Academic literature on the topic 'Registered nurse (RN)'
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Journal articles on the topic "Registered nurse (RN)"
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Ross, Cheryl, and Cath Rogers. "RN? Registered or rubber nurse?" Collegian 24, no. 6 (December 2017): 551–55. http://dx.doi.org/10.1016/j.colegn.2017.02.001.
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Wilkinson, Jill. "Proposals for registered nurse prescribing: perceptions and intentions of nurses working in primary health care settings." Journal of Primary Health Care 7, no. 4 (2015): 299. http://dx.doi.org/10.1071/hc15299.
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INTRODUCTION: In 2013, the Nursing Council of New Zealand consulted on a proposal for introduction of registered nurse (RN) prescribing at two levels (specialist and community) within the designated class of prescriber. The proposal builds on the success of the diabetes nurse specialist prescribing project and the experience of other countries where RN prescribing is well established. AIM: To describe the views and intentions of nurses who work in primary health care (PHC) settings about the two levels of RN prescribing proposed. METHODS: The study involved a self-reported survey using a non-probability sample of RNs working in PHC settings (N=305). Quantitative and qualitative data were analysed descriptively. RESULTS: The respondents were experienced nurses. Overall, 82.3% expressed interest in becoming a community nurse prescriber, and 62.6% expressed interest in the specialist prescriber level. RN prescribing was expected to improve efficiency and access to medicines for high-needs populations, clarify accountability and improve nurses' autonomy. The education requirements for the specialist level were viewed as appropriate but too onerous for many. Requirements were viewed as inadequate for the community level. Concerns were raised about funding for education and support for RN prescribing roles. DISCUSSION: Nurses were positive about the proposals and see a potential to meet significant unmet health need. Nurses are already engaged in the provision of medicines to patients and prescribing authority would ensure they are suitably qualified to engage in these tasks. A clear policy platform will be needed if the proposed levels of RN prescribing are to be successfully implemented. KEYWORDS: New Zealand; prescribing; primary health care; registered nurses
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Juraschek, Stephen P., Xiaoming Zhang, Vinoth Ranganathan, and Vernon W. Lin. "United States Registered Nurse Workforce Report Card and Shortage Forecast." American Journal of Medical Quality 27, no. 3 (November 19, 2011): 241–49. http://dx.doi.org/10.1177/1062860611416634.
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Registered nurses (RNs) play a critical role in health care delivery. With an aging US population, health care demand is growing at an unprecedented pace. Using projected changes in population size and age, the authors developed demand and supply models to forecast the RN job shortage in each of the 50 states. Letter grades were assigned based on projected RN job shortage ratios. The number of states receiving a grade of “D” or “F” for their RN shortage ratio will increase from 5 in 2009 to 30 by 2030, for a total national deficit of 918 232 (725 619 - 1 112 112) RN jobs. There will be significant RN workforce shortages throughout the country in 2030; the western region will have the largest shortage ratio of 389 RN jobs per 100 000. Increased efforts to understand shortage dynamics are warranted.
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Russell, Anne F., Abigail J. Tarr Cooke, Olga Kagan, and Elisabeth S. Stieb. "Multifaceted role of the registered nurse on an oral immunotherapy clinical team." Journal of Food Allergy 4, no. 2 (July 1, 2022): 78–85. http://dx.doi.org/10.2500/jfa.2022.4.220014.
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Oral immunotherapy (OIT) emerged into clinical practice, and its delivery highlights the multifaceted expertise of registered nurses (RN) as central to allergy/immunology interprofessional collaborative teams. The allergist‐RN model of clinical evidenced‐based OIT provision is presented. RN competencies, role components, and intervention examples are included to assist RNs and allergists in maximizing RN capabilities. RNs’ patient-centered focus, and the ability to evaluate and incorporate physical, psychological, and sociological patient aspects are assets to OIT teams. RNs can establish best practices, initiate scholarly inquiry, and disseminate new knowledge to interdisciplinary colleagues. RNs also implement allergist-prescribed standing protocols within their legal practice scope by using their clinical judgment during evaluation of a patient receiving OIT. The same RN may serve as a nurse clinician, patient and family educator, case manager, research collaborator, and OIT program manager. Allergy/immunology practices use diverse staffing models, which thus require adaptation of presented descriptions per clinical team needs and resources.
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Lindley, Lisa C., and Melanie J. Cozad. "Nurse Knowledge, Work Environment, and Turnover in Highly Specialized Pediatric End-of-Life Care." American Journal of Hospice and Palliative Medicine® 34, no. 6 (May 17, 2016): 577–83. http://dx.doi.org/10.1177/1049909116649415.
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Objective: To examine the relationship between nurse knowledge, work environment, and registered nurse (RN) turnover in perinatal hospice and palliative care organizations. Methods: Using nurse intellectual capital theory, a multivariate analysis was conducted with 2007 National Home and Hospice Care Survey data. Results: Perinatal hospice and palliative care organizations experienced a 5% turnover rate. The professional experience of advanced practice nurses (APNs) was significantly related to turnover among RNs (β = −.032, P < .05). Compared to organizations with no APNs professional experience, clinical nurse specialists and nurse practitioners significantly reduced RN turnover by 3 percentage points. No other nurse knowledge or work environment variables were associated with RN turnover. Several of the control variables were also associated with RN turnover in the study; Organizations serving micropolitan (β = −.041, P < .05) and rural areas (β = −.037, P < .05) had lower RN turnover compared to urban areas. Organizations with a technology climate where nurses used electronic medical records had a higher turnover rate than those without (β = .036, P < .05). Conclusion: The findings revealed that advanced professional experience in the form of APNs was associated with reductions in RN turnover. This suggests that having a clinical nurse specialist or nurse practitioner on staff may provide knowledge and experience to other RNs, creating stability within the organization.
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Juraschek, Stephen P., Xiaoming Zhang, Vinoth Ranganathan, and Vernon W. Lin. "Republished: United States Registered Nurse Workforce Report Card and Shortage Forecast." American Journal of Medical Quality 34, no. 5 (September 2019): 473–81. http://dx.doi.org/10.1177/1062860619873217.
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Registered nurses (RNs) play a critical role in health care delivery. With an aging US population, health care demand is growing at an unprecedented pace. Using projected changes in population size and age, the authors developed demand and supply models to forecast the RN job shortage in each of the 50 states. Letter grades were assigned based on projected RN job shortage ratios. The number of states receiving a grade of “D” or “F” for their RN shortage ratio will increase from 5 in 2009 to 30 by 2030, for a total national deficit of 918 232 (725 619 - 1 112 112) RN jobs. There will be significant RN workforce shortages throughout the country in 2030; the western region will have the largest shortage ratio of 389 RN jobs per 100 000. Increased efforts to understand shortage dynamics are warranted.
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Puskar, Kathryn, Melissa Rudolph, and Xiaojun Shi. "NCLEX RN Exam: A university school of nursing case study of preparation strategies." Journal of Nursing Education and Practice 7, no. 11 (June 19, 2017): 37. http://dx.doi.org/10.5430/jnep.v7n11p37.
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The NCLEX-RN (National Council Licensure Examination—Registered Nurse) is the exam taken at the end of a U.S. nursing student’s education to enable him or her to become a licensed registered nurse. The purpose of this article is twofold (1) to discuss NCLEX-RN preparation strategies provided by several U.S schools of nursing; and (2) to describe a case study focusing on a university school of nursing’s preparation strategies implemented to improve NCLEX RN pass rate. Specific actions and results from case study may be useful to other nurse educators teaching in baccalaureate school of nursing.
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Knecht, Linda D’Appolonia, Beverly W. Dabney, Lauren E. Cook, and Gregory E. Gilbert. "Exploring the development of professional values in an online RN-to-BSN program." Nursing Ethics 27, no. 2 (July 8, 2019): 470–79. http://dx.doi.org/10.1177/0969733019850237.
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Background: Development of professional nursing values is critical within registered nurse–to–bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse–to–bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. Objective: The object of this study was to gain an understanding of nursing students’ attitudes and beliefs about professional values at entry and exit of an online registered nurse–to–bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. Research design: For this one-group pretest–posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale–Revised. Participants and research context: In all, 119 students of an online registered nurse–to–bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. Ethical considerations: This study was reviewed and determined to be exempt by the university’s institutional review board. Findings: The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. Discussion: This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. Conclusion: The results suggest that requiring a standalone ethics course in the registered nurse–to–bachelor of science in nursing curriculum had a positive impact on self-reported professional values.
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Hawthorne-Spears, Nina, and Mary Shepherd. "Bedside clinicians retain nurses through turnover analysis and best practices." Journal of Nursing Education and Practice 9, no. 12 (August 21, 2019): 27. http://dx.doi.org/10.5430/jnep.v9n12p27.
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The nursing shortage is projected to grow to well over 500,000 by 2020. Health care organizations are faced with increasing vacancies, mandating that strategic initiatives be developed to address the imperative of retaining their registered nurses (RNs). The implications for reducing RN turnover include improved safety and quality outcomes for patients. RN turnover also has financial implications. The average annual hospital cost of RN turnover is between $5.2 and $8.1 million dollars. Houston Methodist Hospital in the Texas Medical Center is a large, 1,200-bed metropolitan facility that employs over 3,000 nurses. By using shared governance to engage bedside clinicians and the ADKAR change model, nurse leaders were able to reduce organizational RN turnover from 16.39% to 10.57%, outperforming the national average and the American Nurses Credentialing Center’s benchmark for Magnet facilities with greater than or equal to 700 beds. This article will discuss the role of nurse leaders in creating a culture of retention, methods that were implemented at Houston Methodist Hospital to engage and empower beside clinicians to assume a lead role in reducing RN turnover, and the best practices discovered and implemented by bedside clinicians to improve RN turnover.
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Christensen, Diane. "Effects of a Registered Nurse (RN) Transition Course on Preparedness and Performance on the National Council Licensure Examination - Registered Nurse (NCLEX-RN)." Practical and Professional Nursing 2, no. 1 (September 13, 2018): 01–06. http://dx.doi.org/10.24966/ppn-5681/100006.
Full textDissertations / Theses on the topic "Registered nurse (RN)"
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MacKenzie, Shelley. "What is the Readiness of Registered Nurses Who Provide Care for Patients with Diabetes in a Primary Care Setting for Registered Nurse Prescribing?" Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23128.
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Objective: To determine the readiness of registered nurses (RNs) who provide care for patients with diabetes in a primary care setting for RN prescribing. Setting: Canadian provinces and territories. Participants: Canadian RNs working in primary care settings who provide care to patients with diabetes. Methods: A cross-sectional survey design was used to examine the readiness of RNs by measuring the attributes of readiness (value, confidence and willingness). The survey included questions on the demographic profile of participants including their age, education level and whether or not they had obtained additional certifications. This data was used to describe the sample and to determine whether there were differences between RNs who were ready to prescribe and RNs who were not ready to prescribe. Results: Almost 75% of the respondents were "ready" for RN prescribing. There were high positive correlations between "value" and "confidence", "value" and "willingness", and "confidence" and "willingness". There were no statistically significant differences in age, level of education and certifications for respondents who were ready to prescribe compared to those who were not ready to prescribe. Conclusions: The results of the present study indicate that RNs who provide care for patients with diabetes in a primary care setting are ready for prescribing. This practice has the potential to make more effective use of health human resources, allowing RNs to work to their full potential and increase accessibility to care for patients with diabetes.
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Jackson, Sara. "Developing an Impella Education Program for the Critical Care Registered Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4380.
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Every year, hundreds of thousands of patients have coronary angiograms performed in the United States. The Impella is a percutaneous ventricular support device that provides hemodynamic support for patients if hemodynamic instability occurs during the procedure. The critical care nurse is responsible for the recovery and management of the patient with the Impella device in place. The purpose of this scholarly project is to provide registered nurses (RN) who have not previously managed the Impella device with the appropriate education in order to demonstrate competency. The program demonstrated improved RN knowledge about the Impella and increased confidence when managing the Impella device and controller. King's goal attainment theory was used as a framework to develop nurse-patient collaboration. Kirkpatrick's 4-level training evaluation model provided the framework for evaluation of the RN educational program. The sources of evidence included literature and an expert panel that was recruited to evaluate the material prior to implementation of the educational program. The data were analyzed by comparing the results of the preeducational and posteducational questionnaires. The paired t test demonstrated statistical significance based on the scores from the pre- and post-tests taken by the RNs before and after the Impella educational program as p < .001. Increased RN confidence was demonstrated by p < .001, while a change in RN attitude towards the Impella established improvement by p < .001. Providing professional development opportunities has been shown to benefit RNs to allow the delivery of safe care while allowing for positive social change by impacting patient lifestyle and outcomes.
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Robertson, Lorna. "Caring connections: a practical way to both show and teach caring in nursing." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001498/.
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Hospital care is changing, - dominated by the dollar and technology and the patient is taking second place. Nursing, traditionally known as being a caring profession, is not exempt from the changes and the traditional entrance interview to find caring students has been replaced by a computerised system. Graduates from university programs are being branded as non-caring. This research sought to find practical ways in which nurses showed caring to patients, and to develop a framework which could be used to teach and cultivate caring attributes in undergraduate students. A broad sweep of the past was taken to show how, dominated by disease and the necessity to take care of the suffering and infirm, nursing has been inextricably linked to the inability of science to cure. The discussion on the impact of the Therapeutic Revolution and a health care system, dominated by the dollar, places nursing and caring in perspective. Some philosophical, religious and psychological notions of caring were briefly explored. A participative paradigm underpins this research which uses a collaborative inquiry cyclical and reflective process of three phases. In Phase I a group of Graduate Registered Nurses reflected on the enacted/strategies/skills that were used to show caring to patients. Six key enactments were elicited from the total of 64 reflections that were submitted. Phase II constructed a framework that could be used to teach caring, which was then critiqued by an expert group of educators. Phase III returned to Phases I and II and used a process of reflection-on-reflection and a new emergent meaning of caring in nursing ensued. As a result of this reflection-on-reflection, a reconfiguration of the framework resulted in the development of the Care Connections model.
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Davis-Patrick, Daphne Marjorie. "An RN Sepsis Training Program That Supports Registered Nurses in the Emergency Room Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3556.
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Sepsis is a severe blood stream infection that claim the lives of almost 220,000 Americans annually. Delayed patient treatment results in multi-organ failure, morbidity, mortality, and increased hospital length of stay. Timely sepsis management enables hospitals to have decreased expenses, increased patient survival, and judicious interventions. The problem addressed in this project was the lack of sepsis- training for registered nurses (RNs) working in the emergency department (ED) of a 628-bed hospital in the southeastern United States. Under the direction of the director of the ED, 269 patient charts were reviewed during 2014 to February 2015 for data related to a sepsis diagnosis. Data showed that 19.4% (n = 103) of patients diagnosed with sepsis had the sepsis order set implemented by the ED nurse. The purpose of this project was to create an educational sepsis-training program for ED nurses. The program included a 2-hour educational module on signs and symptoms of sepsis, including guidelines from the Surviving Sepsis Campaign and the Emergency Nurses' Association. Stetler's Model of Research Utilization and Benner's Novice to Expert conceptual frameworks supported the project. The director of professional practice provided formative feedback on module content and the program evaluation tool. Director feedback indicated that content was beneficial in educating ED nurses on the signs and symptoms of early sepsis recognition. The ED director has now mandated that all ED nurses take the training module and posttest. The project has the potential to improve early sepsis recognition by ED staff and to improve patient outcomes, thus promoting positive social change for patients, families, and nurses.
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Heglund, Stephen D. "Stressors Experienced by Emergency Department Registered Nurses at the Bedside: A Phenomenological Study." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5292.
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The Emergency Department (ED) as a workplace for the Registered Nurse (RN) is a stressful environment. Reasons are thought to include interactions with other members of the interdisciplinary team as well as the situations associated with the environment of the ED such as trauma, death, sadness, joy and the general unpredictability of each moment. Studies have documented general health care workplace stress and its influence on staff, but a very limited number of studies have concentrated on the ED. No widely published studies have identified stressors from the perspective of the ED RN. This dissertation is an interpretive phenomenological study that seeks to understand the experience of being an ED RN through the exploration of the perceptions of stress as lived by individuals who practice their art and science in this unique setting. Materials for evaluation and thematic identification were obtained through personal interviews of practicing nurses. The stories told by the participants communicated what each individual found to be negatively stressful as well as what each found to be positively stressful. Conclusions based on the findings of this work suggest a need for the ED RN to be able to depend on the presence of several factors in order to be able to function with as little distress as possible. The optimal ED environment for the RN is posited to be supportive of the individual goals of the RN, provide adequate resources and foster a communicative interdisciplinary environment. Recommendations are made to improve resource management and interdisciplinary relations.ID: 031001340; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Diane Wink.; Co-adviser: Diane Andrews.; Title from PDF title page (viewed April 15, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 130-135).
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Obregon, Ruth Ann. "New Graduate Nurses' Perceptions of Their Delay to Professional Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3811.
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This project study addressed the problem of knowledge and skills lost by new graduate RNs while delayed in transitioning to professional nursing practice. There is a paucity of knowledge about how new RNs experience their delay and how a delay may affect their future clinical performance. Mezirow's transformation learning theory was the conceptual framework for this qualitative case study. Research questions addressed new RNs' understanding of their experiences during a delay to professional practice. A purposeful sample included 8 new RNs who had completed a New Graduate Residency Transition Program (NGRTP) after a delay to practice of 6 months to 3 years. Four managers of the RN participants were also included in the sample. Data were collected through audio-recorded semistructured interviews and manager questionnaires. Qualitative data were coded and analyzed to identify themes. Findings indicated that while waiting for a RN position, the delay to practice new RN (DTP-RN) passed through stages that reflected clinical and professional needs. The consequences of the new RNs' delay to practice may impact the required NGRTP process. Findings influenced the development of a white paper to educate hospital nurse educators and managers about the DTP-RNs' unique needs. Recommendations include a NGRTP designed to meet the transition needs of the DTP-RN. Implementation of recommendations for a NGRTP may enhance the DTP-RNs' successful transition into professional practice with a result of greater job satisfaction and decreased RN turnover.
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Munro, Jacqueline Cecilia. "Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3259.
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The purpose of this study was to determine if the level of Nurse Manager (NM) emotional intelligence (EI) predicted registered nurse (RN) job satisfaction and RN perceptions of the practice environment. In addition, relationships to patient, nursing, and hospital outcomes were explored. Participants included RNs (N=659) and NMs (N=38) from 53 nursing units at eight hospitals located in the southeast region of the United States. A cross-sectional, correlational research design was used to test the hypotheses. Pearson product-moment correlation coefficients, simple linear and multiple regression statistics were conducted to analyze the data. Level of NM EI had a positive, not significant relationshp to RN job satisfaction and RN perceptions of the practice environment. A direct, positive significant relationship was observed between the variables NM EI and patient satisfaction with nursing care. There was a positive, significant relationship noted between the variables RN job satisfaction and RN perceptions of the practice environment. The indirect relationships between the level of NM EI and patient, nursing and hospital outcomes were not significant. There was a direct significant, positive relationship noted between the variables RN perceptions of the practice environment and patient satisfaction with nursing care. In addition, the interaction between RN job satisfaction and RN hours of care had a positive, significant relationship with unit level pressure ulcer rates. This study indicated that units with higher RN hours of care have increased pressure ulcer rates. In addition, results illustrate a marked increase in pressure ulcer rates on those units with higher levels of job satisfaction. In this study, pressure ulcer rates depended on the level of RN job satisfaction.
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Zuspan, Rebecca E. "Online RN to BSN Education: Characteristics of Student Success." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou149070446994361.
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Knowles, Rachel. "Factors contributing to the commission of errors and omission of standard nursing practice among new nurses." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/860.
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Every year, millions of medical errors are committed, costing not only patient health and satisfaction, but thousands of lives and billions of dollars. Errors occur in many areas of the healthcare environment, including the profession of nursing. Nurses provide and delegate patient care and consequently, standard nursing responsibilities such as medication administration, charting, patient education, and basic life support protocol may be incorrect, inadequate, or omitted. Although there is much literature about errors among the general nurse population and there is indication that new nurses commit more errors than experienced nurses, not much literature asks the following question: What are the factors contributing to the commission of errors, including the omission of standard nursing care, among new nurses? Ten studies (quantitative, qualitative, and mixed-mode) were examined to identify these factors. From the 10 studies, the researcher identified the three themes of lack of experience, stressful working conditions, and interpersonal and intrapersonal factors. New nurses may not have had enough clinical time, may develop poor habits, may not turn to more experienced nurses and other professionals, may be fatigued from working too many hours with not enough staffing, may not be able to concentrate at work, and may not give or receive adequate communication. Based on these findings and discussion, suggested implications for nursing practice include extended clinical experience, skills practice, adherence to the nursing process, adherence to medications standards such as the five rights and independent double verification, shorter working hours, adequate staffing, no-interruption and no-phone zones, creating a culture of support, electronically entered orders, translation phones, read-backs, and standardized handoff reports.B.S.N.
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Adorno, Marie. "A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/105.
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An associate degree in nursing is obtained in the community college setting and is designed to be completed in 2 years of full-time study. Approximately 70% of practicing registered nurses (RNs) are educated at the associate degree or diploma (vocational training) level with only 15% moving on to achieve a degree past the associate level. The purpose of this phenomenological research is to study the lived experiences of registered nurses who obtained an associate degree in nursing and, while working in a health care setting, returned to school to attain a baccalaureate degree in nursing (BSN). Data gathered during individual interviews will provide documentation of the benefits of attaining a BSN as well as identifying barriers that associate degree RNs must overcome to pursue a BSN education.
Books on the topic "Registered nurse (RN)"
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Schaaf, Treas Leslie, and Timby Barbara Kuhn, eds. Ready-Set-RN: Preparing for the NCLEX-RN. Overland Park, Kan: Assessment Technologies Institute, 2006.
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NCLEX-RN for dummies. Hoboken, NJ: Wiley, 2006.
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Coonan, Patrick R. NCLEX-RN For Dummies. New York: John Wiley & Sons, Ltd., 2006.
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Rinehart, Wilda. NCLEX-RN exam practice questions. [Indianapolis]: Que Certification, 2006.
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Institute, Assessment Technologies, ed. Ready-set-RN: Preparing for the NCLEX®-RN. [Stilwell, KS]: Assessment Technologies Institute, 2010.
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NCLEX-RN review. New York: McGraw-Hill Medical, 2008.
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Diann, Sloan, and Hurd Clara, eds. NCLEX-RN exam prep. Indianapolis, Ind: Pearson Certification, 2011.
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L, Lagerquist Sally, ed. Davis's NCLEX-RN success. 2nd ed. Philadelphia, PA: F. A. Davis, 2006.
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Corporation, American BookWorks. CliffsTestPrep NCLEX-RN. New York: John Wiley & Sons, Ltd., 2005.
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The comprehensive NCLEX-RN review. Leawood, Kans.]: ATI Nursing Education, 2013.
Find full textBook chapters on the topic "Registered nurse (RN)"
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Tyczkowski, Brenda, Eric Bauman, Susan Gallagher-Lepak, Christine Vandenhouten, and Janet Resop Reilly. "An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework." In User Interface Design for Virtual Environments, 285–304. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-516-8.ch018.
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Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.
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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, 211–25. 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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Weathersby-Holman, B. J. "COVID-19 vs. Healthcare Information System Self-Efficacy Perception (HISSEP)." In Advances in Human Resources Management and Organizational Development, 271–92. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7665-6.ch018.
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Coronavirus has emphasized the importance of nursing contributions and their integral participation in interdisciplinary leadership teams providing patient care in healthcare organizations. Workforce shortages of qualified nurses in healthcare with technology skills are necessary to maintain a high level of patient care and healthcare operations. A validated instrument, Healthcare Information System Self-Efficacy Perception, was created providing a self-assessment tool for measuring an older working nurse's perception of self-efficacy of healthcare information system training within a healthcare environment. The study was the first of its kind to recognize the salient training differences that existed for older workers in a healthcare setting. The instrument was developed using a focus group, pilot study, and validated with registered nurses (RN) in a single healthcare organization. The sample (N=162) was assessed using an online survey tool. After face validity was established for HISSEP, a principal component factor analysis was conducted to determine content validity.