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.
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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 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.
Understanding and managing technology is a key component in providing quality patient care today. This book delivers required competencies and frameworks for both nursing education and practice, expanding upon integral systems and technologies within one’s healthcare system and their impact on the responsibilities of the individual nurse. Highlighting the intricacies within a specialized approach to healthcare data, data mining, and data organization, this resource connects day-to-day informatics practices to larger initiatives and perspectives. Clear and concise synopses of healthcare essentials, case studies, and abundant practical examples help readers understand how health informatics improves patient care within the nursing scope of practice. Thought-provoking questions in each chapter facilitate in-depth considerations about chapter content. The book provides a broad overview of informatics knowledge to empower nurses to be thoughtful and participate in the capture, storage, and use of data to optimize patient outcomes. Technology is changing rapidly in healthcare, and this book provides a primer for noninformatics nurses who wish to know more about data and how those data affect healthcare. It explains the importance of informatics and informatics competencies and provides the core of the informatics architecture, including the electronic health record and decision support tools. The text concludes with information related to the ethical, legal, and social issues related to informatics and the user experience.
Academia should be considered as the foundation of the movement to end bullying, but it is often where bullying in nursing begins. Academia, like all areas of nursing, has long-standing traditions and expectations. This chapter enables the reader to list the root causes of bullying in nursing education and the bullying behaviors found in nursing education. It also helps the reader to list the bullying behaviors demonstrated by the student nurse and the ways bullying nursing education can be decreased. The chapter describes how nursing staff may be stressed by the presence of nurse educators on the nursing unit. The student may be bullied by various professionals, but nursing faculty and nursing staff are also subjected to inappropriate student behaviors as well. Education, bullying recognition strategies, and zero-tolerance policies will help to eliminate the nurse who becomes a bully.
Although the current status of nursing education has improved in some respects, it has not done so abundantly. It has not changed enough during the past decade to transform nursing and healthcare. In nursing, there is omission of important curricular content, which in part, contributes to a hidden curriculum that is not good for the nursing profession or the people the profession serves. Nurses are being deprived of the fundamental elements that could help to sustain our individual and collective well-being while working in complex health-care environments. Nurse educators can do much to minimize and prevent the contagion of the syndromes of compassion fatigue and burnout. Nurses should be taught the relationship between professional quality of life and how it contributes to work performance. The best place for nurse educators to begin is probably to explore their own curricula to identify the hidden curriculum and then take it from there.
Every profession has core values and excellences that provide an ethical code, a reference point for how nurses go about acting professionally. In nursing education, the learning of this content may be relegated to the clinical practicum experiences, and little time is spent on seminar discussions; thus, it often seems an obscure aspect of the curriculum. Introductory courses in nursing provide an overview of what professional practice is, what their code of ethics means, and how nurses are supposed to function. They usually outline the values and excellences held at the core of their being and becoming nurses. Nurses are still predominantly socialized during basic education and in the workplace to be subordinate to others. Compassion is unquestionably at the heart of the mission of the nursing profession. It is a virtue and an excellence that makes all the difference.
Advanced practice nursing is on a rapidly unfolding evolutionary path globally, dictated by need, vision, and opportunity. The need for cost effective quality healthcare providers is universal. Technology, communications, and new educational methods have allowed global connections. To prepare for a global experience, the advanced practice registered nurse (APRN)/advanced practice nurse (APN) should understand political, social, economic, and healthcare trends and, megatrends. This chapter presents the agencies involved in the global APRN/APN experience. International advanced practice nursing partnerships have become a popular method of exchanging nursing knowledge in that they provide a forum for access to international practice experiences and a forum for research in international healthcare issues. Pressing global healthcare needs and proven APRN/APN track records in healthcare delivery, education, and research demonstrate this is a time for APRNs/APNs to collaborate with colleagues and other medical professionals to improve health for individuals and communities everywhere.