Nurses working in the field of obstetrics must have a greater depth and breadth of genetic knowledge over any other subspecialty. In gestation, nurses should include education on the effects of teratogens, prenatal screening options, and prenatal diagnoses. After delivery, early recognition of genetic disorders is important for immediate initiation of potentially life-saving therapies. Preconception education is a critical component of health care for women of reproductive age. The Centers for Disease Control and Prevention (CDC) recommend that all women of childbearing age consume 0.4 mg of folic acid daily to prevent neural tube defects (NTDs). Counseling can still be useful in terms of optimum pregnancy management in a setting best able to cope with any anticipated problems. Complex and multifaceted maternal and fetal factors influence the consequences of drugs, radiation, and chemical and infectious agents to the developing fetus.
Your search for all content returned 390 results
This chapter provides the doctor of nursing practice (DNP)/nurse leader with knowledge of the financial, scheduling, staffing, reporting tools, and leadership commitment required to be successful in the management and retention of their workforce and the delivery of care to the patients. The DNP/nurse leader has ultimate accountability for the cost center budget for labor resources, salary and expense dollars, staff satisfaction, and the delivery of care to the patients on the unit. Accountability and teamwork are crucial to achieving best practices, engagement by frontline staff to improve patient safety and the quality of care. There is no question that nursing care and quality patient care are inseparable. Safe staffing saves lives and a growing body of evidence documents that adequate nurse staffing improves patient outcomes, resulting in shorter lengths of stay, fewer complications, and patient deaths.
This chapter opens with the challenge Nightingale and her close colleagues faced in establishing nursing as a profession when the ethical standards of the existing (secular) nurses were (generally) so low. The ethical issues she had to deal with in her own school, soon after it opened, are discussed three thorny problems with appointments. Anyone reading Nightingale’s writing on nursing will be struck by how often and how forcefully she insisted on high ethical standards. The reason for the emphasis on ethical standards is obvious enough in the task Nightingale faced in raising the new profession from its disreputable past. The International Council on Nursing (ICN) established its Code of Ethics in 1953, again based on Nightingale principles. It identified four responsibilities: to promote health, to prevent illness, to restore health, and to alleviate suffering. The code asks nurses not only to act ethically themselves, but to challenge unethical practices.
This book offers leadership lessons for aspiring nurse leaders from luminaries in business, medicine, philanthropy, government, academia, research, and health care. It offers practical advice, lessons learned, and testimonials as to how nurses can prepare themselves for leadership, which in turn, will help them to provide exceptional patient care. As per the report of the Institute of Medicine (IOM) and the Robert Wood Johnson Foundation (RWJF), the heightened roles of the professional nurse allow nurses of all practices to more fully develop their leadership skills. Nurse leaders are moving the interprofessional collaboration agenda forward by serving in key leadership positions. A nurse leader who led public research in the Kent State University and Bowling Green State University challenged the common perception that successful leaders are born, complete with the requisite temperament and talents. Nurses who play leadership roles can fill in research on health care policy formulation and implementation that will change the course of health care payment, delivery, and quality. The book discusses nurse research leadership from an economist’s perspective, hiring leaders to understand leadership, and nursing leadership lessons from an association executive’s perspective, from a physician’s chief executive officer’s perspective, from a nursing friend’s perspective and from a collaborative team’s perspective. The book also highlights nursing leadership’s contributions to safety and quality, how leadership can usher in health reforms and achieve better health for all people, and advancing the cause of transformational nurse leadership.
Interprofessional education (IPE) and collaborative practice are increasingly called upon to improve these domains such as patient care, community health, health care delivery systems respective and overlapping spheres of activity with the larger goal of improving the overall health care system. Nurse leaders are moving the interprofessional collaboration agenda forward by serving in key leadership positions nationally and on local campuses. Nurse leaders, through a combination of their training, professional experiences, and personal preferences, have unique knowledge and skills for which they are enthusiastic champions. Effective leaders apply principles of good communication in their work with individuals and groups. Nurse leaders possess valuable professional knowledge and skills, and when coupled with individual talents and strengths, they offer important assets to the success of a collaborative effort. Nurse leaders should recognize how they can best capitalize on their leadership abilities and confidently apply them.
Barry H. Smith’s opening is significant: that nursing care is at the core of humanity. He recounts his own experiences with nurses, when as a surgical resident he learned the value of team work, and developed a respect for the nurses who were so tuned in to the needs of the patients and families. Smith asserts that nurses must be the central point of any health care system, and yet many factors have converged to keep nurses in a subservient role within health care. Today, there are Nurses Aides, Licensed Practical Nurses, Registered Nurses, Nurse Practitioners, and those with doctorates in nursing, with an increasing premium being placed on advanced nursing clinical practice, as well as research. Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression.
This chapter explores the importance of risk prevention in mentor relationships, about potential roadblocks for mentors and protégés, and how to manage change in the mentoring experience. Good risk prevention includes agreeing with nurse’s mentors on basic expectations about their goals and outcomes, frequency of contact, roles their mentor can play, expected performance of both partners, and how to address problems if they arise. Studies have reported various types of mentoring relationship problems such as unrealistic expectations, personal and professional mismatches, power and control issues, excessive competitiveness, “cloning”, communication, and dependence. Abuses of power in the mentor relationship occur when there are instances of manipulation, exploitation and excessive demands of loyalty and conformity by the mentor. Frequent, open, and honest communication is the foundation of healthy mentor relationships. The power and magic of mentor relationships are reflected in the achievements, joyful sharing, and professional and life connections between mentoring partners.
Jerry Cromwell has a rich history of both preparing nurse leaders in research and collaborating with nurse researchers. On the basis of his extensive experience, he offers cogent advice on leadership roles that nurses can fill in research on health care policy formulation and implementation that will change the course of health care payment, delivery, and quality throughout the United States. Cromwell believes that nurse researchers can provide leadership through the development of skills in management, program development, research, and teaching. To illustrate the characteristics of nurse research leaders, Cromwell describes one such leader with whom he has worked for more than two decades. He details her skills in project leadership, her technical research skills, and her management skills. Cromwell also identifies other nurse researchers who are leading policy development at the government levels, including those at some of the top federal agencies.
This book is geared to nursing professionals who need to know about health care financing in non-CPA (certified public account) term. It is deductive, beginning with the big picture of health care financing and then applying a financial management perspective to nursing practice and general health care issues. The book is organized into four parts. Part I, The Big Picture of Health Care Finance, effectively covers the complexity inherent in reimbursement and insurance coverage. This section includes discussion of hospitals and health systems as businesses, the economics of health care, and insurance coverage and reimbursement in both acute and non acute settings. Part II, Budgeting for Acute and Ambulatory Care, lays the foundation for students to acquire budgeting skills and to prepare to make executive-type financial decisions at the macro and micro levels. Part III, Quality, Data Analysis, and Legal/Ethical Issues, emphasizes business skills such as project management and grant writing for Doctors of nursing practice (DNPs). It points out the fiscal and ethical responsibility of all providers of care to ensure that data are appropriately used to support the cost of care and the importance of data to providing quality. Part IV, Entrepreneurship and the Future, wraps focuses on what the hospital and health system of the future may look like as well as business skills for the DNP, including a sample business plan. This section includes being an entrepreneur, writing a business plan, financial management in academia, and issues behind global health care financing. Critical thinking exercises have been added to each chapter for use in the classroom. The book is designed to provide DNP students with the knowledge and skills needed to practice at a doctoral level.
This chapter describes the various roles and functions of the treatment program or clinical management staff in the residential facility. It characterizes the roles of support staff and agency personnel. Teachers, physicians, nurses, psychologists, social workers, lawyers, and accountants in the TC ply their professions in the usual way. The relationship between staff and peer roles is rooted in the evolution of the Therapeutic Community (TC). In the TC approach, the role of staff is complex and can be contrasted with that of mental health and human service providers in other settings. An array of staff activities underscores the distinctively humanistic focus of the TC. The chapter describes how primary clinical staff in the treatment program supervise the daily activities of the peer community through their interrelated roles of facilitator, counselor, community manager, and rational authority. Other staff provide educational, vocational, legal, medical, and facility support services.