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Continuing education in nursing implies to learning beyond the basic educational programme. These programmer are designed to promote the development of knowledge, skills and attitude for the enhancement of nursing practice, thus improving of the public health.

2. CONCEPT

To provide scientific principles and skills in health care system.
To assist the individual or family to achieve their potential for self direction.
To bring change in the behavior of professionals in a desirable manner, so that the Nurses become mature, self sufficient, intellectual, culturally refined, socially efficient and spiritually advance.

3. DEFINITION

“Continuing education is all the learning action that occurs after an individual has completed her basic education”
“The education which builds on previous education”

4. CHARACTERISTICS OF ADULT LEARNERS

Adult learner is responsible, mature and self-directed.
Adults are highly motivated to learn and make voluntary decision to learn.
Adult learning is need based.
Psychological characteristics also affect on the learning process of adults. Difficulty in reading due to poor eyesight or decline in the physical power limits the learning process of adults.
Adult learners are practical and seek problem solutions.
Adult have a reservoir of life experiences.
Adults need to be convinced, that they too can learn because they feel they are too old to learn.
If the learning situations are difficult adults feel easily threatened.
Adult learner’s life style revolves around her family and career so the learning is paced accordingly.
Adult learner learns effectively in an interactive process.

5. AIMS

Improvement of client through upgrading the services rendered with scientific principles.
Acquisition of new knowledge, improvement in performance, development of skills.
To develop right concept of client care and maintain high standard of nursing.

6. OBJECTIVES

Training for better skills development.
Staff development.
To develop leader and professional managers

7. NEED

To ensure safe and effective nursing care, nurses need to keep abreast with interest, knowledge and technical advances.
To meet the needs of population and should cater to the needs of service.
Development of nurses will occur by updating their knowledge and prepare them for specialization.
For career advancement.
Professional needs related to changes in society and technology.
Nurses in administration positions need to increase their understanding of the administrative process because Nursing functions require a high degree of skill, knowledge, competence and educational preparation.
To provide and prepare faculty who see continuing nursing education as a personal responsibility as well as professional responsibility.
To provide a variety of continuing nursing education opportunities of high quality to nurses in both education and service.

7. RESPONSIBILITY FOR CONTINUING EDUCATION IN NURSING.

Though it is the responsibility of each individual to update her/his knowledge in the area of work but the following are responsible for continuing education for nursing personnel:
             1.   Educational institution ,
             2.   The nurse herself
             3.    Employers
             4.    Professional organization

8. PRINCIPLES OF ADULT LEARNING/CONTINUING EDUCATION IN NURSING

There should be Provision to maintain high quality education for the program through involving teaching faculty as well as clinical supervisors in planning.
Adequate staffs is essential in planning, implementation and evaluation of program which as an impact on the quality of nursing care process
Responsibility of the Director of the continuing nursing education :

To assess the learners needs & nurse’s population.
To develop and implement the program to meet their needs.
To evaluate results.

4.Staff services are required with sufficient talents and numbers to implement the planned program e.g.

Advisory Committee
Secretarial Staff
Administrative
Supportive Staff

5. Assistance with :

Research
Publicity
Questionnaire
Evaluation tools
Data analysis
Computer programming

6. Extension Division :

Financial support by the university grant or self supporting.
Regular Teaching Faculty may be assigned to continuing education, but for periods they will get extra remuneration or university faculty may be hired on contract basis to teach special course .

9. ASSESSMENT OF CONTINUING NURSING EDUCATION
Assessment is done by assessing the :
    1. Needs of education
    2. Priorities of continuing nursing     education
    3. Resources used to fulfill the goals

1. ASSESSMENT OF NEEDS
It is done by assessing:
(i)     Needs of organization
(ii)    Personal needs
(iii)   Society needs

10. PROCESS OF CONTINUING EDUCATION

Identify the learning needs of the nursing personnel
Setting goals and defining specific objectives.
Planning and organizing course and designing learning experience.
Assessing available resources.
Establishing a workable budget.
Implementing plan of teaching.
Evaluating the programme.
May restart the process

11. RESEARCH IN CONTINUING EDUCATION

Nursing is a knowledge based profession and technological expertise and clinical decision making are the qualities of our health care system.
Continuing education health program are one of the ways to help us to remain current in nursing skills, knowledge and theory.
Continuing education involves Formal and Organized educational program.
Places - Universities, Hospitals, State nurses associations, Professional organizations, Education and health care institute
Evidence based nursing and evidence based nursing practice are examples of nursing research and the knowledge developed in research that its application in nursing field is done through involvement of nurses in continuing education program.
University offered courses and trained the nurses in research and practices program such as:-Program on caring for older adults with dementia and Program on safe medicine practices offered by hospital
Purposes upgrade/ update your knowledge about the latest research and practice development Helps you to specialize in a particular area when practice and Teach new skills and technique

12. RESEARCH

Through research nurse enter in their practices setting focuses on the adult or child
The chronically or acutely ill or
The home hospital
And ongoing education provides information about multiple carrier paths and opportunities.

13. FOR MORE INFORMATION REFER TO PPT.

14. THANK YOU

Friday, November 14, 2014

PPT ON QUANTITATIVE RESEARCH

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QUANTITATIVE RESEARCH Presentation Transcript

1. QUANTITATIVE RESEARCH-WHAT IS IT?

Quantitative research is “an inquiry into a social or human problem based on testing a theory composed of variables, measured with numbers, and analyzed with statistical procedures, in order to determine whether the predictive generalizations of the theory hold true.”
Quantitative Research involves “the systematic collection of numeric information, usually under conditions of considerable control and the analysis of that information using statistical procedures”

2. CHARACTERISTICS OF QUANTITATIVE RESEARCH

Quantitative research is about quantifying the relationships between variables.
The researcher knows in advance what he or she is looking for.
Goal: Prediction, control, confirmation, test hypotheses.
All aspects of the study are carefully designed before data are collected.
Quantitative research is inclined to be deductive -- it tests theory. This is in contrast to most qualitative research which tends to be inductive --- it generates theory
The researcher tends to remain objectively separated from the subject matter.

3. FEATURES OF QUANTITATIVE RESEARCH

Focuses on a relatively small number of specific concepts
Begins with preconceived ideas about how the concepts are inter related
Uses structured procedures and formal instruments to collect information
Collects information under conditions of control
Emphasizes objectivity in the collection and analysis of information
Analyses numeric information through statistical procedures
t is a formal objective, systematic process in which numerical data are utilized to get information about the phenomena
Describe variables, examine relationships among variables and determine cause & effect relationships between variables
It produces “hard” science that is based on rigor, objective and control. Quantitative researchers believe all human behavior is objective, measurable and purposeful. Only right instrument needed to measure variables
Focus is concise & reductionist. Reductionism involves breaking the whole into parts that can be examined
It is done to describe, examine relationships and determine causality among variables (cause-effect). Useful in testing theory
It involves logistic, deductive, reasoning to make generalizations about the universe.
Requires control (Extraneous variable)
Requires use of instruments to collect data that will generate numerical data.

4. MAJOR TYPES OF QUANTITATIVE DESIGNS:

1. Non-experimental research design

Descriptive research
Cor relational research
Evaluative
Meta Analysis
Causal-comparative research

2. Experimental research design:

True Experimental,
Quasi Experimental

I. NON EXPERIMENTAL RESEARCH DESIGNS:

A. Descriptive design:

Descriptive research involves collecting data in order to test hypotheses or answer questions regarding the participants of the study. Data, which are typically numeric, are collected through surveys, interviews, or through observation.
In descriptive research, the investigator reports the numerical results for one or more variable(s) on the participants (or unit of analysis) of the study.

B. Cor relational design:

Cor relational research attempts to determine whether and to what degree, a relationship exists between two or more quantifiable (numerical) variables.
It is important to remember that if there is a significant relationship between two variables it does not follow that one variable causes the other. CORRELATION DOES NOT MEAN CAUSATION.
When two variables are correlated you can use the relationship to predict the value on one variable for a participant if you know that participant’s value on the other variable.
Correlation implies prediction but not causation. The investigator frequently reports the correlation coefficient, and the p-value to determine strength of the relationship.

C. Causal comparative design:

Causal-comparative research attempts to establish cause-effect relationships among the variables of the study.
The attempt is to establish that values of the independent variable have a significant effect on the dependent variable.
This type of research usually involves group comparisons. The groups in the study make up the values of the independent variable, for example gender (male versus female), preschool attendance versus no preschool attendance, or children with a working mother versus children without a working mother.
In causal-comparative research the independent variable is not under the researchers control, that is, the researcher can't randomly assign the participants to a gender classification (male or female) or socioeconomic class, but has to take the values of the independent variable as they come. The dependent variable in a study is the outcome variable.

D. Meta Analysis:

Meta-analysis is essentially a synthesis of available studies about a topic to arrive at a single summary.
From data that is after the fact that has occurred naturally (no interference from the researcher), a hypothesis of possible future correlation is drawn. Correlation studies are not cause and effect, they simply prove a correlation or not (Simon & Francis, 2001).
Meta-analysis combines the results of several studies that address a set of related research hypotheses
Begins with a systematic process of identifying similar studies.
After identifying the studies, define the ones you want to keep for the meta-analysis. This will help another researcher faced with the same body of literature applying the same criteria to find and work with the same studies.
Then structured formats are used to key in information taken from the selected studies.
Finally, combine the data to arrive at a summary estimate of the effect, it’s 95% confidence interval, and a test of homogeneity of the studies.

II. EXPERIMENTAL RESEARCH DESIGN

Experimental research like causal-comparative research attempts to establish cause-effect relationship among the groups of participants that make up the independent variable of the study, but in the case of experimental research, the cause (the independent variable) is under the control of the researcher.
The researcher randomly assigns participants to the groups or conditions that constitute the independent variable of the study and then measures the effect this group membership has on another variable, i.e. the dependent variable of the study.
There is a control and experimental group, some type of “treatment” and participants are randomly assigned to both: Control Group, manipulation, randomization).

A. True Experimental :
Characteristics of true experiments:

Manipulation: experimenter does something to at least some subjects.
Control: experimenter introduces controls over the experimental situation including use of a control group.
Randomization: experimenter assigns subjects to a control or experimental group on a random basis.

B. Quasi & pre experimental designs Quasi experiments

Like true experiments, involve the manipulation of an IV, i.e. and intervention.
However these designs lack randomization to treatment groups
Facilitate search for knowledge and examination of causality in situations in which complete control is not possible
Developed to control as many threats to validity as possible.
Pre test post test experimental design

5. CONTROL OVER INDEPENDENT VARIABLE

Experimental
Quasi experimental
Pre-experimental
Non experimental

6. EXPERIMENTAL DESIGNS:

Basic experimental designs :
Pre test-post test design (before-after design)
Post test only design (after-only design)
Solomon four-group design
Factorial design
Randomized block design
Crossover design (repeated measure design)

7. EXPERIMENTAL STRENGTHS

Powerful method for testing hypotheses of cause and effect relationships
Highest quality evidence regarding effects of specific interventions
“If….then” relationship important because of implications for prediction and control.
Strength lies in the confidence with which causal relationship in inferred.
Through the controls imposed by manipulation, comparison, and randomization, alternative explanations to a causal interpretation can often be ruled out or discredited.

8. EXPERIMENTAL LIMITATIONS

Artificiality – Reductionist and artificially constraining human experience.
Requirements for randomization and then equal treatment within groups
Does not answer ‘Why’ the intervention resulted in the observed outcome (if without a guiding theoretical framework).
Difficult to maintain the integrity of the intervention and control conditions if study extends over time.
Experimenter does not have control over the clinical environment
Treatment may be diluted through non participation
Hawthorne effect – Double blind experiments.

9. CONCLUSION:

Evidence-based nursing practice comes from the idea that the care we provide be determined by sound research rather than by clinician preference or tradition. Understanding how to select the best design to answer a research question or test a hypothesis is the first step in conducting meaningful research.
This process assists nurses as they read and critique original research articles. Nursing practice is seldom changed based on one study. It is the accumulation of results from several studies, often using different research designs that provide enough evidence for change.

11. FOR MORE INFORMATION REFER TO PPT.

12. THANK YOU.

Thursday, November 13, 2014

PPT ON POWERPOINT PRESENTATION GUIDELINES

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POWERPOINT PRESENTATION GUIDELINES Presentation Transcript

1. POWERPOINT SLIDE

Highlight key points or reinforce what the facilitator is saying
Should be short and to the point, include only key words and phases for visual, reinforcement
In order for your presentation to fit on most screens, text and images should be placed within 95% of the PowerPoint slide. This “action safe” area is seen in the next slide.

2. POWERPOINT LAYOUT

Layout continuity from frame to frame conveys a sense of completeness
Headings, subheadings, and logos should show up in the same spot on each frame
Margins, fonts, font size, and colors should be consistent with graphics located in the same general position on each frame
Lines, boxes, borders, and open space also should be consistent throughout
Fonts
Font Style Should be Readable
Recommended fonts: Arial, Tahoma, Veranda
Standardize the Font Throughout
This presentation is in Tahoma

3. FONT SIZE

The larger, the better. Remember, your slides must be readable, even at the back of the room.
This is a good title size Verdana 40 point
A good subtitle or bullet point size Verdana 32 point
Content text should be no smaller than Verdana 24 point
This font size is not recommended for content. Verdana 12 point.

4. FONT SHAPE AND SIZE

Combining small font sizes with bold or italics is not recommended:
What does this say? Garamond Font, Italic, Bold 12pt.
This is very difficult to read. Times Font, Bold, 12pt.
This point could be lost. Century Gothic Font, Bold, Italic, 14pt.
No one will be able to read this. Gill Sans Font, Condensed Bold, 12pt
Small fonts are okay for a footer.

5. FONTS

Don’t Sacrifice Readability for Style
Don’t Sacrifice Readability for Style
Don’t Sacrifice Readability for Style
Don’t Sacrifice Readability for Style

6. CAPS AND ITALICS DO NOT USE ALL CAPITAL LETTERS

Makes text hard to read
Conceals acronyms
Denies their use for EMPHASIS
Italics
Used for “quotes”
Used to highlight thoughts or ideas
Used for book, journal, or magazine titles

7. USE A TEMPLATE

Use a set font and color scheme.
Different styles are disconcerting to the audience.
You want the audience to focus on what you present, not the way you present.

8. INSTRUCTIONS

Use the Same Background on Each Slide
Don’t use multiple backgrounds in your presentation
Changing the style is distracting

9. COLORS

Reds and oranges are high-energy but can be difficult to stay focused on.
Greens, blues, and browns are mellower, but not as attention grabbing.
Reds and Greens can be difficult to see for those who are color blind.
White on dark background should not be used if audience is more than 20 ft away.
This set of slides is a good example.
You can read the slides up close.
The further away you get, the harder it is to read.
This is a good color combination if viewed on a computer.
A dark background on a computer screen reduces glare.
Large Hall Events
Avoid White Backgrounds
The white screen can be blinding in a dark room
Dark Slides with Light Colored Text Work Best

10. THE COLOR WHEEL

Colors separated by another color are contrasting colors (complementary)
Adjacent colors harmonize with one another (Green and Yellow)
Colors directly opposite one another are said to CLASH
Clashing colors provide readability
Orange on Blue

11. AVOID THESE COMBINATIONS

Green on Blue
Dark Yellow on Green
Purple on Blue
Orange on Green
Red on Green

12. GRAPHICS AND CHARTS

Avoid using graphics that are difficult to read. In this example, the bright colors on a white background and the small font make the graph hard to read. It would be very difficult to see, especially in the back of a room.
This graph contains too much information in an unreadable format.

13. ILLUSTRATIONS

Use only when needed, otherwise they become distracters instead of communicators
They should relate to the message and help make a point
Ask yourself if it makes the message clearer
Simple diagrams are great communicators

14. POINTS TO REMEMBER

Keep bullet points brief
Use the same background for each slide
Use dark slides with light colored text in large hall events

15. LIMIT ANIMATION

Use the same animation throughout the entire presentation
Using more than one can be very distracting
The audience will only see the animation and not the message you’re trying to get across

16.YOU

Do not use the media to hide you
The audience came to SEE you
The media should ENHANCE the presentation, not BE the presentation
If you’re only going to read from the slides, then just send them the slides!
Remember, only you can prevent

“Death by PowerPoint”

17. FOR MORE INFORMATION REFER TO PPT.

18. THANK YOU.

Wednesday, November 12, 2014

PPT ON INTRODUCTION TO WORKSHOP

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INTRODUCTION TO WORKSHOP Presentation Transcript

1. INTRODUCTION:

Educational process has two aspect: Theoretical & practical. The instructional techniques are used to develop the theoretical aspect of the students. The workshops are organized to develop the practical & psycho motor aspect of the learner regarding new innovations in area of education.

2.MEANING & SOURCE:

The word “workshop” has been borrowed from engineering and technology. There are usually workshop persons have to do some task with their hands to produce something, e.g. railway workshop etc.

3. DEFINITION:

Workshop is defined as assembled group of 10 to 25 persons who share a common interest or problems. They meet together to improve their intellectual & and skill of a subject through intensive study, research, practice and discussion.

4.OBJECTIVES OF WORKSHOP:

The workshop are organized to realize two objectives :

Cognitive
Psycho motor

5. PRINCIPLES OF WORKSHOP

The principles of workshop are as follows:
Living the participant an active role will make teaching, more effective.
Providing the participants with regular opportunities to see the progress he is making will increase his learning speed and improve the quality of knowledge and skills he acquires.
Provide atmosphere to learn better human’s relations.
Every individual has worth and has contribution to make to common good.
The most crucial learning at any given time has worth, has to do with the individual’s current problems.
Cooperation is a technique and as a way of life which is superior to competition, is primary factor to be allowed.

6. PURPOSES OF WORKSHOP

Some purposes of the workshop which are as follows:

To put teachers in situation that will breakdown the barrier between them, so that they can more readily communicate.
To give teachers an opportunity for personal growth through accepting and working towards a goal held in common with others.
To give teachers an opportunity to work on the problems that are direct, current concern to them.
To place teachers in a position of responsibility for their own learning.
To give teachers experience in a cooperative understanding.
Teachers’ will learn new methods and techniques which they can use in their own classrooms.
Teachers will have the opportunity in collaboration with others, to produce materials that will be useful in their teaching.
Teacher will be put in a situation where they will evaluate their own efforts.
To give the teachers an opportunity to improve their own morale.

7. METHODOLOGY OF ARRANGING WORKSHOP :

Select the theme on which the workshop has to be organized. Resource personnel’s consent should be obtained.
Budget plan has to be prepared.
Confirm the date of workshop, it should not coincide public holidays, professional commitments of political meetings. At least one working day will precede the opening of the workshop.
Print pamphlet / hand chart specifying the aims, registration fees, activities program specify.
Choose the place, where participants can stay comfortably attend total activities.Select homogenous participants 2 month before day of workshop, 45 days before confirmation of participants is needed.
Written confirmation detailing the specified conditions.
Committees of sponsors, assistant organizers, volunteers has to be formulated.
National language is working language.
Documentation, equipments, checklist, publicity, press has to be planned.
Coordination of activities.

8. ROLES IN WORKSHOP:
In organizing a workshop the following roles are performed:

Organizer of the workshop.
Convener of chairman in first stage.
Experts & resources persons.
Participants & trainees.

9. PROCEDURE Of WORKSHOP TECHNIQUE:

First stage: Presentation of the theme of providing awareness.
Second stage: Practice the approach for its applicability.
Third stage: Evaluate the material prepared by the participants & follow-up program.

10. SCOPE OF WORKSHOP TECHNIQUE:

The workshop technique is used mainly in the following areas of education:
New format of lesson planning.
Writing objectives in behavioral terms.
Preparing objectives type tests which are objective centered.
Action research projects for classroom problems.
Preparing instructional material or teaching model.
Workshop for micro teaching.
Workshop for interactional analysis technique.
Workshop for task instruction.
Workshop for preparing research synopsis.
Workshop for non formal education.
Workshop for designing program for teaching education or any level.

11. ADVANTAGES OF WORKSHOP:

A workshop is an instructional situations which is used for the following purposes:
It is used to realize the higher cognitive and psycho motor objectives.
It is a technique which can be effectively used for developing understanding and proficiency for the approaches and practices in education.
It is used for developing and improving professional efficiency, e.g. nursing, medical, dental, Etc.
The teaching proficiencies can be developed by using the workshop technique for in service teachers.
It provides the opportunities and situations to develop the individual capacities of a teacher.
It develops the feeling of cooperation and group work.
It provides the situation to study the vocational problems.
The new practices and innovations are introduced to in service teachers.

12. LIMITATIONS OF WORKSHOP:

Workshop suffers following limitations:
The in service teachers do not take interest to understand and use the practices in their classrooms.
The teachers do not take interest in practical work or to do something in productive form.
The effectiveness of a workshop depends on the follow up program. Generally, follow-up programs are not organized in workshop.
It requires a lot of time participant and staff.
A large numbers of staff members are needed to handle participation.
It demands special facilities or materials.
Participants must be willing to work independently & cooperatively.

13. FOR MORE INFORMATION REFER TO PPT

14. THANK YOU

Tuesday, November 11, 2014

PPT ON INNOVATION IN NURSING

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INNOVATION IN NURSING Presentation Transcript

1. INTRODUCTION

In modern world we are confronting with four major problems that have an impact on education.

Information Explosion
Communication Explosion
Information Technology
Communication Technology

2. DEFINITION

Innovation is anything that creates new resources, processes , values or improves a company’s existing resources, processes or values.

3. ROLE OF NURSE IN HEALTH CARE

In home during child birth and illness . In war caring for the soldiers . In public/community health during epidemics.

4. INNOVATION IN NURSING EDUCATION

1). EDUCATIONAL TECHNOLOGY-

Technology is the application of science to the needs of man and society .Educational technology is the application of many fields of science to meet the educational needs of individual and society as a whole.
It include the entire process of setting ,goals, continues reforms of curriculum, try out of new methods, materials, evaluation process and innovation.

IMPLICATION OF TECHNOLOGY

Implication on nursing student
Implication on nursing educators
Implication on educational administration
Implication on nursing research

2) TELENURSING

Introduction
Telenursing refers to the use of telecommunications and information technology for providing nursing services in health care whenever a large physical distance exists between patient and nurse, or between any number of nurses.

Definition
“Telenursing” can be defined as using telecommunication devices to provide nursing care, utilising the nursing process to care for individuals or specific patient populations, such as isolated groups of people. Telehealth focuses on delivery management and coordination of services and care.

Principles of Telenursing

Engage in this practice to enhance their ability to provide safe,competent,compassionate and ethical care.
Augment existing healthcare services. Enhance optimum access,where appropriateand necessary,provide immediate access to health care services.
Follow position descriptions that clearly define description of job, role & responsibility
Improve and enhance quality of care responsibilities. .
Reduce delivery of unnecessary health services.
Protect the confidentiality and security of information related to nurse client interactions.

Future of telenursing

a) Patient consultations-
These can range from a simple follow-up session after Procedure to discharge planning

b) Patient education
As part of a disease management program, to more involved consultations that involve diagnosis and treatment

c) Remote monitoring
Devices used by the patient at home can collect and transmit medical data to clinicians for interpretation, so a medical intervention can be planned Education.

d) Career opportunities
Skills and competencies required by traditional bedside nursing. You’ll still be performing nursing assessments and taking on the role of patient advocate. It’s just that technology adds another piece to the puzzle

3) E-NURSING

Introduction
E-nursing management suite is a full fledged solution which automates the day to day processes in your nursing care facilities like-

Patient Application
Admission Process
Tackling daily health status
Staff Rostering
Nurse schedule Inquiry
Daily Nursing Assessment
Patient Billing

Definition

‘’ Capture Patient Bio Data, medical condition and important contact information details. With these, you will be able to ascertain the level of suitability of patient as well as the potential means of your organization in caring for the patient.’’

Facilities

a) Patient administration & management
Admission preparation, bed assignment, norm charges details, patient care plan management and billing, all these functions can be easily accessed by your team, real-time, anytime, anywhere.

b) Staff postering
Perform effective planning of staff roster and functional duties scheduling so as to optimise your staff and at the same time, achieve optimal staff to resident ratio.

c) Nurse schedule enquiry
   To lighten the already taxing demand of your healthcare specialists, TaskHub's Nursing Management suite allows nurses to perform real-time inquiries on tasks required for the shift, instead of having the need to remember what needs to be done. This will allow staff greater control of their tasks for the day and what is the respective status for duties to be carried out

d) Patient billing
   Billing could be performed easily, with human errors being reduced. Hence, based on the norm costs, utilization of consumable items and services, recurring charges, monthly billing could be carried out .

e) Daily nursing assessment
    Critical patient details can be captured real-time and electronically. Designed to meet the common requirements of most inpatient care facilities, documentation of the patients' input ( eg : food, medication) and output ( eg : bowel movements, urine, vomitus ), vital signs like blood pressure, heart rate, etc,

4) NURSING INFORMATICS

Informatics
Nursing informatics is a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice. Nursing informatics facilitates the integration of data, information, knowledge, and wisdom to support patients, nurses, and other providers

Nurse Informaticist-

Are expert clinicians with extensive clinical practice background.
Experiencing in utilizing and implementing nursing process. Are expert nursing clinicians in utilizing the nursing process.
Understand patient care delivery workflow and integration points for automated documentation.
Are excellent project managers because of similarity between project management process and nursing process.

5) FORENSIC NURSING

A Forensic nurse is a nurse with specialized training in forensic evidence collection, criminal procedures, legal testimony expertise, and more. The Forensic nurse becomes that liason between the medical profession and that of the criminal justice system.

6) SPACE NURSING

The challenge is to have man living and working in a permanently based space station. Nursing is on the threshold of expanding the health care role to man's adaptation in outer space. Elements of man's physiologic and psycho logic responses are involved in determining the most productive use of man and machines in the space environment.

5. NURSING CARE IN SPACE

Nurses can contribute meaningfully in the development of healthcare teams in space using their experience from Earth. For example a group of 64 preoperative and post anesthesia nurses, with an average 10 years experience, were informally asked to prepare a surgical suite in a space station. They had the same concerns found in space literature18 . Although this was informal research, it confirms that nurses can meaningfully contribute to the space program.

6. FOR MORE INFORMATION REFER TO PPT.

7. THANK YOU

Monday, November 10, 2014

PPT ON HOW TO CONDUCT A WORKSHOP

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HOW TO CONDUCT A WORKSHOP Presentation Transcript

1. Self directed teaching strategies.

2.Tea break

3. Welcome back

4. clinical teaching strategy

5. Lunch break

6.Tea break

7. Game

8. Discussion

9. Welcome for quarries

10. For more information refer to ppt.

11. Thank you

Sunday, November 9, 2014

PPT ON CONCEPTUAL FRAMEWORK IN RESEARCH

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CONCEPTUAL FRAMEWORK IN RESEARCH Presentation Transcript

1. INTRODUCTION

Meaning:

A Conceptual framework is used in research to outline possible courses of action.
It is the researcher’s own position on the problem and gives direction to the study.

2. DEFINITION

A written or visual presentation that: “explains either graphically, or in narrative form, the main things to be studied – the key factors, concepts or variables - and the presumed relationship among them”.
It may be an adaptation of a model used in a previous study, with modifications to suit the inquiry.

3. NATURE OF FRAMEWORKS

All theoretical & conceptual frameworks are:

Abstractions
Mental images
Conceptions
Ways of looking at reality

4. HOW MIGHT A CONCEPTUAL FRAMEWORK BE DEVELOPED?

The pieces of the conceptual framework are borrowed but the researcher provides the structure. To develop the structure you could:
Identify the key words used in the subject area of your study.
Draw out the key things.
Take one key concept, idea or term at a time and brainstorm all the other things that might be related and select those that seem most relevant.
Focus is both on the content and the inter-relationships.
Started early in the development of the framework but refinement is the last step
To develop a map arrange the concepts on the page in sequence of occurrence from left to right
with outcome concepts located on the far right
Link concepts using arrows indicating path of relationship

5. INSTRUCTIONS TO WRITE A CONCEPTUAL FRAMEWORK

Decide what sort of medical research you want to conduct. Experiments requiring drug tests or other scientific investigation are best done with the quantitative method. If your nursing research involves people, opt for the qualitative approach.
Identify the thesis statement of your research and write it in a circle in the middle of a piece of paper. Draw lines away from the center and make circles to record your secondary ideas. Use colored pencils if they help you articulate your thoughts .
Create a different diagram---a spider or a hierarchy---.The shape is of secondary concern; it is generating the ideas for the conceptual framework that counts.
Highlight the gaps, connections and contradictions in your conceptual framework. Leave it alone for a while and then revisit the design to see if it suits your nursing research project or it you need to add additional material
Review the ethical regulations of nursing research and make sure your conceptual framework fits within the guidelines. The conceptual framework of your nursing research will be reviewed by a board to examine the privacy and involvement of others.
Meet with your supervisor to review your conceptual framework. An experienced medical researcher may be able to identify points you missed in your conceptual framework and make suggestions on how you could improve it.

6.CONCEPTUAL FRAMEWORKS PROVIDE RESEARCHERS WITH:

The ability to move beyond descriptions to explanations means ‘what’ to ‘why’ and ‘how’.
A means of setting out an explanation set that might be used to define and make sense of the data that flow from the research question
A filtering tool for selecting appropriate research questions and related data collection methods
A reference point for the discussion of the literature, methodology and results
Provide boundaries of the work

7. LIMITATIONS/DEMERITS OF CONCEPTUAL FRAMEWORKS

Influenced by the experience and knowledge of the individual – initial bias
Once developed will influence the researcher’s thinking and may result in some things being given prominence and others being ignored – ongoing bias
The solution is to revisit the conceptual framework, particularly at the end when evaluating your work

8. CONCEPTUAL MODELS AND THEORIES USED IN NURSING RESEARCH

Orem’s self care model (1985)
Orem’s (1995)
Imogene King’s General System’s framework (1971)
Imogene King’s Open System Model(1981)
Roy’s Adaptation Model
Pender’s Health Model
Margret Newman’s theory
Betty Neuman theory etc.

9. FOR MORE INFORMATION REFER TO PPT.

10. THANK YOU

Tuesday, November 4, 2014

PPT ON NURSING ASSIGNMENT

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NURSING ASSIGNMENT Presentation Transcript

1. DEFINITION:

It is that part of learning experience where the students are assigned with patients or other activities concerning to patients in clinical laboratory.
Clinical assignments are a very important part of nursing education as they put the classroom learning into practice.
Clinical assignments can be challenging, demanding ,enable to arouse interest , stimulating for good study habits & positive attitudes in student nurses.

2. OBJECTIVES

To provide the patient with best possible nursing care.
To stimulate the professional growth.
To provide a well rounded educational experience for student nurses.
Achieving good ward management.

3. METHODS OF CLINICAL ASSIGNMENTS

Patient Method
Functional Method
Team Method

4. PATIENT METHOD

In this a nurse is expected to give complete nursing care to one or more patients including general nursing measures, treatments, mediation, taking temperature, pulse, respiration & giving health instructions etc.

Advantages:

Patients have security & belongingness.
Interpersonal relationship is good.
The maximum learning take place.

Disadvantages:

More nurses are required

5. FUNCTIONAL METHOD

Nurses are assigned to specific functions in the ward such as giving medication or treatment to all patients, taking the temperature of all or giving general nursing care to a group of individuals.
The functional method may be used at some period of the day such as evening and nights when a few nurses are on duty

Advantages:

More efficiency is there due to skill development when same work is done repeatedly by one.

Disadvantages:

Individual needs are not considered.
Nurses don’t get job satisfaction.
Interpersonal relationship is very poor.

6. TEAM METHOD

In this method a group of patients are looked after by a group of hospital staff and students. Nursing care is given to the patient with team conference by all the members of team. The professional is the leader. The members may be graduates, student nurses & other nursing personals

Advantages:

Team spirit is created in the team.
Attitude of cooperation & coordination is learnt.

Disadvantages:

If there is no cooperation within the team members then work will not be done properly and patient will suffer.

7. PRINCIPLES OF CLINICAL ASSIGNMENT

There should be proper rotation of all areas by all according to curriculum plan.
First year students should be posted where they will receive the maximum supervision & guidance from qualified nursing staff.
The individual student differences should also be kept in mind.
Proper record maintenance should be there for the total no. of hours in each area & all others like leaves availed by students, reposting etc.

8. CRITERIA FOR EFFECTIVE ASSIGNMENT

Students are to be informed about objectives of their assignment.
Students are to be oriented to new clinical area.
Students are to given facilities to practice nursing according to principles taught
Only recognized wards or community areas are to be selected for students.
Only recognized wards or community areas are to be selected for students.
Assignment should be given according to the level of learning of students.
Proper guidance & supervision has to be provided.
Sufficient time to be provided to carry out the assignment allotted to students.
Students should be given opportunity for working in a team & to develop a pride in the nursing profession.
Students’ performance should be evaluated consistently.

9. FOR MORE INFORMATION REFER TO PPT.

10. THANK YOU

Monday, November 3, 2014

PPT ON QUALITATIVE RESEARCH

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QUALITATIVE RESEARCH Presentation Transcript:

1. INTRODUCTION

Nurse Researchers have demonstrated their expertise in quantitative research & revealed it’s usefulness for clients for many years.
The traditional focus on individual & holistic nature of the person in nursing system is more consistent with Qualitative Research philosophy.

2. QUALITATIVE RESEARCH

Individual’s perspective is very important.
Involves in-depth understanding of human behavior
Data is collected in descriptive rather than numerical form
Data is analyzed by descriptive coding, indexing & narrations
It focuses on understanding individual’s perception of events
Qualitative Research is a way of thinking, seeing & conceptualizing. (Morse, 2005)
Qualitative Research is interested in discovery of emergent themes rather the statistical analysis of data. (Soldwisch, 2004)
While the Qualitative Researcher attempts to obtain rich, real, deep & valid data, the Quantitative Researcher aims for hard, replicable & reliable data
Qualitative Researcher is not limited by existing theories but rather must be open to new ideas & new theories

3. MAIN FEATURES OF QUALITATIVE RESEARCH

Concerned with the opinions, experiences & feelings of individuals producing subjective data
It describes social phenomenon as it occurs naturally
Understanding of a situation is gained gradually through a holistic perspective
Data is time consuming and is collected through interviews or observation.
Time consuming nature of data collection necessitates the use of small sample

4. DEVELOPING CONCEPTUAL FRAMEWORK IN QUALITATIVE RESEARCH

Concepts:-

A concept is a word, picture or mental idea of a phenomenon.
A concept can be very concrete such as human heart or may be very abstract such as love
Concepts are building blocks of the theory

Propositions:--

A proposition is a statement or assertion of the relationship between concepts.
Propositional statements are derived from theories or from generalizations based on empirical data.
A propositional statement may indicate the relationship concepts in several ways for e.g.. There is a relationship between pulse rate & respiratory rate.

5. WHAT IS A THEORETICAL FRAMEWORK?

Systematic ordering of ideas about the phenomenon being investigated or as a systematic account of the relations among a set of variables
Examination of discipline- based literature related to topic & identifying an overarching theory that explains the central hypothesis or propositions

6. CONCEPTUAL MODELS

Conceptual models are made up of concepts & propositions that states the relationship between the concepts
These concepts are generally very abstract and are not readily observable in the empirical world.
Conceptual models in nursing present broad general concepts of interest in nursing

7. CONCEPTUAL FRAMEWORK

A theoretical framework is based on propositional statements from one theory, whereas a conceptual framework links concepts from several theories, from previous results or from researcher’s own experience.
In developing a conceptual framework the researcher relates concepts in a logical manner to form propositional statements

8. CONCEPTUAL FRAMEWORK AND QUALITATIVE RESEARCH

Phenomenologist are guided in their inquiry by framework or philosophy that focuses their analysis on certain aspects of a person’s life world. That framework is based on the premise that human experience is an inherent property of the experience itself, not constructed by an outside observer. For e.g. Experiences of mothers of suicidal adolescents
Ethnographers typically bring a strong cultural perspective to their studies, and this perspective shapes their initial fieldwork. They usually adopt one or two cultural theories. They interview people who are most knowledgeable about the culture. For e.g. Gance (2004) examined the features, critical attributes processes & benefits of school based support groups for adolescents with an addicted parent.
Grounded theory methods are designed to facilitate the generation of theory that is conceptually dense, that is with many conceptual patterns and relationships.
The goal of ground theory researchers is to develop a conceptualization of a phenomenon that is grounded in actual observations.
Theory development in a grounded theory study is an inductive process

9. QUALITATIVE RESEARCH :THEORY EMERGES FROM RESEARCH

Researcher finds a setting of interest & enters it to make observations (gathers data)
Initial analysis of the data leads to a series of questions that guide subsequent data
Further analysis produces tentative categories, trends or patterns emerging within the data
Further analysis reveals patterns or themes. The theme is in effect, a substantive theory.
Analysis of emergent themes produces an operational theory, which can then be compared to other theories
For e.g. Williams (2005) study on the personal control and emotional comfort of hospitalized patients

10. EVALUATIVE CRITERIA FOR THEORY DEVELOPMENT RESEARCH{SILVIA AND SORRELL-1992}

The purpose of the study is to verify relationship of described personal experiences to philosophical beliefs and assumptions that underline the development of nursing theory.
Identification of the research questions is based on the attempt to provide elaboration of concepts related to the developing nursing theory.
The primary data sources include sufficient in-depth description of personal experiences to capture the essence of the phenomenon under investigation
Simplicity, ethical integrity, and aesthetic presentation are integral characteristics of the described personal experiences.
Analysis of data incorporates a sense of wholeness of the described personal experiences.
Formative hypotheses and/or theories are derived inductively from qualitative analysis of the described personal experiences.
Multiple personal experiences of the individual and/or similar personal experiences of several individuals about a particular phenomenon are used to validate the derived hypothesis
Analytic procedure of data analysis and fit of the generated concepts to the personal experiences provide indirect evidence of the validity (or lack thereof) of the developed nursing theory.
Findings are discussed in terms of how they are related to the theories developed and tested inductively; both the developing end existing theories must be internally consistent and congruent with one another.

11. FACTS ABOUT FRAMEWORK DEVELOPMENT

It depends on the power of observation, understanding of a problem, imagination and conceptualization about abstract ideas and ability of linking the abstract ideas with logical scheme to generalize the facts.
Frameworks are usually developed through inductive reasoning, where the researcher has the ability to observe and conceptualize to generalize the facts. It involves integrating the observed or experienced facts to draw a conclusion.
To develop a framework, concepts may be borrowed from personal real-life experiences, findings of the previous research, and concepts of existing theories or theoretical models.
A theoretical framework is developed on the basis of theoretical concepts which are related to particular research study variables.
Conceptual frameworks are constructed on the basis of researcher’s own experience in respective field, and findings of the previous study or the concepts of the several existing theories.
Conceptual frameworks are constructed on the basis of researcher’s own experience in respective field, and findings of the previous study or the concepts of the several existing theories.

12. STEPS IN DEVELOPING CONCEPTUAL FRAMEWORK

Identification of the general concepts

These concepts may be based on study variables, previous research findings’ existing theories or real life observations

Gathering relevant information

This may be gathered from existing theories or previous research findings. It helps develop relationship between concepts for development of framework

Formulation of general scheme of relevant concepts

Researcher starts developing schematic relationship between different related & relevant concepts
Development of a logical construct
Construct is a highly abstract , complex description of a phenomenon that cannot be directly observed for e.g. wellness

Evaluation and revision

Concepts & constructs are evaluated for their relevance & relationship to conclude & generalize the facts

Establishment of the congruity

Congruity of framework may only be established, if most of the research decisions & interpretations of the study findings are based on the framework

13. FOR MORE INFORMATION REFER TO PPT

14. THANK YOU.

PPT ON METHODS OF CLINICAL TEACHING

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METHODS OF CLINICAL TEACHING Presentation Transcript

1.INTRODUCTION

    Nursing education is a practice discipline. The students will learn the subject matter by doing the things and practicing the skills. Clinical teaching will provide the places where the actual clients are being cured for. Learning experiences require the presence of clinical instructor, guide, reinforce and correct the behavior of the learners.

2. DEFINITION

Clinical teaching methods refer to the logical course of actions to accomplish particular educational goals in a specific environment in which students can get opportunities of learning outcomes.

3. SELECTION OF METHODS

It should be based on expected outcomes, principles of teaching, learning and learners. Teaching strategies in clinical settings are unique.

4. WHO CAN PARTICIPATE

Various members of health team can take part in clinical teaching program such as doctors, head nurse, staff nurse and clinical instructor etc.

HOW TO SUPPORT THESE METHODS-
Well planned ward teaching program provides a valuable contribution to the students. Educational objectives are clear to all members who are taking part in ward teaching. It should be4 an integral part of Nursing Curriculum.

5. CLASSIFICATION OF THE CLINICAL TEACHING METHODS

There are various clinical teaching methods to make the learning more effective. Some of the most commonly used clinical teaching methods are as follows-
1.   Nursing Care Plan
2.   Nursing Case Study
3.   Bedside Clinics
4.   Nursing Rounds
5.   Nursing Care Conference
6.   Group Conference
7.   Individual Conference
8.   Demonstration and Re-demonstration
9.   Process Recording
10. Clinical Assignment

6. NURSING CARE PLAN

The nursing care plan is used to provide a guide to patient care.
Plan is made based on priority, as the nursing needs are vary from patient to patient and it should be based as per his need.
Nursing care plan is a projected plan and is for immediate and future use.
Nursing care plan helps students provide more competent and need based care.
Students are required to write the care plan implement, evaluate and modify to meet the patients needs.
Student can discuss the plan with the clinical instructor regarding intervention and rational for the care.

7. ROLE OF TEACHER

To guide the discussion.
Correct any wrong concepts.
Give additional information to meet the objectives.
To evaluate the student’s level of knowledge and skills and their actual applications in nursing.

ADVANTAGES

Better nursing care due to efforts of students.
Student gain greater understanding of human psychology.
It helps to understand the effects the disease on the patient and family.
Student can learn problem solving approach.

8. BEDSIDE CLINIC:MEANING AND CONCEPT

It’s a method of clinical teaching where patient’s medical history and therapies are discussed in brief followed by identification of patient’s problem.
Bedside clinic is one of the most effective method of clinical teaching. New knowledge is acquired through observation and study of the actual patient.

9. METHODS OF BEDSIDE OF CLINICS

Clinic can be held at the bedside or can bring the patient to the classroom near the ward.
Patient should have typical condition.
Duration usually 30 minutes.
Group of students should be small. (6-8).
Make the patient comfortable.
Prior permission should always be taken from patient.
Patient may requested to talk about family, onset of disease and signs and symptoms.
Patient not present for entire discussion.
Nursing care, patient’s problems and treatment therapies all to discussed before he is brought to ward classroom.
Nothing should be done to hurt patient’s feelings.
Clinical instructor may lead the discussion.
After this group interact with the patient and patient allowed to go to his bed.
Topic summarized, important points emphasized and evaluation done by the clinical instructor.

10. NURSING ROUNDS MEANING

Very important methods mainly used by ward sister, clinical instructor for clinical teaching. Large group of patients are discussed for their specific problems. Medical and nursing care given at bedside. This method helps us to know all the patients in ward. Their bed to bed discussion about patients problems and solutions.

PURPOSES
Encourage teaching among students about various cases in the ward.
Enhances student knowledge about different patients.

TIMINGS FOR NURSING ROUNDSIt should not interfere with the ward routine.
It is not conducted during doctor’s and time for patient’s medical care.

11. HOW TO CONDUCT NURSING ROUNDS

Usually conducted by ward sister, clinical instructor as they know each patient’s problem more intimately.
Students should be informed before hand.
Bedside patient round should be stopped briefly for a short discussion about specific nursing problem.
Instructor/ward sister may call upon any nurse to tell about the patient and nursing care given.
Nursing round timings up to 40-50 minutes and attendance of all students are required.
Whole ward/unit has to be covered in this brief weekly summary of nursing problem.

12. VALUES OF NURSING ROUNDS

Helps in arousing students interest to read the history of all patients, review disease conditions, medications, doses, actions and side effects etc.
Encourage discussion among students about various cases in the ward.
Head Nurse/Clinical Instructor to test the student’s knowledge of all the patients.
No other type of round is substitute for nursing rounds.

13. NURSING CARE CONFERENCE : HOW IS IT PLANNED

It is same as bedside clinic but patient usually not present.
This method may be used when whole group well acquainted with the patient and the group have nothing to do for the patient.
Group members must have opportunity to know patient, read patient history, progress notes, nurses notes and laboratory findings and the treatment of the diseases.

14. GROUP CONFERENCE: DEFINITION

It is a method of clinical teaching. Group of students and clinical instructor need for a discussion of patients problem. Group should not be more than 10-12 students. Each student can get a chance of participation.

15. ROLE OF CLINICAL INSTRUCTOR

Clinical Instructor act as a leader, she must be sensitive to the group for all things which show the attitude of the group members.
She need to have patience and should not answer the questions too quickly, but wait for students answers.
She should be able to guide the students.
Correct wrong interpretations and should be given time to complete sentence.
Subject/area should be closely related student’s daily experience in the department.
Students are guided in solving nursing problems.
The success of this type of teaching depends upon the topic chosen for discussion.

16. SUBJECT FOR GROUP CONFERENCE

Orientation of a new students to the department.
Nursing care needs of a particular patients or group of patients.
Conference on Nursing procedures, eg. Records, Report writing, intake and output charting, preparing patient for surgery etc.
Discussion on drugs, diets and treatments.
Nursing projects and fields trips etc.
Hospital House Keeping, Hospital routine etc.
Proper handling of sophisticated equipments and instruments.

17. VALUES OF GROUP CONFERENCE

Most profitable methods of clinical teaching.
It encourages active participation of each group members.
Subject matter deal with proper guidance of clinical instructor.
Group thinking and discussion awakens interest and appreciation.

18. INDIVIDUAL CONFERENCE DEFINITION

Individual Conference is an interaction between teacher and a learner.
It can be planned and unplanned.
Such conferences are held in ward with the student and clinical instructor/ward sister.

19. SUBJECT MATTER

Related to students nursing ability.
Quality of work performance.
Relating to students achievements.
Test results written or practical.

ROLE OF CLINICAL INSTRUCTOR

Listen to student’s problems, difficulties regarding clinical experience.
Give the chance to student to express her feelings.
Effective and useful guidance to the student’s based on her difficulties.
Always respect the student as an individual.
Discuss the student’s problem and achievements.
Try to alley he fear , anxiety and doubts.
Be friendly informal and biased.
For planned conference, student should be informed before hand.
Place should free from interruptions, less noisy as privacy and allow the student to sit down so she feels more relaxed.

20. VALUES OF INDIVIDUAL CONFERENCE

It offers useful opportunities for teaching and learning.
Student and instructor discuss particular problem.
Student can know about her progress etc.
Provides a sense of security.
Excellent opportunity for an individual learning.

21. FOR MORE INFORMATION REFER TO PPT

22.THANK YOU.

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