contains five chapters and provides readers with necessary foundational knowledge on which to build clinical decision-making skills based on the best available evidence. Part II: Designing And Implementing Evidence-Based Practice Projects contains six chapters that systematically explore the critical elements of conceptualizing, developing, implementing, and evaluating EBP projects. PART III: Science-Based Decisions and Evidence-Based Practice contains three chapters that emphasize the importance of translational research and quality improvement for the implementation and evaluation of EBP. The final part, Evidence-Based Practice: Empowering Nurses contains six chapters that address the importance of an EBP culture and structural empowerment strategies required to achieve and sustain a culture that fosters EBP.
- Book
This book is the ultimate, all-in-one study guide to the core information nursing students need for success in all of their foundational courses. Fundamentals of nursing introduces readers to the thorough assessment of patients, the nursing process, communication between nurse and patient, cultural differences, functional health patterns, and the overall framework of nursing practice. The book summarizes the points to focus on when studying nursing history. The most frequently tested information was on Florence Nightingale and her influence. The book also focuses on patient care and assessments. Along with communication techniques, nurses rely on the nursing process when caring for patients. The nursing process is a five-step systematic approach to problem solving. It allows the nurse to obtain both subjective and objective information to determine the health care problem. The five steps are: assessment, diagnosis, planning, implementation, and evaluation, which can be remembered using the mnemonic “ADPIE (A Delicious PIE)”. Based on these steps a care plan is conducted for each patient. The book includes information on health assessment, medical-surgical nursing, emergency nursing, pharmacology, pediatric nursing, women’s health, psychiatric nursing, what to expect in nursing school, and ways to decrease anxiety while test taking.
- Book
Inpatient Psychiatric Nursing: Clinical Strategies, Medical Considerations, and Practical Interventions serves as a resource for nurses working in inpatient psychiatry, nursing students, and nursing faculty who teach undergraduate psychiatric nursing. Psychiatric nursing practice has changed dramatically to accommodate vast changes in our healthcare system. The patients who now meet the level of care standards for an acute care setting must be very ill and typically exhibit considerable behavioral impairments and multiple safety issues. This handbook for psychiatric nurses and nursing students reflects these changes and focuses on four particularly challenging aspects of acute psychiatric nursing practice: keeping the patient safe, stabilizing symptoms, promoting engagement in treatment, and discharge planning. In a systematic, easy-to-access format, the book offers proven, clinically useful interventions designed to modify and manage disruptive patient behavior. It also includes a chapter on overcoming one’s own barriers to effective nursing in the difficult psychiatric environment. This book is organized according to patient behaviors (Part I) and interventions that nurses can employ to manage behaviors (Part II). In Part I, there is a consistent chapter format so that specific content is easy to access, and each chapter concludes with a comprehensive table covering goals, areas of assessment, and interventions of the chapter’s covered behavior. Part II covers specific types of interventions such as family interventions, medication administration, relaxation techniques, sensory interventions, therapeutic one to one, and managing violence. It is the vision of the editors that this approach will provide a translational model to improve outcomes for psychiatric patients with medical symptoms and for medical patients with psychiatric symptoms. It is for this reason the second edition includes information connecting a variety of medical conditions that may be complicated by psychiatric illness or present with symptoms that may be attributed to mental illness in error. It is intended for any nurse working with patients having behavioral disturbances regardless of the cause.
- Book
This book is for nurse leaders of the future. It speaks to clinicians who are experts in patient care and are now on a path toward leadership. Several clinician leaders offer their insights in their chapters, while other scenarios and examples drawn from practice appear throughout the book. This book is offered as a resource to those embarking on a journey toward transformational leadership. This work is neither a comprehensive encyclopedia for healthcare leadership nor a traditional text in nursing management. Rather, its purpose is to identify some key issues related to leadership development and contexts for transformational leaders in healthcare. The book is meant to introduce the clinical expert to important issues in their own aspirations toward becoming a leader. It provides a guide to focused current literature and experts on a variety of issues that healthcare leaders face. In this third edition, the authors have made changes to update the messages for present-day and future readers. This new edition expands the scope of leadership to encompass emerging healthcare contexts, transformation of vision, and practice innovations; presents a new chapter describing emerging contexts for healthcare and how to build a respectful culture in which emerging leaders can thrive; and includes a new chapter addressing transformative leadership vis-à-vis changing health care perspectives. It also presents cases and reflective questions that help students apply the theoretical content to their own situations and generate discussion across cohorts of students.
- Book
Understanding the undergraduate college financial aid application process is daunting enough, but entering the unknown nuances of graduate nursing financial aid, which encompasses need- and merit-based grants, scholarships, stipends, “tuition free” work requirements, loan options, loan repayments, and loan forgiveness, can be overwhelming. The good news is that this book offers constructive guidance, substantive information on financial strategies, and how to let Uncle Sam not only support your grad college costs with free money but also assist with using tax initiatives for help with mortgages and retirement. The authors tried to take into account that there are many profiles of a graduate nursing student: a single student in his or her twenties going from undergrad to a master’s in nursing education (
MSN ) program, a nurse who decides to return to grad school after working for several years, or a nurse who has a family with kids in college or who are about to enter college. Regardless of the student’s profile, the authors have provided case studies that the reader can identify with and consider real-life funding solutions. The book offers advice on how, when, and why to appeal a grad nursing financial aid offer—and how to interact and develop a “partnership” with the financial aid office. This comprehensive guide gives nursing students a road map to paying for their advanced nursing degrees. It offers much-needed direction for navigating the complex problem of paying for an advanced nursing degree. The book is meant to be the reader’s financial aid advocate. It provides insight into three key areas: how to overcome unintentional college financial aid barriers and how to manage change; new financial planning strategies to ensure future financial success; and the latest tax planning innovations for your greatest financial return. - Book
With the move towards assuring the public that nursing students are graduating with the needed competencies to step into their very important careers, competency-based education (
CBE ) has become increasingly important. This book describes how competence is the outcome and how nursing students can rise to meet the cognitive, psychomotor, and affective skills needed to become professional nurses that make a positive impact on the health of individuals, families, and communities. The Coronavirus (COVID-19 ) crisis has underscored the importance ofCBE . Nurse educators throughout the country have analyzed standards, criteria, regulations, and student learning outcomes to define the competencies needed during this disruptive time in nursing education. Nurse educators have creatively and innovatively assisted nursing students to meet the needed competencies in alternative formats, thereby ensuring graduates will have the cognitive, psychomotor, and affective skills needed to become excellent professional nurses. The book is arranged to assist nurse educators to understand and reflect on the concepts and components ofCBE , as well as the pragmatic implementation ofCBE . It is a clear, succinct tool needed by nurse educators to move from a traditional nursing curriculum to one that ensures that nursing students are ready for today’s healthcare challenges. This book format uses examples and evidence to assist nurse educators to take the first steps in moving a nursing program towards aCBE and ensuring nursing graduates are ready to face evolving healthcare needs and future events. - Book
Healthcare needs for our military and veterans is something that has a long history and will continue into the foreseeable future. The Department of Defense and the Department of Veterans Affairs have answered the call in many ways to enhance services and programs to meet the needs of service members, a large growing group of Post-9/11 veterans, and their families. The care of military service members, veterans, and their families is a national public health concern and as nurses we have a duty to provide care to this population in a culturally sensitive manner. Military service members, veterans, and their families deserve culturally sensitive patient-centered care. This book undertakes to honor the sacrifices of our military and veteran populations and to provide all nurse educators one comprehensive resource they can turn for ideas and suggestions incorporating care of these individuals into the courses they teach and the clinical experiences of students and practicing nurses. It not only addresses what every nurse should know about military culture and the unique healthcare needs of this population, but also what and how to teach the content and engage student veterans in the classroom. The book is divided into three sections. Section I provides a context for understanding the importance of military and veteran healthcare in nursing education. Section II describes major health issues and disabilities that are unique to the military and veteran population. It covers occupational and environmental exposures specific to military training and deployments as well as common physical injuries. Lastly, Section III discusses on teaching nursing students about the healthcare needs of this population by focusing on what should be taught and suggestions on how to do to it. It includes competencies for students, faculty, and practicing nurses, along with examples of assignments in both classroom and clinical settings.
- Book
A comment in the preface of the last edition was that some things are the same and some things are different. In this edition, the conclusion is that some things are the same, and they are the basics of teaching and learning online. The very different things include technology and new structures for teaching and learning. What is on the horizon? In addition to traditional education, massive online open courses, certificates, badges, and stackable degrees will provide education for the purpose of training and retraining. This edition is still about using the web and all its richness to teach students and professional nurses how to use technology and to maintain competency and embrace lifelong learning as a nursing professional. This book describes definitions, history, and best practices for teaching online, and they form a foundational knowledge base for teaching. It identifies the impacts of demographics, finance, technology, and career development on teaching and learning using alternative teaching structures. Pedagogy and the study of learning provides the theory to develop effective educational programs. The book introduces theories and frameworks that guide the development and use of flexible learning environments. Guiding structures of online learning are applicable when developing traditional and alternative learning environments. The book also deals with reconceptualizing course content from face-to-face to an online environment; creating blended-learning environments; developing, teaching, and evaluating professional education; and establishing the pedagogical foundations of teaching continuing medical education. The technology courseware and software necessary to teach in online environments, manage online learning, and assess and evaluate learning in online environments are pertinent topics for teaching online. The book finally introduces the characteristics that the nurse educator needs in developing and teaching in flexible and creative environments and explains how nurse educators are supporting the direction of the future trends for nursing.
- Book
This book is addressed to nurses, administrators, nursing academics, nursing students, as well as other health care professionals, and to the interested general reader. Nightingale was far ahead of her time in setting out the core principles of the new nursing profession, with demanding ethical standards and continuing education to keep up with best practice. The book is organized into two parts containing twelve chapters. Part I, Nightingale’s Nursing: Then and Now, presents what she wrote and did in key areas of nursing and health care: patient care, health promotion, ethics, infection control, pediatric nursing, long-term and palliative care, administration, and research and policy development. Part II, In Nightingale’s Own Words, takes the reader into Nightingale’s best writing itself. It provides selections of Nightingale’s most important writing from 1858 to 1893, thus facilitating the tracing of her ideas as they evolved. Nightingale’s writings are categorized into Nightingale’s early writing on hospitals and nursing, Nightingale’s writing on nursing for the poorest, and Nightingale’s late writing on nursing, hospitals, and disease prevention. The book shows how Nightingale interacted with leading physicians and other health science experts. The prime purpose of this book is to bring Nightingale’s ideas and work to the attention of nurses today, not as a historical figure but as a source of principles, vision, and sound practice in the here and now.
- Book
Global health policy should be of interest to nurses and other providers involved in all aspects of the healthcare, including practice, education, and administration. This book disseminates policy analysis of key health issues that have a global impact from the perspective of nurses. It is a compilation of case studies that highlight global initiatives to eradicate disease and promote health. The contributors are nurses who possess expertise in the global implications of the health issues and related policies of selected topics. Some of the topics included are transgender health, immigrant healthcare, chronic disease, human trafficking, pandemics, and infection control. These topics, as well as the others covered, are timely and of global significance. The case study approach provides the reader with an in-depth treatment of each topic’s health issue and the global policy implications. The goal of the book is to provide the unique perspective of nurses who live and work with these implications as they strive to provide care and educate future nursing professionals. Because the case studies presented provide an overview of a variety of significant global health issues and the policies that impact them, the book is appropriate for students of public health and medical anthropology/sociology as well as graduate nursing students. The book is organized into three parts. Part I discusses policy implications for global health, some of the policy-related research around major disease outbreaks, epidemics, and pandemics of recent years, and policies related to healthcare funding for immigrants and refugees. It also documents the case study of two foreign-born physicians experiencing transition from foreign medical doctor in the country where the medical degree was obtained to nurse practitioner in the United States. Part II discusses exemplars of health policy in specific countries and Part III discusses exemplars of health policy related to specific conditions.
- Book
The integration of technology with nursing curricula is a dynamic and increasingly necessary step in the evolution of nursing education. Schools of medicine have been using some form of virtual patient for over 40 years. The National League for Nursing has endorsed simulation as a teaching methodology to prepare nurses for practice across the healthcare continuum. This book offers nursing educators and administrators thoughtful and well-planned simulation integration strategies, and illustrates how students may use technologies to maximize learning and support practice. The book presents, explores, reflects, and expands on a new model for technology integration with nursing curricula. The Faculty Administrators Students Technology Simulation Integration Model© (FAST SIM) provides a framework for guiding and evaluating the technology integration. The book is organized into four section comprising 19 chapters. Section one describes the evolving virtual learning landscape. It assess the virtual learning landscape, and describes the application of FAST SIM as the basis for integrating virtual educational technologies. Section two presents faculty perspective on pedagogical applications and specific integration strategies. It discusses the opportunities, challenges, advantages, and disadvantages of virtual technology integration. The section also explores the role of faculty in integrating virtual simulations and describes the design and creation of virtual gaming simulations in nursing education. It presents nursing student simulation scenarios within a virtual learning environment and discusses enhancing the rigor of virtual simulation. Section three describes a student’s journey encountering a virtual learning environment. It discusses mentor role in virtual simulation–mediated learning, and creating interprofessional simulation scenarios in virtual learning environments. The section also explores advancing nursing informatics knowledge and skills using a virtual learning environment. The final section presents an administrative perspective in navigating the chasm when a profound difference exists among stakeholders, viewpoints, and feelings regarding virtual simulation.
- Book
This book is an essential resource for all nurse educators interested in or engaged in Caring Science and the humanization of nursing education. It was written in response to prevalent dehumanizing practices toward nursing students and the impacts such practices may have on students and their learning. It offers guidance on how to be inspired by Human Caring to humanize nursing education and ground the nurse educator’s role in developing authentic teaching/learning caring relationships with students. The book assists in translating caring values, attitudes, and behaviors into knowing, doing, being, and becoming caring nurse educators. It explains how Human Caring can expand nurse educators’ consciousness to explore the path to a relational emancipatory pedagogy for nursing education. The book also gives meaning to nurse educators’ practice of “teaching from the heart,” which contributes to making a difference in students’ lives and learning experiences, and shares how Caritas Processes and Caritas literacy can inform nurse educators in their daily teaching–learning practices. The text explains how a caring worldview may enhance nurse educators’ moral imperative to develop and foster “habitus,” an ontological space, to enable students to explore healing as their professional purpose. It also describes how nurse educators can politically influence their nursing school colleagues to encourage the formation of caring relationships throughout the institution. The book concludes with the introduction of a Being-Caring perspective of teaching as a new lens and a new mandate for nursing education.
- Book
This book acquaints a student nurse with the demands and rewards of both an education and a career as a nurse. It is divided into four parts. Part I looks at the beginning of the new life for the student nurse. A career in nursing is a journey that begins with information gathering and planning on the part of the student nurse. A student nurse with a real-world perspective is better equipped to tackle the demands of the nursing profession. In the course of nurse education, nurses will be asked to put what they have learned into practice by working in a hospital or other clinical setting under the direction of a nursing instructor. The second, third and fourth parts talk about achieving success in the classroom, at the clinical site and at home. There is a strong correlation between good classroom performance and good clinical performance. In the clinical education setting, students need to apply classroom knowledge to “real world” situations. Many nursing programs have requirements called technical standards that must first be met by nursing students in order to qualify for enrollment in a clinical nursing course. Creative thinking can allow a nursing student to handle personal crises without unduly impacting progress toward graduation. Part V deals with success following education. This part focuses on licensure and the National Council License Examination (NCLEX), job hunting, financial exposure and malpractice insurance.
- Book
Increasing complexities of nursing practice, healthcare delivery, payment systems, technology, and knowledge development are drivers of current shifts in the healthcare market; these in turn have led to advancing roles and responsibilities for nurses that require higher education. This book effectively addresses many of these shifts. This thoughtful book from Doctor of Nursing Practice (
DNP ) leaders pulls together information from across systems leadership to define the parameters ofDNP education, improvement projects both for academic credit but also for system redesign, and competencies expected ofDNP graduates. The book preparesDNP students and graduates through broad explication of complex systems, systems thinking, and complexity leadership. Nurses with advanced education in systems thinking and processes can apply second-order problem-solving to rectify ill-designed processes, lack of standardization, and poorly functioning teams. To achieve these aims and alleviate preventable harm, nurses must accept and embrace new models of leadership that move beyond the managerial horizontal approaches; vertical leadership development reinforces reflective practices for thinking deeply about care provided and the systems that surround daily work. The book addresses these new, necessary competencies, culling expertise from a wide variety of chapter authors. This ground-breaking book helps fill these gaps in defining leadership development forDNP graduates and their role in leading system redesign improvement. The book leadsDNP students, faculty, and graduates through germane content to create these vitally needed practice environments. It also provides clear explication of the differences between the research-focused PhD and the clinically focusedDNP , and ways they can integrate. By delivering up-to-date information about improvement work in healthcare systems forDNP students and graduates, this must-read book for faculty, students, and clinicians offers hope for achieving the quality goals that will provide the right care for the right patient at the right time, every time. - Book
This text is intended primarily to provide nursing students with an accessible guide to the health of Canadian First Nations, Métis and Inuit—the Indigenous peoples of Canada. For the increasing number of nursing students and future professionals who are Indigenous, this textbook provides an explanation of how their values and worldview may differ from those of their colleagues but can still be accommodated within the profession. It also gives a sense that Indigenous health is a concern in Canada, and that both governments and individuals, including many nurses, are working to improve the health and well-being of Canada’s native peoples. The book is about Indigenous health in Canada during an era of changing rights and responsibilities. Indigenous health is neither unremarkable nor static, as even its history is rapidly evolving as new facts are uncovered and old interpretations are overturned. In essence, the book reflects the following aspects of teaching and learning in Indigenous health: Indigenous approaches to health and healing are as valid and important as the biomedical model of health; The biomedical model is also valid and important, but too often it is treated as a belief system, rather than a tool, as all sciences are; and The vast majority of Indigenous people want the benefits of modern health care, but they do not necessarily want to accept it as more than a tool to facilitate their healing. It serves as a practical means of introducing Indigenous health to undergraduate students. Each chapter is meant to be self-contained, while also being strongly supported by the material in the other chapters. Each chapter begins with a clear set of objectives. These function as the themes and questions that the chapter will answer. The chapter body strives to provide proof and context for these objectives.
- Book
Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom and in online environments. In nursing education, the classroom and clinical environments are linked because students apply in clinical practice what they have learned in the classroom, online, and through other experiences. However, clinical settings require different approaches to teaching. The clinical environment is complex and rapidly changing, with a variety of new settings and roles in which nurses must be prepared to practice. This sixth edition of Clinical Teaching Strategies in Nursing examines concepts of clinical teaching and provides a comprehensive framework for planning, guiding, and evaluating learning activities for prelicensure and graduate nursing students. It is a comprehensive source of information for full and part-time faculty members whose responsibilities center largely on clinical teaching, for adjuncts and clinical nurse educators whose sole responsibility is clinical teaching, and for preceptors. It also is useful when teaching nurses and other health care providers in the clinical setting. Although the focus of the book is clinical teaching in nursing, the content is applicable to teaching students in other health care professions. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment. It presents a range of teaching strategies useful for courses in which the teacher is on site with students, in courses using preceptors and similar models, and in distance education environments. The book also examines innovative uses of technologies for clinical teaching. One of the most important responsibilities of the clinical educator is selecting teaching methods and crafting clinical assignments that are related to the competencies to be developed, appropriate to students’ levels of knowledge and skill, and challenging enough to motivate learning.