Journal articles: 'College of Nurses of Ontario'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Small, Susan. "King’s College, University of Western Ontario." Florilegium 20, no. 1 (January 2003): 81–82. http://dx.doi.org/10.3138/flor.20.023.

Full text

Abstract:

The presence of Medieval Studies at King’s College is perhaps less evident than at some other institutions, but it is solid and firmly-rooted nonetheless. King's is a small, Catholic liberal arts college affiliated with the University of Western Ontario; it has a history of literary and philosophical interest in the Middle Ages and also shares a tradition of medieval ecclesiastical scholarship with St. Peter’s Seminary, with which it has an academic affiliation.

APA, Harvard, Vancouver, ISO, and other styles

12

Mohammed, Heba Tallah, Lirije Hyseni, Victoria Bui, Beth Gerritsen, Katherine Fuller, Jihyun Sung, and Mohamed Alarakhia. "Exploring the use and challenges of implementing virtual visits during COVID-19 in primary care and lessons for sustained use." PLOS ONE 16, no. 6 (June 24, 2021): e0253665. http://dx.doi.org/10.1371/journal.pone.0253665.

Full text

Abstract:

Background The COVID-19 pandemic has rapidly transformed how healthcare is delivered to limit the transmission of the virus. This descriptive cross-sectional study explored the current use of virtual visits in providing care among primary care providers in southwestern Ontario during the first wave of the COVID-19 pandemic and the anticipated level of utilization post-pandemic. It also explored clinicians’ perceptions of the available support tools and resources and challenges to incorporating virtual visits within primary care practices. Methods Primary care physicians and nurse practitioners currently practicing in the southwestern part of Ontario were invited to participate in an online survey. The survey invite was distributed via email, different social media platforms, and newsletters. The survey questions gathered clinicians’ demographic information and assessed their experience with virtual visits, including the proportion of visits conducted virtually (before, during the pandemic, and expected volume post-pandemic), overall satisfaction and comfort level with offering virtual visits using modalities, challenges experienced, as well as useful resources and tools to support them in using virtual visits in their practice. Results We received 207 responses, with 96.6% of respondents offering virtual visits in their practice. Participants used different modalities to conduct virtual visits, with the vast majority offering visits via phone calls (99.5%). Since the COVID-19 pandemic, clinicians who offered virtual visits have conducted an average of 66.4% of their visits virtually, compared to an average of 6.5% pre-pandemic. Participants anticipated continuing use of virtual visits with an average of 43.9% post-pandemic. Overall, 74.5% of participants were satisfied with their experience using virtual visits, and 88% believed they could incorporate virtual visits well within the usual workflow. Participants highlighted some challenges in offering virtual care. For example, 58% were concerned about patients’ limited access to technology, 55% about patients’ knowledge of technology, and 41% about the lack of integration with their current EMR, the increase in demand over time, and the connectivity issues such as inconsistent Wi-Fi/Internet connection. There were significant differences in perception of some challenges between clinicians in urban vs, rural areas. Clinicians in rural areas were more likely to consider the inconsistent Wi-Fi and limited connectivity as barriers to incorporating virtual visits within the practice setting (58.8% vs. 40.2%, P = 0.030). In comparison, clinicians in urban areas were significantly more concerned about patients overusing virtual care services (39.4% vs. 21.6%, P = 0.024). As for support tools, 47% of clinicians advocated for virtual care standards outlined by their profession’s college. About 32% identified change management support and technical training as supportive tools. Moreover, 39% and 28% thought local colleagues and in-house organizational support are helpful resources, respectively. Conclusion Our study shows that the adoption of virtual visits has exponentially increased during the pandemic, with a significant interest in continuing to use virtual care options in the delivery of primary care post-pandemic. The study sheds light on tools and resources that could enhance operational efficiencies in adopting virtual visits in primary care settings and highlights challenges that, when addressed, can expand the health system capacity and sustained use of virtual care.

APA, Harvard, Vancouver, ISO, and other styles

13

Mackay, B. "New Ontario college for traditional Chinese medicine." Canadian Medical Association Journal 176, no. 4 (February 13, 2007): 435–36. http://dx.doi.org/10.1503/cmaj.070084.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Vogel, L. "Ontario college beats retreat on alternative therapies." Canadian Medical Association Journal 184, no. 1 (December 12, 2011): E41—E42. http://dx.doi.org/10.1503/cmaj.109-4075.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Blythe, Jennifer, Andrea Baumann, and Phyllis Giovannetti. "Nurses' Experiences of Restructuring in Three Ontario Hospitals." Journal of Nursing Scholarship 33, no. 1 (March 2001): 61–68. http://dx.doi.org/10.1111/j.1547-5069.2001.00061.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Ponak, Allen, and T. P. Haridas. "Collective Bargaining Attitudes of Registered Nurses in the United States and Canada: A Wisconsin-Ontario Comparison." Relations industrielles 34, no. 3 (April 12, 2005): 576–91. http://dx.doi.org/10.7202/028992ar.

Full text

Abstract:

This paper compares the attitudes to collective bargaining of a sample of Ontario and Wisconsin registered nurses. Contrary to expectations (in view of the general low rate of American nursing unionism), the Wisconsin nurses who where surveyed viewed collective bargaining at least as favourably as their Ontario counterparts.

APA, Harvard, Vancouver, ISO, and other styles

17

Millman, Suzanne T., Cindy L. Adams, and Patricia V. Turner. "Animal Welfare Training at the Ontario Veterinary College." Journal of Veterinary Medical Education 32, no. 4 (December 2005): 447–50. http://dx.doi.org/10.3138/jvme.32.4.447.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Reid, Denise, and Dorothy Kawaguchi. "The Ontario College of Occupational Therapists: A Survey." Canadian Journal of Occupational Therapy 55, no. 4 (October 1988): 186–92. http://dx.doi.org/10.1177/000841748805500406.

Full text

Abstract:

A survey was conducted to examine how familiar Ontario occupational therapists are with the Ontario College of Occupational Therapists (OCOT), and to identify their attitudes concerning self-regulation. A questionnaire was mailed to 100 occupational therapists, 50 non-members and 50 members of the OCOT. Sixty-four (64%) occupational therapists comprised the final sample; 30 members and 34 non-members. The prototypical member is over the age of 30 years, has worked more than ten years, and has graduated from a diploma program in occupational therapy. The prototypical non-member has worked for less than five years, has graduated from a degree program in occupational therapy, and is under the age of 30 years. The results indicated that: (1) both members and non-members work full-time in a hospital setting in the area of adult physical medicine as staff therapists; and (2) are involved in their professional associations, i.e., the Ontario Society of Occupational Therapists (OSOT) and the Canadian Association of Occupational Therapists (C.A.O.T.). Both groups support the concept of a self-regulatory body, however they view its purpose quite differently. The study further suggested that the majority of occupational therapists surveyed are not aware of the many issues surrounding regulation, i.e., provisions asked for by the OCOT under the Health Disciplines Act. The results are discussed with their implications for the OCOT and for Ontario occupational therapists.

APA, Harvard, Vancouver, ISO, and other styles

19

LeBlanc, Allana G., Stephanie A. Prince, Robert D. Reid, Andrew L. Pipe, Kerri-Anne Mullen, and Jennifer L. Reed. "Smoking behaviour among nurses in Ontario: cross-sectional results from the Champlain Nurses’ Study." Canadian Journal of Public Health 111, no. 1 (October 18, 2019): 134–42. http://dx.doi.org/10.17269/s41997-019-00259-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Alleyne, Jergen, Ann Bonner, and Patricia B. Strasser. "Occupational Health Nurses' Roles, Credentials, and Continuing Education in Ontario, Canada." AAOHN Journal 57, no. 9 (September 2009): 389–95. http://dx.doi.org/10.1177/216507990905700906.

Full text

Abstract:

The role of the occupational health nurse is broad and includes health care provider, manager/coordinator, educator/advisor, and case manager and consultant, depending on the type of industry and the country in which the nurse practices. Regardless of the type of role, the occupational health nurse must participate in continuing nursing education (CNE) activities. This study describes the roles, credentials, and number of CNE activities undertaken by occupational health nurses working in Ontario, Canada. Using a nonexperimental descriptive design, a questionnaire was mailed to all practicing occupational health nurses who are members ( n = 900) of a local nursing association. Three hundred fifty-four questionnaires were returned. Nurses reported a variety of roles in the following categories: case management, health promotion, policy development, infection control/travel health, ergonomics, education, research, health and safety, direct care, consultation, disaster preparedness, and industrial hygiene. Sixty-five percent of nurses held an occupational health nurse credential, and 19% of nurses attended more than 100 hours of CNE annually. Occupational health nurses have multiple workplace roles. Many attend CNE activities and they often prepare for credentialing.

APA, Harvard, Vancouver, ISO, and other styles

21

Turk*, James L. "Universities, the Charter, Doug Ford, and Campus Free Speech." Constitutional Forum / Forum constitutionnel 29, no. 2 (April 3, 2020): 31–44. http://dx.doi.org/10.21991/cf29398.

Full text

Abstract:

On a warm summer day at the end of August 2018, Ontario Premier Doug Ford’s office issued a press release announcing, “Ontario’s Government for the People is delivering on its promise to uphold free speech on every Ontario publicly-funded university and college campus.”1 An accompanying “Backgrounder” spelled out the details.2 Although this policy seems progressive on its face, it is actually anything but. That said, it may have the unintended but beneficial effect of bringing Ontario universities under the Canadian Charter of Rights and Freedoms.3 More about that later. First, the problems. * Distinguished Visiting Scholar and Director, Centre for Free Expression. Faculty of Communications & Design, Ryerson University.1 Office of the Premier, News Release: “Ontario Protects Free Speech on Campuses: Mandates Universities and Colleges to Introduce Free Speech Policy by January 1, 2019” (30 August 2018), online: Government of Ontario <news.ontario.ca/opo/en/2018/08/ontario-protects-free-speech-on-campuses.html> [Office of the Premier, “Ontario Protects”].2 See Office of the Premier, Backgrounder “Upholding Free Speech on Ontario’s University and College Campuses” (30 August 2018), online: Government of Ontario <news.ontario.ca/opo/en/2018/08/upholdingfree-speech-on-ontarios-university-and-college-campuses.html> [Office of the Premier, “Upholding Free Speech”].

APA, Harvard, Vancouver, ISO, and other styles

22

Dietsche, Peter. "Use of Campus Support Services by Ontario College Students." Canadian Journal of Higher Education 42, no. 3 (December 12, 2012): 65–92. http://dx.doi.org/10.47678/cjhe.v42i3.2098.

Full text

Abstract:

Offering an array of support services to meet the diverse needs of post-secondary learners assumes that these services improve success by providing students with compensatory resources and opportunities for engagement (Purnell & Blank, 2004). Little Canadian research, however, has examined students’ use of support services. This study describes how campus support services are used by Ontario college students and factors that influence the uptake of those services. Results show that despite relatively high student-reported need, the majority of Ontario college students did not utilize most campus services. Age, gender and ethnicity, receptivity to support, negative college experiences, faculty referral, studying with peers, and poor grades were associated with increased use of some services. The findings argue for a proactive service delivery model using web-based resources to minimize location-based barriers and to more effectively promote services dedicated to student success.

APA, Harvard, Vancouver, ISO, and other styles

23

Stevens, Christopher J., Judith Horrigan, Roberta Heale, and Irene Koren. "Northeastern Ontario nurses' perceptions of e-learning: An interpretive description." Nurse Education Today 92 (September 2020): 104509. http://dx.doi.org/10.1016/j.nedt.2020.104509.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Sochan, A., and M. D. Singh. "Acculturation and socialization: voices of internationally educated nurses in Ontario." International Nursing Review 54, no. 2 (June 2007): 130–36. http://dx.doi.org/10.1111/j.1466-7657.2007.00564.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Tyson, Paul D., Rana Pongruengphant, and Bela Aggarwal. "Coping with organizational stress among hospital nurses in Southern Ontario." International Journal of Nursing Studies 39, no. 4 (May 2002): 453–59. http://dx.doi.org/10.1016/s0020-7489(01)00047-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Beecham, L. "Nurses' college will reconsider no strike policy." BMJ 310, no. 6978 (February 25, 1995): 485–86. http://dx.doi.org/10.1136/bmj.310.6978.485a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Wantz, Richard A., Michael W. Firmin, Melissa J. Stolzfus, Brigitte N. Ray, Hannah J. Holmes, and Ellen F. Geib. "Undergraduate College Students’ Perceptions of Psychiatric Nurses." Issues in Mental Health Nursing 33, no. 11 (November 2, 2012): 769–76. http://dx.doi.org/10.3109/01612840.2012.711432.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Bellaguarda, Maria Lígia dos Reis, Sioban Nelson, Maria Itayra Padilha, and Jaime Alonso Caravaca-Morera. "Prescriptive Authority and Nursing: a comparative analysis of Brazil and Canada." Revista Latino-Americana de Enfermagem 23, no. 6 (December 2015): 1065–73. http://dx.doi.org/10.1590/0104-1169.0418.2650.

Full text

Abstract:

Objective: to analyse the differences between medication prescriptions by nurses in Brazil and Ontario, Canada. Methods: a comparative study between two different scenarios; this comparison was not performed between the two countries because Canada does not standardize this practice, which is legally established and is considered as an advanced professional knowledge area in Brazil. Results: prescription is a professional position to be occupied by nurses. However, there is tension surrounding this practice because it is perceived as a threat to privileges or traditions of other health professionals. Prescibing medication by nurses in Brazil and Ontario follows current legislation and training proccess in each context. Conclusions: there are some challenges to be overcome in ensuring the visibility and consolidation of the practice by nurses in these realities: guarantee of professional competence, credibility, acceptability, and the respectability of clientele in your professional scope by other health professionals.

APA, Harvard, Vancouver, ISO, and other styles

29

Percival, Jennifer, Bill Goodman, Ann LeSage, Fabiola Longo, Maurice DiGiuseppe, Arlene De La Rocha, John Samis, Ron Hinch, and Otto Sanchez. "Exploring Student and Advisor Experiences in a College-University Pathway Program: A Study of the Bachelor of Commerce Pathway." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 400–422. http://dx.doi.org/10.47678/cjhe.v45i4.184499.

Full text

Abstract:

Currently, there is great interest across Ontario in the expansion of pathway programs between colleges and universities. Through strategic partnerships, two Ontario-based postsecondary institutions (a college and a university) have developed innovative and effective pathway programs that facilitate the transition of students between institutions for the completion of degrees, diplomas, and certificates. These programs support the training of highly qualified, market-ready graduates. This paper reports on a mixed-methods study of the successes and challenges of a particular Ontario college and university pathway program, with a focus on the Bachelor of Commerce Pathway program. Preliminary results indicate that pathway students were more academically successful than their traditional university student counterparts but did experience a number of challenges in transitioning from college into university. Principal challenges included inefficient communication between program administrators, academic advisors, and students; lack of orientation activities for pathway students; lack of college student preparedness in communication and critical thinking skills; and difficulties experienced by college students integrating into the social-cultural life of the university.

APA, Harvard, Vancouver, ISO, and other styles

30

Strasser, Patricia B., Jergen Alleyne, and Ann Bonner. "Occupational Health Nurses’ Roles, Credentials, and Continuing Education in Ontario, Canada." AAOHN Journal 57, no. 9 (September 1, 2009): 389–95. http://dx.doi.org/10.3928/08910162-20090826-01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Medves, Jennifer, Dana S. Edge, Linda Bisonette, and Katherine Stansfield. "Supporting Rural nurses: Skills and Knowledge to Practice in Ontario, Canada." Online Journal of Rural Nursing and Health Care 15, no. 1 (May 29, 2015): 7–41. http://dx.doi.org/10.14574/ojrnhc.v15i1.337.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Spence Laschinger, H., J. Sabiston, J. Finegan, and J. Shamian. "Voices from the Trenches: Nurses' Experiences of Hospital Restructuring in Ontario." Nursing Leadership 14, no. 1 (January 15, 2001): 6–13. http://dx.doi.org/10.12927/cjnl.2001.16305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Pink, George, Marcella Sholdice, Wendy Fucile, Patricia Petryshen, Heather Sherrard, and Mark Vimr. "Supply and Demand for Cardiac Nurses in Ontario: Perceptions of CNOs." Nursing Leadership 15, no. 1 (January 15, 2002): 8–13. http://dx.doi.org/10.12927/cjnl.2002.19135.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Donohue, Marguerite M., and Michael L. Skolnik. "The Work Experience Component of an Ontario College Baccalaureate Program." New Directions for Community Colleges 2012, no. 158 (June 2012): 57–72. http://dx.doi.org/10.1002/cc.20017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Buskard, Paula. "A case study of teaching styles at One Ontario college." Journal of Vocational Education & Training 72, no. 4 (October 1, 2020): 599. http://dx.doi.org/10.1080/13636820.2020.1771081.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Arvast, Anita. "The New CAAT: (Dis)illusions of Freedom and the New College Charter in Ontario." Canadian Journal of Higher Education 38, no. 1 (March 10, 2010): 105–20. http://dx.doi.org/10.47678/cjhe.v38i1.518.

Full text

Abstract:

In 2002 a new Ontario college charter signaled a new era for higher education in Ontario. The charter was presumed to usher in a new way of doing higher education, one that provided greater freedom for Ontario colleges and presumably greater access for communities to higher education. Coupled with the Post-Secondary Choice and Excellence Act of 2000, which provided colleges the opportunity to offer degrees, the colleges appeared well set for the freedom they sought. With the decentralization of approval for curriculum comes an appearance of greater autonomy and authority at the local level; however, with steering mechanisms of funding, performance indicators, and discourses of the marketplace, globalization and performativity permeating curriculum processes, “freedom” remains strongly tempered. This paper uses Foucauldian and critical discourse analysis as a means of considering power and higher education in Ontario, and the limitations and opportunities for “freedom” within our existing discourses.

APA, Harvard, Vancouver, ISO, and other styles

37

Zeytinoglu, Isik U., Margaret Denton, Sharon Davies, Andrea Baumann, Jennifer Blythe, and Linda Boos. "Associations between Work Intensification, Stress and Job Satisfaction." Articles 62, no. 2 (July 13, 2007): 201–25. http://dx.doi.org/10.7202/016086ar.

Full text

Abstract:

Health sector reform of the 1990s affected most health care workers in Ontario and in other provinces. As a result of organizational changes, many workers experienced work intensification. This paper examines the associations between work intensification, stress and job satisfaction focusing on nurses in three teaching hospitals in Ontario. Data come from our 2002 survey of 949 nurses who worked in their employing hospital since the early 1990s when the health sector reform era began. Results show that nurses feel their work has intensified since the health sector reform of the 1990s, and work intensification contributed to increased stress and decreased job satisfaction. Results provide empirical support to the literature which suggests that work intensification has an adverse effect on workers’ health and well-being, and work attitudes.

APA, Harvard, Vancouver, ISO, and other styles

38

Allen, Daniel. "College urges ‘gentle touch’ for nurses’ drug errors." Nursing Standard 7, no. 45 (July 28, 1993): 8. http://dx.doi.org/10.7748/ns.7.45.8.s14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Ballance, Virginia, and Yvonne McKenzie. "Educating Nurses at The College of The Bahamas." International Journal of Bahamian Studies 20, no. 2 (December 31, 2014): III—5—III—14. http://dx.doi.org/10.15362/ijbs.v20i2.220.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Parish, Colin. "College on the offensive after media attack nurses." Nursing Standard 18, no. 13 (December 10, 2003): 7. http://dx.doi.org/10.7748/ns.18.13.7.s14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Gresham Bayne, C. "Announcing the american college of nurses and physicians." Home Care Provider 2, no. 1 (February 1997): 7–8. http://dx.doi.org/10.1016/s1084-628x(97)90002-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Hettinger, Mary. "Students Attend Nurses Association Convention for College Credit." Nurse Educator 17, no. 5 (September 1992): 24–26. http://dx.doi.org/10.1097/00006223-199209000-00008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hettinger, Mary. "Students Attend Nurses Association Convention for College Credit." Nurse Educator 17, no. 5 (September 1992): 24–26. http://dx.doi.org/10.1097/00006223-199217050-00008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Frank, Kristyn, and David Walters. "Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates." Canadian Journal of Higher Education 42, no. 3 (December 31, 2012): 93–115. http://dx.doi.org/10.47678/cjhe.v42i3.1866.

Full text

Abstract:

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario.

APA, Harvard, Vancouver, ISO, and other styles

45

Wilton, Matthew. "The Case of Dr George Gale V. the College of Physicians and Surgeons of Ontario: A Legal Analysis." Pain Research and Management 9, no. 1 (2004): 13–18. http://dx.doi.org/10.1155/2004/561492.

Full text

Abstract:

On March 15, 2002, anaesthetist and pain practitioner, Dr George Gale, had his license to practice medicine in Ontario revoked by a decision of the Discipline Committee of the College of Physicians and Surgeons of Ontario (CPSO) (1,2). To that point, Dr Gale had practiced medicine as an anaesthetist in Ontario without incident. The CPSO Discipline Committee hearing had taken place over 22 days in 2001 and 2002. The focus of the CPSO prosecution against Dr Gale was his pain practice conducted at a well-known pain clinic in Toronto, Ontario. By an Ontario Divisional Court decision dated October 10, 2003, the CPSO Discipline Committee decision was set aside on appeal (3). Most importantly, the Ontario Divisional Court held that the penalty of revocation levied against Dr Gale was unfair and based on several serious errors made by the Discipline Committee. A closer examination of the decisions of both the Discipline Committee and the Ontario Divisional Court will hopefully illustrate both the medical standards of practice issues for pain practitioners, and some of the perils created by the self governing activities of the CPSO. To put the Gale decision in proper context, it will be necessary for us to briefly examine the function of the CPSO and its Discipline Committee.

APA, Harvard, Vancouver, ISO, and other styles

46

Rajbanshi, L. "Oral medication administration practice of nurses in Chitwan Medical College." Journal of Chitwan Medical College 6, no. 2 (February 20, 2017): 17–20. http://dx.doi.org/10.3126/jcmc.v6i2.16680.

Full text

Abstract:

Administering medication is high risk activity because one third of the errors occur during the nurse administration phase. Objective of the study was to find out the nurses practice of administering medicine to the patients. For that onduty nursing supervisors were observed the activities of nurses during administering medicines to the patients at 6 pm, 10 pm and 6 am of following day.Out of 52 nurses, only 5.76% nurses asked patients about the history of allergy and 86.53% asked patients to state their name for identification, 55.76% of nurses compared label of drug with cardex while withdrawing from the stock, 38.46% while pouring and 40.38% before replacing the drug on stock., 13.46% nurse explained purpose of drug to patient, 94.23% were check expiry date of drug, 46.15% stayed with patient till swallowing of drug. This study revealed, 68.42% nurses used measuring cup for accurate measurement of the liquid drug. Similarly, transparency of the syrup was checked by the 50.0% of nurses and 73.60 % of nurses shook the drug(suspension) before pouring on cup.As nurses were poorly adhere to the medication administration procedure, development of policy and procedure with ongoing education and monitoring of practice on safe medication is recommended.

APA, Harvard, Vancouver, ISO, and other styles

47

Alzghoul, Manal M., and Kristen Jones-Bonofiglio. "Nurses' tension-based ethical decision making in rural acute care settings." Nursing Ethics 27, no. 4 (March 30, 2020): 1032–43. http://dx.doi.org/10.1177/0969733020906594.

Full text

Abstract:

Background Nurses in acute care are frequently involved in ethical decision making and experience a higher prevalence of ethical conflicts and dilemmas. Nurses in underresourced rural acute care settings also are likely to face unique ethical challenges. However, rarely have the particular contexts of these experiences in rural acute care settings been researched. A culture of silence and fear in small towns has made exploring these issues difficult. Objectives To explore registered nurses’ experiences of ethical issues and ethical decision making in rural acute care hospitals in northern Ontario, Canada. Research design Guided by an interpretive descriptive approach, data were collected by two nurse researchers using in-depth, individual, and semistructured telephone interviews. Data were managed with NVivo v.11 and analyzed using inductive, comparative, thematic analyses. Participants and research context The participants were eight registered nurses working in two acute care hospitals in northern Ontario. Ethical considerations Ethical protocols were followed in accordance with ethics approval from the researchers’ university and the hospitals. Findings Results identified four themes that culminated in the development of a quadruple helix ethical decision-making framework of power, trust, care, and fear. Discussion and conclusion The participants described complex ethical conflicts and dilemmas in acute care settings that were influenced by the context of working and living in small rural communities in northern Ontario. Nurses described navigating ethics in practice using a tension-based approach to ethical decision making, needing to carry these issues silently and often having no resolution to ethical challenges. These findings have important implications for nursing education, research, and practice. Nurses need safe spaces, formal ethics support, and improved access to resources. Additional ethics education and training specific to the unique contexts of rural settings are needed.

APA, Harvard, Vancouver, ISO, and other styles

48

Cooper, Mary Anne, Jill Margaret Tinmouth, and Linda Rabeneck. "Registered Nurse-Performed Flexible Sigmoidoscopy in Ontario: Development and Implementation of the Curriculum and Program." Canadian Journal of Gastroenterology and Hepatology 28, no. 1 (2014): 13–18. http://dx.doi.org/10.1155/2014/561749.

Full text

Abstract:

Although colorectal cancer is a leading cause of death in Canada, it is curable if detected in the early stages. Flexible sigmoidoscopy has been shown to reduce the incidence and mortality of colorectal cancer in patients who are at average risk for this disease and, therefore, is an appropriate screening intervention. Moreover, it may be performed by nonphysicians. A program to enable registered nurses to perform flexible sigmoidoscopy to increase colorectal cancer screening capacity in Ontario was developed. This program incorporated practical elements learned from other jurisdictions as well as specific regional considerations to fit within the health care system of Ontario. The nurses received structured didactic and simulation training before performing sigmoidoscopies on patients under physician supervision. After training, nurses were evaluated by two assessors for their ability to perform complete sigmoidoscopies safely and independently. To date, 17 nurses have achieved independence in performing flexible sigmoidoscopy at 14 sites. In total, nurses have screened >7000 Ontarians, with a cancer detection rate of 5.1 per 1000 screened, which is comparable with rates in other jurisdictions and with sigmoidoscopy performed by gastroenterologists, surgeons and other trained nonphysicians. We have shown, therefore, that with proper training and program structure, registered nurses are able to perform flexible sigmoidoscopy in a safe and thorough manner resulting in a significant increase in access to colorectal cancer screening.

APA, Harvard, Vancouver, ISO, and other styles

49

Stortz, Paul. "The College on the Hill: A New History of the Ontario Agricultural College, 1874-1999 (review)." Canadian Historical Review 85, no. 1 (2004): 165–67. http://dx.doi.org/10.1353/can.2004.0049.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Stewart, Jo, and Felice Martinello. "Transfers from College to One Ontario University: A Four-Year Outcome Study." Canadian Journal of Higher Education 45, no. 1 (April 30, 2015): 18–36. http://dx.doi.org/10.47678/cjhe.v45i1.183882.

Full text

Abstract:

In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non-transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles