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PubMedDate not supplied

How to become a nurse teacher.

It may take a minimum of 4 years to become a nurse teacher. Teaching is about communicating effectively with a variety of groups. The ENB and UKCC have clear criteria that must be met. If teaching is for you, it is important to be proactive, explore alternatives and plan your way forward. The role of the teacher is open to a wide interpretation. Nurse teaching is moving towards an all-graduate profession. Your college of nursing library will have information packs and details of local courses. The college principal will be pleased to offer careers advice to prospective teachers.

Career Mobility↗
PubMed1995

Multilevel library instruction for emerging nursing roles.

As new nursing roles emerge that involve greater decision making than in the past, added responsibility for outcomes and cost control, and increased emphasis on primary care, the information-seeking skills needed by nurses change. A search of library and nursing literature indicates that there is little comprehensive library instruction covering all levels of nursing programs: undergraduate, returning registered nurses, and graduate students. The University of Florida is one of the few places that has such a multilevel, course-integrated curriculum in place for all entrants into the nursing program. Objectives have been developed for each stage of learning. The courses include instruction in the use of the online public access catalog, printed resources, and electronic databases. A library classroom equipped with the latest technology enables student interaction with electronic databases. This paper discusses the program and several methods used to evaluate it.

Adult↗
PubMed2006

Nurse-led care in dermatology: a review of the literature.

BACKGROUND: Nurses play lead roles in the delivery of care in dermatology. While a number of primary studies have been conducted evaluating nurse-led care in dermatology, review and synthesis of the findings from these studies has not been undertaken. OBJECTIVES: To systematically identify, summarize and critically appraise the current evidence regarding the impact and effectiveness of nurse-led care in dermatology. METHODS: Systematic searches were done of CINAHL, MEDLINE, British Nursing Index and the Royal College of Nursing Library Catalogue from 1990 until March 2005. The searches were not restricted to the U.K., and were supplemented by an extensive hand search of the literature through references identified from retrieved articles and by contact with experts in the field. RESULTS: A total of 14 relevant publications were identified (and included findings from both primary and secondary care), of which five were descriptions of nursing activities, five were evaluations of nurse interventions and four were patient evaluations of nurse-led care. The evidence emerging from the literature indicates that nurses are treating a number of dermatological conditions, primarily using treatment protocols, across a broad range of clinical settings. However, there is a lack of confidence among nurses working in primary care (predominantly practice nurses) to treat some of these conditions (including scalp scaling in psoriasis and infected eczema). Although the importance of education is recognized, the educational needs of these nurses are frequently unmet. The benefits of nurse interventions on service delivery include a reduction in the severity of condition and more effective use of topical therapies. Patients report faster access to treatment, a reduction in referrals to the GP or dermatologist, and an increase in knowledge of their condition. CONCLUSIONS: Nurses frequently play lead roles in the diverse range of models of care that exist in dermatology. Although findings of the review are generally positive, there are methodological weaknesses and under-researched issues, e.g. cost effectiveness of nurse-led care, and extended independent and supplementary nurse prescribing in dermatology, that point to the need for further rigorous evaluation.

Clinical Competence↗
PubMed1975

Health science libraries in the United States: a five-year perspective.

Two surveys of the universe of health science libraries in the United States have been completed by the Medical Library Association's Committee on Surveys and Statistics over a five-year period. This paper compares, for 1969 and 1973, summary data on the universe, and the distribution of libraries, resources, personnel, and salaries.

Educational Status↗
PubMedDate not supplied

[Perspectives of research in gerontology and geriatrics: review of the literature].

This exploratory descriptive study aimed at identifying and analyzing the tendencies and perspectives regarding research in the areas of gerontology and geriatrics. Initially, authors completed a bibliographical review of the Lilac's Data Bank and publications from 1980 to 2000 found at the University of São Paulo at Ribeirão Preto College of Nursing Library. Authors presented the results in tables and graphs, emphasizing the studies on geriatrics--54%. Regarding the approach, authors found, in the last decade (1990 to 2000), an increase of studies in the areas of Biology (32%), Human Resources (18%), Social (17%), Psychology (9.8%), Holism (4.0%), excepting Ethics that remained with the same rate in both periods (0.8%). With respect to the research type, the qualitative ones were predominant (49.2%). Thus, authors concluded that there is an increasing interest of professionals in the area due to the demographic and epidemiological transitions and also regarding the capacitation of human resources to work with the elderly.

Geriatrics↗