206 Midterm

Marie Rollet Hebert

-First European woman to live in New France -Sought the advice of Aboriginal peoples on remedies and cures in treating the ill -Committed to educating Aboriginal children, instructing them in the Christian faith -Commonly referred to as Canada's first teacher -Took in orphans and young Aboriginal girls who were taught by the Jesuits 1617-1649

Jean Mance

1641. Founded Hotel Dieu hospital. "Founder of nursing in Canada"

Marguerite d'Youville

1747, formed the "Sisters of Charity", assisted the poor, first visiting nurses

Mary Seacole

(1805-1881) Jamaican nurse and businesswoman used herbal remedies and healing, provided care during infectious outbreaks and to soldiers

The Canadian Nurse journal was first published

1905

Mary Agnes Snively became the first president of the Canadian Nurses Association (CNA)

1908

Mary Agnes Snively

Superintendent of Nurses at the Toronto General Hospital's School of Nursing from 1884-1910

Jean I Gunn

Recognized for her contributions to public health in Canada, France and England Encouraged students to take post-graduate courses in public health nursing

Victorian Order of Nurses

volunteer organization, founded in 1897 and provides home care services

Weir Report

• recommended nursing education be integrated into general education system, rather than hospital based

• recommendation not acted upon for many years

RN act

legislation that grants NSCN authority to regulate nursing practice

NSCN

given the authority from the provincial government to regulate the practice of nursing in the interest of protecting the public

Standards of Practice NSCN

• Being responsible and accountable

• Using Knowledge to provide care

• Establishing a professional and therapeutic relationship

• being a leader and establishing professional relationships

• being accountable to self-regulate

Entry-level competencies

Clinician, professional, communicator, collaborator, coordinator, leader, advocate, educator, scholar

Role of NSCN

• regulatory body (Standards of practice, Code of Ethics)

• Relational and right touch regulator

• professional conduct

• entry level competencies

• Licensure

CINA

Canadian Indigenous Nurses Association

CNA Professional Values

a. providing safe, compassionate, competent and ethical care b. promoting health and well being c. promoting and respecting informed decision making d. honoring dignity e. maintaining privacy and confidentiality f. promoting justice g. being accountable

CNPS

Canadian Nurses Protective Society, nurses receive liability protection

first university program in Canada

university of BC in 1919

Jurisprudence exam

tests understanding of provincial and regulatory policies and any provincial and federal laws related to nursing practice in Nova Scotia

Benner Five Stages

novice, advanced beginner, competent practitioner, proficient practitioner, expert practitioner

novice

has no professional experience

Advanced Beginner

can note recurrent meaningful situational components, but not prioritize between them

competent practitioner

begins to understand actions in terms of long-range goals

proficient practitioner

perceives situations as wholes, rather than in terms of aspects

expert

has an intuitive grasp of the situation and zeros in on the accurate region of the problem

SMART goals

Specific, Measurable, Attainable, Realistic, Timely

Archie Cochrane

british epidemiologist who stated that people should only pay for healthcare that is based on scientific evidence, contributed to EIP

Trait Theory

theory that states leadership qualities or traits can be aquired

Great Man Theory

leaders are born, not made

style theory

This concentrates on two types of leadership: task- or production and people- or relationship-oriented leadership. How leaders combine these two behaviors determines their leadership effectiveness

situational contingency theory

leadership effectiveness depends on the situation

Transactional Leadership

leadership based on an exchange process in which followers are rewarded for good performance and punished for poor performance

Transformational Leadership

leaders and followers work together to set higher goals and work together to achieve them

autocratic leadership

A form of leadership in which the leader makes decisions on his or her own

democratic leadership

a leadership style in which managers work with employees to make decisions

laissez-faire leadership

a form of "leadership" characterized by a general failure to take responsibility for leading

hierarchy of needs theory

physiological needs must be takes care of first

two-factor thoery

working conditions are important for the motivation of employees

Expectancy Theory

the theory that people will be motivated to the extent to which they believe that their efforts will lead to good performance, that good performance will be rewarded, and that they will be offered attractive rewards

Organizational behavior modification (ABC model)

managers implement an intervention strategy to strengthen desirable behavior and weaken undesired behaviour

Authentic Leadership

A style in which the leader is true to himself or herself while leading

Coercive leadership style

A directive approach to managing that should be reserved for emergency situations or problem employees, threat to punish is used

legitimate leadership

recognition that formal leaders have power over followers

Referent Leadership

occurs when the followers choose to be like the leader

Expert leadership

followers respond to leader because they think the leader knows best

informational leadership

leaders ability to influence followers to act by using logic

task based leadership

management by exception, laissez-faire, transactional, dissonant, passive avoidant, instrumental, initiating structure

Relational Leadership

transformational, resonant, individualized consideration, servant, quantum

quantum leadership

change agent, anticipating change and communicating with others, guiding adaption

continuing competence program components

• maintain nursing practice hours

• complete a self- reflection

• complete a self- assessment

• develop a learning plan

1639

first nursing mission was established in Quebec city (Jean Mance)

1874

first training school for nurses in Canada

1932

study on nursing education, Dr. George Weir

1950's - 1960's

baby boom years, few nurses attended university. Most nurses trained in two year nursing programs

1960's - 1970's

massive proliferation of hospitals (medical care predominant)

1970's - 1980's

non university diploma programs gradually moved from hospital schools of nursing to community colleges

1980's

Collaborative programs established between colleges and universities. Joint baccalaureate degree programs

1959

first Master's program, university of western Ontario

level I

clinical trials, RCT, systematic reviews, meta-analysis

level II

well designed RCT

level III

control trail without randomization

level IV

single non- experimental study

level V

systematic reviews of descriptive and qualitative studies

level VI

single descriptive of qualitative study

level VII

expert opinion, committee

goal of self-regulation

delivery of safe and competent services by the members of the profession based on principles

CNA

National and Global professional voice of Canadian nursing. Advocates, political action, certification

Purpose of ELCs

• academic program approval/recognition

• assessment of internationally educated applicants

• assessment for re - entry into profession

• input into entry-exams

• practice advice/guidelines

• reference for professional conduct matters

• public and employer awareness of the practice expectations of nurses

research in nursing

posing the question, collecting the data, and presenting the results

research in nursing

starts with knowledge translation (application of research to practice)

sources of evidence

research articles, websites, clinical practice guidelines/best practice guidelines, electronic health records and other point of care systems, pre-printed orders, clinical pathways

where to find evidence

medical databases, internet search engines, nursing and health organizations, hospital health information systems, hospital charts

1st level of information pyramid

systems

2nd level of information pyramid

summaries

3rd level of information pyramid

synopses of synthesis

4th level of information pyramid

synthesis

5th level of information pyramid

synopses of studies

6th level of information pyramid

studies

clinical or best practice guidelines

allow for quick retrieval of research information that has already been evaluated

1st step of EIP

reflection

2nd step of EIP

frame the question

3rd step of EIP

search for and collect evidence

4th step of EIP

Critically appraise the evidence

5th step of EIP

synthesis of findings from divergent literature

6th step of EIP

adaptation of findings to practice

7th step of EIP

implementation of practice change

8th step of EIP

evaluation

reflection novice

largely descriptive

aware practitioner

explores thoughts feeling and assumptions in reflection

reflective practitioner

depth and change in reflection

LEADS Capacitions

Leads self, Engages others, Achieves results, Develops coalition, Systems transformation