Bibliografie tematiche / Yale University. School of Nursing

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Letteratura scientifica selezionata sul tema "Yale University. School of Nursing"

Autore: Grafiati

Pubblicato: 29 luglio 2024

Ultima modifica: 30 luglio 2024

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Articoli di riviste sul tema "Yale University. School of Nursing"

Hahn, Sabine. "„Ich erfasse immer die ganze Geschichte“". Psychiatrische Pflege 2, n. 4 (1 luglio 2017): 39–41. http://dx.doi.org/10.1024/2297-6965/a000104.

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Zusammenfassung. Dr. Joanne DeSanto Iennaco (PhD) ist Associate Professor der Pflege und der Psychiatrie an der Yale University School of Nursing. Sie ist Psychiatric Mental Health Pacticioner mit Bachelor Abschluss (PMHNP-BC), Psychiatric Mental Health Clinical Nurse Specialist mit Bachelor Abschluss (PMHCNS-BC) und Advanced Practice Registered Nurse (APRN). Als APRN arbeitet sie noch einen Tag pro Woche im Connecticut Medical Health Center in New Haven in einem Ambulatorium, das niederschwellig Behandlung und Pflege anbietet. Sie ist seit 1983 in der psychiatrischen Pflege tätig.

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Guenter, Peggi. "Enteral Tube Feeding Indications, Practices, and Outcomes KATHLEEN FLYNN, LINDA CELENTANO NORTON, AND ROSEMARIE L. FISHER School of Nursing (Flynn and Norton) and School of Medicine (Fisher), Yale University, New Haven, Connecticut". Nutrition in Clinical Practice 2, n. 4 (agosto 1987): 170–71. http://dx.doi.org/10.1177/088453368700200412.

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Belitsky, Richard, Michael L. Schwartz, Susan E. Larkin e Abigail Roth. "Yale University School of Medicine". Academic Medicine 95, n. 9S (settembre 2020): S83—S86. http://dx.doi.org/10.1097/acm.0000000000003458.

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Belitsky, Richard, Gisella Weissbach-Licht e Michael Schwartz. "Yale University School of Medicine". Academic Medicine 85 (settembre 2010): S124—S126. http://dx.doi.org/10.1097/acm.0b013e3181e86cab.

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Spivack, Alfred P. "Yale University School of Medicine Heart Book". American Journal of Clinical Nutrition 58, n. 6 (1 dicembre 1993): 930. http://dx.doi.org/10.1093/ajcn/58.6.930.

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Tallia, Alfred F. "Yale University School of Medicine Heart Book". TOPICS IN CLINICAL NUTRITION 8, n. 4 (ottobre 1993): 91. http://dx.doi.org/10.1097/00008486-199309000-00011.

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Llaurado, J. G. "Yale University School of Medicine Heart Book". Clinical Nuclear Medicine 18, n. 5 (maggio 1993): 455. http://dx.doi.org/10.1097/00003072-199305000-00026.

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Collins, William F. "The Sterling Hall of Medicine, Yale University School of Medicine". Journal of Neurosurgery 75, n. 3 (settembre 1991): 489–90. http://dx.doi.org/10.3171/jns.1991.75.3.0489.

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✓ A brief history of the Sterling Hall of Medicine at Yale University is presented; this building was erected and dedicated in 1925. This event signified the beginning of a new era for the Yale University School of Medicine, making it possible to attract a caliber of faculty that has enabled the School to attain its present place in medical education.

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Yizhong, Ning, e J. Hillis Miller. "Deconstruction and the Yale School: An Interview with J. Hillis Miller". Derrida Today 16, n. 2 (novembre 2023): 170–84. http://dx.doi.org/10.3366/drt.2023.0316.

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J. Hillis Miller (1928–2021) was one of the most prominent figures in literary criticism and theory. After receiving his Ph.D. from Harvard University, he taught at Johns Hopkins University, Yale University and the University of California at Irvine. He retired as Professor Emeritus in 2002. Miller was president of the Modern Language Association of America in 1986 and contributed significantly to professional academic institutions and organizations throughout his career. As an important representative of the Yale School, he had close relationships with Derrida, Paul de Man, Geoffrey Hartman and Harold Bloom. Dr. Ning Yizhong did postdoctoral research under his supervision at UCI from 1997 to 1998. This is part of his interviews with Professor Miller during that time. In this interview, Miller talks about the Yale School in general, and Jacques Derrida, Paul de Man and Harold Bloom in particular. 1

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Shiffman, R. N., S. Silverstein, S. J. Frawley, P. M. Nadkarni e P. L. Miller. "Medical Informatics Training at Yale University School of Medicine". Yearbook of Medical Informatics 05, n. 01 (agosto 1996): 122–25. http://dx.doi.org/10.1055/s-0038-1638054.

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AbstractThe Yale Center for Medical Informatics has offered Medical Informatics training since 1986. The paper describes the overall structure of the training program, focusing primarily on the postdoctoral fellowship, a major component of which involves an independent project which the fellow carries out under faculty supervision. The paper outlines a number of areas in which such projects have been performed, describes the previous backgrounds and post-training career directions of the trainees, and discusses certain observations based on our experience with the program.

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Tesi sul tema "Yale University. School of Nursing"

Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing". VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing". W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Walls, J., Patricia M. Vanhook e L. Odom. "School-Based Health: A University and Board of Education Partnership". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.

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Garner, Linda F. (Linda Faye). "The History of the Baylor University School of Nursing, 1909-1950". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330639/.

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This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took priority over the needs of students resulting in long hours and less than optimum learning conditions for students. External factors played a major role in the development of nursing education by determining the needs of society for nurses and thus for nursing education. Accreditation criteria established by state and national agencies determined the standards by which the School of Nursing was judged. National accreditation had more impact on the School since higher standards were required. The leadership of the School played a significant role in the development of the professional nursing program. Leaders who had educational preparation and vision for the future of nursing education with an educational institution rather than a service institution worked to establish an improved educational system in nursing.

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David, Marianne. "Proust's Madame Verdurin : a dissertation presented to the faculty of the graduate school of Yale University in candidacy for the degree of Doctor of philosophy /". Ann Arbor (Mich.) : University Microfilms International, 1992. http://catalogue.bnf.fr/ark:/12148/cb35524293p.

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Ramasasa, Teboho Kenneth. "Refining service-learning definition in a school of nursing at a university in the Western Cape". University of the Western Cape, 2018. http://hdl.handle.net/11394/6845.

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Magister Curationis - MCur
Background: Service-learning links academic acquisition with community-based work within a partnership framework, which is underpinned by values such as respect, reciprocity, relevance and reflection. This pedagogy has its roots in the northern hemisphere, but has become popular with higher education institutions across the globe. According to Butin, service-learning became institutionalised in the USA after a critical mass of service-learning champions was reached in the 1990s. Hence, the majority of higher education institutions are now subscribing to the national organisation, Campus Compact, which is committed to broadening the footprint of service-learning in this sector. Within the South African higher education sector, “service-learning” as a term became known in 1996. There is, however, wide-spread disagreement as to what is meant by “service-learning”, or exactly what it is meant to accomplish. As a result, education institutions must define it for themselves. A School of Nursing at a university in the Western Cape has defined service-learning during a baseline study that was conducted at the school and this particular definition is, therefore, regarded as a work in progress. Aim: The aim of the study was to refine the preliminary service-learning definition developed during the baseline study by identifying the main concepts that should be included in the definition of service-learning for this School of Nursing.

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

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Magister Curationis - MCur
Due to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.

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Jeptha, Ingrid Daphney. "Throughput rate of nursing students in the Faculty of Health and Wellness Sciences at a university of technology". Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1204.

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Thesis (MTech (Engineering))--Cape Peninsula University of Technology, 2008.
The Peninsula Technikon and Cape Technikon merged at the beginning of 2005 and became the Cape Peninsula University of Technology (CPUT). The University consists of six faculties, namely the faculty of: Applied Sciences, Business Studies, Education, Engineering, Health and Wellness Sciences, and Informatics and Design. The high failure rate in the undergraduate nursing course in the faculty of Health and Wellness Science at CPUT, mooted this research due to the devastating impact student failure has on society as a whole. The academic selection criteria and its impact on throughput rates in particular as it pertains to undergraduate nurses enrolled for the 4 year B.Tech qualification, will become the subject of research scrutiny. Descriptive research will be conducted in this dissertation, which will take place in the social world, will be theoretical in nature using both phenomenological and positivistic research paradigms. Case study research will serve as the research method

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Strevy, Sonia R. "Communicating with difficult patients : nurses' perceptions". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865936.

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Communicating With Difficult Patients: Nurses' Perceptions Effective communication is paramount in any nurse-patient relationship. Nurses must develop good interpersonal skills with which to evaluate patient needs, provide therapeutic interaction and obtain mutual goals. The purpose of this study was to describe the variables present in nurses self reported communication with difficult patients.Imogene King provides the theoretical framework for this study using the concept of goal attainment as the basis. The Difficult Patient Assessment Tool (Podrasky & Sexton, 1988) was used to measure communication with difficult patients, along with the addition of an open-ended question. A convenience sample of 25 (40%) R.N.'s and L.P.N.'s from a community hospital in the Midwest was used. The procedures for the protection of human subjects were followed. Descriptive statistics were used to analyze the data.Findings of the study included that nurses perceive difficult patients as demanding, never satisfied, confused, frustrating, female, noncompliant, manipulative and uncooperative. Nurses reacted to the communication that takes place with the difficult patient, with feelings of frustration, incompetence, anger, disgust, anxiety, and at times, "O.K.". Nurses most frequently interact with difficult patients in informative, pragmatic, supportive, prescriptive and catalytic manners. The resulting transaction between the nurse and the difficult patient included feelings of frustration, fright, confusion and hurt.Conclusions were that difficult patients are perceived as making unrealistic demands on the nurses' time, and impair nursing interactions. Nurses' transactions resulted in both positive and negative reactions, depending on the situation, and the reactive patterns of the nurse. Nurses tend to take a more authoritative, rather than a facilitative role in interactions with difficult patients.Implications include the need for learned communication patterns which may or may not be effective in dealing with difficult patients. Effective communication skills involve not only acquired knowledge, but also knowledge of self and one's perceptions and values. Self knowledge of communication patterns, and how to improve on those patterns, might be helpful.
School of Nursing

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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.

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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.
School of Nursing

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Libri sul tema "Yale University. School of Nursing"

L, Zaret Barry, Cohen Lawrence S, Moser Marvin 1924- e Yale University. School of Medicine., a cura di. Yale University School of Medicine heart book. New York: William Morrow and Co., 1992.

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1952-, Newman Sasha M., Baier Lesley K, Weber Nicholas Fox 1947- e Yale University Art Gallery, a cura di. Yale collects Yale: Yale University Art Gallery, 30 April through 31 July 1993. [New Haven, Conn.]: Yale University Art Gallery, 1993.

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Stuehrenberg, Paul Frederick. A library worthy of the school: A history of the Yale Divinity School Library collections. New Haven, Conn: The Library, 1994.

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Becker, Edwin L. Yale Divinity School and the Disciples of Christ, 1872-1989. Nashville, Tenn: Disciples of Christ Historical Society, 1990.

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Knop, Judy. Guide to selections from the Day Missions Collection: Asia and Pacific rim. Evanston, Ill: American Theological Library Association, 1996.

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Yale University. School of Architecture. Selected exhibitions Yale School of Architecture Gallery 1998-2006. New Haven]: [Yale School of Architecture], 2006.

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L, Gritsch Ruth C., a cura di. Roly: Chronicle of a stubborn non-conformist. New Haven: Yale University Divinity School, 1988.

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D, Warburton Austen. Santa Clara sagas. Cupertino, Calif: California History Center & Foundation, 1996.

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Burrow, Gerard N. Yale's School of Medicine: Passing torches to others. New Haven: Yale University Press, 2002.

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Columbia University. Department of Nursing. Columbia University School of Nursing: [Commission on Collegiate Nursing Self Study Report]. New York, N.Y: Columbia University School of Nursing, 2003.

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Capitoli di libri sul tema "Yale University. School of Nursing"

Neal-Boylan, Leslie, e Steven Rotkoff. "Hierarchy at Blue University School of Nursing". In Innovative Decision Making in Healthcare, 101–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72648-5_11.

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Neal-Boylan, Leslie, e Steven Rotkoff. "What to Build at Turquoise University School of Nursing". In Innovative Decision Making in Healthcare, 107–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72648-5_12.

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Gonda, Judith. "An ‘Idea Whose Time Had Come’: The Flinders University School of Nursing Dedicated Education Unit—An Historical Perspective". In Clinical Learning and Teaching Innovations in Nursing, 63–78. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7232-8_4.

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Owen, Melissa. "Commentary on Chapter 20: Perspective from the Nell Hodgson Woodruff School of Nursing, Emory University". In Remediation in Medical Education, 271–72. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32404-8_23.

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Martínez-Alier, Joan. "A Barcelona School of Ecological Economics and Political Ecology". In Studies in Ecological Economics, 9–15. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22566-6_2.

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AbstractThe first 21 years of my life were spent in Barcelona (all of them under General Franco’s regime, since I was born in 1939). The following 14 years I spent in Oxford, Stanford, in Andalusia and again in Oxford (St. Antony’s College) until 1973. In between, long stays in Cuba, Peru and Brazil and some periods in Paris, with the publishing house of Ruedo ibérico. At 35 years of age and feeling rather defeated by the lack of “transitional justice” in Spain after Franco’s death, I came back to Barcelona, with a chair in the new Universitat Autònoma (UAB) in Economics and Economic History, which I held until I was 70 years of age. I continued my travels in the sabbatical years, to Oxford in 1984–1985, Stanford again in 1988–1989, to Ecuador (the Flacso in Quito) in 1995–1995, to Yale University in 1999–2000 and in the meantime also often to India after my first visit in 1988. My interests and my books followed this trajectory, first some books on agrarian history and land conflicts in Andalusia, Cuba and Peru between 1968 and 1977, then between 1984 and 2022 many books on ecological economics and political ecology.

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Morgan, Rosemary, e Kate Hawkins. "Interview with Penina Ochola Odhiambo, Former Dean of the School of Nursing and Midwifery and Current Principal of the College of Health Sciences at the Great Lakes University of Kisumu, Kenya". In Women and Global Health Leadership, 197–205. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84498-1_19.

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Herbert, Pearl. "22. My Introduction to the School of Nursing". In Creating a University, 234–39. Memorial University Press, 2019. http://dx.doi.org/10.1515/9781894725583-023.

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"Law School in a University: Yale's Distinctive Path in the Later Nineteenth Century". In History of the Yale Law School, a cura di John H. Langbein, 53–68. Yale University Press, 2004. http://dx.doi.org/10.12987/yale/9780300095647.003.0004.

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"Columbia University School of Nursing (Participant Letter)". In NICHE™: Nurses Improving Care for Healthsystems Elders. New York, NY: Springer Publishing Company, 2019. http://dx.doi.org/10.1891/9780826170828.ap10.

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Langbein, John H. "Law School in a University: Yale’s Distinctive Path in the Later Nineteenth Century". In History of the Yale Law School, 53–74. Yale University Press, 2017. http://dx.doi.org/10.12987/9780300128765-004.

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Atti di convegni sul tema "Yale University. School of Nursing"

Kramar, Živa. "THE SIGNIFICANCE OF MODERN MOTIVATIONAL APPROACHES IN TEACHING SECONDARY SCHOOL STUDENTS OF NURSING". In 14. kongres zdravstvene in babiške nege Slovenije,11. in 12. maj 2023, Kongresni center Brdo, Brdo pri Kranju. Zbornica zdravstvene in babiške nege Slovenije - Zveza strokovnih društev medicinskih sester, babic in zdravstvenih tehnikov Slovenije, 2023. http://dx.doi.org/10.14528/asae9754.9.

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Some time ago, my co-worker and I visited an excellent workshop organised by The Nurses and Midwives Association of Slovenia, which was taught by Andreja Lavrič, PhD. At the workshop, we discussed innovative teaching approaches to motivating secondary school and university students. We later also presented our key findings to the rest of our co-workers at a school conference. Quite a few of them agreed that secondary school students of nursing are becoming the ones whose motivation is starting to present an increasingly difficult challenge. One of the most important influences in this context is the example and attitude of the teacher or lecturer towards the content that is being taught. Teaching and educating new generations of students is definitely a challenge in its own right. We have to be well acquainted with their characteristics, habits, values according to which we can then modify our goals and methods of teaching. We can not only use various digital gadgets and teaching aids to help us do so, but we can also make use of experiential learning, which enables students to acquire knowledge that is more long-lasting and encourages the development of different relationships between school, the students, and the environment. So how should we as teachers motivate our students? Aside from modern teaching methods and aids we especially need strong intrinsic motivation, because this is the only way for us to be enthusiastic and cheerful enough to efficiently relay our expert knowledge to the students. First and foremost, we should of course take care of ourselves and of our well-being. This is, after all, the foundation that allows us to reach all our goals along the way, and most importantly helps us shape the students into exceptional healthcare workers.

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Marković, Biljana. "COMPUTER AND INFORMATION LITERACY – A TOOL FOR ACHIEVING THE POWER OF NURSING PROFESSIONALISM IN GENERAL HOSPITALS". In European realities - Power : 5th International Scientific Conference. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2023. http://dx.doi.org/10.59014/xxus2914.

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According to Weber (1999), power is the probability of achieving a desired goal through social relations and is not necessarily related to coercion. There are several types of power, including the power of professionalism, which refers to the possession of certain knowledge, skills and competences. In this context, nursing holds the power of professionalism in relation to healthcare because it possesses specific knowledge, skills and competencies. Computer and information literacy can be a tool to increase this power by providing better patient care. This paper will examine whether computer and information literacy increases the efficiency and effectiveness of nursing, to what extent it reduces and speeds up the administrative work, whether nurses and technicians are satisfied with the formal education they have received in this context, what are the existing curricula like, and what else could be included to improve them. A self-assessment questionnaire regarding computer and information literacy was used for the purposes of this paper, which also includes an review of the available literature and an analysis of the existing secondary school and university curricula. The research showed that computer and information literacy helps achieve the power of professionalism. Also, the results indicate that it is necessary to introduce new content into the curricula related to computer and information literacy, and practice lifelong learning in this area.

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Dong, Janet, Karina Cheek, John Duncan e Alex Kalnasy. "Design of Portable Patient Lift System for Assistant Living Homes". In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72414.

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The portable patient lift system is a Senior Capstone Design project that is defined through the collaboration between the University of Cincinnati and a retirement/assisted living community in Cincinnati. The objective of the project is to design, build, and test a lift system that is capable of safely lifting fallen elderly patients at assistant living homes out of tight spaces. Two student teams in 2015–2016 and 2016–2017 academic years had taken on this project. They applied the product development process which they learned from their senior year to develop a workable system. Their work started with survey, interviews, research, followed by developing alternative concept designs. The pros and cons of each concept were discussed, analyzed, and evaluated among peers, advisors, and Maple Knoll nurses. The final design of using inflatable method to lift patients was justified as the best option. Two final concept designs from each year were then manufactured or assembled in school. The testing of the final systems were conducted and demonstrated at Maple Knoll senior community. The expectations from nursing staff and senior residents were greatly satisfied. This paper will describe our senior capstone design and product development process of such portable patient lift system, and discuss our experiential learning experience at Maple Knoll and lessons learned from design and making such system with focus on the consideration of seniors and their capabilities at settings of nursing homes.

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Rapporti di organizzazioni sul tema "Yale University. School of Nursing"

Biazus-Dalcin, Camila, Louise Marryat, Sarah Gray, Andrea Mohan, Senga Robertson-Albertyn, Sreekanth Thekkumkara, Hazel Booth et al. My data: an animated film, co-produced with people who use drugs. University of Dundee, 2023. http://dx.doi.org/10.20933/100001299.

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This video was co-produced with people on their drug use recovery journey to explore the perceptions of administrative data use for research and to share this information with the wider community. This work was led by members of the Substance Use Research Group (SURG), School of Health Sciences, University of Dundee. This project was funded by Research Data Scotland (RDS), https://www.researchdata.scot/ A film by: Craig Glencross, David Hood, Jade Renton, Maxine Thomson, Ryan Westwood, Stewart Bernard, Sarah Hulin, Robert Doig, Ashley McMaihin and everyone at Restoration Fife who shared their views and experiences. Research team and collaborators: Camila Biazus Dalcin (Co-PI) and Louise Marryat (Co-PI) Sarah Gray (Co-I) Andrea Mohan (Co-I) Senga Robertson-Albertyn (Co-I) Sreekanth Thekkumkara (Co-I) Hazel Booth (Co-I) Calum Hoggitt (Mental Health Nursing Student) Kay McMahon (Receptionist Fife Campus) Graham Ogilvie (Conference in pictures – Ogilvie Design) Andrew Low (Artist) We appreciate the collaboration and support provided by all Restoration Fife staff involved in this project. Special thanks to Jade Whyte and Vanessa Hamilton.

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