Journal of Nursing : Experiences
aacn aging aids anesthesia asd assessing mental health status autism blood bullying cancer cardiomyopathy care caring change changes children clinical clinical experience college communication cost cpr death decreasing costs diabetes disease education elderly emergency emergency room ethics experiences falls family future of nursing gay haiti health health care healthy hiv hospital icu jobs knowledge lateral violence leadership lesbian life love medication mental health mental health need mental illness patient assessment nurse nurse educator nurse practitioners nurse shortage nurses nursing nursing education nursing faculty nursing partnership nursing school nursing students pacu pain patient patient assessment patient care patient education patients pediatric pediatrics philosophy poem prescriptions prevention profession quitting reflection relationships research risk rn sex sexual health std stress student student nurse students support teaching technology thank you transition treatment women
-
Receiving another patient helped save my other patient...
Stacey Kast Rn,Bsn
I started my day in the Post Anesthesia Care Unit (PACU). I work the 7a-7p shift. It was just another routine day. I received an 84yr old female patient Mrs. R from the Main Operating Room (OR) who had undergone a Left Shoulder Replacement. Mrs. R received an interscalene block for pain in the OR and had general anesthesia. Since she was elderly and was not having good tidal volumes at the end of the case anesthesia decided to keep her on the ventilator a bit longer until she woke up more... -
What do they expect? A comparison of student expectations and outcomes of undergraduate research experiences
David M Chapinski
The big challenges facing nursing students today have permanent effects on us all as patients. Nursing students need to be able to value the relevance, authority, and utility of nursing research for patient care through embedding research learning in both academic and practice-based settings. Students can be supported in learning how to access, understand, and appraise the authority of research through weaving these skills into enquiry-based learning. Furthermore, encouraging students to undertake research- based practice change projects can support research utilization and development skills.
