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Case study describing management of mentally ill client using holistic nursing methods.
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As Biology instructors for nursing students, it is an honour to contribute to laying down a foundation in Biology for future nurses. One common question that has emerged among nursing students is “Why do I need to know Biology if I’m going to become a nurse?” We have wrestled with this question for some time. How does one generate an appropriate response to this question? How does one instill within a student the passion for learning Biology? How can one emphasize how valuable understanding Biology will become in the workplace? We hope to raise some interesting discussion and awareness about a topic that we have spent countless hours deliberating amongst ourselves and our colleagues.
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Nursing as a practice and profession has experienced significant changes over the years. For instance, in the 1800s nurses were expected to be subservient to doctors. Just hear what the doctor who gave Springfield Hospital’s first nursing graduation address: "Every nurse must remember that it is the attending physician's business to make a diagnosis of disease and hence that she should never hazard an opinion herself, under any circumstances." (Dr. Hooker, Springfield Hospital Annual Report, 1894). It would be interesting to know what the nursing faculty were thinking when they heard those words. Thankfully nurses during that era did not take the doctor’s advice and remained dedicated to advance and advocate for the profession of nursing. Around the same time that Springfield Hospital’s first nursing graduating class were listening to their graduation address, Florence Nightingale along with other nurse advocates, were making incredible strides to implement nursing education. After the Crimean War, Florence Nightingale recognized and introduced the need for formal nursing education but the education was limited to basic nursing knowledge and skills. As a result of the Women’s Rights Movement in the 1900s, the idea of nursing as a profession evolved into a reality. As society’s healthcare needs changed, nursing education had to change to meet those needs. There were however, challenges each century faced when trying to ensure nursing education met society’s needs and today, the challenges faced are heading right for a major crisis.
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Nursing shortages have plagued the United States for the past several decades. By 2020, the deficit of Registered Nurses (RN) is projected to exceed 1.2 million (AACN, 2012). One important factor is the shortage of qualified nursing faculty. Every year many qualified applicants are denied admission to nursing programs due to nursing faculty shortages (AACN, 2012). Nursing programs can only accommodate as many students as they have faculty to teach. State Boards of Nursing (SBN) throughout the country are collaborating with colleges and universities to fill nursing faculty vacancies utilizing a variety of creative strategies. An educational research team, at a private university in the Midwestern section of the country, examined each state’s SBN rules and regulations related to pre-licensure faculty requirements for baccalaureate nurse educators. The researchers found that there were vast differences in the educational requirements allowed by individual State Boards of Nursing for Baccalaureate nurse educators.
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Obtaining a higher education has transitioned from being a privilege to a prerequisite for professional success. However, success is not always correlated with the level of education the individual possesses. This is especially true in the field of nursing.
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The United States (U.S.) has repeatedly experienced a shortage of qualified registered nurses, a situation, which is capable of deteriorating further in view of the U.S. aging population (Clark, Stewart, & Clark, 2006).
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