The shortage of registered nurses in Pennsylvania is shrinking, in part, because of the efforts of the Pennsylvania Center for Health Careers, Department of Labor & Industry acting Secretary Sandi Vito announced.
The information is included in updates to the 2005 reports "The Registered Nurse Workforce in Pennsylvania" and "The Licensed Practical Nurse Workforce in Pennsylvania," released today and available online at
http://www.paworkforce.state.pa.us.
"I am pleased to see that our investments and efforts to address the need for nurses in Pennsylvania have reduced the shortage originally estimated in 2005," Vito said. "By helping academic institutions hire faculty and add classes, the Pennsylvania Center for Health Careers is helping to increase the number of skilled, qualified nurses in Pennsylvania."
According to the latest forecasts, the shortage of registered nurses, or RNs, projected for 2010 is between 8,000 and 14,400 of an estimated statewide demand for 146,000 RNs -- between 400 and 1,700 fewer than the shortage reported in the original 2005 report.
"The report's estimates also show the need for Licensed Practical Nurses, or LPNs, will nearly double -- due to Pennsylvania's aging population -- leading to an estimated shortage of between 7,100 and 8,400 in 2010.
"Our efforts have been positive and successful; however, the aging of residents makes it very clear that there is more work to be done," Vito said. "Having determined the commonwealth's nursing needs through 2010 and beyond, we must have the proper resources to continue our investments in programs that will close education and employment gaps, and ensure every Pennsylvanian has access to the high-quality care they need and deserve."
The forecasting model used to provide the updated information is a cooperative effort by the Center for Workforce Information & Analysis and the Pennsylvania Center for Health Careers. Data was collected by the Department of Labor & Industry on employment and occupational trends; the Department of Health's State Health Improvement Plan (SHIP) Survey on registered nurses and licensed practical nurse characteristics; the Board of Nursing on graduation rates, licensure examination pass rates and the career plans of nurses; as well as data collected from six regional round table discussions with health care industry professionals from around the state.
Additional information about the Pennsylvania Center for Health Careers, as well as reports and data about Pennsylvania's need for registered and licensed practical nurses, is available online at http://www.paworkforce.state.pa.us.
Showing posts with label Shortage of Nursing. Show all posts
Showing posts with label Shortage of Nursing. Show all posts
Tuesday, March 3, 2009
Tuesday, February 24, 2009
Becoming a Nurse Educator is a Wonderful Career Choice
Registered nurses are teachers already! RNs teach patients and their families how to manage their illness or injury, including post-treatment home care needs, diet and exercise programs, and self-administration of medication and physical therapy. RNs mentor and precept new graduates and new hire staff as well as develop and implement ongoing continuing education activities within clinical settings. RNs combine their clinical expertise and passion for teaching others in thousands of ways every time they work. Nurse Educators make use of that same clinical expertise and passion for teaching to guide and shape the future of the nursing profession- one student at a time!
Do you want to be doing direct patient care when you're 63 and still waiting to be old enough to retire? I say leave bedside nursing to the younger nurses, give your sore back a rest, and turn your talents towards building the next generation of nurses instead!
Some RNs choose to advance their nursing career by moving into administrative or management positions, but the responsibilities and stress of management isn't for everyone. For those RNs who would enjoy keeping in touch with direct patient care and in shaping the future of nursing the best career path to think about is becoming a nurse educator!
Given the growing shortage of nurse educators, the career outlook is strong for nurses interested in teaching careers. Nursing schools nationwide are struggling to find new faculty to accommodate the rising interest in nursing among new students.
Teaching Nursing Offers Outstanding Career Flexibility
Most nurse educators work in colleges and universities that offer associate and baccalaureate programs in nursing, and some work as instructors for LPN courses while educators involved in clinical education also work at collaborating health care facilities.
A Master's degree in nursing is typically required to become a faculty member at a university but RNs with a Bachelors degree in nursing and clinical experience are the minimum basic requirements for clinical instructors.Nurse educators can work as full time faculty with all the benefits including tenure and retirement, or may choose to work as part time faculty while still continuing clinical employment and direct patient care. Nurse educators play a vital role in preparing and shaping future generations of nurses!
Earn a Master's in Nursing Education While You Work
You can earn an accredited Master's Degree in Nursing with a specialization in education or in health education online while maintaining your current job by investing just a few hours of study time per week through several schools.
Don't have a BSN Degree?
There's a fully accredited RN to MS in Nursing bridge program that allows busy nurses to take the fast track to earning their Masters in Nursing. Students earn both degrees in a fraction of the time at 1/2 the cost of traditional programs and don't have to give up their job to do it.
Make a difference today that will impact the entire profession for years to come. Become a Nurse Educator!
Do you want to be doing direct patient care when you're 63 and still waiting to be old enough to retire? I say leave bedside nursing to the younger nurses, give your sore back a rest, and turn your talents towards building the next generation of nurses instead!
Some RNs choose to advance their nursing career by moving into administrative or management positions, but the responsibilities and stress of management isn't for everyone. For those RNs who would enjoy keeping in touch with direct patient care and in shaping the future of nursing the best career path to think about is becoming a nurse educator!
Given the growing shortage of nurse educators, the career outlook is strong for nurses interested in teaching careers. Nursing schools nationwide are struggling to find new faculty to accommodate the rising interest in nursing among new students.
Teaching Nursing Offers Outstanding Career Flexibility
Most nurse educators work in colleges and universities that offer associate and baccalaureate programs in nursing, and some work as instructors for LPN courses while educators involved in clinical education also work at collaborating health care facilities.
A Master's degree in nursing is typically required to become a faculty member at a university but RNs with a Bachelors degree in nursing and clinical experience are the minimum basic requirements for clinical instructors.Nurse educators can work as full time faculty with all the benefits including tenure and retirement, or may choose to work as part time faculty while still continuing clinical employment and direct patient care. Nurse educators play a vital role in preparing and shaping future generations of nurses!
Earn a Master's in Nursing Education While You Work
You can earn an accredited Master's Degree in Nursing with a specialization in education or in health education online while maintaining your current job by investing just a few hours of study time per week through several schools.
Don't have a BSN Degree?
There's a fully accredited RN to MS in Nursing bridge program that allows busy nurses to take the fast track to earning their Masters in Nursing. Students earn both degrees in a fraction of the time at 1/2 the cost of traditional programs and don't have to give up their job to do it.
Make a difference today that will impact the entire profession for years to come. Become a Nurse Educator!
Wednesday, February 18, 2009
What Does Stimulus Package Mean for Nurses
The following information was gathered from Nurselink.com. The full article can be found at:
http://www.nursinglink.com/news/articles/7548-what-does-the-stimulus-package-mean-for-nurses?page=4
Wheres does all the money go? The following is portions of the 2009 American Recovery and Reinvestment Act dealing directly with nurses. Go here to read the full bill.
• $600,000,000, of which $300,000,000 shall not be available until October 1, 2009, shall be for the training of nurses and primary care physicians and dentists.
• $1,000,000,000 shall be available for renovation and repair of health centers…the timeframe for the award of grants pursuant to section 1103(b) of this Act shall not be later than 180 days after the date of enactment of this Act instead of the timeframe specified in such section.
• $420,000,000 for an additional amount for ‘Public Health and Social Services Emergency Fund’ to prepare for and respond to an influenza pandemic, including the development and purchase of vaccine, antivirals, necessary medical supplies, diagnostics, and other surveillance tools.
• Not less than $954,000,000 shall be used as an additional amount to carry out the immunization program
• Not less than $545,000,000 shall be used as an additional amount to carry out chronic disease, health promotion, and genomics programs, as jointly determined by the Secretary of Health and Human Services (‘Secretary’) and the Director of the Centers for Disease Control and Prevention (‘Director’).
• Not less than $335,000,000 shall be used as an additional amount to carry out domestic HIV/AIDS, viral hepatitis, sexually-transmitted diseases, and tuberculosis prevention programs.
• Not less than $60,000,000 shall be used as an additional amount to carry out environmental health programs.
• Not less than $50,000,000 shall be used as an additional amount to carry out injury prevention and control programs.
• Not less than $30,000,000 shall be used as an additional amount for public health workforce development activities
• In General- The Secretary of Health and Human Services shall invest in the infrastructure necessary to allow for and promote the electronic exchange and use of health information for each individual in the United States consistent with the goals outlined in the Strategic Plan developed by the Office of the National Coordinator for Health Information Technology.
• $950,000,000 for non-recurring maintenance, including energy projects at VA Hospitals
http://www.nursinglink.com/news/articles/7548-what-does-the-stimulus-package-mean-for-nurses?page=4
Wheres does all the money go? The following is portions of the 2009 American Recovery and Reinvestment Act dealing directly with nurses. Go here to read the full bill.
• $600,000,000, of which $300,000,000 shall not be available until October 1, 2009, shall be for the training of nurses and primary care physicians and dentists.
• $1,000,000,000 shall be available for renovation and repair of health centers…the timeframe for the award of grants pursuant to section 1103(b) of this Act shall not be later than 180 days after the date of enactment of this Act instead of the timeframe specified in such section.
• $420,000,000 for an additional amount for ‘Public Health and Social Services Emergency Fund’ to prepare for and respond to an influenza pandemic, including the development and purchase of vaccine, antivirals, necessary medical supplies, diagnostics, and other surveillance tools.
• Not less than $954,000,000 shall be used as an additional amount to carry out the immunization program
• Not less than $545,000,000 shall be used as an additional amount to carry out chronic disease, health promotion, and genomics programs, as jointly determined by the Secretary of Health and Human Services (‘Secretary’) and the Director of the Centers for Disease Control and Prevention (‘Director’).
• Not less than $335,000,000 shall be used as an additional amount to carry out domestic HIV/AIDS, viral hepatitis, sexually-transmitted diseases, and tuberculosis prevention programs.
• Not less than $60,000,000 shall be used as an additional amount to carry out environmental health programs.
• Not less than $50,000,000 shall be used as an additional amount to carry out injury prevention and control programs.
• Not less than $30,000,000 shall be used as an additional amount for public health workforce development activities
• In General- The Secretary of Health and Human Services shall invest in the infrastructure necessary to allow for and promote the electronic exchange and use of health information for each individual in the United States consistent with the goals outlined in the Strategic Plan developed by the Office of the National Coordinator for Health Information Technology.
• $950,000,000 for non-recurring maintenance, including energy projects at VA Hospitals
Friday, January 30, 2009
Top Reasons to Become Nurse Educator
Besides the obvious need for nurse educators in PA and the job security that comes with this profession, here are the Top 10 Reasons to Become a Nurse Educator according to the National League of Nurses:
10.You work in an intellectually stimulating environment.
9. You have autonomy and flexibility.
8.Your research creates knowledge and advances the field; your publications bring you prestige.
7. Your work has value to society.
6. You can teach anywhere in the world.
5. You can teach from the beach or the slopes, using technology.
4. You encourage and educate eager minds, and rejoice when your students surpass you.
3. You shape the future of healthcare.
2. You change lives.And the number 1 reason to become a nurse educator...
1. You teach what you love.
10.You work in an intellectually stimulating environment.
9. You have autonomy and flexibility.
8.Your research creates knowledge and advances the field; your publications bring you prestige.
7. Your work has value to society.
6. You can teach anywhere in the world.
5. You can teach from the beach or the slopes, using technology.
4. You encourage and educate eager minds, and rejoice when your students surpass you.
3. You shape the future of healthcare.
2. You change lives.And the number 1 reason to become a nurse educator...
1. You teach what you love.
Thursday, January 29, 2009
What is Holding You Back?
Are you happy with your present job, employer, and income? Are you living the lifestyle you desire? Do you feel the self-satisfaction and gratification you are looking for, maybe not at the end of each and everyday, but at the end of the week or even the month? How about self-esteem? If you answered yes, congratulations. For those that can not answer yes to these questions, where are you headed? Have you thought about what you want to do and where you want to go? What are your goals? Do you have a plan? Most important, what is your next step?! Undoubtedly, there are some obstacles.
Procrastination and Complacency
There are two very formidable opponents that face us on a human level: Procrastination and complacency. While there are similarities between the two words, they are two different conditions. The common theme of these two conditions is a lack of results.
Complacency is usually the result of accomplishment or achieving a certain level of success. Complacency is defined with “an unawareness of actual dangers.” Complacency creeps up on us unexpectedly, and most times we do not realize that we suffer from this condition until we are faced with the actual danger. The danger we could very easily face is allowing a lapse in our education, such as the mandatory continuing education required for re-licensure as talked about in a previous article dated October 31st on this site by Margaret Lyons, program coordinator at Villanova University.
Perpetual goal setting is one of the best practices we can employ to prevent complacency from setting in. Using a benchmark set by others can further insure that we will never have a goal in which we are satisfied. Tell yourself there is always someone doing it better, and find that someone.
We also need to create our own mechanism that will prevent complacency. It can be something simplistic such as an office bulleting board (hand-written to do list with due dates), or something more sophisticated employing technology (timed reminders on your computer). Keep your goals in front of you - carefully measured in achievable steps - so that you face them everyday. Choose the mechanism that will best work for you; just be sure to implement something. While at this juncture (nurses in Pennsylvania, California, Kansas and Delaware), have you addressed the mandatory continuing education for re-licensure?
Procrastination can be a byproduct of complacency however it has many sources. Unlike complacency, procrastination does not necessarily (and most times probably does not) result from success. It is a factor that prevents accomplishment.
Procrastination is a more conscious opponent usually a result of fear or poor prioritization. Concerning fear, it is never personal; identify and face your fear in order to alleviate anxiety. Our prioritization sometimes needs to be scrutinized. Life in nursing gives us a work load with more than our fair share. We begin to juggle instead of prioritize, and I am not referring to patient care here. When prioritizing, be sure your personal and professional advancement weighs in.
Time and Money
Now for the proverbial obstacles: Time and money. As you address procrastination and analyze your prioritization, commit the time needed for continuing education. Visualize where you will be and of the advanced opportunities afforded you once you have gained the desired (and necessary) degree. Do not let the economy be your excuse. Our profession is experiencing a shortage with a projected increase for the next 12 years. Nonetheless, by the time the economy improves, you could have positioned yourself for the place you want to be, rather than it being too late.
If you still have unfulfilled dreams and aspirations, take the first step to get started.
The Pennsylvania Higher Education Foundation is the first place to look. See if you qualify for the financial assistance they offer. Simply click on their link at right. And do not stop there. Schools of nursing often have assistance for those in need as well. As an example, visit Villanova’s College of Nursing, link at left, to see what they have to offer and peruse their site to learn more about their programs to see if their program may be right for you.
As this site continues to build its resources, please visit frequently for opportunities in education, advancement and employment.
As always, thank you for visiting and please share your comments.
Procrastination and Complacency
There are two very formidable opponents that face us on a human level: Procrastination and complacency. While there are similarities between the two words, they are two different conditions. The common theme of these two conditions is a lack of results.
Complacency is usually the result of accomplishment or achieving a certain level of success. Complacency is defined with “an unawareness of actual dangers.” Complacency creeps up on us unexpectedly, and most times we do not realize that we suffer from this condition until we are faced with the actual danger. The danger we could very easily face is allowing a lapse in our education, such as the mandatory continuing education required for re-licensure as talked about in a previous article dated October 31st on this site by Margaret Lyons, program coordinator at Villanova University.
Perpetual goal setting is one of the best practices we can employ to prevent complacency from setting in. Using a benchmark set by others can further insure that we will never have a goal in which we are satisfied. Tell yourself there is always someone doing it better, and find that someone.
We also need to create our own mechanism that will prevent complacency. It can be something simplistic such as an office bulleting board (hand-written to do list with due dates), or something more sophisticated employing technology (timed reminders on your computer). Keep your goals in front of you - carefully measured in achievable steps - so that you face them everyday. Choose the mechanism that will best work for you; just be sure to implement something. While at this juncture (nurses in Pennsylvania, California, Kansas and Delaware), have you addressed the mandatory continuing education for re-licensure?
Procrastination can be a byproduct of complacency however it has many sources. Unlike complacency, procrastination does not necessarily (and most times probably does not) result from success. It is a factor that prevents accomplishment.
Procrastination is a more conscious opponent usually a result of fear or poor prioritization. Concerning fear, it is never personal; identify and face your fear in order to alleviate anxiety. Our prioritization sometimes needs to be scrutinized. Life in nursing gives us a work load with more than our fair share. We begin to juggle instead of prioritize, and I am not referring to patient care here. When prioritizing, be sure your personal and professional advancement weighs in.
Time and Money
Now for the proverbial obstacles: Time and money. As you address procrastination and analyze your prioritization, commit the time needed for continuing education. Visualize where you will be and of the advanced opportunities afforded you once you have gained the desired (and necessary) degree. Do not let the economy be your excuse. Our profession is experiencing a shortage with a projected increase for the next 12 years. Nonetheless, by the time the economy improves, you could have positioned yourself for the place you want to be, rather than it being too late.
If you still have unfulfilled dreams and aspirations, take the first step to get started.
The Pennsylvania Higher Education Foundation is the first place to look. See if you qualify for the financial assistance they offer. Simply click on their link at right. And do not stop there. Schools of nursing often have assistance for those in need as well. As an example, visit Villanova’s College of Nursing, link at left, to see what they have to offer and peruse their site to learn more about their programs to see if their program may be right for you.
As this site continues to build its resources, please visit frequently for opportunities in education, advancement and employment.
As always, thank you for visiting and please share your comments.
Monday, January 19, 2009
PHEF & The Pennsylvania Nursing Assistance Fund
Purpose
The Pennsylvania Nursing Assistance Fund of the Pennsylvania Higher Education Foundation was established to provide assistance to students and schools for nursing education in Pennsylvania. The fund will provide grant and scholarship monies to nursing students through the use of donations from individuals and organizations directed to Pennsylvania schools of nursing.
Overview
Until recently, the equilibrium of new nurses entering the profession versus tenured nurses retiring remained stable. However, the cycle of quality health care will quickly decline because although demands on the nursing profession are increasing, new entries in the profession are not keeping pace with planned retirements.
Through the Pennsylvania Nursing Assistance Fund, the Pennsylvania Higher Education Foundation hopes to reverse this trend by giving students access to nursing education by offering grants or scholarships that otherwise would not be available.
The Pennsylvania Nursing Assistance Fund will directly impact the number of educational opportunities students and schools will have to help the Commonwealth continue its cycle of quality health care.
There are numerous flexible giving opportunities for donors to participate in this fund with specific schools, student populations and programs in mind, based on individual interests and relationships. Scholarship and grant naming opportunities as well as generous matching funds from the Pennsylvania Higher Education Foundation are available to foundation, corporate and individual donors.
Guidelines
For information on guidelines, or to find out if your institution is a recipient of the Pennsylvania Nursing Assistance Fund, contact your school’s nursing department. Contact the Foundation office for more information on giving opportunities.
The Pennsylvania Nursing Assistance Fund of the Pennsylvania Higher Education Foundation was established to provide assistance to students and schools for nursing education in Pennsylvania. The fund will provide grant and scholarship monies to nursing students through the use of donations from individuals and organizations directed to Pennsylvania schools of nursing.
Overview
Until recently, the equilibrium of new nurses entering the profession versus tenured nurses retiring remained stable. However, the cycle of quality health care will quickly decline because although demands on the nursing profession are increasing, new entries in the profession are not keeping pace with planned retirements.
Through the Pennsylvania Nursing Assistance Fund, the Pennsylvania Higher Education Foundation hopes to reverse this trend by giving students access to nursing education by offering grants or scholarships that otherwise would not be available.
The Pennsylvania Nursing Assistance Fund will directly impact the number of educational opportunities students and schools will have to help the Commonwealth continue its cycle of quality health care.
There are numerous flexible giving opportunities for donors to participate in this fund with specific schools, student populations and programs in mind, based on individual interests and relationships. Scholarship and grant naming opportunities as well as generous matching funds from the Pennsylvania Higher Education Foundation are available to foundation, corporate and individual donors.
Guidelines
For information on guidelines, or to find out if your institution is a recipient of the Pennsylvania Nursing Assistance Fund, contact your school’s nursing department. Contact the Foundation office for more information on giving opportunities.
Sunday, January 4, 2009
U.S. News Adds Registered Nurse as Strong Careers in 2009
U.S. News lists Registered Nurses as one of the top careers in 2009 for a strong outlook and high in job satisfaction.
FROM U.S. NEWS.COM
Overview. There's great unmet demand for nurses, and you'll have lots of options. If you want to work directly with patients, you can specialize in everything from neonatology to hospice care. You can work in a hospital, a doctor's office, or a patient's home. Outside of patient care, options range from nurse informatics (helping nurses get access to computerized information) to legal nurse consulting (helping lawyers assess a claim's validity.)
On the downside, many registered nurses must work nights and weekends, and burnout is a factor, especially in medical/surgical wards, and in critical-care specialties such as surgery, oncology, and emergency medicine. There are potential hazards, too: exposure to people with communicable diseases and back injuries from moving patients.
Something to think about: Studies report large numbers of errors by healthcare providers that endanger or kill patients. This is a career for people who are both caring and extremely attentive to detail—even when stressed.
The article also sites the salary data as well as training information with additional links to other sources of information.
For complete article, visit the link below:
http://www.usnews.com/articles/business/best-careers/2008/12/11/best-careers-2009-registered-nurse.html
FROM U.S. NEWS.COM
Overview. There's great unmet demand for nurses, and you'll have lots of options. If you want to work directly with patients, you can specialize in everything from neonatology to hospice care. You can work in a hospital, a doctor's office, or a patient's home. Outside of patient care, options range from nurse informatics (helping nurses get access to computerized information) to legal nurse consulting (helping lawyers assess a claim's validity.)
On the downside, many registered nurses must work nights and weekends, and burnout is a factor, especially in medical/surgical wards, and in critical-care specialties such as surgery, oncology, and emergency medicine. There are potential hazards, too: exposure to people with communicable diseases and back injuries from moving patients.
Something to think about: Studies report large numbers of errors by healthcare providers that endanger or kill patients. This is a career for people who are both caring and extremely attentive to detail—even when stressed.
The article also sites the salary data as well as training information with additional links to other sources of information.
For complete article, visit the link below:
http://www.usnews.com/articles/business/best-careers/2008/12/11/best-careers-2009-registered-nurse.html
Monday, December 29, 2008
Misericordia University: An 84-year Tradition of Hospitality, Justice, Mercy and Service
By Cynthia Mailloux, PhD, R.N.
Associate Professor
Chair Nursing Dept - Misericordia University
Misericordia University - Description of Program
Misericordia’s nursing program is committed to providing an educational experience which produces competent nurses who are critical thinkers and educated consumers of research. This program prepares its graduates for productive careers in nursing and advocates for life-long learning. As an entry-level professional program, the nursing curriculum reflects a commitment to the relationship between liberal arts and professional studies that enables graduates to adapt to constantly evolving societal and professional needs. The Department of Nursing is committed to the provision of affordable, quality professional education that expresses the founding Sisters' values and attitudes of hospitality, justice, mercy, and service. The overall goal is to develop a competent professional who will provide the highest quality of care to individuals, aggregates, and populations.
The goals/outcomes support the mission of the University and the principles of academic excellence, service leadership, and professional preparation which are components of the Trinity of Learning. Evidence based practice is a strong component of this curriculum which requires students to critically think and problem solve. This curriculum will build on the reputation of the nursing program and continue to provide high quality graduates. The proposed changes are consistent with the program’s mission, goals and educational goals of the university.
Philosophy for Misericordia’s Department of Nursing
The nursing department at Misericordia University supports the mission statement and philosophy of the University. The undergraduate nursing program is based on a complementary relationship between liberal arts and professional studies. The approach to education focuses on critical thinking, as well as on the values and attitudes of justice, mercy, service, and hospitality. Humans are viewed as intellectual, spiritual and creative beings that are in constant interaction with their environments. Human beings have the potential for self-direction based on their developmental level and are characterized by the capacity for emotion, reasoning, and perceiving. The holistic view of humans takes into account the physical structure, mind and spirit of the individual, as well as the environment in which each functions. Humans interact on the basis of respect for each other’s worth and dignity.
The environment as experienced by human beings is multidimensional and dynamic. It can be viewed as encompassing biological, physical, psychological, socio-cultural, political and economic forces. Human beings experience the environment as individuals, families, groups and communities who can be described in terms of micro-systems and macro-systems.
Health is a dynamic sense of wellness, which results from a process of making choices over time. A particular sense of wellness is perceived by individuals and is influenced by their self-esteem, inner sense of meaning, and desire to achieve their highest potential.
Nursing is an art, involved in caring, and a science based on its own theory and research. The nursing process guides nursing practice and involves critical thinking as related to the cognitive, affective and psychomotor domains of knowing. Ethical and legal issues have a strong impact on the practice of nursing. Professional nursing is a vital, effective health service to the community. The faculty believes that professional nursing is committed to making quality health care available and accessible to all, thus reflecting the commitment to mercy, justice, and service. Professional nursing exerts an influence on, and is influenced by several factors that contribute to the complexity of the health care system. These include: the newly developing patterns of providing services, the roles of other members of the health team, scientific and technological advances, research, and social and economic pressures. Leadership in nursing involves directing and managing client care, as well as collaborating with other health care professionals.
Learning is directed toward the development of values and professional role identification. It is lifelong and involves developmental changes. Learning involves critical thinking, which encompasses analysis and synthesis of knowledge. The faculty believes that learning occurs when the student actively participates in the learning process. Students have the responsibility to achieve their highest potential with the assistance of the faculty who act as facilitators. Teaching, therefore, is a collaborative process in which a student assumes progressive responsibility for personal learning.
Undergraduate education in nursing is built on a strong core of general education requirements and is generic in nature. Included within the undergraduate nursing curriculum are liberal arts and the sciences such as nutrition, anatomy and physiology, and developmental psychology, as well as other pure and behavioral sciences. The undergraduate program prepares nurse generalists who are capable of using nursing research, nursing process, and theories in a variety of settings. Students are prepared for graduate study in nursing.
Graduate education enables professional nurses to realize their creative leadership potential and provides opportunities for collaborative functioning with health professionals and others in effecting change in nursing practice and health care. Specialization occurs on the graduate level which provides for in-depth knowledge and experience in specific clinical and functional areas. Advanced knowledge provides the foundation for effective leadership in nursing. Scientific inquiry is an integral part of graduate education in nursing. Such inquiry provides the basis for acquisition of increased competencies in utilization of research and increased knowledge base in the analysis and synthesis of theories related to the practice of nursing. Graduate education provides the foundation for doctoral study in nursing.
Associate Professor
Chair Nursing Dept - Misericordia University
Misericordia University - Description of Program
Misericordia’s nursing program is committed to providing an educational experience which produces competent nurses who are critical thinkers and educated consumers of research. This program prepares its graduates for productive careers in nursing and advocates for life-long learning. As an entry-level professional program, the nursing curriculum reflects a commitment to the relationship between liberal arts and professional studies that enables graduates to adapt to constantly evolving societal and professional needs. The Department of Nursing is committed to the provision of affordable, quality professional education that expresses the founding Sisters' values and attitudes of hospitality, justice, mercy, and service. The overall goal is to develop a competent professional who will provide the highest quality of care to individuals, aggregates, and populations.
The goals/outcomes support the mission of the University and the principles of academic excellence, service leadership, and professional preparation which are components of the Trinity of Learning. Evidence based practice is a strong component of this curriculum which requires students to critically think and problem solve. This curriculum will build on the reputation of the nursing program and continue to provide high quality graduates. The proposed changes are consistent with the program’s mission, goals and educational goals of the university.
Philosophy for Misericordia’s Department of Nursing
The nursing department at Misericordia University supports the mission statement and philosophy of the University. The undergraduate nursing program is based on a complementary relationship between liberal arts and professional studies. The approach to education focuses on critical thinking, as well as on the values and attitudes of justice, mercy, service, and hospitality. Humans are viewed as intellectual, spiritual and creative beings that are in constant interaction with their environments. Human beings have the potential for self-direction based on their developmental level and are characterized by the capacity for emotion, reasoning, and perceiving. The holistic view of humans takes into account the physical structure, mind and spirit of the individual, as well as the environment in which each functions. Humans interact on the basis of respect for each other’s worth and dignity.
The environment as experienced by human beings is multidimensional and dynamic. It can be viewed as encompassing biological, physical, psychological, socio-cultural, political and economic forces. Human beings experience the environment as individuals, families, groups and communities who can be described in terms of micro-systems and macro-systems.
Health is a dynamic sense of wellness, which results from a process of making choices over time. A particular sense of wellness is perceived by individuals and is influenced by their self-esteem, inner sense of meaning, and desire to achieve their highest potential.
Nursing is an art, involved in caring, and a science based on its own theory and research. The nursing process guides nursing practice and involves critical thinking as related to the cognitive, affective and psychomotor domains of knowing. Ethical and legal issues have a strong impact on the practice of nursing. Professional nursing is a vital, effective health service to the community. The faculty believes that professional nursing is committed to making quality health care available and accessible to all, thus reflecting the commitment to mercy, justice, and service. Professional nursing exerts an influence on, and is influenced by several factors that contribute to the complexity of the health care system. These include: the newly developing patterns of providing services, the roles of other members of the health team, scientific and technological advances, research, and social and economic pressures. Leadership in nursing involves directing and managing client care, as well as collaborating with other health care professionals.
Learning is directed toward the development of values and professional role identification. It is lifelong and involves developmental changes. Learning involves critical thinking, which encompasses analysis and synthesis of knowledge. The faculty believes that learning occurs when the student actively participates in the learning process. Students have the responsibility to achieve their highest potential with the assistance of the faculty who act as facilitators. Teaching, therefore, is a collaborative process in which a student assumes progressive responsibility for personal learning.
Undergraduate education in nursing is built on a strong core of general education requirements and is generic in nature. Included within the undergraduate nursing curriculum are liberal arts and the sciences such as nutrition, anatomy and physiology, and developmental psychology, as well as other pure and behavioral sciences. The undergraduate program prepares nurse generalists who are capable of using nursing research, nursing process, and theories in a variety of settings. Students are prepared for graduate study in nursing.
Graduate education enables professional nurses to realize their creative leadership potential and provides opportunities for collaborative functioning with health professionals and others in effecting change in nursing practice and health care. Specialization occurs on the graduate level which provides for in-depth knowledge and experience in specific clinical and functional areas. Advanced knowledge provides the foundation for effective leadership in nursing. Scientific inquiry is an integral part of graduate education in nursing. Such inquiry provides the basis for acquisition of increased competencies in utilization of research and increased knowledge base in the analysis and synthesis of theories related to the practice of nursing. Graduate education provides the foundation for doctoral study in nursing.
Thursday, December 11, 2008
Nursing Theory Frameworks
Nursing theory is the term given to the body of knowledge that is used to support nursing practice. In their professional education, nurses will study a range of interconnected subjects which can be applied to the practice setting. This knowledge may be derived from experiential learning, from formal sources such as nursing research or from non-nursing sources.
Nursing theories provide a framework for nurses to systematize their nursing actions: what to ask, what to observe, what to focus on and what to think about, to develop new and validate current knowledge. They define commonalities of the variables in a stated field of inquiry, guide nursing research and actions, predict practice outcomes, and predict client response.
Nursing theories are used to describe, develop, disseminate, and use previous/present knowledge in nursing. Descriptive theory identifies properties and components of a discipline. They identify meaning and observations and describe what elements exist in that discipline. Explanatory theory identifies how the properties and components relate to each other and accounts for how the discipline functions. Predictive theories predict the relationships between the components of a phenomenon and predict under what conditions it will occur. And, Prescriptive theories address nursing therapeutics and consequences of interventions.
There are generally 4-levels of Nursing Theory: Metatheory is the most abstract and not easily tested. Grand Theory is a conceptual framework that defines broad perspectives for nursing practice. Middle Range Theory is moderately abstract and has a limited number of variables. They can be tested directly. Mid-range is very useful in nursing research and practice. Practice Theory traces the outline for practice. Objectives are set and actions are set to meet the objectives. Four steps in the development of practice theories are: factor isolating, factor relating, situation relating, and situation producing control.
In nursing, theories can also be analyzed by types which are needs, interaction, outcome, and humanistic-focused.
It is interesting to note that 90% of all nursing theories have been generated just in the last 20-years. Many schools encourage students to formulate theories of Nursing as part of their curriculum. In fact the pages of Nursing Science Quarterly are a major mouthpiece for Nursing Theory. Some still argue though that this multiplicity of theory is detrimental to the practice and undermines common vision. Others would say that the nature of the young science is sufficiently far reaching to require such tactics in order to elicit true consensus. It cannot be denied, however, that there is much vanity involved in the formulation of nursing theory.
Nursing theory is essential to the framework of nursing practice. Nursing theory information will assist in guiding individual practice and research methods.
Nursing theories provide a framework for nurses to systematize their nursing actions: what to ask, what to observe, what to focus on and what to think about, to develop new and validate current knowledge. They define commonalities of the variables in a stated field of inquiry, guide nursing research and actions, predict practice outcomes, and predict client response.
Nursing theories are used to describe, develop, disseminate, and use previous/present knowledge in nursing. Descriptive theory identifies properties and components of a discipline. They identify meaning and observations and describe what elements exist in that discipline. Explanatory theory identifies how the properties and components relate to each other and accounts for how the discipline functions. Predictive theories predict the relationships between the components of a phenomenon and predict under what conditions it will occur. And, Prescriptive theories address nursing therapeutics and consequences of interventions.
There are generally 4-levels of Nursing Theory: Metatheory is the most abstract and not easily tested. Grand Theory is a conceptual framework that defines broad perspectives for nursing practice. Middle Range Theory is moderately abstract and has a limited number of variables. They can be tested directly. Mid-range is very useful in nursing research and practice. Practice Theory traces the outline for practice. Objectives are set and actions are set to meet the objectives. Four steps in the development of practice theories are: factor isolating, factor relating, situation relating, and situation producing control.
In nursing, theories can also be analyzed by types which are needs, interaction, outcome, and humanistic-focused.
It is interesting to note that 90% of all nursing theories have been generated just in the last 20-years. Many schools encourage students to formulate theories of Nursing as part of their curriculum. In fact the pages of Nursing Science Quarterly are a major mouthpiece for Nursing Theory. Some still argue though that this multiplicity of theory is detrimental to the practice and undermines common vision. Others would say that the nature of the young science is sufficiently far reaching to require such tactics in order to elicit true consensus. It cannot be denied, however, that there is much vanity involved in the formulation of nursing theory.
Nursing theory is essential to the framework of nursing practice. Nursing theory information will assist in guiding individual practice and research methods.
Wednesday, December 10, 2008
Facts about Nursing Shortage
A report entitled “Projected Supply, Demand, and Shortages of Registered Nurses: 2000-2020” alleged:
Based on what is known about trends in the supply of Registered Nurses and their anticipated demand, nursing shortage is expected to grow relatively slowly until 2010, by which time it will have reached 12 percent. At that point demand will begin to exceed supply at an accelerated rate and by 2015 the shortage, a relatively modest 6 percent in the year 2000, will have almost quadrupled to 20 percent.
American hospitals are in a serious crisis, from large numbers of uninsured patients to spiraling costs, from outlandishly expensive prescription drugs to a severe and dangerous shortage of nurses. Emergency rooms are shutting down, surgeries are delayed and, most disturbing of all, patients are sometimes not getting the critical care they desperately need.
There are many factors behind the nursing shortage. Unlike a generation or two ago, young women with an aptitude for sciences now have a multitude of career opportunities to choose from. Many of the other career choices today involve less stressful and less strenuous work than bedside nursing. Generally speaking, a position with a managed-care company or a pharmaceutical sales job is less physically demanding than nursing.
The need for nurses is often depicted as cyclical in nature. Throughout history, the USA has experienced a series of nursing surpluses and shortages. However, the current nursing shortage has been characterized as being unlike those experienced in the past. Trends of an ageing RN/ Registered Nurse workforce and limited supply to fill the impending vacancies are some of the unique aspects that bring a new dimension to an old problem. Today's nursing shortage will not be resolved by simply returning to the solutions of yesteryear, and strategies to reduce its impact will have to be more creative and focus on the long-term.
The widely publicized nursing shortage in the United States is largely a result of three factors: the aging population of nurses; the aging population in the U.S.; and a shift in healthcare delivery away from doctors, towards skilled nurses. Also are four major contributors to the nursing shortage in the USA: the ageing RN workforce; declining enrolment; changing work climate; and the poor image of nursing.
Solutions to the shortage followed similar themes to the contributing factors and encompassed four main areas: exploring recruitment efforts; exploring retainment efforts; improving the image of nursing; and supporting legislation that helps to rectify the shortage.
As new career options grow for women over the past few decades, and fewer women choose to go into nursing, another shortage begins to emerge. All of these factors point to the fact that the nursing shortage won't be reversed overnight.
Based on what is known about trends in the supply of Registered Nurses and their anticipated demand, nursing shortage is expected to grow relatively slowly until 2010, by which time it will have reached 12 percent. At that point demand will begin to exceed supply at an accelerated rate and by 2015 the shortage, a relatively modest 6 percent in the year 2000, will have almost quadrupled to 20 percent.
American hospitals are in a serious crisis, from large numbers of uninsured patients to spiraling costs, from outlandishly expensive prescription drugs to a severe and dangerous shortage of nurses. Emergency rooms are shutting down, surgeries are delayed and, most disturbing of all, patients are sometimes not getting the critical care they desperately need.
There are many factors behind the nursing shortage. Unlike a generation or two ago, young women with an aptitude for sciences now have a multitude of career opportunities to choose from. Many of the other career choices today involve less stressful and less strenuous work than bedside nursing. Generally speaking, a position with a managed-care company or a pharmaceutical sales job is less physically demanding than nursing.
The need for nurses is often depicted as cyclical in nature. Throughout history, the USA has experienced a series of nursing surpluses and shortages. However, the current nursing shortage has been characterized as being unlike those experienced in the past. Trends of an ageing RN/ Registered Nurse workforce and limited supply to fill the impending vacancies are some of the unique aspects that bring a new dimension to an old problem. Today's nursing shortage will not be resolved by simply returning to the solutions of yesteryear, and strategies to reduce its impact will have to be more creative and focus on the long-term.
The widely publicized nursing shortage in the United States is largely a result of three factors: the aging population of nurses; the aging population in the U.S.; and a shift in healthcare delivery away from doctors, towards skilled nurses. Also are four major contributors to the nursing shortage in the USA: the ageing RN workforce; declining enrolment; changing work climate; and the poor image of nursing.
Solutions to the shortage followed similar themes to the contributing factors and encompassed four main areas: exploring recruitment efforts; exploring retainment efforts; improving the image of nursing; and supporting legislation that helps to rectify the shortage.
As new career options grow for women over the past few decades, and fewer women choose to go into nursing, another shortage begins to emerge. All of these factors point to the fact that the nursing shortage won't be reversed overnight.
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