CHN .3

are a basic foundation for any career, but for nurses,

Communication Skills

it’s one of the most important aspects of the job

communication skills

A great nurse has________ especially when it comes to speaking and listening and based on team and patient feedback, they are able to problem-solve and

effectively communicate with patients and families.

communication skills,

Nurses always need to be on top of their game and make sure that their patients are clearly understood by everyone else.

Communication Skills

A truly stellar nurse is able to advocate for her patients and anticipate their needs.

Communication Skills

• Nursing is a stressful job where traumatic situations are common.

Emotional Stability

• The ability to accept suffering and death without letting it get personal is crucial.

Emotional Stability

That’s not to say that there aren’t heartwarming moments in nursing, examples are helping a patient recover, reuniting families, or bonding with fellow nurses are special benefits of the job.

Emotional Stability

A great nurse is able to manage the stress of sad situations, but also draws strength from the wonderful outcomes that can and do happen.

Emotional Stability

Great nurses have ____ for the pain and suffering of patients, they are able to feel compassion and provide comfort.

empathy

Patients look to nurses as their advocates — the softer side of hospital bureaucracy

Empathy

Being ___ to the patient’s experience can go a long way in terms of improving patient care

Empathy

Sometimes, an —— nurse is all patients have to look forward to.

Empathy

Being -___ and rolling with the punches is a staple of any career, but it’s especially important for nurses.

A great nurse is flexible with regards to working hours and responsibilities. Nurses, like doctors, are often required to work long periods of overtime, late or overnight shifts, and weekends.

Know that it comes with the territory.

Flexibility

The upside is that a fluctuating schedule often means you’re skipping the 9 to 5, cubicle treadmill. Sounds perfect, right? Run errands, go to the movies, or spend time with the family — all while the sun still shines!

Flexibility

Every step in the medical field is one that can have far-reaching consequences and a great nurse pays excellent attention to detail and is careful not to skip steps or make errors.

Attention to Detail

Every step in the medical field is one that can have far-reaching consequences and a great nurse pays excellent attention to detail and is careful not to skip steps or make errors.

Attention to Detail

When a simple mistake can spell tragedy for another’s life, attention to detail can literally be the difference between life and death.

Attention to Detail

• Nurses are the link between doctors and patients and a great nurse has excellent interpersonal skills and works well in a variety of situations with different people.

Interpersonal Skills

• They work well with other nurses, doctors, and other members of the staff

Interpersonal Skills

Patients see nurses as a friendly face and doctors depend on nurses to keep them on their toes. A great nurse balances the needs of patient and doctor as seamlessly as possible.

Interpersonal Skills

• A great nurse can think quickly and address problems as — or before — they arise.

Problem Solving Skills

With sick patients, trauma cases, and emergencies, nurses always need to be on hand to solve a tricky situation.

Problem Solving Skills

• Whether it’s handling the family, soothing a patient, dealing with a doctor, or managing the staff, having good problem solving skills is a top quality of a great nurs

Problem Solving Skills

• Nurses need to be ready to respond quickly to emergencies and other situations that arise.

Quick Response

Quite often, health care work is simply the

response to sudden incidences, and nurses must always be prepared for the unexpected.

Quick Response

Staying on their feet, keeping their head cool in a crisis, and a calm attitude are great qualities in a nurse.

Quick Response

• Great nurses ______ people and rules.

Respect

• They remain impartial at all times and are mindful of confidentiality

requirements and different cultures and traditions.

Respect

• Above all, they ____ the wishes of the patient him- or herself.

Respect

Great nurses ______ the staff and each other, understanding that the patient comes first. And nurses who respect others are highly respected in retur

Respect

This category includes key knowledge and critical thinking skills related to: the public health sciences (behavioral and social sciences, biostatistics, epidemiology, environmental public health, demography, workplace health, prevention of chronic diseases, infectious diseases, psychosocial problems and injuries) as well as nursing theory, change theory, economics, politics, public health administration, community assessment, management theory, program planning and evaluation, population health principles, community development theory, and the history of public health.

I. PUBLIC HEALTH and NURSING SCIENCES

• Competency in this category requires the ability to apply knowledge in practice. A public health nurse is able to:

ØApply knowledge about the following concepts: the health status of populations; inequities in health; the determinants of health and illness; social justice; principles of primary health care; strategies for health promotion; disease and injury prevention; health protection, as well as the factors that influence the delivery and use of health services.

ØApply knowledge about the history, structure and interaction of public health and health care services at local, provincial/territorial, national, and international levels.

ØApply public health and nursing sciences to practice and synthesize knowledge from a broad range of theories, models and frameworks.

ØCritically appraise knowledge gathered from a variety of sources.

ØUse evidence and research to inform health policies, programs and practice:

• contribute to the development and generation of evidence-based nursing

• use available resources to systematically plan and evaluate public health nursing practice

ØPursue lifelong learning opportunities in the field of public health that are consistent with: current public health nursing practice; new and emerging issues; the changing needs of individuals, families, groups and communities; emerging research and evolving information about the impact of the determinants of health.

ØIntegrate multiple ways of knowing into practice.

I. PUBLIC HEALTH and NURSING SCIENCES

behavioral and social sciences, biostatistics, epidemiology, environmental public health, demography, workplace health, prevention of chronic diseases, infectious diseases, psychosocial problems and injuries

public health sciences

Apply knowledge about the following concepts: the health status of populations; inequities in health; the determinants of health and illness; social justice; principles of primary health care; strategies for health promotion; disease and injury prevention; health protection, as well as the factors that influence the delivery and use of health services.

I. PUBLIC HEALTH and NURSING SCIENCES

ØApply knowledge about the history, structure and interaction of public health and health care services at local, provincial/territorial, national, and international levels

I. PUBLIC HEALTH and NURSING SCIENCES

Apply public health and nursing sciences to practice and synthesize knowledge from a broad range of theories, models and frameworks.

I. PUBLIC HEALTH and NURSING SCIENCES

ØCritically appraise knowledge gathered from a variety of sources.

I. PUBLIC HEALTH and NURSING SCIENCES

Use evidence and research to inform health policies, programs and practice:

• contribute to the development and generation of evidence-based nursing

• use available resources to systematically plan and evaluate public health nursing practice

I. PUBLIC HEALTH and NURSING SCIENCES

Pursue lifelong learning opportunities in the field of public health that are consistent with: current public health nursing practice; new and emerging issues; the changing needs of individuals, families, groups and communities; emerging research and evolving information about the impact of the determinants of health.

I. PUBLIC HEALTH and NURSING SCIENCES

ØIntegrate multiple ways of knowing into practice.

I. PUBLIC HEALTH and NURSING SCIENCES

Use evidence and research to inform health policies, programs and practice:

contribute to the development and generation of evidence-based nursing

• use available resources to systematically plan and evaluate public health nursing practice

• This category describes the core competencies needed to collect, assess, analyze and apply information (including data, facts, concepts and theories)

II. ASSESSMENT AND ANALYSIS

These competencies are required to make evidence-based decisions, prepare budgets and reports, conduct investigations and make recommendations for policy and program development.

II. ASSESSMENT AND ANALYSIS

Community members are involved in identifying and reinforcing those aspects of everyday life, culture and political activity that are conducive to health.

II. ASSESSMENT AND ANALYSIS

ØRecognize that a health concern or issue exists:

apply principles of epidemiology

o conduct comprehensive community assessments with individuals, families, groups and

communities using quantitative and qualitative strategies

o recognize patterns and trends in epidemiological data and service delivery

o assess the impact of the broad social, cultural, political and economic determinants of health.

ØIdentify relevant and appropriate sources of information, including community assets, resources and values in collaboration with individuals, families, groups, communities and stakeholders.

II. ASSESSMENT AND ANALYSIS

ØCollect, store, retrieve and use accurate and appropriate information on public health issues.

II. ASSESSMENT AND ANALYSIS

ØAnalyze information to determine appropriate implications, uses, gaps and limitations.

II. ASSESSMENT AND ANALYSIS

ØAssess impact of specific issues on health such as; political climate and will; values and culture; social and systemic structures; settings; as well as the individual, family, group, and community’s readiness and capacity.

II. ASSESSMENT AND ANALYSIS

Assess the health status and functional competence of individuals, families, groups, communities or populations within the context of their environmental and social supports

II. ASSESSMENT AND ANALYSIS

Determine the meaning of information, considering the ethical, political, scientific, socio-cultural and economic contexts:

identify attitudes, beliefs, feelings and values about health and their effect on relationships and interventions

o support individuals, families, groups and communities to identify risks to health and make informed choices about protective and preventive health measures

o describe the role of power in relationships by giving voice to the vulnerable

o demonstrate skill in dealing with diversity and high levels of ambiguity.

ØRecommend specific actions based on the analysis of information:

o identify a range of appropriate interventions including health promotion; health protection; disease and injury prevention and clinical care using a multi strategy and multi target approach.

o identify short and long term goals o identify outcome indicators

o identify research questions

ØRecognize opportunities to promote social justice. .

II. ASSESSMENT AND ANALYSIS

This category describes the core competencies needed to effectively choose options, and to plan, implement and evaluate policies and/or programs in public health

III. POLICY AND PROGRAM PLANNING, IMPLEMENTATION AND EVALUATION

This includes the management of incidents such as outbreaks and emergencies.

III. POLICY AND PROGRAM PLANNING, IMPLEMENTATION AND EVALUATION

ØDescribe selected policy options to address a specific public health issue.

• 3(A) - POLICY DEVELOPMENT

Describe the implications of each policy option, especially as they apply to the determinants of health and recommend or decide on a course of action.

• 3(A) - POLICY DEVELOPMENT

Develop a plan to implement a course of action taking into account relevant evidence, legislation, emergency planning procedures, regulations and policies.

• 3(A) - POLICY DEVELOPMENT

ØImplement a policy.

• 3(A) - POLICY DEVELOPMENT

ØSupport community action to influence policy change.

• 3(A) - POLICY DEVELOPMENT

ØBuild community capacity to improve health and address health inequities.

• 3(A) - POLICY DEVELOPMENT

Advocate for healthy public policy and services that promote and protect the health and well- being of individuals, families groups and communities.

• 3(A) - POLICY DEVELOPMENT

ØAdvocate for the reduction of inequities in health through legislative and policy making activities.

• 3(A) - POLICY DEVELOPMENT

ØDescribe selected program options to address a specific public health issue.

• 3(B) - PROGRAM PLANNING

ØDescribe the implications of each option, especially as they apply to the determinants of health and recommend or decide on a course of action.

• 3(B) - PROGRAM PLANNING

Develop a plan in collaboration with individuals, families, groups and communities to implement a course of action that is responsive to needs taking into account relevant evidence, legislation, emergency planning procedures, regulations and policie

• 3(B) - PROGRAM PLANNING

Take action, across multiple levels, to address specific public health issues by using a comprehensive mix of public health strategies to address unique needs and to build individual, family, group and community capacity.

• 3(C) - IMPLEMENTATION AND INTERVENTION

Facilitate planned change with individuals, families, groups, communities, systems or population(s) by applying the Population Health Promotion Model, primary health care principles and appropriate change theory.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØDemonstrate the ability to integrate relevant research and implement evidence informed practice.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØParticipate in collaborative, interdisciplinary and intersectoral partnerships to enhance the health

of individuals, families, groups, communities and populations.

• 3(C) - IMPLEMENTATION AND INTERVENTION

Maximize the capacity of the individual, family, group or community to take responsibility for and to manage their health needs according to resources available and personal skills.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØSet and follow priorities and maximize outcomes based on available resources.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØFulfill functional roles in response to a public health emergency.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØFacilitate access to services in the health sector and other sectors.

• 3(C) - IMPLEMENTATION AND INTERVENTION

Adapt practice in response to the changing health needs of the individual, family, group and community and in response to the unique characteristics of the setting.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØTake action to protect individuals, families, groups and communities from unsafe or unethical circumstances.

• 3(C) - IMPLEMENTATION AND INTERVENTION

ØEvaluate an action, policy or program in a systematic and continuous manner by measuring its effect on individuals, families, groups or communities.

• 3(D) – EVALUATION

ØEvaluate programs in relation to determinants of health and health outcomes

• 3(D) – EVALUATION

Evaluate programs in partnership with individuals, families, groups, communities and other stakeholders.

• 3(D) – EVALUATION

• This category captures the competencies required to influence and work with others to improve the health and well-being of the public through the pursuit of a common goa

IV. PARTNERSHIPS, COLLABORATION AND ADVOCACY

This includes the concepts of:

osocial justice, which is the fair distribution of society’s benefits and responsibilities and their consequences

opartnership and collaboration which is to optimize performance through shared resources and responsibilities

oadvocacy which is to speak, write or act in favor of a particular cause, policy or group of people and aims to reduce inequities in health status or access to health services.

IV. PARTNERSHIPS, COLLABORATION AND ADVOCACY

which is the fair distribution of society’s benefits and responsibilities and their consequences

social justice,

which is to optimize performance through shared resources and responsibilities

opartnership and collaboration

which is to speak, write or act in favor of a particular cause, policy or group of people and aims to reduce inequities in health status or access to health services.

oadvocacy

Ø Advocate for societal change in support of health for all:

o collaborate with partners to address public health issues and service gaps in order to achieve improved health outcomes

o build coalitions, intersectoral partnerships and networks

o facilitate the change process to impact the determinants of health and improve health

outcomes.

Use skills such as team building, negotiation, conflict management and group facilitation to build partnerships and to support group development.

IV. PARTNERSHIPS, COLLABORATION AND ADVOCACY

Mediate between differing interests in the pursuit of health and well-being, and advocate for appropriate resource allocation and equitable access to resources.

IV. PARTNERSHIPS, COLLABORATION AND ADVOCACY

Advocate for healthy public policies and services that promote and protect the health and well-being of individuals and communities.

IV. PARTNERSHIPS, COLLABORATION AND ADVOCACY

Involve individuals, families, groups and communities as active partners to identify assets, strengths and available resources and to take action to address health inequities, needs, deficits and gaps.

IV. PARTNERSHIPS, COLLABORATION AND ADVOCACY

This category identifies the competencies required to interact effectively with diverse individuals, families, groups and communities in relation to others in society as well to recognize the root causes of disparities and what can be done to eliminate them.

V. DIVERSITY AND INCLUSIVENESS

It is the embodiment of attitudes and actions that result in inclusive behaviours, practices, programs and policies.

V. DIVERSITY AND INCLUSIVENESS

ØRecognize how the determinants of health (biological, social, cultural, economic and physical) influence the health and well-being of specific population groups.

V. DIVERSITY AND INCLUSIVENESS

ØAddress population diversity when planning, implementing, adapting and evaluating public health programs and policies.

V. DIVERSITY AND INCLUSIVENESS

Apply culturally-relevant and appropriate approaches with people from diverse cultural, socioeconomic and educational backgrounds, and persons of all ages, genders, health status, sexual orientations and abilities.

V. DIVERSITY AND INCLUSIVENESS

involves an interchange of ideas, opinions and information.

VI. COMMUNICATION

This category addresses numerous dimensions of communication including internal and external exchanges; written, verbal, non-verbal and listening skills; computer literacy; providing appropriate information to different audiences; working with the media and social marketing techniques.

VI. COMMUNICATION