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Relevant bibliographies by topics / Nursing Foundation Programme

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Journal articles
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Academic literature on the topic 'Nursing Foundation Programme'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Nursing Foundation Programme"

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Tinson, Sandy. "Evaluating a general practice nurse foundation pilot programme." Practice Nursing 22, no. 5 (2011): 267–70. http://dx.doi.org/10.12968/pnur.2011.22.5.267.

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Nelmes, Pam. "Professional Skills in Nursing – A Guide for the Common Foundation ProgrammeProfessional Skills in Nursing – A Guide for the Common Foundation Programme." Nursing Standard 25, no. 7 (2010): 30. http://dx.doi.org/10.7748/ns2010.10.25.7.30.b1123.

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Bradby, Mary, and Keith Soothill. "From common foundation programme to branch: Recognising a status transition." Nurse Education Today 13, no. 5 (1993): 362–68. http://dx.doi.org/10.1016/0260-6917(93)90076-e.

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Jasper, Melanie, and Gary Rolfe. "A framework for a process-driven common foundation programme for graduates." International Journal of Nursing Studies 30, no. 5 (1993): 377–85. http://dx.doi.org/10.1016/0020-7489(93)90048-y.

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Furr, Susan, Susan Hayes Lane, Dana Martin, and Dana E. Brackney. "Understanding roles in health care through interprofessional educational experiences." British Journal of Nursing 29, no. 6 (2020): 364–72. http://dx.doi.org/10.12968/bjon.2020.29.6.364.

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Background: Students can find interacting within a healthcare team challenging. It is important for students to understand their role and respect those of other healthcare team members. Interprofessional education (IPE) is a strategy for exploring the roles of self and others within the team. Aim: The purpose of this study was to evaluate nursing students' perceptions of roles and responsibilities following an IPE experience. Methods: Students in an undergraduate baccalaureate degree nursing programme participated in a two-day IPE event with students in the physician's assistant's (PA) program

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Donaldson, Jayne H., Jacqueline McCallum, and Patricia Lafferty. "Can we predict successful completion of the common foundation programme at interview?" Nurse Education Today 30, no. 7 (2010): 649–56. http://dx.doi.org/10.1016/j.nedt.2009.12.019.

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Houltram, Brian. "Entry age, entry mode and academic performance on a Project 2000 common foundation programme." Journal of Advanced Nursing 23, no. 6 (1996): 1089–97. http://dx.doi.org/10.1046/j.1365-2648.1996.01244.x.

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Jasper, Melanie A. "A shortened common foundation programme for graduates — the students' experience of student-centred learning." Nurse Education Today 14, no. 3 (1994): 238–44. http://dx.doi.org/10.1016/0260-6917(94)90088-4.

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Mundy, Jill, and Janette Pow. "General practice nurses' experiences of participation in an advanced nursing practice education programme." British Journal of Nursing 30, no. 16 (2021): 964–69. http://dx.doi.org/10.12968/bjon.2021.30.16.964.

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In the UK, transformation of the nursing workforce, including development of the role of the advanced nurse practitioner within general practice, is essential to meet healthcare demands. This article presents the results of a small, qualitative study conducted among students at one university in Scotland, describing their experiences of participation in advanced practice education. Data were collected through semi-structured interviews to generate in-depth descriptions and to identify the facilitators and barriers to learning. The study identified that a shared responsibility for patient care

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Nicoll, Lynne, and Michele Butler. "The study of biology as a cause of anxiety in student nurses undertaking the common foundation programme." Journal of Advanced Nursing 24, no. 3 (1996): 615–24. http://dx.doi.org/10.1046/j.1365-2648.1996.23224.x.

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Dissertations / Theses on the topic "Nursing Foundation Programme"

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Neary, Mary. "An investigation of the assessment of student clinical competencies during the Common Foundation Programme of Project 2000." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338914.

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Daniels, Annelize. "The support of students by lecturers in the Nursing Foundation Programme at the University of the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/5013.

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Magister Curationis - MCur<br>Due to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursi

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Prosser, Rina Marie. "Laying the Foundation for New Approaches in Evidence-Based Sex Education Curriculum Programs: A Family Life Policy Change." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1208.

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The teen pregnancy rate in Henry County, Tennessee has increased over the years. The purpose of this project was to develop an evidence-based family life education policy for possible adoption by the board of education to address the persistent high teen pregnancy rate for girls aged 15-17 in the county. This present study resulted in a revised policy that was based on a comprehensive policy termed Abstinence-Centered Plus Contraception. An 18-member collaborative, organizational, and community project team, made up of community leaders, nurses, counselors, teachers, and students, assisted in

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Books on the topic "Nursing Foundation Programme"

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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. The common foundation programme in nursing: Curriculumrequirements and guidelines. National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 1990.

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Professional skills in nursing: A guide for the common foundation programme. Sage, 2010.

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Nieswiadomy, Rose Marie. Foundations of nursing research. 3rd ed. Appleton & Lange, 1998.

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Foundations of nursing research. 2nd ed. Appleton & Lange, 1993.

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Foundations of nursing research. 5th ed. Pearson/Prentice Hall, 2008.

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Foundations of nursing research. Appleton & Lange, 1987.

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Proctor-Childs, Tracey. Nursing in Contemporary Health Care Practice (Transforming Nursing Practice: Common Foundation Programme). Learning Matters, 2008.

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Nursing and Working with Other People (Transforming Nursing Practice: Common Foundation Programme). Learning Matters, 2008.

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What is Nursing?: Exploring Theory and Practice (Transforming Nursing Practice: Common Foundation Programme). Learning Matters, 2008.

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undifferentiated, Richard Griffith, and Cassam Tengnah. Law, Ethics and Professional Issues in Nursing (Transforming Nursing Practice: Common Foundation Programme). Learning Matters, 2008.

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Book chapters on the topic "Nursing Foundation Programme"

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Vati, Jogindra. "Major National Health Programmes." In Nursing Foundation: Concepts and Perspectives (For Post Basic BSc Nursing). Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12578_12.

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Mancini, Mary E., Daisha Jane Cipher, and Darab Ganji. "Maximizing Retention and Progression to Graduation in Online Programs." In Critical Assessment and Strategies for Increased Student Retention. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch013.

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This chapter uses the literature on student retention in online programs as a foundation to present a case study illustrating how a well-designed, affordable and high-quality online program substantially increased access, retention rates, and progression to graduation. The case study covers how, by using the principles of designing with the end in mind. The University of Texas at Arlington College of Nursing and Health Innovation (CONHI) developed and implemented a highly successful, award-winning online Bachelor of Science in Nursing (BSN) completion program for registered nurses (RN) who had entered the profession through an associate degree program. This RN-to-BSN program was specifically designed to overcome issues known to impact enrollment and completion in nursing programs by leveraging technology and the best practices for online education. The case study also explores how best practices in online education were incorporated into the development of the RN-to-BSN program.

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Ringdahl, Deborah. "Graduate Nursing Education for Integrative Nursing." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0038.

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Graduate nursing education provides an opportunity to advance knowledge about integrative nursing and the effects of this approach to care on patient and systems outcomes. Graduate programs for advanced practice and their focus on organizational and systems leadership, quality improvement, interprofessional collaboration, and advanced practice align with professional competencies and provide the foundation for translating integrative nursing principles into clinical care. There is both a “reclaiming” of authentic nursing values and practice and “laying claim” to new and evolving models of health care. This chapter focuses on how concepts and principles of integrative nursing can inform innovative graduate nursing curriculum and transform advanced nursing practice. Examples of integrative nursing curricular opportunities are provided, and recommendations to increase and sustain education reform are presented.

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Wiencek, Clareen. "The advanced practice registered nurse." In Oxford Textbook of Palliative Nursing. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0063.

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Advanced practice nursing builds on the strong foundation of nursing practice by incorporating advanced knowledge and expertise in assessment, diagnosis, and management of persons with serious or life-limiting illness. In addition, the palliative care advanced practice registered nurse (APRN) demonstrates skilled communication and the ability to drive treatment plans based on the goals and preferences of the patient and family. Advanced practice nursing in palliative care is recognized as a specialty with its own scope and standards of practice, education and training programs, and certification. Palliative care APRNs contribute to the financial viability of palliative care programs by providing cost-effective care and effective billing and reimbursement processes.

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Horner, Arlene, Ellen L. Schellinger, and Ranae Aukerman. "Growth and Development of Hospital-Based Integrative Health." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0027.

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This chapter describes a hospital-based integrative health program which was built with a robust infrastructure and provides integrative therapies that are safe, efficacious, and informed by evidence. The hospital’s culture supports a noncentralized, integrated approach which aligns with the nursing professional practice model of person-centered holistic care. Considerations for program development included a focus on symptom management, patient fit, self-care of the workforce, and cost-effectiveness. Administrative support was essential to the success of sustaining a healthy program. Key foundational aspects include electronic medical record documentation, easy retrieval of clinical outcomes, online access to resources, and a readiness to involve all stakeholders.

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Koithan, Mary, and Natalie Pool. "Continuing Professional Development for Integrative Nursing." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0039.

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Nursing professional development (NPD) is defined as a career-long continuum of formal and informal educational activities that are informed by wide-ranging sources of evidence, including that from clinical or practice-based repositories as well as scientific and theoretical foundations. Several organizations support professional development opportunities in integrative nursing, including accreditation bodies, universities and schools of nursing, and independent professional education companies. This chapter presents opportunities for professional development, interprofessional education, and continuing education in integrative nursing as well as future trends in the field. An in-depth description of three exemplar programs that support ongoing professional development in integrative nursing as a way of highlighting the breadth and depth of opportunities for lifelong learning is presented.

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Maani-Fogelman, Patricia. "Hospital-Based Palliative Care." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0003.

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Hospital-based palliative care (HBPC) is often the primary contact between patients and the field of palliative care. As such, HBPC programs must be built to withstand the challenges and demands of the changing healthcare landscape and the shifting, often complex needs of the inpatient consultation. Time, energy, strong interpersonal communication skills, and dedication are key elements to building a successful HBPC program. Attention to detail and attentiveness to patient wishes round out the foundation of the continuum. HBPC is a forum for expansion of palliative care services into the medical clinics, outreach facilities, community-based practices, and home care venues. The role of nursing across this spectrum of care amid advancing chronic illness is a vital aspect of programmatic success. Ongoing education and research must be offered and resourced for HBPC and palliative care in general to remain steadfast and successful against the background of national healthcare reform.

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Semmens, Kenneth J. "Paddlefish: Ecological, Aquacultural, and Regulatory Challenges of Managing a Global Resource." In Paddlefish: Ecological, Aquacultural, and Regulatory Challenges of Managing a Global Resource, edited by William L. Shelton, Steven D. Mims, and Rafael Cuevas-Uribe. American Fisheries Society, 2019. http://dx.doi.org/10.47886/9781934874530.ch9.

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<i>Abstract</i>.—Detailed knowledge of the life history of Paddlefish <i>Polyodon spathula</i> is a relatively recent scientific chapter. The foundation was initially established in Missouri, where there was a significant sport fishery for Paddlefish; initial observations on natural spawning and subsequent techniques for artificial propagation were developed there. Building on this impetus, a different trajectory was initiated in the late 1970s by our research group, one focusing on aquaculture with a goal of developing a breeding program to produce all-female progeny; our collaboration continued over the next three and one-half decades. Managed reproduction through artificial propagation, nursing of juveniles and grow-out for commercial production were components of this program, but more detailed techniques such as ploidy manipulation, sperm physiology, and cryopreservation were also developed. Our present objective is to highlight the improvements in artificial propagation that have been incorporated into hatchery programs. Initially, ovulation was induced with pituitary glands, but today Luteinizing Hormone Releasing Hormone analog (LHRHa) is used; ovulated eggs were collected by laboriously stripping, then a caesarian-section technique used in sturgeon was adopted, and subsequently the Minimally Invasive Surgical Technique (MIST) was introduced. Today, a Modified MIST technique offers a more efficient means of collecting eggs. Nursing of juveniles continues to evolve; primary nursing is now commonly done in tanks where fish may be offered live food during training to a prepared diet instead of starting culture in enriched ponds managed for zooplankton. The development of Paddlefish artificial propagation has benefitted from techniques which were initially developed and used in sturgeon culture. These operational hatchery techniques are common to both culture for restoration stocking and food fish production.

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Curtis, Amy M., Tiffani L. Chidume, David R. Crumbley, Meghan C. Jones, Karol Renfroe, and Leora Wright. "Nursing Education Innovations and Obstacles During COVID-19." In Advances in Medical Education, Research, and Ethics. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7623-6.ch008.

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The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

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McLaughlin, Mary Ann Siciliano. "Student Nurse Simulation Training Incorporating Disease Management and Telenursing for Congestive Heart Failure (CHF) Patients." In Healthcare Ethics and Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2237-9.ch031.

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Telehealth is an ideal situation to combine with simulation in the education of the nursing students. Educating students in the care of chronically ill patients and preparing them to care for these patients in the community is a recurring theme that nurses will continue to face in the future. This chapter delineates the development and study of a student nurse simulation training incorporating disease management and telenursing for Congestive Heart Failure (CHF) patients. The chapter lays the foundation for replicating the activity at other universities. In addition, the chapter depicts the study results of the initiated pilot program. The surveys completed prior to the simulation activity found the students felt the need for such an exercise before graduation. The students also responded that simulation in education is a useful tool. They were also interested in learning more about CHF patients in the simulation lab. Following the study, the students reported feeling that the inclusion of disease management and telehealth was helpful. The students also weighed in on which level of nursing student they believed was most appropriate for learning the content. Overall, the response by the students was positive regarding this activity and simulation education, in general, as based upon their survey comments.

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Conference papers on the topic "Nursing Foundation Programme"

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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that fos

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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health

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Ettema, Roelof, Goran Gumze, Katja Heikkinen, and Kirsty Marshall. "European Integrated Care Horizon 2020: increase societal participation; reduce care demands and costs." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10175.

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BackgroundCare recipients in care and welfare are increasingly presenting themselves with complex needs (Huber et al., 2016). An answer to this is the integrated organization of care and welfare in a way that personalized care is the measure (Topol, 2016). The reality, however, is that care and welfare are still mainly offered in a standardized, specialized and fragmented way. This imbalance between the need for care and the supply of care not only leads to under-treatment and over-treatment and thus to less (experienced) quality, but also entails the risk of mis-treatment, which means that pa

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