Graduate nurses

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  • The life story of Mary Eliza Mahoney has not been adequately preserved and recorded by historians, and this is unfortunate. Perhaps racism caused historians to overlook her contributions to the field of nursing. Perhaps it was her insistence on a private life. The history of this amazing African-American woman, however, is too important to forget. Her work and pioneering efforts in nursing and in helping African-American women to be accepted into the nursing field have certainly impacted our lives today.

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  • How to apply...candidates who hold a bachelor's degree in nursing candidates who hold the ...we want to work with you to make the aplication

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  • Nearly 25 years ago, I found myself at one of those crossroads in life. I was nearing the completion of a liberal arts bachelor’s degree, and like so many graduating college students, I had no clue as to which career would utilize the education I had worked so hard to complete. I feared that I would be one of those proverbial waiters, waiting tables while waiting for something better to come along. While scanning the employment section in the local paper, I noticed the numerous employers seeking registered nurses.

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  • The second edition of this successful guide to writing for graduate-and undergraduate-students has been modified to include updates and replacements of older data sets; an increased range of disciplines with tasks such as nursing, marketing, and art history; discussions of discourse analysis; a broader discussion of e-mail use that includes current e-mail practices.

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  • The verification of care needs is the responsibility of the long-term care insurance funds. The funds entrust the task of identifying, verifying and assessing the severity of care needs to the Medical Review Board of the Statutory Health Insurance Funds, which is primarily made up of doctors and nurses. The assessment takes place in the home of the insured person provided they give their consent. If such an assessment is not performed the insurance funds are entitled to refuse to pay benefits.

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  • This edition of Innovative Teaching Strategies in Nursing and Related Health Professions continues the theme of interdisciplinary collaboration in health professions education. The need to capitalize on the contributions of numerous healthcare professionals is increasingly more important in light of the current, complex healthcare system. Education has a knowledge base that crosses over disciplinary lines and is one we need to understand in order to be effective in our work.

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  • This is an exciting and timely book. It describes how nurses are pioneering complementary therapies within the medical system to give comfort and healing to their patients. It is 40 years since I graduated from general nursing training at Prince Henry’s Hospital Melbourne with deep disappointment about the medical model of 1960. Perhaps my greatest concern was that nurses had insufficient opportunity and resources to give true caring to their patients.

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  • Making vocational degree qualifications comparable and easily readable is at the heart of the Bologna Process. Methods of achieving this based purely on duration of study are fallible and give little information as to how graduates will perform in the workplace. A more robust outcome-based approach was developed by the Tuning Project (, a sector-wide project to agree learning outcomes/competences for all disciplines in Higher Education in Europe.

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  • However, variation in need in smaller areas within HRRs, such as the Primary Care Service Areas (PCSAs), has been documented – which means that small local area shortages of physicians may still exist [18]. One study finds that policies aimed at increasing physician supply in rural areas have been successful [24]. Another finds that international medical graduates (IMGs) have disproportionately located in U.S. counties of greatest need, compared to U.S. medical graduates [25]. Other literature examines the importance of non-physician clinicians in health care [26,27].

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  • Despite some concerns about new college graduates finding employment in today’s tight job market, graduates of baccalaureate nursing programs are securing positions at a significantly higher rate than the national average. In August 2010, AACN conducted an online survey of nursing schools offering entry-level baccalaureate and graduate programs in the U.S. to better assess the experience of new graduates seeking employment. The survey found that the average job offer rate at the time of graduation was 65% for new nurses based on data collected from 402 schools.

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  • The past five years have seen an acceleration in the development of competencies in different health professional fields, including medicine, nursing, midwifery, and public health. Many of these efforts have been driven by the professional organizations themselves, in an attempt to define expected knowledge, skills and behaviors of graduate practitioners. While making important contributions, many fall short of a fully implemented CBE model often because of a focus on learning objectives that do not align with how a true competency is defined. ...

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  • Admissions to registered nurse (RN) programs rose steadily in Canada over the last decade from 8,947 in 1999 to 14,010 in 2008-2009. This significant growth represents a multifaceted response to a strong societal demand for more nursing graduates, including government investment in additional seats, the opening of new nursing schools, and the introduction of new program models. The demand for nurses and the baccalaureate entry requirement instituted in all provinces except Quebec also stimulated applicant interest and an upgrade in the quality of applicants to nursing programs. ...

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  • Despite some regional variation, overall there was intensive recruitment of new nursing graduates in Canada until 2010 when the economic downturn began to result in position cutbacks. Reports across the country indicated that new graduates were experiencing difficulty in finding employment. This change in demand is being attributed to economic factors and to provincial/territorial government policies aimed at increasing the use of practical nurses in positions previously held by registered nurses.

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  • The decade between 1999 and 2009 also saw an increase in the number of master’s and doctoral programs with a corresponding increase in graduate program enrollments. Currently, 33 schools offer master’s programs, and 15 offer doctoral programs in nursing. There were 850 admissions to master’s programs in 2004-2005, and 1,130 in 2008-2009. Doctoral program admissions rose from 76 to 84 in the same period. Faculty shortages, however, are also projected. In 2009, 34.2% of permanent faculty were age 55 and older, and 13.7% were over the age of 60.

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  • Though enrollment is growing, nursing schools turned away more than 67,000 qualified applications in 2010, including more than 11,000 applications to graduate programs. This trend is particularly troublesome given the great need to expand the number of nurse faculty, which requires preparation at the graduate level. The primary reasons reported by schools for not accepting all qualified applicants were a shortage of faculty and clinical placement sites as well as deep funding cuts at the state and local levels. ...

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  • All Parent Educators provide parent education, advocacy, and support to parents. In addition, we focus on prevention of family violence, prevention and intervention for substance abuse, SIDS risk reduction, child nutrition, immunizations, child safety, developmental screening, and case management. All home visitors in the Maternal Child Health Home Visiting programs are supervised by an experienced public health nurse with a Masters in Public Health and Infant Toddler Maternal Health Graduate Certificate, who also serves a limited caseload.

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