m1-6

RN scope

autonomous practitioners; application of specialized evd-based nsg theory, human sciences, principles of health care to pts that are stable, predictable, or unstable and unpredictable

entry-level competencies ELCs

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

behaviours r/t acting professional

open-minded, asking questions, commitment to life-long learning, self-regulation

evidence-informed practice EIP steps

(1) ask question representing clinical problem, (2) collect evidence, (3) analyze evd., (4) integrate evd. w/ clinical expertise/pt preference/pt values, (5) evaluate outcome, (6) disseminate outcome

levels of evidence

I: clinical trails (RCT, sys. reviews), II: RCT, III: control trial w/ no randomization, IV: single nonexperimental study, V: sys. reviews of qualitative studies, VI: single qualitative study, VII: expert opinion/committee

LEADS framework

Lead self, Engage others, Achieve results, Develop coalitions, System transformations

becoming nsg leader steps

(1) awareness of clinical leadership (strengths/weaknesses), (2) leadership into daily actions, (3) leadership w/ pt/families, (4) leadership w/ team, (5) embedded clinical leaderships (mentors) (A leadership into DPTE)

being a leader as a nsg student looks like

working in groups, dealing w/ difficult ppl, resolving conflict, reaching consensus on action, evaluate action outcomes

transformational leadership process

idealized influence, inspirational motivation, individualized concern, intellectual stimulation

NSCN standards of practice

(1) accountability/responsibility, (2) evd.-based pract., (3) client-centered relationships, (4) prof. relationships/leadership, (5) ind. self-regulation (AKCPI)

transformation leaderships practices of nurses

(1) model the way, (2) inspire shared vision, (3) challenge process, (4) enable others actions, (5) encourage the heart

leadership theory

empowering/motivating/inspiring others via critical thinking/knowledge/self-awareness/collaboration/prof. communication → improves quality of care

Canadian interprofessional health collaborative competency framework for advancing collaboration

relationship-focused care, team comm., team functioning, role clarification/negotiation, team differences/disagreements processing, collaborative leadership (team x4, relat.-care, leadership)

intraprof vs interprof

w/i same prof VS btw diff prof

legal standards

(1) protect public, (2) explain expectations of nsg practice, (3) provide legal reference of reasonable practice, (4) support ind. practice (self-assessment tools), (5) assist agencies/orgs to create syst that supports RNs (PP doc. SS)

licensure considerations to practice

hold license w/ no revocations/suspensions, pay annual fee on-time, meet hrs/yr of practice requirements, attest to competency

private law is governed by

common + civil law

public law governs

human rights, criminal/constitutional law

defenses types

error of judgement, vicarious liability

error of judgement

HCP gives unreasonable/bad judgement care → any errors made are considered negligent

vicarious liability

employees act as agent of employer → employer liable for negligence of employees

personal health information act PHIA makes

medical information private and confidential

drug regulation acts that regulate drug administration

(1) Food and Drug Act, (2) Controlled Drugs and Substances Act

utilitarianism

rightness of action measured in resulting net happiness

principlism

rightness measured in how well they meet principles (beneficence, nonmaleficence, justice, fidelity)

relational ethical theory

vitality/strengths of working in team

deontological

acting according to moral duties

feminist theory

awareness of power imbalances, assumptions, marginalization; all due to feminization of nsg work

how to analyze ethical dilemmas

(1) ID if ethical dilemma, (2) gather data, (3) examine values r/t issue, (4) verbalize problem, (5) consider of actions, (6) reflect on outcome, (7) evaluate outcome (IG VV reflect on A OO)

ethical decision-making framework

(1) info/ID (concern, pop., ethical components), (2) eval. (ethical principles-personal values-social expectations-legal req. intersection), (3) review anticipated consequences of action (IEC)

code of ethics values

(1) safe/competent/compassionate care, (2) promote health/well-being, (3) promote informed-decisions, (4) honour dignity, (5) privacy/confidentiality, (6) justice, (7) accountability (CHI DJ PA)

lawsuit occurs if

(1) duty to pt, (2) breach of standard of care, (3) injury to client, (4) causation