Studied by 20 people
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
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
Note