Relevant bibliographies by topics / College of Nurses of Ontario

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'College of Nurses of Ontario'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "College of Nurses of Ontario"

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Tracey, A. Hotta. "College of Nurses of Ontario—Discipline Decision." Plastic Surgical Nursing 33, no. 2 (2013): 83–85. http://dx.doi.org/10.1097/psn.0b013e3182962b24.

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Hotta, Tracey. "Protecting the Public-Discipline Hearing, College of Nurses of Ontario." Plastic Surgical Nursing 32, no. 2 (2012): 61–64. http://dx.doi.org/10.1097/psn.0b013e3182573513.

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Dobrow, Mark J., Mary Anne Cooper, Karen Gayman, Jason Pennington, Joanne Matthews, and Linda Rabeneck. "Referring Patients to Nurses: Outcomes and Evaluation of a Nurse Flexible Sigmoidoscopy Training Program for Colorectal Cancer Screening." Canadian Journal of Gastroenterology 21, no. 5 (2007): 301–8. http://dx.doi.org/10.1155/2007/719634.

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Colorectal cancer is a significant health burden. Several screening options exist that can detect colorectal cancer at an early stage, leading to a more favourable prognosis. However, despite years of knowledge on best practice, screening rates are still very low in Canada, particularly in Ontario. The present paper reports on efforts to increase the flexible sigmoidoscopy screening capacity in Ontario by training nurses to perform this traditionally physician-performed procedure. Drawing on American, British and local experience, a professional regulatory framework was established, and training curriculum and assessment criteria were developed. Training was initiated at Princess Margaret Hospital and Sunnybrook and Women’s College Health Sciences Centre in Toronto, Ontario. (During the study, Sunnybrook and Women’s College Health Sciences Centre was deamalgamated into two separate hospitals: Women’s College Hospital and Sunnybrook Health Sciences Centre.) Six registered nurses participated in didactic, simulator and practical training. These nurses performed a total of 77 procedures in patients, 23 of whom had polyps detected and biopsied. Eight patients were advised to undergo colonoscopy because they had one or more neoplastic polyps. To date, six of these eight patients have undergone colonoscopy, one patient has moved out of the province and another patient is awaiting the procedure. Classifying the six patients according to the most advanced polyp histology, one patient had a negative colonoscopy (no polyps found), one patient’s polyps were hyperplastic, one had a tubular adenoma, two had advanced neoplasia (tubulovillous adenomas) and one had adenocarcinoma. All these lesions were excised completely at colonoscopy. Overall, many difficulties were anticipated and addressed in the development of the training program; ultimately, the project was affected most directly by challenges in encouraging family physicians to refer patients to the program. As health human resource strategies continue to evolve, it is believed that lessons learned from experience make an important contribution to the knowledge of how nontraditional health services can be organized and delivered.
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Raymond, June. "A comparison of degree and diploma nursing students confidence of patient safety competency in Ontario, Canada." Journal of Nursing Education and Practice 7, no. 8 (March 20, 2017): 93. http://dx.doi.org/10.5430/jnep.v7n8p93.

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In Ontario, Canada, Registered Nurses and Practical Nurses practice autonomously and safely in the healthcare system. Students who are aiming to become a Registered Nurse are enrolled in a four-year university baccalaureate degree program while students pursuing a practical nursing diploma are registered in a two or three-year college program. Exploring differences in confidence levels could provide insight into whether one type of nursing educational program is assisting students to develop higher confidence levels on patient safety topics. The Health Professional Education in Patient Survey was used for data collection in this research study. In total, 206 practical nursing students and 458 degree nursing students participated in this study from four different academic settings in Ontario, Canada. Overall, students in both types of educational programs expressed similar levels of confidence on the seven patient safety subscales. Practical nursing students feel errors are viewed as individual mistakes and they fear repercussions when they make a mistake more so than degree students. Although the categories of students receive different education in terms of length of program, setting, and depth of content, students within either type of program appear to develop confidence levels that are similar for the most part.
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Oudshoorn, Abram. "A Right to Vote: A Case Study in Nursing Advocacy for Public Policy Reform." Witness: The Canadian Journal of Critical Nursing Discourse 1, no. 2 (December 17, 2019): 64–72. http://dx.doi.org/10.25071/2291-5796.27.

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In February 2014, the Government of Canada under Stephen Harper introduced the ‘Fair Elections Act’. This reform to the elections act removed provisions for access to voting for individuals lacking certain forms of identification. Noting that this would have a disproportionate impact on people experiencing homelessness, nursing advocates joined with other activists to try to prevent then subsequently overturn this legislation. The purpose of this paper is to explore the 93rd competency of the College of Nurses of Ontario, “Advocates and promotes healthy public policy and social justice,” by unpacking a case example of advocacy for voting rights. This paper addresses the challenges faced by nurses in doing public policy advocacy and concludes with lessons learned. Fulfilling our college mandated requirement to be politically active means ensuring that public policies are just, equitable, and reflective of the progressive values of Nursing.
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Limoges, Jacqueline, Kim Jagos, Sara Lankshear, Sandy Madorin, and Deb Witmer. "Getting to the root of it: How do faculty address professional boundaries, role expansion, and intra-professional collaboration?" Journal of Nursing Education and Practice 8, no. 9 (May 2, 2018): 113. http://dx.doi.org/10.5430/jnep.v8n9p113.

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Background: Little research exists to guide nursing faculty to respond to the most recent entry-to-practice education changes and subsequent practice and knowledge expansion for nurses. The purpose of this study was to explore the experiences of faculty as they teach about professional boundaries and role clarity to college and university nursing students and how this teaching is connected to in intra-professional collaboration.Methods: This qualitative research study used a critical feminist sociology to analyze interviews and relevant documents. Twenty-five nursing faculty from an Ontario, Canada school were interviewed.Results: Through our analysis we detected two main findings. The first was the activation of hierarchies positioning the university program with more status and legitimacy than the college program, and how this established power relations and impeded nursing education for role clarity. The second was the struggle to articulate the actual differences between the roles and contributions of the Registered Practical Nurse (RPN) and the Registered Nurse (RN) and how this struggle impeded education for effective collaboration and role clarity.Conclusions: Supporting faculty to recognize the distinct and overlapping contributions of each type of nurse can support educational reform that promotes competencies in collaborative care.
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Shelton, D., and W. Thomas-Boaz. "P030: Assessment of lab results on emergency department patients that leave without seeing a physician." CJEM 22, S1 (May 2020): S75. http://dx.doi.org/10.1017/cem.2020.237.

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Background: Most emergency departments (ED) utilize medical directives to initiate lab investigations for patients prior to physician assessment. This practice facilitates expedited patient care in the ED, resulting in safer and efficient care. However, some patients choose to leave the ED prior to seeing a physician due to prolonged waiting. Previously, at our hospital there was no defined process for identifying and following up on abnormal test results on patients that leave without being seen (LWBS), resulting in lab results often not being reviewed by a nurse or physician. Aim Statement: By April 2020, we aim to have 90% of ED LWBS patients with abnormal results identified and followed up. Measures & Design: A series of consultations and information gathering occurred that included an environmental scan of other EDs and discussions with emergency nurses, emergency physicians, Risk Management, Legal Department, College of Nurses of Ontario and Canadian Medical Protective Association. A process map was developed collaboratively to standardize the process to identify and follow up on abnormal investigations of LWBS patients and a new hospital policy was developed to officially outline this process. The following are the family of measures: Outcome measure – % LWBS patients with abnormal tests that had follow-up documented in chart Process measure – Number LWBS patients with investigations initiated by medical directive, Number LWBS patients, % LWBS patients Balancing measure – Satisfaction of nurses with new process for LWBS patients Evaluation/Results: At baseline, 29% of LWBS patients with abnormal lab results had follow up documented in the chart. After implementation of the new standardized process and policy, the follow up rate of LWBS patients with abnormal results in August, September and October 2019 was 47%, 28% and 29% respectively. Discussion/Impact: These results indicate that standardization and new policy implementation is insufficient to change practice, even one that aims to provide safer patient care. Nevertheless, these interventions are important first steps to improving the safety for ED LWBS patients. We plan to implement an audit and feedback approach to encourage nursing staff to routinely check lab results on LWBS patients.
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Tirana, Iva, and Kevin McCarthy. "The College of Nurses of Ontario’s Governance Vision: Using Evidence to Transform Regulatory Governance in the Public Interest." Journal of Nursing Regulation 11, no. 3 (October 2020): 49–56. http://dx.doi.org/10.1016/s2155-8256(20)30134-4.

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Donato, Emily, and Jean Benoit. "Reflections of First Year Nursing Students: The Tango Tower Experience." Diversity of Research in Health Journal 3 (March 4, 2020): 129–33. http://dx.doi.org/10.28984/drhj.v3i0.296.

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First year nursing students at Laurentian University are taught self-reflection in the first semester of their program and continue to practice these skills throughout the following years of the program to assist in further developing self-awareness. This promotes a beginning understanding of the self-assessment required for quality assurance of their own practice as mandated by the College of Nurses of Ontario (2015). The purpose of this research was to determine the personal learning and team building skills of first year nursing students participating in an outdoor challenge course, namely, the Tango Tower. The rationale for this research involved the idea that the outdoor challenge course presented a learning opportunity to enhance personal self-awareness and team building skills. This qualitative study involved nursing students who completed self-reflections focusing on how they felt before, during, and after the challenge course experience. 16 first year nursing students consented to have their self-reflections reviewed for this research. A thematic analysis of these reflections demonstrated that the students became more self-aware in how they encounter new situations, learned to trust peers, and improved their communication and team building skills. Implications of this research are that results may be used to inform educators and facilitators in promoting the use of the outdoor challenge course to facilitate student learning, and also to potentially enhance interprofessional student learning by having a variety of professional students involved in team building activities.
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McMurchy, Blair A. "Managerial roles of Ontario college presidents." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018): 118–27. http://dx.doi.org/10.18844/prosoc.v5i3.3917.

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This study examined the managerial roles of college presidents at the tertiary level within the province of Ontario, Canada in an effort to understand the importance of their position at the apex of their educational institutions, as well as, reveal and substantiate the challenges faced by them within the context of the twenty-first century. In particular, the study aimed to identify the extent to which the new public management ideologies, that impacted over the past decade the area of higher education, influenced their managerial roles. Moreover, there are reasons to believe that the findings of this study will help the Board of Governors in making hiring decisions in the future, as well as, determine if training is required for the candidates chosen for such position. The research model used was based on Mintzberg’s taxonomy of managerial roles. The study used a mixed research methodology for providing answers to the proposed research questions. Keywords: Higher education, managerial role, college presidents, role theory.
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Dissertations / Theses on the topic "College of Nurses of Ontario"

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McMurchy, Blair A. "Managerial roles of Ontario college presidents." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75851/.

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This study examined the managerial roles of presidents at the tertiary level within the province of Ontario, Canada in an effort to understand the importance of their position at the apex of their educational institutions, as well as, reveal and substantiate the challenges faced by them within the context of the twenty-first century. In particular, the study aimed to identify the extent to which the new public management ideologies, that impacted over the past decade the area of higher education, influenced their managerial roles. Determining how college Presidents understand their role, particularly how they act in that role, is extremely important since there is evidence that they contribute significantly to the achievement of strategic goals of the colleges. Moreover, there are reasons to believe that the findings of this study will help the Board of Governors in making hiring decisions in the future, as well as, determine if particular training is required for the candidates chosen for such position. Central to this study was the Role Theory. The research model used was based on Mintzberg’s taxonomy of managerial roles. The study used a mixed research methodology for providing answers to the proposed research questions. According to the findings of this study, it can be concluded that the job of postsecondary college presidents has changed in the past two decades or so, to become more managerial in nature.
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Andrews, Noelle. "Leadership competencies for elected leaders of the Ontario Nurses' Association." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59419.pdf.

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Hols, Marijke. "Rethinking subjectivity, identity construction among ICU nurses in southwestern Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ42071.pdf.

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Van, Nuland Shirley. "The development of the Ontario College of Teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/NQ35351.pdf.

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Shecter, Marna A. "Network, discipline and income : the social mobility of Ontario university graduates." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61063.

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This thesis examines the link between background factors to educational attainment, discipline choice, how first job was found and income at that first job. Findings are based on results of a panel study of Ontario high school students. Using human capital theory and comparing and contrasting it with the radical and credentialist arguments, I create a model to further specify the contributing factors to the already well established link between education and jobs. The results produced from the interactive causal model indicate that past research has neglected certain variables while confounding others. Specifically, while the findings are generally consistent with other empirical work, they suggest that (i) education should be treated as a more differentiated variable, (ii) the role of networks in job search behaviour should be included, (iii) gender differences should be considered and, (iv) that non additive models will often provide a better description of the data. Finally, it is also suggested that future work explore the possibility that the relationship between job search behaviour and discipline choice can best be described using a non-recursive causal model.
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Wolff, Debra A. "Registered nurses return to college| Lessons learned from hindsight." Thesis, Sage Graduate School, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620195.

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The recent impetus to increase the number of baccalaureate-prepared nurses comes from within and outside the profession, prompting increased numbers of registered nurses (RN-BSN) to return to college. Yet little is known about what these adult, non-traditional students do to prepare for the challenges ahead. Therefore, the purpose of this mixed-methods case study was to learn how RN-BSNs prepare for their return to college, why they go about doing so, and what resources they utilize. Secondly, what are the gaps, how do they overcome them, and what is their advice to potential RN-BSN students so they could be better prepared. The Transtheoretical Model and the Epidemiological Model were used to guide the study. The eight participants interviewed ranged in age (32-57). Each had contemplated the return to school since their initial nursing program. Six were enrolled at a rural satellite site at their place of employment. While participants prepared in a variety of ways, findings showed they also did not know what to expect and thus felt unprepared in many respects. The most common type of preparation was mental; whereas the most frequent gap in preparation was academic, including writing papers, presentation skills, computer literacy, citations, obtaining books, information literacy, and study skills. Overall, five themes summarized their advice to future students: (a) obtain academic skills early on, (b) find balance, (c) make connections, (d) embrace the difference, and (e) don't wait; make the decision. Based on the findings, examples of recommendations that are both practical and affordable are outlined.

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Lamarche-Schmalz, Jennifer. "The Ontario College of Teachers, self-regulation or control of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28599.pdf.

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Behdin, Nowrouzi. "Quality of Work Life: Investigation of Occupational Stressors among Obstetric Nurses in Northeastern Ontario." Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2107.

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Nursing is a stressful occupation with various physical and psychosocial stressors inherent in its practice. While the physical stressors of nursing are generally understood, less understood are the psychological and social stressors of the profession. With the many changes in healthcare facilities and structures that are occurring today and, in turn, affecting nurses, it is increasingly important to better understand the psychosocial stress experiences of nurses. Grounded in the Job Demand-Control-Support Framework, the objectives of this study were to: 1) examine factors associated with quality of work life (QWL) of Registered Nurses working in four small urban hospital-based obstetric programs, 2) determine if nursing occupational stress, QWL, and various factors (e.g., demographic, locations with and without cross-training) are associated with nurses’ work ability, where work ability is the worker’s capacity to perform their work, as was measured by the work ability index, and 3) review and evaluate some workplace interventions targeting occupational stress management and burnout for nurses.
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Loury, Sharon D. "Oral Histories of Early Practice Nurses." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8190.

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Nehring, Wendy M. "Educating Nurses – Examples of Change at ETSU." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6731.

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Books on the topic "College of Nurses of Ontario"

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l'Ontario, College of Nurses of Ontario =. Ordre des infirmières et infirmiers de. Guidelines for ethical behaviour in nursing. Toronto, Ont: College of Nurses of Ontario = Ordre des infirmières et infirmiers de l'Ontario, 1988.

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College of Nurses of Ontario. Compendium of standards of practice for nurses in Ontario. Toronto, Ont: College of Nurses of Ontario, 2000.

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College of Nurses of Ontario. Compendium of standards of practice for nurses in Ontario. Toronto, Ontario: College of Nurses of Ontario, 2000.

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Ontario, College of Nurses of. Compendium of standards of practice for nurses in Ontario: Transfer of care. 2nd ed. Toronto: CNO, 2004.

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College of Nurses of Ontario. Legal procedures at the College of Nurses of Ontario =: Procédures légales de l'Ordre des infirmières et infirmiers de l'Ontario. Toronto, Ont: College of Nurses of Ontario = Ordre des infirmières et infirmiers de l'Ontario, 1989.

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College of Nurses of Ontario. Legal procedures at the College of Nurses of Ontario =: Procédures légales de l'Ordre des infirmières et infirmiers de l'Ontario. Toronto, Ont: The College, 1989.

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Ordre des infirmières et infirmiers de l'Ontario. Au service des consommateurs de soins de santé =: Protecting the health care consumer. Toronto, Ont: College of Nurses of Ontario = Ordre des infirmières et infirmiers de l'Ontario, 1988.

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College of Nurses of Ontario. Standards of nursing practice for registered nurses and registered nursing assistants. Toronto: The College, 1990.

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Ordre des infirmières et infirmiers de l'Ontario., ed. Standards of nursing practice : for registered nurses and registered nursing assistants =: Normes d'exercice des soins infirmiers pour infirmières et infirmiers autorisés et infirmières et infirmiers auxiliaires autorisés. Toronto, Ont: College of Nurses of Ontario = Ordre des infirmières et infirmiers de l'Ontario, 1990.

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College of Nurses of Ontario. Professional standards for registered nurses and registered practical nurses in Ontario. Toronto: The College, 1996.

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Book chapters on the topic "College of Nurses of Ontario"

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Wilson, David N. "“Reverse Transfer” Constraints upon Planning Post secondary Programs in Ontario, Canada." In Community College Models, 401–15. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9477-4_22.

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Gorica, Yalin, and Dhanna Mistri. "Where Do Students Go? A Review of Educational Pathways for Students and Graduates in a Four-Year Degree Program in an Ontario College." In Applied Degree Education and the Future of Work, 49–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3142-2_5.

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"7. Ontario Bible College and Ontario Theological Seminary." In Canadian Evangelicalism in the Twentieth Century, 121–30. Toronto: University of Toronto Press, 1993. http://dx.doi.org/10.3138/9781487574642-012.

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Robb, Isabel Hampton. "Hospital Economics Course, Teachers College. *." In Educational Standards for Nurses, 125–34. Routledge, 2019. http://dx.doi.org/10.4324/9780429422867-8.

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BARTOS, SUSAN. "College Health: Populations With Alcohol Use." In Population Health for Nurses. New York, NY: Springer Publishing Company, 2019. http://dx.doi.org/10.1891/9780826148346.0015.

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Moodie, Gavin, Michael L. Skolnik, Leesa Wheelahan, Qin Liu, Diane Simpson, and Edmund G. Adam. "How are ‘applied degrees’ applied in Ontario colleges of applied arts and technology?" In New Frontiers for College Education, 137–47. Routledge, 2018. http://dx.doi.org/10.4324/9781315142593-10.

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"Writer In Residence. Massey College University of Toronto. Toronto 5, Ontario. 7 January 1976." In Selected Letters of Margaret Laurence and Adele Wiseman, edited by John Lennox and Ruth Panofsky. Toronto: University of Toronto Press, 1997. http://dx.doi.org/10.3138/9781442623170-007.

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Caplan, Louis R. "Fisher’s Early Years." In C. Miller Fisher, edited by Louis R. Caplan, 3–11. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190603656.003.0001.

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Abstract: This chapter describes Fisher’s early life; his family; his upbringing in a rural town in Ontario, Canada; and his characteristics as a child and young boy. Fisher was born on December 5, 1913, in Waterloo, Ontario, Canada. He was one of nine siblings. He attended the public school system in Waterloo through high school. Although he spent little serious time as a student and did little homework until age 15 or 16 years, he was awarded a scholarship to the University of Toronto in recognition of his academic performance during high school. Only a small minority of students from his high school went on to college.
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Murphy, Judy, Ellen Harper, Elizabeth C. Devine, Laura J. Burke, and Mary L. Hook. "Case Study." In Evidence-Based Practice in Nursing Informatics, 174–90. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch014.

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A partnership between Aurora Health Care, Cerner Corporation, and the University of Wisconsin-Milwaukee College of Nursing that focused on the design of an informatics solution that aimed to allow evidenced based information to be available to nurses at the point of care and promote engagement in the electronic recording of patient data is described. The process of determining need, building the solution, integrating into nurse practice, and evaluation is laid out.
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Frake-Mistak, Mandy, Heidi L. Marsh, Geneviève Maheux-Pelletier, and Siobhan Williams. "Making SoTL Stick." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), 60–77. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2212-7.ch004.

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In this chapter, the authors share their reflections on the practice of using a community-based approach to doing SoTL research. They examine two professional development programs at their respective institutions—York University and Humber College in Ontario, Canada—that support faculty members' engagement in SoTL research. EduCATE and the Teaching Innovation Fund are two variations of SoTL programs in which participants come together to engage in and support each other through the process of doing SoTL research and are organized around participants' individual goals rather than a predetermined set of outcomes. The authors provide a fulsome narrative and reflective account of the EduCATE and Teaching Innovation Fund programs with a particular focus on each program's development and relative success. Throughout, the impact of SoTL as a form of professional development is emphasized.
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Conference papers on the topic "College of Nurses of Ontario"

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Page, Michael L. "Digital holography at the Ontario College of Art & Design." In Electronic Imaging 2004, edited by Tung H. Jeong and Hans I. Bjelkhagen. SPIE, 2004. http://dx.doi.org/10.1117/12.562772.

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Kim, Gum Jung, and Muyeong Seak Yang. "A Study on Nurses College for the Major Took up Learning Late in Life Experience College." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.8.19.

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Nantel, Marc. "Ten years of photonics education at the college level in Ontario: results and by-products." In SPIE Optical Engineering + Applications, edited by G. Groot Gregory. SPIE, 2010. http://dx.doi.org/10.1117/12.861404.

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Leary, Cora O., and Olivia Sinclair. "P593 Children dependent on medical technology: knowledge & challenges for advanced homecare nurses." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.927.

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O’Keeffe, Norma, Anne Marie Cullinane, Louise Greensmith, Shirley Bracken, Norma O’Shaughnessy, Caitriona Dennehy, Hazel Smith, and Veronica Lambert. "GP132 Developing research capacity: baseline survey identifying research activity, skills and supports for nurses in children’s hospitals in ireland." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.196.

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Fox, H., and M. Gupta. "G375(P) Analysis of doctors and nurses confidence with the use of in and out urinary catheters for collection of urine samples." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.368.

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Ozer, S., I. Takon, M. Atherton, and R. Beets. "G655 Development of a formal clinical supervision policy for ADHD specialist nurses working in a child development centre." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.634.

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Pré, P. du, J. Brierley, and J. Koffman. "G480(P) The experiences, attitudes and practices of nurses working in a paediatric intensive care unit caring for babies and children at the end of life: a qualitative study." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.468.

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Buckley, Lynn, Margaret Curtin, Catherine Maguire, Grace Walsh, Louise Gibson, and Katherine Harford. "GP88 Enhancing services for vulnerable children and families through public health nurses participation in a workforce capacity building initiative and interagency and partnership in a low-income irish community." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.153.

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McGrath, Ailbhe, Nicola Smith, Manila Prak, Arthur Riedel, Neary Sopheak, Dary Vanna, Ele Baker, Isata Gborie, Lorn Leouk, and Claudia Turner. "P438 Design of an assessment tool to evaluate neonatal care practice across a rural province in cambodia and subsequent initiation of a comprehensive neonatal training programme for midwives, nurses and doctors." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.774.

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