Nursing Test – Flashcards
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Defining Nursing
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the diagnosis and treatment of human responses to actual or potential health problems.
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RNs represent
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RNs represent the largest group of healthcare providers in the US -More than 3 million individuals -2004: 85% actively working in nursing
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Race and Ethnicity
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African American 5.4% Asian/Pacific Islander 5.8% Hispanic 3.6% 26.8% of nursing students in entry-level BSN programs were from minority backgrounds.
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Ages
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Average age in 2013 was 46 years old 50% of the nursing workforce is close to retirement Increased number of working RNs under age 30, offsets the increasing number of nurses age 60 or older who continue to work.
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Pathways for nursing
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(1) 4-year education at a college or university conferring a BSN degree; (2) 2-year education at a community college or technical school conferring an associate degree in nursing (ADN); and (3) a diploma in nursing, awarded after the successful completion of a hospital-based program that typically takes 3 years to complete, including prerequisite courses that may be taken at another school. Nurses working in 2008: 45% have ADN; 35% BSN and higher; 18% diploma
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Places of work
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Primary work site for RNs-hospitals 62.2% 7.8% community health/public health settings 10.5% ambulatory care settings 5.3% extended care/nursing home settings Remaining percentage in schools, government agencies, state boards of nursing, insurance companies
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NPs
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nurse practitioners
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CNSs
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clinical nurse specialists
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CNMs
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certified nurse-midwives
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CRNAs
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certified registered nurse anesthetists
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Clinical ladder
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Multi-step program that begins with entry-level staff nurse positions With experience, continuing education, pursuance of more education/certification, nurses can move up the ladder Salaries and responsibilities increase as one moves up the ladder
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Nursing Work
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Hospital-based nursing Community health nursing Occupational health nursing Military nursing School nursing Hospice and palliative care nursing Telehealth nursing Faith community nursing Nursing informatics Travel nursing
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Nursing opportunities requiring advanced degrees
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Nurse educators APNs: nurse practitioner, clinical nurse specialist, certified nurse-midwife, and certified registered nurse anesthetis
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Hospital-based nursing
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Primary work-site for nurses Numerous opportunities available (med-surg, ICU, pediatrics, obstetrics, psychiatric) Educational requirements range from diploma and associate degrees to doctoral degrees depending on the position
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Community health nursing
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Initially created by Lillian Wald when she established the Henry Street Settlement in NYC Now a broad field encompassing both public health nursing and home health nursing Variety of work settings—ambulatory clinics, health departments, hospices, home health care
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Occupational health nursing
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Hired by large companies Provide basic health care services, health education, screenings, and emergency treatment to employees at the worksite Recommended that nurses in these positions hold a baccalaureate degree Have responsibility to identify health risks to the entire work environment Need a working knowledge of governmental regulations Occupational Safety and Health Administration (OSHA) Ensure that company is following regulations Need an understanding of workers' compensation and be able to coordinate care of injured workers with physicians
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Military nursing
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Practice in both peace and wartime Required to have a BSN for active duty Enter active duty as officers and must be between ages of 21 and 46 ½ when they begin active duty Major advantage is opportunity for advanced education
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School nursing
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Need to have working knowledge of human growth and development In short supply 1 RN:750 students is federally recommended ration Good counseling skills States have different requirements re: education and certification Most school systems require baccalaureate degree or higher National Board of Certification of School Nurses (NBCSN) is the official certifying body for school nurses PA requires certification to practice as a school nurse
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Hospice and palliative care nursing
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End-of-life care is largely a responsibility of the nurse Rapidly developing nursing specialty Dedicated to improving the care of seriously ill and dying patients as well as their families Nursing curricula have not traditionally included extensive content to prepare nurses to effectively treat dying patients and their families ANA formulated a positions statement re: promotion of comfort and relief of pain in dying patients
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Telehealth nursing
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Use of telecommunication technology to provide nursing care Not considered a separate nursing role as few nurses use telehealth exclusively in their practice Has helped to expand health care to underserved populations
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Faith community nursing
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Formerly known as parish nursing Based on the belief that spiritual health is central to well-being and influences a person's entire being Holistic approach to healing that involves partnerships between congregations, their pastoral staff, and healthcare providers
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Nursing informatics
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Combines nursing science with information management science and computer science to manage information nurses need Field focuses on full range of activities that involves information handling in nursing
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Travel nursing
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Location is chosen and nurses work for 13 weeks Fixed temporary position that is used for specific or strategic staffing needs Nurses work in their clinical specialty area and benefits vary
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Certified nurse-midwives (CNMs)
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provide well-woman care and attend or assist in childbirth in various settings, including hospitals, birthing centers, private practice, and home birthing services. They are prepared in formal nurse-midwife courses of at least 9 months in length Births attended by CNMs are among the safest. Because of patient acceptance and a good safety record, deliveries attended by CNMs have increased every year since 1975 (Martin, Hamilton, Sutton et al, 2009) and are expected to increase in the future.
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Certified registered nurse anesthetist
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Collaborating with physician anesthesiologists or working independently, they are found in a variety of settings, including operating suites; obstetric delivery rooms; the offices of dentists, podiatrists, ophthalmologists, and plastic surgeons; ambulatory surgical facilities; and in military and governmental health services (AANA, 2009) Anesthesia care today is safer than in the past, and numerous outcome studies have demonstrated that there is "no difference in the quality of care provided by CRNAs and their physician counterparts" (AANA, 2011)
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Before 1873
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nursing care was provided in the homes by mothers, wives, daughters, and sisters of the sick Only those who were destitute, orphaned, or chronically incapacitated were admitted to hospitals Care in the hospitals was of poor quality
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Florence Nightingale
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Most influential nurse in the history of modern nursing In 1860, founded first training school for nurses (Became the model for nursing education in the US) credited with first educational system for nurses was the first person to recognize the complexities of nursing that led to difficulty in defining it.
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Mary Mahoney
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became the first black woman to complete nurse's training first black member of the Nurses Associated Alumnae of the United States and Canada (later renamed the American Nurses Association), as well as a member of the newly founded National Association of Colored Graduate Nurses
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Lillian Ward
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Started Community health nursing
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Primary source of data
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Primary is what the patient says directly
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Secondary source of data
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data that we obtain from other sources than the patient him/herself. ie: medical records, spouse, other nurses, etc...
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Social Factors that have influenced the development of nursing
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Gender (and gender stereotypes) Technological advances National population trends Public's image of nursing Nursing shortage
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Men in Nursing
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During the time of Florence Nightingale, most US nursing schools did not admit men-exception was for psychiatric nursing 70% increase over 4 year period Overall, still only make up nearly 9% of nurses Top 3 reasons why men entered profession: Desire to help people, many career paths, Stable career
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Occupation
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Job training Length in training varies Mainly manual work Decision making through experience or trial and error Values and beliefs are not prominent features of preparation Commitment and personal identification vary Workers are supervised People often change jobs Material reward is main motivation Accountability rests primarily with the employer
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Profession
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Educated in a college or university Education takes time Work involves mental creativity Decision making is based on science or theoretical concepts Values and beliefs are integral Commitment and personal identification are strong Workers are autonomous People are unlikely to change professions Commitment transcends material reward Accountability rests with the individual
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Barriers to Professionalism in Nursing
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Variability in Educational Preparation (Professional vs. technical nursing) Gender issues (Lack of balance between men and women) Historical influences (Historical connections with religion and military) External and internal conflicts (Conflicts with medicine, Fragmentation between nursing subgroups)
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Barriers to Professionalization- External Conflicts
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Conflicts with medicine secondary to nurses advanced education and their ability to provide medical services
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Barriers to Professionalization - Internal Conflicts
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Conflicts among nurses with differing educational levels Proliferation of numerous nursing organizations and competition among them for members <10% of the 2.9 million RNs in the US are members of the ANA Lack of involvement in professional orgs, hinders nurse's ability to govern itself and use power to lobby effectively for healthcare changes
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Miller's Wheel of Professionalism in Nursing
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Nursing education in an institution of higher learning (Center) Competence and continued education Adherence to the code of ethics Participation in professional organization Publication and communication Orientation toward community services Theory and research development/utilization Self-regulation and autonomy
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Code of Ethics for Nurses
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Written, public document that reminds practitioners and the public they serve of the specific responsibilities and obligations accepted by the profession's practitioners Originally guided by the ethical standards promoted first by Florence Nightingale and thereafter by nursing groups Modified over the years as nursing and social context has evolved
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Scope and Standards of Practice
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Outlines the expectations of the professional role which all RNs must practice Defines the standards of care and competencies for nurses Goal is to improve the health and well-being of patients For each standard there are numerous competencies that are to be assessed
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Overarching goal of nursing education
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To teach you to think like a nurse To see the world of health care through the lens of nursing To respond to the effects of both educational and clinical experiences by developing professionalism Requires that students internalize new knowledge, skills, attitudes, behaviors, values, and ethical standards into their own professional identities This process is known as professional socialization
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Professional nursing socialization
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can be defined as absorbing and assimilating the culture of nursing—its rites, rituals, and valued behaviors of the profession.
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Formal socialization includes
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"teaches you how to prepare to become a nurse" Examples: how to plan patient care, nursing interventions, physical exams, medications, writing papers, communicating with others, starting an IV line, medications Classroom lectures Assignments Laboratory experiences.
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Informal socialization
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includes lessons that occur incidentally: Such as unplanned observations, participating in a student nurse association, hearing nurses discuss patient care. Informal experiences are often the most powerful
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Factors Influencing Socialization
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Learning a new vocabulary, to cope with negative health behaviors of patients/anxiety, not to impose your own personal beliefs on patients or others, to be be aware of your own biases Adjusting to new roles and expectation Must learn to deal and set aside with what "pushes your buttons." Necessary to give proper, non-judgmental care Developing a common nursing consciousness
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Distance learning
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Entire curriculum is available online Growing question about whether professional socialization can be developed by student nurses this way
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Cohen's Model of Basic Student Socialization (1981) Stage 1:
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Unilateral dependence-rely on others, teachers; doesn't know the questions to ask
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Cohen's Model of Basic Student Socialization (1981) Stage 2
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Negativity/independence-begin to question authority figures "Why do I have to learn about this?"
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Cohen's Model of Basic Student Socialization (1981) Stage 3
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Dependence/mutuality-realistic appraisal approaches developed; accept some ideas; reject others; appreciate nursing process; begin to critically think and start to pull facts, ideas together
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Cohen's Model of Basic Student Socialization (1981) Stage 4
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Stage 4: Interdependence-make decisions independently and mutually; self-directed, seeks out learning experiences to maximize knowledge
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Benner's Stages of Nursing Proficiency (1984) Stage 1
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Novice-little background and limited knowledge; relies on others for direction
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Benner's Stages of Nursing Proficiency (1984) Stage 2
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Advanced beginner period-marginally competent; relies on theory; difficulty prioritizing tasks
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Benner's Stages of Nursing Proficiency (1984) Stage 3
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Competent practitioner-organized; plans and sets goals; thinks analytically; coordinates several tasks
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Benner's Stages of Nursing Proficiency (1984) Stage 4
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Proficient practitioner-views patients holistically; recognizes changes; focuses on long-term goals
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Socialization to the Work Setting
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Ideals taught in school are not always possible to achieve in everyday practice Speed of functioning increases in a work setting, compared to nursing school setting The need to collaborate with many types of nursing personnel Fatigue, mental, physical, and emotional stress Lack of role clarity Integration into a peer group Uncertainty about policies and procedures Sensory overload
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Benner's Stages of Nursing Proficiency (1984) Stage 5
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Expert practitioner-grasps patient needs automatically; expertise comes naturally
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Reality Shock
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describes the feelings of powerlessness and ineffectiveness experienced by new graduates Why this is an issue: Nursing shortag; Older, more chronically ill patients; Absence of positive reinforcement
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What can we do to get through Reality Shock
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Talk to your mentors, former faculty, support systems in your life Realize that you might have to do things different than how you learned in school Improve prioritizing abilities and stay organized Disengage mentally and emotionally-stay physically healthy Realize that there is no "perfect" nonstressful job
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Strategies for Students
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•Actively involve yourself in the learning process. •Keep your goal in mind. You are temporarily uncomfortable but will ultimately get something you want (such as certification, promotion, sense of self-confidence, personal growth, or graduate school) •Keep your perspective. You are in school by choice •Set aside preconceived ideas, prejudices, and habits. Give yourself and the school experience a chance •Open up your creative side, your abstract thinking, and your willingness to engage in hypothetical thinking •Be receptive to feedback, even if it is critical •Develop your time management skills •Get a mentor for emotional support—another nurse, older friend, relative, or faculty member •Your faculty are important resources. They want to help, but you need to ask for their guidance
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What is critical thinking??
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definition is a complex task that requires understanding how people think through problems
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Qualities of a critical thinker....
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Raises questions/problems and formulates them clearly and precisely Gathers and assesses relevant information Arrives at conclusions and solutions that are well-reasoned and tests them against relevant standards Is open-minded and recognizes alternative views Communicates effectively about solutions to complex problems
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Critical Thinking in Nursing
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What assumptions have I made about this patient? How do I know my assumptions are accurate? Do I need any additional information? How might I look at this situation differently?
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Critical thinking requires
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-describe how you came to a conclusion -support your argument with explicit data and rationales
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Nursing diagnosis as part of the nursing process
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defined as "a clinical judgment about individual, family or community responses to actual or potential health problems or life processes which provide the basis for selection of nursing interventions to achieve outcomes for which the nurse has accountability"
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Nursing Diagnosis components
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Five components of nursing diagnoses: NANDA-1 Label, Definition, Defining characteristics, Risk factors, Related factors must be supported by data, accurate, and prioritized. (Life-threatening, Potential to cause harm or injury, Related to overall health)
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Nursing Diagnosis defined
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"a clinical judgment about individual, family or community responses to actual or potential health problems or life processes which provide the basis for selection of nursing interventions to achieve outcomes for which the nurse has accountability"
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The nursing Process Definition
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A conceptual framework that enables the student or nurse to think systematically
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Phases of the Nursing Process Phase 1
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Assessment Purpose: To gather information from the patient and from observations to then identify the issue, collect, validate and organize data Through: observation, interviewing, physical exam, & intuition, client, family, significant others, health records, literature, etc
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Data gathered during assessment
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State of wellness Functional ability Physical status Strengths Responses to actual or potential health problems
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Nursing Process Phase 1 Reasons
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Establish baseline information on client Determine client's normal function, risk for dysfunction, presence or absence of dysfunction Determine client's strengths Provide data for diagnosis phase
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Data collecting activities
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Inspection Palpation Percussion Auscultation
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Subjective patient data
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"The patient states..." Clients supply Symptoms, Values, Perceptions, Feelings, Attitudes, Sensations, Beliefs
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Signs
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Objective data through observation Techniques of the Physical Exam (PE) & Vital signs (VS), Measurement devices, Health record, Diagnostic test
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Overt cues
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Observable and measurable Others can validate sounds, pulses, rashes, smells, etc
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Primary Source of data
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Client Gives the first-hand description of the health problem and its effects on his/her lifestyle considered the most reliable Always used first if possible!!! (unless unable, altered level of consciousness/severe pain/age) alter thinking, judgement, or memory---> SECONDARY
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Secondary Source of data
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Verbal or Written family members, significant others, diagnostic test, health records, literature review that may supplement, clarify, and validate information obtained from the client client forgets to mention or is unwilling to reveal client's permission is obtained before
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Validate Data
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Double-checking, for accuracy/free from bias/interpreted correctly, Identification of relevant cues & correct inferences
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Methods of Validating Data
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Comparing cues to normal function Referring to textbooks, journals, research Checking consistency of cues Clarifying the client's statements Seeking consensus with colleagues about inferences
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Phases of the Nursing Process Phase 2
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Analysis and Identification of the Problem Data mustbe validated and compared to norms, clustered and grouped to identify problems Observe relationships among pieces of data Use of nursing diagnosis and prioritizing nursing diagnoses
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Phases of the Nursing Process Phase 3
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Planning Identify patient goals Determine ways to meet them Use patient goals and outcomes statements Select among three types of interventions (nursing orders) Independent, dependent, interdependent Write the Plan of Care
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Phases of the Nursing Process Phase 4
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Implementation of Planned Interventions -actual carrying out of orders -orderly and competent manner -Continually assess the patient as progresses Documentation of nursing actions is an essential and integral part of the implementation phase.
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Phases of the Nursing Process Phase 5
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Evaluation Nurse examines patient's progress Measures progress against goals and outcome criteria to determine whether problem is: Resolved In the process of being resolved, or Unresolved Evaluation is critical; identifies changes that need to be made to resolve the problem or meet outcomes goals
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clinical judgment
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informed opinions,decisions based on empirical knowledge, expertise. -gain extensive direct patient care contact. -recalling facts, recognizing patterns, forming a meaningful whole, knowing your limits, and acting appropriately.
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Nurses develop clinical judgment gradually
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Extensive direct patient contact is the best means Requires two components: Critical thinking -----what to look for and how to assess patients Critical reasoning -----Recognizing patterns and putting facts and observations together to form a meaningful whole
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Recommendations of Early Nursing Education Studies
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Programs should be established within the U.S. system of higher education Nurses should be highly educated Students should not be used to staff hospitals Standards for nursing practice should be established All students should meet minimum graduation requirements
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Three options for a nursing education
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Diploma School Hospital-based 24-month program (RN eligible) Baccalaureate Degree Program 4-year bachelor's degree (BSN) Associate Degree Program 2-year Associate Degree (ADN)
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Diploma Education
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Earliest type of nursing education 2000 programs at peak during 1920s-1930s Colleges and universities did not recognize diploma as an academic credential, refusing college credit Today's diploma programs usually have established agreements with colleges and universities to allow college credit for courses
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University of Minnesota
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First baccalaureate program established
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Brown Report
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By the Carnegie Foundation, recommended that basic schools of nursing be placed in universities and colleges
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Educational Preparation for Nurse Practitioners and Assistants to Nurses
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By the ANA BSN should become the basic foundation for professional practice. Controversial—fostered conflict and division within nursing. Practicing nurses vehemently protested its recommendations.
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National League for Nursing
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Affirmed BSN as minimal educational level
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AACN
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The Baccalaureate Degree in Nursing as Minimal Preparation for Professional Practice
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Baccalaureate Education Today
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4-Year curriculum Focus on: Liberal arts Nursing science and clinical nursing skills Communication Decision-making Leadership Care to all patients in a variety of settings
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Associate Degree Education Today
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24-month curriculum Focus on: Nursing science and clinical nursing skills Decision-making Leadership Popularity result of accessibility, low cost, part-time and evening study options, shorter duration of programs Often used as a step in progression toward BSN or MSN Graduate the most RN candidates of all basic programs
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External Degree Programs
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Students attend classes infrequently in most cases, particularly in online programs Learning is independent via online study ("virtual university") Can include BSN, MSN, or doctoral programs
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Articulated Programs
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"Articulation" = mobility; multiple entry/multiple exit programs Move from LPN to ADN to BSN to MSN or higher Can terminate at any degree level to take licensure exam
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LPN
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licensed practical nurse work under RNs and doctors
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LVN
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licensed vocational nurse work under RNs and doctors
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Accreditation of Educational Programs
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All nursing programs require approval by State Board of Nursing -Accreditation is supplementary
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National League for Nursing Accreditation Commission (NLNAC)
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Four councils for ADN, DP, BSN, and MSN-doctoral programs The ACEN is the entity that is responsible for the specialized accreditation of nursing education programs, both postsecondary and higher degree, which offer either a certificate, a diploma, or a recognized professional degree (clinical doctorate, master's/post-master's certificate, baccalaureate, associate , diploma, and practical). takes the student perspective into consideration, as well. It provides a variety of student assistant programs, including financial aid programs. They use set standards to evaluate programs and grant accreditation.
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Commission on Collegiate Nursing Education (CCNE)
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CCNE ensures the quality and integrity of baccalaureate, graduate, and residency programs in nursing. CCNE focuses on nursing standards from a healthcare perspective. They monitor changes in the industry, and change their standards to reflect those changes. The CCNE leaves the responsibility to the nursing program to make sure they can meet CCNE accreditation.
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MSN/JD
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Nurse attorneys
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MSN/MBA
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Nurse administrators
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PhD
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Doctorate of philosophy (PhD): for a research or theory development focus
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DNP
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Doctorate of nursing practice (DNP): for practice in advanced clinical roles
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CNP
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nurse practitioner
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CNM
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Certified Nurse-Midwife
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Certification Programs
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Certification goes beyond licensure to validate a high level of knowledge and proficiency in a practice area. American Nurses Credentialing Center (ANCC) is largest certification body in the US 40 different certification programs
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Advanced practice nurses (APRNs) have
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Certification by the ANCC Master's/DNP degrees Successful completion of certification examination
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Continuing Education in Nursing
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Non-degree-seeking ways to maintain expertise in nursing Nationwide need is for mandatory CE as a prerequisite for license renewal Wide variation in states' requirements to fulfill CE PA requires 24 CEUs every 2 years
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Challenges in Nursing Education
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Lack of capacity in nursing schools Faculty shortages complex U.S. health care needs (Increased technological demands, Need for multicultural practitioners, Cost-effectiveness of care should be emphasized, Increase the number of advanced practice nurses)
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Students not educated/prepared for
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to care for diverse patient types to work in teams to access and use scientific evidence in practice to identify and eliminate errors or problems not provided basic informatics training
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Document that outlines the expectations of the professional nursing role
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Code of ethics
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Responsibilities of the State Board of Nursing
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meet often to oversee BON activities and take disciplinary action on nurse licenses as necessary. Enforcing the Nurse Practice Act and nurse licensure Accrediting or approving nurse education programs in schools and universities Developing practice standards Developing policies, administrative rules and regulations
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Benefits of a Nursing Diagnosis
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Gives common language Promotes identification of appropriate expected outcomes Provides acuity information Can create a standard for nursing practice Provide a quality improvement base
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How Do You Make a Nursing Diagnosis?
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Analyze collected data Identify the client's strengths -- the client's normal functional level --indicators of actual or potential dysfunction Formulate a diagnostic statement in relations to this synthesis
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Nursing Diagnosis vs Medical Diagnosis
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Nursing Diagnosis: Nurse, Clients response,Responses vary between individuals,Changes as client responses change,Nurse orders interventions Medical Diagnosis: Physician, Refers to the disease process, Somewhat uniform between clients,Remains same during disease process, Physician orders interventions
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Identify patterns
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Review data and look for cues Cluster cues (signs and symptoms) Synthesizing the cue clusters
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Three questions to ask self-assessing
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What are my concerns about this client? Can I or am I doing something about it? Can the overall risk be decreased by nursing interventions?
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Identifying the problem-Nursing Diagnosis
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Identifying problems as one of the following: A Human Response to a Life Event, Stressor, or Process Health-related condition that both nurse and client wish to change Requires intervention to prevent or resolve illness or to facilitate coping Results in ineffective coping or daily living that is unsatisfactory to the client
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Determine Probable Etiology of the Problem- ?s
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Determine the most likely causes of the identified problems Ask yourself, "What is causing the problem?" Ask the client, "What do you think is causing the problem?
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Identify Client/Family/Community Strengths- Data Interp.
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Integrate into your plan of care Ask clients/families/communities what they see as their strengths
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Errors in Diagnostic Reasoning
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Premature data collection, Bias, Stereotypes, Premature Conclusions Based, RelyingOn Past Experiences, Relying on Authority, Empathizing/Identifying with Client
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Types of Nursing Diagnosis-Actual
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Can be documented from assessment One that actually presents at the time of assessment Diagnosed by presentation of signs and symptoms Nursing Care: Directed toward relieving/resolving the problem
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Types of Nursing Diagnosis-Risk or High Risk for
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A clinical judgment that the client is more vulnerable to develop this problem than others in the same or similar situation One that is likely to develop, if the nurse doesn't intervene. Diagnosed by the presence of risk factors that predispose the client to the problem. Nursing Care: Directed toward preventing the problem by reducing the risk factors or early detection
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Nursing Diagnosis-High Risk for
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Used only for clients, families, and communities who have a higher than normal risk for developing a problem. Those with higher risk factors than the general population to which they belong Nursing Care: Directed toward identifying & teaching prevention of illness related to such risk factors
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Components of Nursing Diagnosis (NDX)
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Diagnostic Label Problem (P) Qualifier Etiology (E) Defining characteristics (S)
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Diagnostic Label
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- Name of the nursing diagnosis as listed in the taxonomy -Describes the problem using as few words as possible Qualifier -Used to give additional meaning to the NDX DO NOT use the medical diagnosis Must be a problem the nurse and/or client can change to do something about Relating the problem to an unchangeable situation
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Etiology
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"Related to" (R/T) What caused the client to have the problem listed?
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Defining Characteristics
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As evidenced by (AEB) These are the major and minor clinical cues that validate the presents of an actual nursing diagnosis These are the "defining characteristics" or in other words the signs and symptoms
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Legal Ramifications of Nursing Diagnosis
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Can only identify problems within the scope of nursing practice Cannot diagnose or treat medical disease Must identify problems within his/her scope, practice abilities, and education
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Nursing Process: Planning Expected Outcomes
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What are the goals???
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Prioritizing
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-Use Mazlow's hierarchy as guide -Client's health values and beliefs, priorities Resources available, Urgency of problem, Medical treatment plan
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Prioritizing- Guidelines
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1. Airway, breathing, circulation, nutrition 2. Safety needs are next in order 3. social, self-esteem, and self-actualization Actual over potential/risk--usually Physiologic over development Priorities should not be fixed may have to deal with psychological problems before dealing with medium to low priority physiological problems
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ANA
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American Nursing Association
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NLN
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National League for Nursing -preferred membership organization for nurse faculty, nurse educators, education agencies, health care agencies, and the public. -first nursing organization in the United States
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NCSBN
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National Council of State Boards of Nursing -development of nursing licensure examinations
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NSNA
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National Student Nurses Association -mentors the professional development of future registered nurses and facilitates their entrance into the profession by providing educational resources, leadership opportunities, and career guidance
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Requirements for licensure
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-You must graduate, or provide verification of completion and eligibility for graduation, from a state-approved nursing program. -You must pass the NCLEX® examination. -You must self-report any and all criminal convictions, chemical dependencies, and functional ability deficits.
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licensed vs certified
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required vs voluntary mandated by agency vs standardized assessment Entry level vs specialization
