1
Q
Northern College’s Mission Statement for Nursing Programs
A
through a student-centred learning environment, and in partnership with the community, Northern College Nursing Programs graduate caring and competent practitioners. These practitioners are accountable for maintaining the standards of the profession as well as being responsive to the needs of the consumer and society at large.
2
Q
WATSON CARATIVE FACTOR:
- relates to satisfaction through giving and extending the sense of self
- although values are learned early in life, they can be greatly influenced by educators
A
Forming a humanistic-altruistic system of values.
3
Q
WATSON CARATIVE FACTOR:
- feelings of faith and hope promote wellness by helping client adopt health-seeking behaviours
- developing an effective nurse-client relationship, nurse facilitates feelings of optimism, hope and trust
A
Instilling faith and hope
4
Q
WATSON CARATIVE FACTOR:
- nurses who are able to recognize and express their feelings are better able to allow others to express theirs
A
Cultivating sensitivity to one’s own self and others
5
Q
WATSON CARATIVE FACTOR:
- kind of relationship that involves effective communication, empathy, and non possessive warmth
- promotes and accepts the expression of positive and negative feelings
A
Developing a helping-trust (human care) relationship
6
Q
WATSON CARATIVE FACTOR:
- sharing sorrow, love and pain is a risk-taking experience
- nurse must be prepared for negative feelings
A
Expressing positive and negative feelings
7
Q
WATSON CARATIVE FACTOR:
- caring linked to nursing process contributes to creative problem-solving approach to nursing care
A
Using a creative problem-solving caring process
8
Q
WATSON CARATIVE FACTOR:
- separates caring from curing
- shifts responsibility for wellness to client
A
Promoting transpersonal teaching/learning
9
Q
WATSON CARATIVE FACTOR:
- client can experience change in any aspect for the internal and external environments
- nurse must assess client’s ability to cope with mental, emotional and physical changes
A
Providing a supportive, protective or corrective mental, physical, sociocultural, and spiritual environment
10
Q
WATSON CARATIVE FACTOR:
- caring is conveyed by recognizing and attending to client’s physical, emotional, social and spiritual needs
A
Assisting with gratification of human needs
11
Q
WATSON CARATIVE FACTOR:
- being open-minded and attending to spiritual, mysterious, unknown existential dimension of life, death and suffering
- “allowing for a miracle”
A
Being sensitive to existential-phenomenologic-spiritual force
12
Q
authentic criterion of humanness
A
CARING
13
Q
requires knowledge, trust, hope and commitment
A
CARING
14
Q
to care and be cared about are fundamental human needs
A
CARING
15
Q
- a way of thinking, acting and believing which requires discipline and commitment to enable the client to come to care for themselves with as much independence as possible
A
CARING
16
Q
- competence in caring can be modelled, acquired, practiced, perfected, evaluated
A
CARING
17
Q
- learning is a lifelong process
A
TEACHING/LEARNING
18
Q
- value lifelong learning in an effort to maintain current standards of practice and to assist learners in developing competent skills, attitudes and an interest in the nursing profession
A
TEACHING/LEARNING
19
Q
- egalitarian relationships with facilitators in environment of trust, collaboration and affirmation facilitate adult learning and development
A
TEACHING/LEARNING
20
Q
- value emancipatory learning coupled with interactions that are based on principles of caring
A
TEACHING/LEARNING
21
Q
- lifelong learning is the goal of all curriculum and educative experiences
A
TEACHING/LEARNING
22
Q
- learners feel cared for when their past experienced is valued
A
TEACHING/LEARNING
23
Q
- dynamic concept which may be reflected in different ways according to individual needs, culture, community and society
A
HEALTH
24
Q
- nurses possess ability to respond holistically in setting goals and directing energy and resources to achieve realistic goals while caring about self and others
A
HEALTH
25
- healing is a process of recovering from disease and/or maximizing restoration of functional capacity
HEALTH
26
- caring practical nurse supports the client's achievement of optimal health and healing in collaboration with client and other members of health care team
HEALTH
27
- healthy environment promotes health and healing and is influenced by internal and external factors including caring, culture, lifestyle, age, gender, relationships, and politics, economical and ecological factors
HEALTH
28
- art and science
NURSING
29
- practice requires exercise of accountability in the acquisition and use of knowledge, skills, beliefs and caring
NURSING
30
- respect and care for the whole person
NURSING
31
- encourage and support individuals, families, and groups within communities to promote, protect and improve health, maximize healing and provide comfort through life closure
NURSING
32
- composite being comprised of mind, body and soul
CLIENT
33
- each individual is unique and has specific requirements that must be met in order to attain and maintain a state of equilibrium while constantly interacting with his/her environment
CLIENT
34
practice in a professional manner within legislative and ethical framework
Practical Nursing Program Learning Outcomes
35
develop and sustain therapeutic relationships with clients
Practical Nursing Program Learning Outcomes
36
communicate effectively with clients, health care team members and others
Practical Nursing Program Learning Outcomes
37
participate effectively as a team member to support clients' achievement of their expected health outcomes
Practical Nursing Program Learning Outcomes
38
integrate theory, principles and concepts into competent nursing practice
Practical Nursing Program Learning Outcomes
39
complete assessments in a holistic, comprehensive and analytical manner
Practical Nursing Program Learning Outcomes
40
prioritize and organize nursing and health care
Practical Nursing Program Learning Outcomes
41
implement and evaluate nursing interventions competently
Practical Nursing Program Learning Outcomes
42
use a variety of technological tools to support clients' achievement of their expected health outcomes
Practical Nursing Program Learning Outcomes
43
apply principles of teaching/learning to promote clients' health and wellness
Practical Nursing Program Learning Outcomes
44
Based on:
- collaborative learning
- critical thinking
- group work
Understanding the Caring Curriculum
45
Students are accountable for own decisions and actions and for developing competence throughout PN education. Students are encouraged to seek opportunities to facilitate their success in program.
Understanding the Caring Curriculum - Student Learning Responsibilities
46
- collective body of knowledge that attempted to define nursing
- included the concepts of person, environment, health care and nursing care
metaparadigm concepts
47
metaparadigm concepts - client & person
Theorists saw people as an entity with 4 dimensions:
1. biological
2. psychological
3. social
4. spiritual
48
metaparadigm concepts - environment
may involve individuals family and social ties, community, health care system and geopolitical issues that affect health
49
metaparadigm concepts - health
theorists defined health to reflect a vision of nursing care that applied to both individual and society and to all clients - sick and well
50
metaparadigm concepts - nursing
linked a view of the client with an understanding of the person's environment, life and health goals
51
CARPER'S WAYS OF KNOWING
1. empirical
2. esthetic
3. personal
4. ethical
52
* represents the science of nursing
| * emphasizes the generation of theory that is systematic and controllable by factual evidence.
empirical (CARPER'S WAYS OF KNOWING)
53
- the art of nursing
| - emphasizes expressiveness, creativity, perceptions, subjectivity and empathy
esthetic (CARPER'S WAYS OF KNOWING)
54
focuses on interpersonal processes and the therapeutic use of self in relation with another
personal (CARPER'S WAYS OF KNOWING)
55
- represents a pattern of knowing related to what ought to be done and focuses on matters of obligation.
ethics (CARPER'S WAYS OF KNOWING)
56
CULTURAL ASPECTS OF CARE
nurses must provide caring that are based on clients' cultural values and beliefs
57
SWANSON'S THEORY OF CARING
- knowing
- being with
- doing for
- enabling
58
THE HUMAN ACT OF CARING (5 C's)
- compassion
- competence
- confidence
- conscience
- commitment
59
CLIENT'S PERCEPTIONS OF CARING
when clients believe that health care professionals are sensitive, sympathetic, compassionate and interested in them as people - they become active partners in the plan of care
60
ETHICS OF CARE
ensures nurses do not make decisions solely on the basis of intellectual or analytical principles.
61
CARING IN NURSING PRACTICE (5 aspects)
- providing presence
- touch
- listening
- knowing the client
- family care
62
NURSE BEHAVIOURS PERCEIVED BY FAMILIES AS CARING
- being honest
- giving clear explanations
- keeping family members informed
- trying to make the client comfortable
- showing interest in answering questions
- providing necessary emergency care
- assuring the client that nursing services will be available
- answering family members' questions honestly, opening and willingly
- allowing the client to do as much for himself as possible
- teaching the family how to keep client physically comfortable
63
“two or more professionals learn with, from, and about each other across the spectrum of their life-long professional educational journey to improve collaboration, practice, and quality of client-centered care”.
Interprofessional education (IPE):
64
IPE is the most recent health human resources education reform initiative in Canada
Intraprofessional education (IPE)
65
Is the provision of comprehensive health services to patients by multiple health caregivers who work collaboratively to deliver quality care within and across settings
Interprofessional collaboration (IPC)
66
Personal values and beliefs:
- influence your nursing practice
- nursing will challenge your values and beliefs
- our decision making will have a direct impact on your patient’s safety and well being
67
BELIEFS
- convictions or creeds
- opinions that may be true or false.
- are inter-related and affect your behaviour.
- shape philosophy
- transmitted from generation to generation
- exhibited through attitudes and behaviours
68
VALUES
* shape philosophy
* freely chosen principles, ideals, or standards held by an individual, class, or group that give meaning and direction to life
* reflect subjective beliefs about what is right, worthwhile, or desirable
- relatively stable and are resistant to change
- evolve with maturity
- develop in response to:
A) individual personality traits
B) culture in which one is raised
C) society in which one is raised
69
KNOWLEDGE
- product of knowing
- knowing is an individual human process
- Can be shared or communicated with others
- Can be newly created
- Are theories on how humans know what they know
70
- complex, organized occupation preceded by a long training program
- exists to meet the needs of society
PROFESSION
71
CHARACTERISTICS OF A PROFESSION
1. education
2. expertise
3. accountability
4. autonomy
5. authority
6. unity
72
being answerable to someone for your actions
ACCOUNTABILITY
73
ACCOUNTABILITY IN NURSING
society trusts nurses and gives us the right to self-regulation, thus we are responsible and accountable for our actions
74
self-governing (self-regulating)
AUTONOMY
75
AUTONOMY IN NURSING
- purpose of autonomy in any profession is to protect the public – in nursing’s case, to keep keep the patient safe from harm
- doing something simply “because the doctor said so” is unsafe practice
76
Who is the College of Nursing?
- regulatory body for the province’s approximately 150,000 nurses.
- works to protect the public interest
- supports nurses in their practice
77
2 legislative frameworks for CNO
- The Regulated Health Professions Act,1991 and Nursing Act,1991 provide the legislative framework for nursing in Ontario
78
College's Role (4 things)
1. Articulating and promoting practice standards.
2. Establishing requirements for entry to practice
3. Administering a Quality Assurance (QA) Program.
4. Enforcing standards of practice and conduct.
79
How does CNO govern?
The College has six statutory Committees comprised of nurses and public members:
1. Inquiries, Complaints and Reports
2. Discipline
3. Executive
4. Fitness to Practise
5. Quality Assurance
6. Registration
80
is an authoritative statement that sets out the legal and professional basis of nursing practice
CNO PROFESSIONAL STANDARD
81
7 PROFESSIONAL STANDARDS
1. Accountability
2. Continuing competence
3. Ethics
4. Knowledge
5. Knowledge application
6. Leadership
7. Relationships
82
ACCOUNTABILITY AS PER CNO
Each nurse is accountable to the public and responsible for ensuring that her/his practice and conduct meets legislative requirements and the standards of the profession.
83
WHY DO WE NEED ETHICS?
- continuity of care
- speaks to what is "right"
- understanding and communicating beliefs and values helps nurses to prevent ethical conflicts and to work through them when they do occur
84
10 ETHICAL VALUES
1. Types of ethical concerns
2. Resolving ethical conflicts
3. Document layout
4. Client well-being
5. Client choice
6. Privacy and confidentiality
7. Respect for life
8. Maintaining commitments
9. Truthfulness
10. Fairness
85
NURSING AS PER CNO
- therapeutic relationship
- enables the client to attain, maintain or regain optimal function by promoting the client’s health through assessing, providing care for and treating the client’s health conditions
- achieved by supportive, preventive, therapeutic, palliative and rehabilitative means
86
THERAPEUTIC RELATIONSHIP AS PER CNO
- established and maintained by the nurse through the nurse’s use of professional nursing knowledge, skill, and caring attitudes and behaviours
- provides nursing services that contribute to the client’s health and well-being
- based on trust, respect and intimacy and requires the appropriate use of the power inherent in the care provider’s role
87
ACCOUNTABILITY OF PROFS
- accountable both for sharing appropriate nursing knowledge and for maintaining safe, effective and ethical client care in accordance with the standards
- not accountable for the learner’s actions if the nurse has fulfilled her/his responsibilities as outlined and if the nurse had noway of knowing that the error was going to occur
88
ACCOUNTABILITY OF LEARNER
a nurse is expected to meet the practice standards of the College and is accountable to CNO when in the learner role
89
"The one unified voice for registered practical nurses in Ontario"
RPNAO
90
WHAT DO RPNAO DO? (4 THINGS)
- promotes you as an RPN to the public
- develop code of ethics
- sit on boards of federal government to promote nursing
- have a voice in curriculum of college
91
RPNAO MISSION
Creating excellence in health care through RPN advancement & utilization
92
PURPOSE OF RPNAO
To advocate for RPNs in diverse settings, resulting in optimum client health services through policy, legislation and regulation.
To advocate for quality, respectful working environments for RPNs.
To enhance the professional competencies of RPNs by ensuring the research, development and delivery of quality educational programs.
To promote the benefits of membership to RPNs in order to ensure a strong and unified professional voice.
To promote a closer working relationship with other health & related organizations
93
- process by which people learn social rules and become members of groups
- involves learning to behave in a way that is consistent with other persons occupying same role
- goal is to internalize professional ID that includes norms, values, attitudes and behaviours of the profession
PROFESSIONAL SOCIALIZATION
94
OCCUPATION VS. PROFESSION
occupation:
- on-the-job training
- manual work
- workers are supervised
- accountability rests on employer
- values, beliefs, ethics unimportant
profession:
- college or university
- work requires mental creativity
- workers are autonomous
- accountability rests on individuals
- values, beliefs, ethics important
PROFESSIONAL GROWTH
flashcards
Decks in class (4)
# Cards
