This chapter reviews prevention, including genetic counseling. It discusses genetic testing for diagnosis as opposed to screening and the treatment for genetic disease. Methods of prevention begin with education of the public and health care professionals and identification of those at risk. Genetic counseling is the process of helping people understand and adapt to the medical, psychological, and familial implications of genetic contributions to disease. The malignant cells often exhibit aneuploidy as well as translocations that are found only within the tumor cells. Genetic errors that arise from specific cell lines are somatic mutations. It is suggested that there is a thorough collection of family, genetic, and medical history for children entering the adoption process. Nurses may play a variety of roles in genetic counseling that reflect their preparation, area of practice, primary functions, and setting. The chapter explains the incidence of chromosome abnormalities.
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This chapter discusses the historical background of the mentor connection and mentoring relationships in nursing, different types of support relationships and mentors. It also discusses why and when nurse need mentors and early career challenges and mentoring. The mentor connection is a developmental, empowering, nurturing relationship extending over time, in which mutual sharing, learning, and growth occur in an atmosphere of respect, collegiality, and affirmation. Clearly, mentor connections and networks were integral to the developmental experience of successful career-oriented men. Mentoring is a vital component of professional nursing and that mentors are essential for nurses’ ongoing development and leadership achievement. In organizations, mentoring relationships serve as an antidote to disrespectful attitudes and behaviors among nurses and physicians and other health care providers. Mentors mentoring activities can be broken down into two categories: career functions and psychosocial functions.
This chapter focuses on partnerships between low- and middle-income countries (LMICs) and higher income countries (HICs). It presents information about three types of international partnerships. The first type is partnerships that focus on academic education, prelicensure as well as advanced degree programs. The second type is partnerships that focus on advances in professional nursing, which provide professional development for nurse leaders and clinicians in specific settings and capacity-building measures for the profession in the host country. The third type is partnerships that provide direct clinical care or improve a specific aspect of health care in a developing country. The chapter addresses the host partner factors and presents a case study that reports on the educational partnership between the Alice Ramez Chagoury School of Nursing (ARCSON), the Lebanese American University (LAU), and the University of New Mexico College of Nursing (UNMCON).
This chapter provides an alternative view of traditional leadership, describing assumptions of leadership in global health and how these assumptions, along with leadership skills, can be adapted fluidly among members of global health projects in order to maintain partnerships. Global health nursing leadership occurs within organizations and the highest levels of government, but the concept of leadership in global health nursing extends to nurses working within nongovernmental organizations or serving as volunteers on health care teams. Critical team leadership roles include the following: convener, visionary, strategist, and team builder. Leadership roles will continue to emerge throughout the partnership as the need arises, and partners will assume leadership roles according to their personal and professional skills as well as experience. The chapter then provides two case studies that demonstrate the challenges involved in maintaining partnerships between academic institutions in different countries.
This chapter focuses on factors that began the process of silencing the voices of the immigrant midwives. In debating the ‘midwife problem’, much was written in the early 1900s about the abysmal mortality and morbidity statistics at that time. A New York State midwifery law enacted on June 6, 1907, empowered this city to adopt rules and regulations and adopt ordinances governing the practice of midwifery. Carolyn Conant Van Blarcom was one of the first voices to advocate that nurses, particularly public health nurses, be trained in midwifery. First School for midwives in the United States was the Bellevue school for Midwives, opened in July 1911. The enticement to childbearing woman that took them into the hospital was the promise of painless childbirth from the use of twilight sleep. Nursing underwent professionalization with national organizations, journals, and educational programs and standards approximately 50 years after medicine did in the mid-1800s.
This chapter explains the diverse choices nurses have when making a decision to go back to college. It discusses what to assess in a school, followed by what to assess in a nursing program; however, it does not matter which nurses do first as long as one evaluate both. Selecting the right school and program to meet their educational goals is an important decision. As a consumer of higher education, nurses may need to consider a number of factors that will influence what choice they make. Doctoral nursing programs traditionally offer courses on the history and philosophy of nursing and the development and testing of nursing and other health-care techniques, as well as the social, economic, political, and ethical issues important to the field. Data management and research methodology are also areas of instruction”. Some nursing programs offer service-learning experiences, which are different from the traditional clinical experiences.
A major challenge for nursing faculty has been, and continues to be, to engage in more scholarly writing when they have had limited formal training and experience with scholarly writing. A second challenge with transitioning nursing education into universities is that a significant proportion of nursing faculty members are dedicated (almost exclusively) to educating students on clinical nursing skills. This chapter explores the reasons why nurses often do not write well, which contributes to some nurses “hating” to write or choosing not to write at all. It then explores the reasons why nurses should write. Finally, the chapter explains the structure of scholarly writing and uses an example of a class assignment to demonstrate how to develop the structure of a scholarly manuscript. The chapter also includes some general tips to help you structure a piece of writing for ease of comprehension and maximum effect.
This chapter helps the learner to identify the roles of the MSN-prepared nurse in interprofessional collaboration (IC); determine strategies to engage others in IC; and examine challenges that may arise when participating in IC. It also evaluates the need for shared goals when participating in IC and develops strategies to navigate candid conversations. The American Nurses Association (2015) defines IC as “integrated enactment of knowledge, skills, and values and attitudes that define working together across the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes”. The American Association of Colleges of Nursing essentials of the master’s-prepared nursing education include IC as one of the expectations within all MSN educational programs. Collaboration is key to ensure that outcomes are met.
Changes in technology and automation influence the way nursing faculty teach nursing. Institutions of higher education prepare students for lifelong learning by including soft skills, such as critical thinking and communication, in the curriculum. The role of faculty members is to use technology in teaching to create authentic, problem-based learning strategies. Including the instructional designer in designing courses that include the technology-based strategies is a priority. Matthew Lynch (2018) describes expected changes in technology that impact online learning. The changes in technology include: mobile learning, project-based learning, learning analytics and visualization software, redesign in online classrooms, and movement to blended learning environments. Adaptive learning technology will employ software that adapts to the learners’ learning needs and styles. The chapter briefly discusses the role of the faculty educator and the expectations of the future faculty educator.
This chapter helps the learner to discuss the history of nursing education; compare and contrast the three major roles of the nurse educator; explain the three roles of an academic nurse educator; examine how a nurse educator can become nationally certificated; and distinguish the benefits and challenges of being a nurse educator. There are three major roles for a nurse educator: community educator, staff educator, and academic educator. Each role has a slightly different focus but uses the same basic skills taught in educator courses. Nursing education is an excellent role to consider when earning your master’s degree. It provides flexibility in your work schedule and allows one to be at the top of the required knowledge in your area of expertise. As a nurse educator, one can impact many lives directly or indirectly.