How might a more holistic scientific process broaden our perception of the natural world and inform subsequent understanding, resulting in a deep reconnection with the Earth? This promising and informative film will be based on the book Animate Earth by ecologist Stephan Harding: the story of Earth's functioning as a self-regulating, living being and of our inherent human, spiritual, moral and physical connection to that story. Stephan Harding holds a doctorate in ecology from the University of Oxford and is co-ordinator of the MSc in Holistic Science at Schumacher College, Devon, England. His book is a brilliant synthesis of Gaian science and forward-looking social theory and argues that we need to establish a right relationship with the planet as a living entity in which we are indissolubly embedded and to which, in the final analysis, we are all accountable. Animate Earth will sensitively explore and convey an emerging new scientific understanding on both an intellectual and an emotional level. Holistic science focuses, amongst other things, on the qualities of organisms, on process and form, which constitutes visual subject matter, often in movement. The labarynthical, interwoven impression that a film invokes, combining images and sound, is a perfect medium for communicating this. With unrefined enthusiasm, Stephan will integrate rational scientific analysis with intuition, sensing and feeling. He replaces the objectifying language found in some forms of scientific inquiry with a way of speaking about Earth as a sentient and living being rather than as a dead, inert mechanism. He conveys the facts by way of wry wit, uncanny and effective humour, and intellectual passion. In literally bringing science to life, atoms, for example, are described using metaphors of human-to-human relationships such as marriage, attraction and repulsion so as to imbue rocks, water and the atmosphere with personality. The ancient forests, moorlands, and seacoast of England will provide the location for the majority of the filming. Live action footage of Stephan enthusiastically revealing to us the planet's systems as evidenced in the natural world around him will give depth and character to the film. Some of Stephan's factual and engagingly presented lectures will be highlighted with animated sequences.

After seven years under the leadership of Linda Cronenwett, PhD, RN, FAAN, and her team at the University of North Carolina (UNC) at Chapel Hill School of Nursing, the Robert Wood Johnson Foundation's Quality and Safety Education for Nurses (QSEN) project transitions this summer to the Frances Payne Bolton School of Nursing at Case Western Reserve University, under the leadership of Mary A. Dolansky, PhD, RN. The transition marks the successful completion of the first four phases of the project, which launched at UNC in 2005. Each phase was supported by Robert Wood Johnson Foundation (RWJF) grants. The overall goal of the project was, and remains, to prepare nurses who have the knowledge, skills, and attitudes necessary to continuously improve the quality and safety of the health care systems in which they work. In the early years of the project, Cronenwett and her UNC team worked with QSEN faculty—experts drawn from institutions across the nation—to define a comprehensive set of quality and safety competencies for nurses. QSEN faculty then surveyed nursing programs to gauge the extent to which these competencies were already included in curricula, whether faculty were sufficiently expert to teach them, and how well nursing students were learning them. That effort also included an 18-month learning collaborative of 15 nursing programs around the nation whose faculties generated strategies for fostering learning of the six QSEN competencies: patient-centered care; teamwork and collaboration; evidence-based practice; quality improvement; safety; and informatics. Beginning in 2009, Cronenwett, co-investigator Gwen Sherwood, PhD, RN, FAAN, and their colleagues at UNC partnered with the American Association of Colleges of Nursing (AACN) to focus on developing the faculty expertise needed at the nation's nursing schools to teach the QSEN core competencies. They also worked to instill those competencies in textbooks, licensing, accreditation and certification, and to promote continued innovation in teaching them. The final phase of QSEN at UNC culminated in the publication of a new textbook, Quality and Safety in Nursing: A Competency Approach to Improving Outcomes , edited by Sherwood and Jane Barnsteiner, PhD, RN, FAAN. It features chapter contributions from a distinguished roster of experts, including several members of the QSEN Faculty and Advisory Board.

Back when we were just starting out, breastfeeding was so hard, overwhelming, painful, different that I could never imagine that there would come a time when it’s no longer all those things. I always loved breastfeeding, even in pain I never thought “Oh I hate this, I want to stop”. I mean, I did when it was toe curling painful but I didn’t really mean it . I’ve always LOVED the idea of giving my baby not only sustenance but more than that: comfort and warmth and the one thing she is supposed to have for many many years, and as a mother I wanted to give it to her. After the initial painful 8 weeks of breastfeeding (Alexis has a shallow latch), things got better, A LOT better. It didn’t hurt anymore, it was great and sweet and bonding. But it’s at 6 months when I started LOVING it. Like, looking forward to our breastfeeding sessions. I got attached, sucked in like a teenager with her first love. It must be oxytocin spreading through my body whenever I breastfeed that makes me feel that way, but I just cherish every single second of breastfeeding. I think what brought this on is the fact that nursing is how Alexis falls asleep now. Lying in bed curled up next to me, her legs in a fetal position again my tummy, one of her arms under my breast and the other softly touching the top of it, and then she slowly drifts off, all warm and cozy and snuggled. WOW! It’s just not the feeling one can properly describe. You just have to experience it to understand. My favorite, though, are the nights, when I put her to bed and it’s pitch dark because that’s how she likes it and the only thing that I have to concentrate on is the two of us. Probably the lack of one of the senses, sight, in the darkness is what intensifies the sense of touch, but it’s amazing! I love breastfeeding in public. I feel proud, I feel free, I feel like I am doing my part in making breastfeeding ok, making it normal, making it what mothers do. I don’t use covers. Out of principle. Even in situations and places that even feel a bit squirmy about having to breastfeed out in the open. I push through that silly fleeting feeling of embarrassment and {inconspicuously) feed my baby. Right there and then. When she wants it, where she wants it. Breastfeeding in public doesn’t have to be made a big deal, but it doesn’t have to be shunned. On Instagram, a few other girls and I had a 3o days of breastfeeding challenge. We spent 30 days taking one picture a day of our babies breastfeeding (not in public, just anywhere). I loved seeing other women have sweet moments with their babies. And I think I will be speaking for all of us when I say we have gained even more appreciation for breastfeeding, more confidence in what we are doing, and less reservations.

The purpose of the baccalaureate program is to prepare a professional nurse whose practice is based upon nursing science, related sciences and the arts in order to promote, restore, and maintain the health of human beings. Graduates of the program are generalists with the necessary base for graduate education and continuing professional development. Minor The School of Nursing does not offer minors. However, students in the Nursing program are encouraged to consider earning minor(s) offered through the Dietrich School of Arts and Sciences or other schools in the University of Pittsburgh. View some of the minors completed by students in the School of Nursing (PDF). Learn more about the minors offered in the University of Pittsburgh (Note that only Departments with a "*" in the list offer a minor). Objectives The graduate of the baccalaureate program will: Synthesize knowledge from nursing, biophysical, and social sciences in the practice of professional nursing. Demonstrate skills in critical thinking and decision making in the use of the nursing process with individuals, families, groups, and communities experiencing complex health problems. Intervene therapeutically to promote, restore, and maintain the maximum health potential of individuals, families, groups, and communities. Manage nursing care for groups of clients. Provide health education for individuals, families, groups, and communities. Evaluate research findings to guide nursing practice. Assume responsibility and accountability for own decisions and actions in the practice of nursing. Incorporate professional values, including ethical and legal aspects, into the practice of nursing. Communicate effectively in interactions with individuals, families, groups, and communities.

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What do you see, nurses, what do you see? Are you thinking, when you look at me – A crabby old woman, not very wise, Uncertain of habit, with far-away eyes, Who dribbles her food and makes no reply, When you say in a loud voice — “I do wish you’d try.” Who seems not to notice the things that you do, And forever is losing a stocking or shoe, Who unresisting or not, lets you do as you will, With bathing and feeding, the long day to fill. Is that what you’re thinking, is that what you see? Then open your eyes, nurse, you’re looking at ME… I’ll tell you who I am, as I sit here so still; As I rise at your bidding, as I eat at your will. I’m a small child of ten with a father and mother, Brothers and sisters, who love one another, A young girl of sixteen with wings on her feet. Dreaming that soon now a lover she’ll meet; A bride soon at twenty — my heart gives a leap, Remembering the vows that I promised to keep; At twenty-five now I have young of my own, Who need me to build a secure, happy home; A woman of thirty, my young now grow fast, Bound to each other with ties that should last; At forty, my young sons have grown and are gone, But my man’s beside me to see I don’t mourn; At fifty once more babies play ’round my knee, Again we know children, my loved one and me. Dark days are upon me, my husband is dead, I look at the future, I shudder with dread, For my young are all rearing young of their own, And I think of the years and the love that I’ve known; I’m an old woman now and nature is cruel – ‘Tis her jest to make old age look like a fool. The body is crumbled, grace and vigor depart, There is now a stone where once I had a heart, But inside this old carcass a young girl still dwells, And now and again my battered heart swells. I remember the joys, I remember the pain, And I’m loving and living life over again, I think of the years, all too few — gone too fast, And accept the stark fact that nothing can last – So I open your eyes, nurses, open and see,

With this issue, we begin the third volume of Evidence-Based Nursing (EBN). In this editorial, we describe how the journal is produced, identify the journals from which we abstract the most studies and share the results of a recent subscriber survey. We then update you on new and future developments in the production of EBN. Steps in creating EBN EBN shares a similar production process to sibling abstract journals, Evidence-Based Medicine, Evidence-Based Mental Health, and ACP Journal Club . It begins with the meticulous scrutiny of every issue of approximately 140 clinical journals (a complete list appears in each issue of EBN) by research associates, who have extensive research training and experience in information science and clinical epidemiology and biostatistics. After identifying every primary study and systematic review related to prevention or treatment, assessment (screening or diagnosis), prognosis, causation, quality assurance, economics of healthcare programmes or interventions, clinical prediction guides, and qualitative studies, they apply appropriate methodological criteria outlined in the Purpose and Procedure section of each issue. In the next step, each article that “passes” the appraisal is reviewed by the 3 editors to identify those of most relevance to nursing practice. Because we do not have expertise in all areas of nursing, colleagues from around the world help us to determine the relevance of some of the articles. The third step involves the preparation of a structured abstract that summarises the question(s), design, setting, patients, results, and evidence-based conclusions for each of the articles that have been selected for inclusion. In step 4, the associate editors collaborate with the research associate in editing each abstract. We then invite a nurse with expertise in the topic area to write a commentary that discusses whether and how the study results might be implemented in nursing practice. In step 5, the associate editor, through exchanges with the commentator, fine tunes the abstract and commentary. Step 6 brings in the lead author of the paper who reviews the abstract and commentary for accuracy. Before submitting to the publishers, the abstract and commentary are reviewed once more by a research associate, who has not read the original paper, to assess their clarity. The material is then sent to the technical editor in the UK who works closely with the research associates through 3 cycles of typesetting and proofreading before the issue is published. This multistep process relies on the collaboration of numerous individuals from around the world and is crucial to maximise the accuracy and usefulness of the abstract and commentary.

New Parkland, CA 91010 To Leslie Scanlon Manager, HR Orchard Manor Assisted Living 205 Pine Street I am writing to inform you that I will be resigning from my Certified Nurse's Aide position due to personal reasons. My last day of employment will be October 3, 2014 so please consider this letter to be my official two weeks' notice of resignation. I regret any inconvenience this may cause, but the situation is unavoidable at this time. I will work over the next two weeks to assist the residents in my care to prepare for my departure. I will make sure all of my paperwork is completed, and I am happy to help train someone to fill my role. Should you require further information, you can always reach me at (555)555-5555 or email me at jennifer@johnson.com. I will get back to you in a timely manner. I have thoroughly enjoyed my time of employment here at Orchard Manner and will my colleagues, as well as the residents. It has been a tremendous pleasure to serve them and a learning experience I will never forget. I wish everyone well, and I thank you for your attention to this matter. Sincerely, Jennifer Johnson CNA There are plenty of opportunities to land a CNA Resignation Letter position, but it won't just be handed to you. Crafting a CNA Resignation Letter that catches the attention of hiring managers is paramount to getting the job, and LiveCareer is here to help you stand out from the competition.

All nurses should practice the "6 rights" of medication administration. There have been many safeguard established to ensure the rights are followed. One is the process of scanning the patient and the medication at the bedside. Many institutions have adopted this system of scanning medications. 1. log into the hospitals software 2. find you patient's profile in the EMAR 3. scan your patient's armband 4. scan the barcode on the medication If there are any problems the software will alert you to a "right that is about to be violated". It will also assist you with double checking your dosage, time and route of administration. All nurses should practice the "6 rights" of medication administration. There have been many safeguard established to ensure the rights are followed. One is the process of scanning the patient and the medication at the bedside. Many institutions have adopted this system of scanning medications. 1. log into the hospitals software 2. find you patient's profile in the EMAR 3. scan your patient's armband 4. scan the barcode on the medication If there are any problems the software will alert you to a "right that is about to be violated". It will also assist you with double checking your dosage, time and route of administration. MEDICATION ADMINISTRATION RIGHT PATIENT 1. Verify patient by checking his or her identification bracelet/armband. 2. Ask the patient his or her name. Do not call the patient by name. Some clients will answer to any name. Ask for his or her date of birth (not always required). 3. Check the name on the patient's medication label or profile in the EMAR. 1. Verify patient by checking his or her identification bracelet/armband. 2. Ask the patient his or her name. Do not call the patient by name. Some clients will answer to any name. Ask for his or her date of birth (not always required). 3. Check the name on the patient's medication label or profile in the EMAR. RIGHT PATIENT RIGHT DRUG 1. Check the drug label three times: a) at the first contact the the medication bottle. b) before pouring the medication . c) after pouring the medication 2. Check that the drug order is complete and legible. If it the order is incomplete or not legible, contact the physician or charge nurse. 3. Know the medication action. 4. Check the expiration date. All outdated drugs should be thrown away or sent back to the pharmacy, whichever is the policy of the facility. 5. PATIENT QUESTIONS...If the patient questions the drug, recheck and check again the medication and the doseage. If you are in doubt see assistance from another health care provider. 1. Check the drug label three times: a) at the first contact the the medication bottle. b) before pouring the medication . c) after pouring the medication 2. Check that the drug order is complete and legible. If it the order is incomplete or not legible, contact the physician or charge nurse. 3. Know the medication action. 4. Check the expiration date. All outdated drugs should be thrown away or sent back to the pharmacy, whichever is the policy of the facility. 5. PATIENT QUESTIONS...If the patient questions the drug, recheck and check again the medication and the doseage. If you are in doubt see assistance from another health care provider. RIGHT DRUG RIGHT DOSE 1. Be able to calculate the medication doses using the ration and proportion, basic formula fractional equation. 2. Know how to calculate drug dose by body weght (kg) or by body surface area. 3. Know the recommended dosage range for the drug. If the nurse believes the dose is incorrect or not within the therapeutic range, a supervisor, pharmacist or the ordering physician should be contacted and all communication should be documented. 4. Recalculate drug dose and have a colleague recheck the dose. 5. Some facilities require the following drugs to be checked by a colleague: 1. Be able to calculate the medication doses using the ration and proportion, basic formula fractional equation. 2. Know how to calculate drug dose by body weght (kg) or by body surface area. 3. Know the recommended dosage range for the drug. If the nurse believes the dose is incorrect or not within the therapeutic range, a supervisor, pharmacist or the ordering physician should be contacted and all communication should be documented. 4. Recalculate drug dose and have a colleague recheck the dose. 5. Some facilities require the following drugs to be checked by a colleague: RIGHT DOSE RIGHT TIME Medications should be given at a specified time to maintain a therapeutic drug serum level. A dose given too soon can cause toxicity and missed doses can nullify the drug action and its effect. 1. Administer the drug at the correct time(s). Medications can be given 1/2 hour before or after the time prescribed. 2. There are specific cirecumstances that may cause a delay or ommission of a medication such as: labortory or diagnostic tests. 3. Administer drugs that are affected by foods either 1 hours before or 2 hours after meals. 4. Know the medications half-life. 5. Anitbiotics should be administered at regular intervals.

Deanna Gray-Micelli, PhD, GNP-BC, FAANP, Patricia A. Quigley, PhD, MPH, APRN, CRRN, FAAN, FAANP Reprinted with permission from Springer Publishing Company. Evidence-Based Geriatric Nursing Protocols for Best Practice, 4th Edition, © Springer Publishing Company, LLC. The text is available here. Goals A. Prevent falls and serious injury outcomes in hospitalized older adults. B. Recognize multifactorial risks and causes of falls in older adults. C. Institute recommendations for falls prevention and management consistent with clinical practice guidelines and standards of care. Overview Falls among older adults are not a normal consequence of aging; rather, they are considered a geriatric syndrome most often due to discrete multifactorial and interacting, predisposing (intrinsic and extrinsic risks), and precipitating (dizziness, syncope) causes., Fall epidemiology varies according to clinical setting. In acute care, fall incidence ranges from 2.3 to 7 falls per 1, 000 patient days depending on the unit. Nearly one-third of older adults living in the community fall each year in their home. The highest fall incidence occurs in the institutional long-term-care setting (i.e., nursing home), where 50% to 75% of the 1.63 million nursing-home residents experience a fall yearly. Falls rank as the eighth leading cause of unintentional injury for older Americans and were responsible for more than 16, 000 deaths in 2006. (Ref 3) Background and Statement of the Problem A. Definition 1. Fall: A fall is an unexpected event in which the participant comes to rest on the ground, floor, or lower level. (Ref 4) B. Fall Etiology 1. Fall risk factors include intrinsic risks of cognitive, vision, gait or balance impairment, high-risk/contraindicated medications, and/or the extrinsic risks of assistive devices, inappropriate footwear, restraint, use of nonsturdy furniture or equipment, poor lighting, uneven or slippery surfaces. (Ref 5) 2. Fall causes include, among others, orthostatic hypotension, arrhythmia, infection, generalized or focal muscular weakness, syncope, seizure, hypoglycemia, neuropathy, and medication. Parameters of Assessment A. Assess and document all older adult patients for intrinsic risk factors to fall: 1. Advancing age, especially if older than 75 2. History of a recent fall 3. Specific co-morbidities: dementia, hip fracture, Type II diabetes, Parkinson's disease, arthritis, and depression