Anyway
People are unreasonable, illogical, and self-centered,
LOVE THEM ANYWAY
If you do good, people will accuse you of
selfish, ulterior motives,
DO GOOD ANYWAY
If you are successful,
you win false friends and true enemies,
SUCCEED ANYWAY
The good you do will be forgotten tomorrow,
DO GOOD ANYWAY
Honesty and frankness make you vulnerable,
BE HONEST AND FRANK ANYWAY
What you spent years building may be destroyed overnight,
BUILD ANYWAY
People really need help
but may attack you if you help them,
HELP PEOPLE ANYWAY
Give the world the best you have
and you'll get kicked in the teeth,
GIVE THE WORLD THE BEST YOU'VE GOT ANYWAY.
From a sign on the wall of Shishu Bhavan, the children's home in Calcutta.
Thursday, March 31, 2011
Anyway
What keeps you going through the difficult parts of our vocation? We all have those days or weeks. The challenging patient, the long shifts and the stressful situations leave you exhausted, overwhelmed and thinking about why you decided to be a nurse. My faith is what keeps me going. This week, I was reading the book A Simple Path with reflections from Mother Teresa of Calcutta. I identified with the following excerpt of the book, linking it to my experiences in nursing care. I wonder if there are others in this field that feel that this applies to nursing...
Saturday, March 26, 2011
Research Challenge #3: Service Learning & Cultural Competence
My school requires all seniors to pass standards for advanced writing, and for senior nursing students this means writing a major research paper. My goal was to find a topic that was interesting to me in order to improve my motivation to write a high quality paper (and learn something along the way). As a part of the Research Challenge, I want to share an article on one of the topics I am considering.
[If you are new to my blog, you should know that this choice is motivated by my own experience with international service learning.]
Article: "The impact of service-learning on cultural competence"
Amerson, R. (2010). The impact of service-learning on cultural competence. Nursing Education Perspectives, 31(1), 18-22. Retrieved from EBSCOhost.
There were many limitations to the study, including a smaller sample size (of 60 nursing students), but the article provides a basis for the development of further studies on the role of service-learning in nursing education.
The study used a tool to measure "self-perceived cultural competence" in nursing students before and after local and international service-learning clinical experiences during a community health course.
It is helpful to read this article in order to understand how service-learning is defined in nursing and to realize the dynamic aspects of cultural competence. Based on my research, primarily through CINAHL, I have found that there are few studies on the effect of service learning on cultural competence in nurses and/or nursing students. My future nursing career may have to consist of research on the topic!
Essential quote and conclusion to the article:
"The hope exists that this awareness, and the knowledge and skills attained through encounters with different cultures, will lead to an increased desire to provide culturally congruent care as new graduates begin their roles as nurses of the future."
I fully support the author's conclusion, as I have greatly benefited from both local and international service-learning experiences in this last year of my nursing education!
[Don't forget this is part 3 of the challenge! In case you missed my other posts, catch up on part one and part two.]
[If you are new to my blog, you should know that this choice is motivated by my own experience with international service learning.]
Article: "The impact of service-learning on cultural competence"
Amerson, R. (2010). The impact of service-learning on cultural competence. Nursing Education Perspectives, 31(1), 18-22. Retrieved from EBSCOhost.
There were many limitations to the study, including a smaller sample size (of 60 nursing students), but the article provides a basis for the development of further studies on the role of service-learning in nursing education.
The study used a tool to measure "self-perceived cultural competence" in nursing students before and after local and international service-learning clinical experiences during a community health course.
It is helpful to read this article in order to understand how service-learning is defined in nursing and to realize the dynamic aspects of cultural competence. Based on my research, primarily through CINAHL, I have found that there are few studies on the effect of service learning on cultural competence in nurses and/or nursing students. My future nursing career may have to consist of research on the topic!
Essential quote and conclusion to the article:
"The hope exists that this awareness, and the knowledge and skills attained through encounters with different cultures, will lead to an increased desire to provide culturally congruent care as new graduates begin their roles as nurses of the future."
I fully support the author's conclusion, as I have greatly benefited from both local and international service-learning experiences in this last year of my nursing education!
[Don't forget this is part 3 of the challenge! In case you missed my other posts, catch up on part one and part two.]
Tuesday, March 22, 2011
National Nutrition Month
March is National Nutrition Month!!
This is an appropriate time to evaluate the quality of your education, awareness and knowledge about nutrition. Our fast pace, technology based health care settings often prevent us from recognizing the importance of teaching patients about nutrition. Nursing education in particular has lost focus on this topic. Last year, I participated in a group discussion with all of our department's professors, the director of nursing, and several other nursing students. The purpose of the gathering was to critically evaluate the nursing curriculum. All of the students agreed that we felt our knowledge base was inadequate in the area of nutrition. As a result of this evaluation, I believe our nursing department is going to require a core nutrition class design for nursing students.
Nurses need to take professional responsibility for learning about the dynamics role of nutrition in nursing care. If nurses have a strong knowledge base on nutrition, they will be able to collaborate with dietitians and reinforce interventions with patients. BSN programs need to recognize this need and incorporate a nutrition class into their curriculum. Hospitals need to assess their nurses' knowledge and implement educational programs on nutrition specifically for nurses.
Be an educated advocate for nutrition education at your hospital or school, and be the paradigm of a healthy lifestyle:
*Nursing Link Nat'l Nutrition Month Resources
*Eatright.org: Primary site for resources associated with this year's Nat'l Nutrition Month. Offers specific resources for health care professionals!
Friday, March 11, 2011
Research Challenge #2: Innovation
Update: I will not continue the challenge and posting until the week of March 21st. I will be taking a much needed vacation in sunny Florida to relieve some stress! Also, prayers to all those in Japan.
I am sharing article #2 for the Research Challenge. According to the levels of evidence, the article is only a level VII, but a publication by professional and advanced degree nurses is worth reading.
Article: "Unlocking the Power of Innovation"
This article is a part of series of publications on "Nursing and Technology: Innovation and Implementation" in the American Nurses Association's Online Journal of Issues in Nursing.
The article defines innovation and analyzes its components in relation to nursing. The content of the article is necessary to understand the dynamic nature of innovation in order to optimize the process. The authors claim that there are 3 components necessary for innovation to be successful:
1. person(s) creative process
2. the product of creativity: innovative solution
3. environment, or context, in which the innovative idea is developed and implemented
If one of these 3 components fails, the innovative process cannot be completed. The authors provide examples from research to demonstrate how each of these components can be preserved in bedside nursing.
The other major part of the article is an analysis of 2 main methods for building a basis for innovation in nursing settings:
1. IDEO: This method focuses on the following steps: "observation, storytelling, synthesis, brainstorming, rapid prototyping, and field testing." This method produced the Nurse Knowledge Exchange, an innovative solution to sharing information at shift change.
2. Transforming Care at the Bedside: In this method, "nurses identify the issue, suggest multiple possible solutions (the more the better), and determine which of the ideas to test." Benefits to TCAB include efficiency in adapting the innovative processes, and it's based on feedback directly from nurses.
The article mentions another great facilitator of innovation in health care: The Innovation Learning Network, which aims to "...ignite the transfer of ideas, and provide opportunities for inter-organizational collaboration." The numerous examples of the successes approaches to innovation in nursing (such as the ones listed above) are an excellent way to deepen your grasp and view of innovation.
Ultimately, the examples from the leaders in innovative health care solutions serve to lead you to the authors' final conclusion:
I highly recommend reading this article and the others published by the ANA to engage the innovative world of nursing!
Blakeney, B., Carleton, P., McCarthy, C., Coakley, E., (May 31, 2009) "Unlocking the Power of Innovation" OJIN: The Online Journal of Issues in Nursing Vol. 14, No. 2, Manuscript 1.DOI:10.3912/OJIN.Vol14No02Man01
I am sharing article #2 for the Research Challenge. According to the levels of evidence, the article is only a level VII, but a publication by professional and advanced degree nurses is worth reading.
Article: "Unlocking the Power of Innovation"
This article is a part of series of publications on "Nursing and Technology: Innovation and Implementation" in the American Nurses Association's Online Journal of Issues in Nursing.
The article defines innovation and analyzes its components in relation to nursing. The content of the article is necessary to understand the dynamic nature of innovation in order to optimize the process. The authors claim that there are 3 components necessary for innovation to be successful:
1. person(s) creative process
2. the product of creativity: innovative solution
3. environment, or context, in which the innovative idea is developed and implemented
If one of these 3 components fails, the innovative process cannot be completed. The authors provide examples from research to demonstrate how each of these components can be preserved in bedside nursing.
The other major part of the article is an analysis of 2 main methods for building a basis for innovation in nursing settings:
1. IDEO: This method focuses on the following steps: "observation, storytelling, synthesis, brainstorming, rapid prototyping, and field testing." This method produced the Nurse Knowledge Exchange, an innovative solution to sharing information at shift change.
2. Transforming Care at the Bedside: In this method, "nurses identify the issue, suggest multiple possible solutions (the more the better), and determine which of the ideas to test." Benefits to TCAB include efficiency in adapting the innovative processes, and it's based on feedback directly from nurses.
The article mentions another great facilitator of innovation in health care: The Innovation Learning Network, which aims to "...ignite the transfer of ideas, and provide opportunities for inter-organizational collaboration." The numerous examples of the successes approaches to innovation in nursing (such as the ones listed above) are an excellent way to deepen your grasp and view of innovation.
Ultimately, the examples from the leaders in innovative health care solutions serve to lead you to the authors' final conclusion:
"Unlocking the power of innovation requires the engagement of clinicians at the bedside."
I highly recommend reading this article and the others published by the ANA to engage the innovative world of nursing!
Blakeney, B., Carleton, P., McCarthy, C., Coakley, E., (May 31, 2009) "Unlocking the Power of Innovation" OJIN: The Online Journal of Issues in Nursing Vol. 14, No. 2, Manuscript 1.DOI:10.3912/OJIN.Vol14No02Man01
Sunday, March 6, 2011
Clinical Experiences: Public Health & Intermediate Care
I have had lots of quality clinical experiences recently, and I thought I would share!
Last week, I completed my community & public health clinical. I went to three sites each week, each with different yet overlapping aggregates within the city. I put a lot of work into one of the sites, which was a unique faith-based organization that provides housing for 16 families, 40 single men, and 16 single women. One of the directors wanted us to work on bringing a TB testing clinic to the residents. All of them are at risk from their previous homelessness and current community living setting. Currently, they don't have a process for verifying the TB status of the residents. I agreed to take on the project, and I had no idea what I was getting myself into! Here's about how this whole process went:
Week One: Find the contact info for the TB case manager at the county health department. Find contact info for a local clinic that provides health care for the homeless, then find out they don't open until 1pm (very convenient, right?). Research training requirements for being able to read/administer TB testing to be able to provide free and easy help for the (potential) clinic.
Week Two: Finally talk to TB case manager. Apparently, she doesn't know much about this housing. I relay numbers and overall ideas to her. She has to go to the nursing directors. Leave multiple messages for the local clinic for the homeless.
Week Three: TB case manager says the clinic may be possible! I answer more questions about the details of the housing and residents. More failed attempts at contacting the clinic by phone and email.
Week Four: Health department says they don't have enough funding to provide enough tuberculin tests to cover the residents. They don't get funding from the state or federal levels for TB testing. Finally get in touch with the local clinic. My contact says that they are trying to set up a mobile clinic, and could include our site. He is going to forward my email to his boss. [Later we get turned down by them.] In perfect timing, nurses from our health center on campus offered TB certification for the nursing students! I am now TB certified until 2014!
Week Five: The health department had surplus influenza vaccines, and offered to have a mini flu shot clinic at our site! The residents are required to go to community meetings in the morning. There are two large groups: one for men, and one for women & families. Another nursing student and I worked together, and we taught the groups about influenza & the vaccine and TB. After we were done, other nursing students, the TB case manager, and another nurse from the health department, were all set up and ready to run the mini flu shot clinic. More residents than expected get the flu shot, and there were many questions about getting tested for TB!
Week Six: The health department had expressed early on that they wanted the site to develop and establish a process for testing new residents to prevent the need for a large clinic again. I came up with a draft for the site that included steps they needed to include. The director I worked with throughout this whole ordeal graciously thanked me. Even though the clinic failed, she was able to meet the TB case manager and show her the needs of the residents.
And that folks, is the state of public health in the United States! No funding for TB testing and a nursing student being the liaison between the health department, housing for the homeless, and a local clinic for the homeless.
Coming full circle, I worked along a nurse on an intermediate care unit on Friday from 7pm to 7am. I was actually on the same unit for both my clinicals last semester, so it was great to be back! It was overwhelming at first because we had four patients, and one of those was an admission right at the beginning of our shift. The day before, I had been reviewing practice NCLEX questions and one mentioned a hyperosmolar hyperglycemic state. I had no idea how that was treated....but I do now! Our admission was diagnosed with a hyperosmolar hyperglycemic non-ketotic state. Nothing like studying for NCLEX with a live patient!
I have another night shift on the intermediate care unit Monday night. The third week in March I start the clinical for psychiatric nursing. It's hard to believe these are my last clinicals!!
Last week, I completed my community & public health clinical. I went to three sites each week, each with different yet overlapping aggregates within the city. I put a lot of work into one of the sites, which was a unique faith-based organization that provides housing for 16 families, 40 single men, and 16 single women. One of the directors wanted us to work on bringing a TB testing clinic to the residents. All of them are at risk from their previous homelessness and current community living setting. Currently, they don't have a process for verifying the TB status of the residents. I agreed to take on the project, and I had no idea what I was getting myself into! Here's about how this whole process went:
Week One: Find the contact info for the TB case manager at the county health department. Find contact info for a local clinic that provides health care for the homeless, then find out they don't open until 1pm (very convenient, right?). Research training requirements for being able to read/administer TB testing to be able to provide free and easy help for the (potential) clinic.
Week Two: Finally talk to TB case manager. Apparently, she doesn't know much about this housing. I relay numbers and overall ideas to her. She has to go to the nursing directors. Leave multiple messages for the local clinic for the homeless.
Week Three: TB case manager says the clinic may be possible! I answer more questions about the details of the housing and residents. More failed attempts at contacting the clinic by phone and email.
Week Four: Health department says they don't have enough funding to provide enough tuberculin tests to cover the residents. They don't get funding from the state or federal levels for TB testing. Finally get in touch with the local clinic. My contact says that they are trying to set up a mobile clinic, and could include our site. He is going to forward my email to his boss. [Later we get turned down by them.] In perfect timing, nurses from our health center on campus offered TB certification for the nursing students! I am now TB certified until 2014!
Week Five: The health department had surplus influenza vaccines, and offered to have a mini flu shot clinic at our site! The residents are required to go to community meetings in the morning. There are two large groups: one for men, and one for women & families. Another nursing student and I worked together, and we taught the groups about influenza & the vaccine and TB. After we were done, other nursing students, the TB case manager, and another nurse from the health department, were all set up and ready to run the mini flu shot clinic. More residents than expected get the flu shot, and there were many questions about getting tested for TB!
Week Six: The health department had expressed early on that they wanted the site to develop and establish a process for testing new residents to prevent the need for a large clinic again. I came up with a draft for the site that included steps they needed to include. The director I worked with throughout this whole ordeal graciously thanked me. Even though the clinic failed, she was able to meet the TB case manager and show her the needs of the residents.
And that folks, is the state of public health in the United States! No funding for TB testing and a nursing student being the liaison between the health department, housing for the homeless, and a local clinic for the homeless.
Coming full circle, I worked along a nurse on an intermediate care unit on Friday from 7pm to 7am. I was actually on the same unit for both my clinicals last semester, so it was great to be back! It was overwhelming at first because we had four patients, and one of those was an admission right at the beginning of our shift. The day before, I had been reviewing practice NCLEX questions and one mentioned a hyperosmolar hyperglycemic state. I had no idea how that was treated....but I do now! Our admission was diagnosed with a hyperosmolar hyperglycemic non-ketotic state. Nothing like studying for NCLEX with a live patient!
I have another night shift on the intermediate care unit Monday night. The third week in March I start the clinical for psychiatric nursing. It's hard to believe these are my last clinicals!!
Wednesday, March 2, 2011
Job Search: Hospital Profiles
In my search for hospitals I would like to work for after graduation & passing NCLEX this summer, I decided that creating "hospital profiles" would organize my information. I am new to this whole RN job search, so I am unaware if this is a common tool for nurses to use. Here's what my hospital profile tool consists of:
Hospital Name:
Location:
Philosophy (overall and specifically nursing):
Mission:
Specialties of Care:
Awards/Recognition (e.g. Magnet status):
Nurse Empowerment (i.e. shared governance, continuing education):
Website:
Contact Info:
Specific Application Requirements (references, cover letter, etc.):
Connections (with a nurse, administrator, physician, etc. thru alumni, contacts at job fairs, contacts thru community involvement, friends, family. etc.)
Nurses have the right to be employed by a hospital that empowers them and supports high quality nursing care. The job market may be challenging, but as a highly educated professional you have the right to choose a quality employer.
Additional Resources: Your national, state, local, and specialty nursing organizations offer career resources and excellent networking opportunities. [The ANA's Career Center has a good list of resources available, which I was referred to by the Nursing Site Blog. For another example, the AACN directs you to NursePath.com.]
Hospital Name:
Location:
Philosophy (overall and specifically nursing):
Mission:
Specialties of Care:
Awards/Recognition (e.g. Magnet status):
Nurse Empowerment (i.e. shared governance, continuing education):
Website:
Contact Info:
Specific Application Requirements (references, cover letter, etc.):
Connections (with a nurse, administrator, physician, etc. thru alumni, contacts at job fairs, contacts thru community involvement, friends, family. etc.)
Nurses have the right to be employed by a hospital that empowers them and supports high quality nursing care. The job market may be challenging, but as a highly educated professional you have the right to choose a quality employer.
Additional Resources: Your national, state, local, and specialty nursing organizations offer career resources and excellent networking opportunities. [The ANA's Career Center has a good list of resources available, which I was referred to by the Nursing Site Blog. For another example, the AACN directs you to NursePath.com.]
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