Imipramine.
Explore the source record for details and available documents.
Adrenergic Uptake Inhibitors↗
Biomedical subjects
G Synoground
Publications and source records attributed to G Synoground.
Continuous quality improvement and school nurses' problem solving methods.
The concept of continuous quality improvement is already well known in industry. It is, however, potentially applicable to any organization that provides products or services (health care and education) to customers (students and their families, teachers, etc.). In the present situation of increasingly complex health care needs of many students, continuous quality improvement--which involves problem solving and management techniques to effect services--is a relevant concept in the school setting.
Humans↗
Student experiential learning: a collaborative community practice project.
Theoretical and experiential learning in community assessment are essential components of the preparation of first-level community health nurses. This article describes a collaborative community practice project in which faculty incorporated senior baccalaureate community health nursing students as participants. Students assessed availability and utilization patterns of health care services in Spokane, Washington. Data derived from the survey were used by community planners in addressing issues of access to health care by low-income persons. Learning outcomes of this experiential process are described within the context of Burnard's Experiential Learning Model and community health nursing course objectives. Recommendations for design of similar experiential learning opportunities are made.
Clinical Competence↗
Community analysis: a collaborative community practice project.
Lack of access to health care is a concern in many communities. A group of representatives from health, social service, other community agencies and nursing education meet regularly to address issues in providing care to homeless, low-income, and uninsured persons in Spokane, Washington. This group's efforts has been hampered by lack of clearly identified factors that adversely affect access to care. One aspect of community analysis performed by this group used a collaborative community practice model. Community diagnoses were determined from information collected from service providers. Community health nursing faculty, as clinical specialists, can play a role in such a collaborative process.
Community Health Nursing↗
Cardiovascular risk factors in children: a Bloomsday research report.
Cardiovascular risk factors identified in major studies of children include a family history of heart disease, smoking, blood pressure, dietary factors, exercise or fitness level, and stress. The purpose of this descriptive study was to identify differences in children's physical measurements with regard to six cardiovascular risk factors. A descriptive design using three questionnaires and physical measurements was used. The questionnaires included the Bloomsday Cardiovascular Fitness Questionnaire, the Coronary Risk Profile, and the Diet Habit Survey. Physical measurements included blood pressure readings, weight, total serum cholesterol, and high-density lipoprotein levels. A convenience sample of 78, predominantly Caucasian children between the ages of 7 and 18 years (M = 13.13, SD = 2.79) participated. Results indicated that differences in physical measurements were significantly for children with respect to the cardiovascular risk factors, including dietary factors, blood pressure, exercise, and stress. Nursing implications for thorough assessment and intervention through education are discussed.
Adolescent↗
A program to prepare prospective school nurses.
In using case presentation as a means to integrate the three roles, a case example might be as follows: A child fell on the playground and cut his chin, which obviously needed stitches. The parents, because of their religious beliefs, were unwilling to accept medical assistance. To help prospective school nurses find a solution to this problem, they are first asked to use the nursing process to assess the child and the situation. Then, they are asked to discuss school policies and procedures related to this type of situation. Following these steps, students are asked to evaluate their value systems and how their values may affect their decision-making ability. Decisions they must make include determining the extent of the injury, conversing with the parents, deciding which school personnel need to be notified, and forming a final plan of care for the child. To complete requirements for initial certification, students submit names of school personnel, parents, students and their supervising nurse who, with the instructor, evaluate their final performance. Competencies are graded on a pass-fail basis with an opportunity to rewrite if necessary. A letter grade for the course is based upon completion of course objectives and assignments. School nurses who have an appropriate educational background are in a unique position to make significant contributions to the school-age child, family, educational staff, and community. School Nursing I is designed to give prospective school nurses the background they need to carry out their responsibilities.
Certification↗