Nursing Journey

Natural Remedy To Heart Vein Opening

noreply@blogger.com (sarah) — Tue, 29 Jun 2010 00:53:00 +0000

Short Biography Of Jean Watson

noreply@blogger.com (sarah) — Fri, 12 Feb 2010 04:32:00 +0000

Jean Watson was born on 1940s in West Virginia. She graduated her Bachelor of Science in Nursing in University of Colorado in 1964 and as well as her Masters (psychiatric-mental health nursing) and PhD (educational psychology and counseling) in 1966 and 1973 respectively.

She joined teaching profession and became a distinguished Professor in Nursing and holds an endowed Chair in Caring Science at the University of Colorado Health Sciences Center.

She is the founder of the original Center for Human Caring in Colorado and is a Fellow of the American Academy of Nursing. She served as Dean of Nursing at the University Health Sciences Center and became the President of the National League for Nursing.

Her research has been in the area of human caring and loss. Thus she founded the “Caring Theory” in nursing which was published in 1979, and revised in 1985 and 1988. Her theory served as a guide for the core of nursing.

Watson’s Caring theory allows us to return to the deep professional roots and values. It represents the original model of an ideal nurse. Caring endorses our professional identity within a context where humanistic values are constantly questioned and challenged. Upholding these caring values in our daily practice helps transcend the nurse from a state where nursing is perceived as “just a job” to that of a gratifying profession.

Upholding Watson’s caring theory not only allows the nurse to practice the art of caring; to provide compassion to ease patients’ and families’ suffering; and to promote their healing and dignity but it can also contribute to expand the nurse’s own actualization. In fact, Watson is one of the few nursing theorist who consider not only the cared-for but also the caregiver. Promoting and applying these caring values in our practice is not only essential to our own health as a nurse, but its significance is also fundamentally tributary to finding meaning in our work.

In 2008 Dr. Watson created a non-profit foundation: Watson Caring Science Institute, to further the work of Caring Science in the world.

The Lady Of The Lamp

noreply@blogger.com (sarah) — Thu, 11 Feb 2010 08:45:00 +0000

Born in Florence, Italy on May 12, 1820, Florence Nightingale received her name from the city of her birth. Although born in Italy, she grew up in Derbyshire, Hampshire and London. Nightingale was the offspring of parents of upper-class power and influence, William Edwards and Frances Smith Nightingale. She was the younger of their 2 children. Her upbringing included frequent travels, a classical education and social prominence. Miss Nightingale became conversant in history, multiple language, economics, astronomy, science, philosophy and mathematical skills.

In 1850, Florence attended the Institute of Protestants Deaconesses at Kaiserworth, Germany, a training school for nurses. At the time, nursing was an infamous profession as nursing care was only given by women of low mural standard. Hence, it was against the societal code for affluent young English women to be involved in such a profession. Miss Nightingale’s parents initially opposed to her career choice but finally approved and gave her their blessings after Mr. Nightingale became ill and received attentive care from his daughter. Later, her father granted an allowance, which allowed her to continue her training and work in London.

In 1984, Ms. Nightingale was called into the government service during the Crimean War. She assembled 38 women and left for Turkey to care for the injured and diseased British soldiers. For 21 months, they managed to maintain the hygienic standards in the care of the wounded and ensure that the water supply was adequate. Under the supervision of Miss Nightingale and her nurses, the military hospital was completely transformed. They successfully set up diet kitchens, recreational centers, reading rooms and a laundry for the soldiers. As a result of these efforts, the mortality rate plummeted to 2% down from 60% prior to their arrival.

Miss Nightingale without fail made her wounds long after everyone else was fast asleep to check on the condition of the wounded soldiers. Thus, the press referred her as “The Lady of the Lamp”. Miss Nightingale not only cared for the physical needs of her patients, but she also began to look out for their social welfare. She saw to it that, for the first time, the sick and wounded soldier received sick pay.

Later during the war, she went to the battle sites herself. There she contracted the Crimean Fever. It is believed that the fever had affected her life and kept Miss Nightingale confined to her quarters after the war. There is a possibility that she suffered from Post Traumatic Syndrome or Fatigue Syndrome or some other possible malady. We will probably never know for sure.

Nevertheless, she was able to continue her work in nursing education and public health from the quarters. Her admirers, many of whom had been soldiers during the Crimean war, started the Nightingale Fund. It was the money that allowed her start the Nightingale Training School for Nurses at St. Thomas Hospital in 1860. The school became the model for other training schools.

Florence Nightingale is now synonymous with the nursing profession. She is recognized universally as the one who established the principles of nursing education and practice and she was responsible for setting up the first nursing school. Florence Nightingale had also changed the status of nursing to a respectable occupation for women and she became known as the founder of modern nursing. Florence Nightingale died on 13 august 1910 at the age of 90. Her birth date is now commemorated as the “World Nurses’ Day”.

Musical Nurses 2010

noreply@blogger.com (sarah) — Fri, 05 Feb 2010 02:08:00 +0000

After our final exam on both theory and practical, our lecturer gave us a 2 weeks break. A break which we expect to do nothing. Instead our lecturers wanted us to come up a talent show and shall be performed in front of our seniors, guests and lecturers of the nursing department.

So our class created different committees and groups such as dancing, singing, acting and fashion show groups. We also have committees involve in stage preparation, sound system, demolition, and others.

As expected, misunderstanding among members are normal but we managed to polish it out and managed to work as a team. And it was successfully performed yesterday. Though there was few mistakes on the performance but overall it was great. Our spectators were satisfied and was having fun but not the poem for mothers which have touched some hearts and made us cry.

The theater hall was full of senior/junior nursing students, students from art department, nursing lecturers, heads of the faculty of sciences and the art department.

Below are some of the pictures taken yesterday. After our 2 weeks term break i will posting the video for this affair.

10 Qualities Of A Great Nurse

noreply@blogger.com (sarah) — Tue, 02 Feb 2010 23:33:00 +0000

Those who succeed in nursing and gain the most fulfillment from it possesses certain qualities that they carried out in performing variety of roles and functions of a nurse. As our lecturer would always love to ask "Do you have what it takes to be a great nurse?"

Here are some of the qualities to become a great nurse:

1. Communication Skill

A great nurse has excellent communication skills that include speaking and listening either verbal or non-verbal. They are able to follow directions without problem and can easily communicate with patients and families to understand their needs and explain treatments. A nurse who possess effective communication skills function effectively.

2. Emotional Stability

A great nurse is emotionally stable. Nursing is a stressful job and nurses encounter many traumatic situations, sufferings, and deaths. A great nurse is one who is able to work without allowing the stress to cause great personal harm.

3. Empathy

Great nurses have empathy for the pain and suffering of patients. They are able to feel compassion and provide comfort.

4. Flexible

A great nurse is flexible with regards to working hours and responsibilities. Nurses are often required to work long periods of overtime, late or overnight shifts, and weekends.

5. Pay Attention To Details

A great nurse understands that every step in the medical field is one that can have far-reaching consequences. A great nurse pays excellent attention to detail and is careful not to skip steps or make errors.

6. Interpersonal Skill

A great nurse has excellent interpersonal skills and works well in a variety of situations with different people. They work well with other nurses, doctors, and other members of a staff.

7. Physical Endurance

A great nurse has strong physical endurance and is able to tolerate standing for long periods of time, lifting heavy objects (or people), and performing a number of taxing maneuvers on a daily basis

8. Problem Solving Skill

A great nurse can think quickly and address problems as — or before — they arise.

9. Quick Response

A great nurse can respond quickly to emergencies and other situations that arise. Quite often, healthcare work is simply the response to sudden incidences, and nurses must always be prepared.

10. Respect

Great nurses respect people and rules. They are mindful of confidentiality requirements and different cultures and traditions. And they respect the wishes of the patient

PRC Nursing Board Exam Schedule 2010

noreply@blogger.com (sarah) — Mon, 01 Feb 2010 06:20:00 +0000

The Professional Regulation Commission announced last Thursday, January 07, 2010 that the 2010 nursing board examniation has been rescheduled.

As per Commission Resolution No. 2009-537 dated November 13, 2009, the board examniation has been moved from June and November to July and December. The board examniation will be on July 3 and 4, 2010 and December 12 and 13, 2010.

The following are the schedules:

July 3 - 4, 2010

Deadline for Applications:

Repeaters: April 14, 2010

First timers : May 14, 2010

December 13 - 14, 2010

Deadline for Applications:

Repeaters : September 8, 2010

First Timers: November 8, 2010

Registered Nurses Help In Haiti

noreply@blogger.com (sarah) — Fri, 29 Jan 2010 13:45:00 +0000

In the days since an earthquake in Haiti on Jan. 12 left thousands dead, thousands more wounded and massive damage, tens of thousands of U.S. nurses have signed on with various organizations to offer assistance.

“Nurses are, by nature, people who want to help. There’s a lot of energy and a lot of willingness to be generous and give time,” says Elizabeth Sloand, CRNP, PhD, who has traveled to Haiti many times in her work as an assistant professor in the department of acute and chronic care at Johns Hopkins University’s School of Nursing in Baltimore, and is preparing to return.

But she and others who are working with relief efforts say nurses who want to go to Haiti should proceed with caution, patience and understanding of what might seem like miles of bureaucratic red tape.

Full story here...

Tips For Nurse Travelers

noreply@blogger.com (sarah) — Fri, 29 Jan 2010 11:39:00 +0000

Here are meaningful tips for today's nurse travelers that i have found in nursing center site. This could be a great help for those nurses who wants to be a nurse traveler. Good luck!

BE FLEXIBLE – NOT RIGID - It is a key to getting your first or next assignment.

Interview your prospective travel companies, pick the one(s) that represent you and your values best.

Be open to the location, shift, unit, floor, floating and more. It shows your confident adaptability.

Clean concise, updated paper work, health and state specific requirements move your consideration up

Playing hard to get is not in your best interest, return calls promptly, be accessible, be eager to work.

Prepare. Prepare. Prepare. Clients interview with your profile at hand but select based on listening to you and your responses.

Compare all the Benefits offered and understand their value added worth to you in a total compensation package.

Ability to make a decision once job has been offered. Say so, if you don’t want the assignment so others can be considered.

Once assigned, complete all requirements as requested; demonstrate your competency and professionalism.

Housing packages that include your unit, furniture and utilities can be company arranged or stipends offered and you find your own. Ask.

Cats, dogs and fish are all great pets but, not all will view “Man’s best friend” as a 100 lb pit bull. Your pet may not travel well. Be thoughtful of it.

Explore travel and join others who consider travel as a working vacation, others a lifestyle and still others, a second career or another way to consider a potential new home and job.

Whatever your view and reasons for a considering a travel assignment do offer your personal best and represent your profession well in each community. The best tip to remember is your legacy is the reputation you leave with each assignment but take with you as a reference for your next.

Schools For Second Courser In Nursing

noreply@blogger.com (sarah) — Wed, 27 Jan 2010 03:18:00 +0000

I was looking for schools in Philippines who offer second courser in Nursing and i found this lists in pinoyexchange site. I post it here in my blog because i know a lot people are planning to take this course. I hope this will help you too.

LUZON

Angeles University Foundation
www.auf.edu.ph
Campus: Mc Arthur Highway, 2009 Angeles City, Philippines
Contact Nos.: (6345) 888-2663 to 65 or 323-5618 to 20 local 707

Arellano University
www.arellano.edu.ph
about: Offers International Nursing Program, 3 yrs will be spent at AU and senior year at Alderson-Broaddus College in West Virginia. You will receive a diploma from Alderson-Broaddus College.
Duration: 4 yrs. Subjects already taken will be credited but still you have to finish the 4 year course.
Tuition fee: Intl. Nursing Program P50,000 – P65,000
Local BSN P16,000 – P18,000
Campus: 2600 Legarda St., Sampaloc Manila
Contact No.: 735-3684

Capitol Medical Center Colleges
www.capitolmedical.org/CMCcolleges/index.html
Campus: No. 4 Sto. Domingo Avenue, Quezon City
Contact No.: 742-5531

Dr. Carlos S. Lanting College
www.lantingcollege.com
Tuition fee: P296/unit; P19,000 – P22,000
Perks: Offers night school
Duration: 2 - 3 years
Campus: Tandang Sora Avenue, Sangandaan, Novaliches, Quezon City
Contact Nos.: 930-5302 / 938-7782 to 89

De Ocampo Memorial College
Campus: 2921 Nagtahan Street, Sta. Mesa, Metro Manila
Contact Nos.: 715-1891 to 92
Tuition fee: 600 / unit
2nd yr 1st sem = 24K

De Los Santos College - STI College of Health Professions Inc.
www.dls-sti.com
Campus: 201 E. Rodrigues Sr. Blvd., Quezon City
Contact Nos.: 721-7887 / 721-7877 / 722-8597 / 413-4977 Fax: 721-7871
Tuition fee: 468 / unit
2nd yr 1st sem = 28K

Dr. Yanga’s Francisco Balagtas Colleges
Campus: MacArthur Highway, Wakas, Bocaue, Bulacan

Emilio Aguinaldo College
www.eac.edu.ph
Campus: 1113-1117 San Marcelino St. Cor. Gonzales St. Ermita Manila 1000
Contact No: 521-2710

Family Clinic Inc., College
Tuition Fee: P22,000 – P24,000
Campus: 1452 Arsenio H. Lacson St., in Sampaloc, Manila

Global City Innovative College
www.gcic.ph
Campus: 3/F Bonifacio Technology Center, 31st St. Corner 2nd Ave., Crescent Park West, Bonifacio Global City, Taguig City

J. P. SIOSON COLLEGES, INC
Campus: 75, Bukidnon St., Bago Bantay, Quezon City
Contact No.: 927-3683

Kester Grant College
Campus: Quezon City

Lorma Colleges
www.lorma.edu.ph
Campus: Carlatan, San Fernando City, La Union
Contact No.: (072) 888-2616

Lyceum Northwestern University
www.lyceum.edu.ph
Campus: Tapuac District, Dagupan City

Manila Doctor’s College
www.mdc.edu.ph/
Campus: President Macapagal Boulevard, Pasay City
Contact Nos.: 833-5983 / 832-0712

Metropolitan Hospital College of Nursing
Tuition fee: P400+/unit
Duration: 2 ½ - 3 yrs.
Campus: 1357 J. Masangkay St., Sta. Cruz, Manila
Contact No. : 254-1111

Our Lady of Fatima University
www.fatima.edu.ph
Campus: 120 McArthur Highway, Valenzuela City, Philippines
Contact Nos.: 293–2703 to 06

Perpetual Help College of Manila
Campus: 1240 A. Conception St., Sampaloc, Manila
Contact No.: 731-8199
Tuition fee: 542.40 / unit
2nd yr 1st sem = 25,990
2nd yr 2nd sem = 37,466

Philippine College of Health and Sciences
Campus: 766 Coromina St., C.M. Recto Ave., Manila
Contact No.: 733-9480

Philippines Women’s University
www.pwu.edu.ph
about: It has a trimester program.
Duration: 2 years including 1 summer
Tuition fee: P720 per unit + acceptance fee of 10,000/year and residence fee of 5,000/semester
Campus: 1743 Taft Avenue, Manila / E. de los Santos Avenue, Quezon City / Davao campus
Contact No.: 526-8421

Sienna College – Taytay Branch
Contact numbers: 6604762
Tuition fee: 460 / unit
1st yr 1st sem = 19K
2nd yr 1st sem = 29K

San Beda College
www.sanbeda.edu.ph
Campus:638 E. Mendiola St., San Miguel, Manila / Highlands Pointe, Brgy., San Juan 1920 Taytay, Rizal
Contact Nos.: SBC Manila 7356011 to 15 / SBC Rizal - 660-9667 to 68

Southeast Asian College (a.k.a. United Doctors Medical Center)
Campus: 290 Espana cor. N. Ramirez St., Quezon City
Contact No.: 712-3640
Tuition fee: 350 / unit
2nd yr 1st sem = P20,255

St. Dominic Savio College
www.sdsc.edu.ph
Campus: Block 1 Lot 6 Mountain Heights Subdivision, Quirino Hi-way, Pangarap, Caloocan City, Philippines
Contact Nos.: 961-5497 / 961-7755

St. Ignatius Health Science College
www.stignatiuscollege.com
about: Offers Registered Nursing (ASDN)
Duration: 2 years. Students spend 5 trimesters in the Philippines, and their last trimester at Fresno City College (California, USA), where they finish as US graduates.
Tuition fee: P67,000 – P128,080
Campus: 2/F Prosperity West Center, 92A West Avenue, Quezon City, Philippines
Contact Nos.: 373-8707 / 373-6623

St. Jude College
www.stjude.edu.ph
Campus: Don Quijote Cor. Dimasalang St., Sampaloc Manila, 1008
Contact No.: 731-4374

St. Mary’s College - San Juan / Mandaluyong
Contact number: 7218939 – 38
Tuition fee: 500 / unit
2nd yr 1st sem = 21,300

St. Paul University –Tuguegarao
Campus: Mabini St., Tuguegarao City, Cagayan

United Doctors Medical Center and College
Campus: 290 España cor. N. Ramirez St., Quezon City
Phone No.: 712-3640

Universidad de Sta. Isabel
www.usi.edu.ph
Campus: Elias Angeles St., Naga City
Contact Nos.: (054) 473-8417/ 473-8442/ 473-8471/ 473-9954 loc 219

University of the East
www.online.ue.edu.ph
about: Offers BSN for second coursers but is highly competitive
Duration: 3 years
Campus: 2219 C.M. Recto Avenue, Manila
Contact No.: 735-5471

University of Makati
www.pinoywebsights.com/pnmalumni
about: Formerly known as Pamantasan ng Makati. It has a Regis Program which you can customize your class schedule according to your availability and needs.
Tuition fee: P700/unit
Perks: Offers night and weekend classes
Duration: 2 - 3 years
Campus: Room 303, Bldg. 2, University of Makati Complex, J.P. Rizal Ext., West Rembo, Fort Bonifacio, Makati City
Contact No.: 881-1571 / 882-0535
Tuition fee: 700/unit
1st yr 1st sem = 20K

University of Perpetual Help DALTA
www.uphr.edu.ph
Campus: Alabang Zapote Road, Pamplona, Las Pinas City
Contact No.: 871-0639

University of Regina Carmeli
www.urc.edu.ph
about: URC is a private, Catholic school owned and managed by the Augustinian Sisters of Our Lady of Consolation. It is the only Catholic University in Bulacan. Classes start on November.
Campus: Barasaoin, Malolos, Bulacan
Contact No.: 791-1204

University of La Sallete – Santiagao City
www.lasalette.edu.ph
Campus: Dubinan East, Santiago City, Isabela

VISAYAS

Cebu Normal University
www.cnu.edu.ph
Campus: Osmena Blvd., Cebu City
Contact No.: (32) 253-9611

Cebu Doctor’s University
www.cebudoctorsuniversity.edu
Campus: Osmena Blvd., Cebu City
Contact No.: (32) 253-8001

Iloilo Doctor’s College
http://idc.edu.ph
Campus: West Ave., Molo, Iloilo City
Contact Nos.: (33) 338-2830 / 337-0034

Riverside College
www.riverside.edu.ph
Campus: Dr. Pablo O. Torre Sr. St., Bacolod City
Contact No.: (32) 433-7331

Silliman University
www.su.edu.ph
Campus: Hibbard Ave., Dumaguete City

St. Gabriel College
Campus: G. Pastrana St., Kalibo, Aklan

University of San Agustin
www.usa.edu.ph
Campus: Gen. Luna St., Iloilo City, Philippines
Contact No.: (33) 337-4841

West Negros College
www.wnc.ph
about: Offers different Nursing curriculum for Medical Professionals and the other for Second Degree - Non Medical; Classes are held daily and during weekends.
Tuition fee: P15,000 - P20,000
Duration: 2 – 2 ½ years
Campus: Burgos St., Bacolod City
Contact No.: (34) 434-4561

MINDANAO

Brokenshire College
www.brokenshire.edu.ph
Campus: Madapo Hills, Davao City, Davao Del Sur
Contact Nos.: (082) 227-2105 or 227-3538

Davao Doctors College
www.davaodoctors.edu.ph
Campus: Malvar St., Davao City

Davao Medical Center Colleges
Duration: 18 months
Campus: Davao City

Mindanao Medical Foundation College
Duration: 17 months (minimum)
Address: Villanueva St., Agdao, Davao City
Contact No.: (082) 221-6225
Fax No.: (082) 226-3576

Biography Of Florence Nightingale

noreply@blogger.com (sarah) — Tue, 26 Jan 2010 02:28:00 +0000

She was the younger daughter of William Edward Nightingale of Embley Park, Hampshire, and Lea Hurst, Derbyshire, was born at Florence on the 15th of May 1820, and named after that city, but her childhood was spent in England, chiefly in Derbyshire.

Born to a comfortable family, Florence Nightingale was educated by governesses and then by her father, with her older sister, Panthenope. She was familiar with the Greek and Latin classical languages, and modern languages of French, German, and Italian. She also studied history, grammar, philosophy and .mathematics.

By 1844, over parental objections, Florence Nightingale chose a different path than the social life and marriage expected of her by her parents -- she chose to work in nursing, which was then not quite a respectable profession for women. She went to Kaiserwerth, Prussia in 1847, where she received 3 months training in nursing. In 1853 she studied in Paris with Sisters of Charity, after which she return to England to assume the position of superintendent of London's Institution for the Care of Sick Gentlewomen.

In later life Florence Nightingale suffered from poor health and in 1895 went blind. Soon afterwards, the loss of other faculties meant she had to receive full-time nursing. Although a complete invalid she lived another fifteen years before her death in London on 13th August, 1910.

Biography Of Virginia Henderson

noreply@blogger.com (sarah) — Tue, 26 Jan 2010 02:14:00 +0000

She was born in Kansas City, Missouri on Nov. 30, 1897, the fifth of eight children of Daniel B. and Lucy Minor (Abbot) Henderson. Her father was an attorney for Native American Indians. Her mother came from the state of Virginia to which Miss Henderson returned for her early schooling. She was educated at the U.S. Army School of Nursing (1921) and Teachers College, Columbia University where she completed her B.S. (1932) and M.A. (1934), then taught from 1934 until 1948.

Virginia Avenel Henderson died on March 19, 1996 at the age of 98. Her ending had the warmth, style, and graciousness of her life. After partaking chocolate cake and ice cream and saying goodbyes to her family and friends, she passed from one dimension to another. Miss Henderson, and she always preferred Miss to Ms., left behind a quantity of work that is the soul of modern nursing: a definition of nursing with sufficient precision and poetry to become the internationally adopted statement; three of the Principles and Practice of Nursing that elaborated on the knowledge base necessary to act in terms of the definition; a survey and assessment of nursing research that shifted nursing research away from studying nurses to studying the differences that nurses can make in people's lives; and the Nursing Studies Index that captured the intellectual history of the first six decades of the 20th century.

The honors bestowed on Henderson are numerous. Among them are as follows:

She held honorary degrees from thirteen universities
She was selected to American Nurses Association Hall of Fame and had the Sigma Theta Tau International Library named in her honor.
She was honored by the Virginia Nurses Association in 1988 when the Virginia Historical Nurse Leadership Award was presented to her.
In 2000, the Virginia Nurses Association recognized Henderson as one of fifty-one Pioneer Nurses in Virginia

Her contributions:

Virginia Avenel Henderson has been called the "first lady of nursing" and the "first truly international nurse." Her writing, her presentations and her research and contacts with nurses have profoundly affected nursing and impacted the recipients of care by nurses throughout the world. Among them are as follows:

She began her career in public health nursing in the Henry Street Settlement and in the visiting nurse service in Washington, D.C.

She was the first full-time instructor in nursing in Virginia when she was at Norfolk Protestant Hospital in Norfolk and was active in the Graduate Nurses Association of Virginia. She designed a plan to create district organizations within the state. She was an early advocate for the inclusion of psychiatric nursing in the curriculum and served on a committee to develop such a course at Eastern State Hospital in Williamsburg, Virginia in 1929.

During her years at Teachers College, Columbia University, Henderson was an outstanding teacher and drew students from many countries to study with her. Nurses through the United States studied with her without ever leaving their home schools when her revision of Bertha Harmer's Textbook of the Principles and Practice of Nursing became widely use.

Other important publications grew out of Henderson's years at Yale University including Nursing Research A Survey and Assessment in collaboration with Leo Simonds. She also directed a twelve-year project entitled Nursing Studies Index, four volumes recognized as an essential reference for many years.

Her book, Nature of Nursing, published in 1966 expressed her belief about the essence of nursing and influenced the hearts and minds of those who read it.

At the age of 75, Henderson directed her career to international teaching and speaking. This enabled another generation to reap the benefits of contact with this quintessential nurse of the twentieth century.

In 1953, she joined Yale School of Nursing, a particularly fitting association, since the first dean, Annie Warburton Goodrich, had served as her mentor in her early professional years. The Yale years were a time of great productivity.

Reference: ©2005 - VCU Libraries - All rights reserved. Special Collections & Archives Tompkins-McCaw Library for the Health Sciences Virginia Commonwealth University libtmlsca@vcu.edu

Virginia Henderson International Nursing Library Angela Barron McBride, PhD, RN, FAAN, a past president of the society, and former dean at Indiana University School of Nursing wrote the following article in tribute to Miss Henderson which appeared in the First Quarter, 1996 issue of Reflections, a Sigma Theta Tau publication. Below is an edited version of Dr. McBride's tribute. http://www.nursinglibrary.org/portal/main.aspx?PageID=4017

Learn The Roles and Functions Of A Professional Nurse

noreply@blogger.com (sarah) — Tue, 24 Nov 2009 02:51:00 +0000

Nurses are expected to perform a variety of roles in health care institutions whenever care are provided to the clients. They maybe carried out simultaneously depending on the need of the client in a particular situation and case.

a. Caregiver

As a caregiver, nurses are expected to assist the client’s physical, psychological, developmental, cultural and spiritual needs. It involves a full care to a completely dependent client, partial care for the partially dependent client and supportive-educative care, in order to attain the highest possible level of health and wellness.

b. Communicator

Communication is very important in nursing roles. It is vital to establish nurse-client relationship. Nurses who communicate effectively gets better information about the client’s problem either from the client itself or from his family. With better information nurses will be able to identify and implement better interventions and or nursing care that promotes fast recovery, health and wellness.

c. Teacher

Being a teacher is an important role for a nurse. It is her duty to give health education to the clients, families and community. However, the nurse must be able to assess the knowledge level, learning needs and readiness of the clients, families and community to give appropriate and necessary health care education e.g. diseases, health, wellness, nursing care procedure, etc. they need to do to restore and maintain their health.

d. Client Advocate

A nurse may act as an advocator. An advocator is the one who expresses and defends the cause of another or acts as representative. Some people who are ill maybe too weak to do on his own and or even to know his rights to health care. In this instance, the nurse may convey is client’s wish like change of physician, change of food, upgrade his room or even to refuse a particular type of treatment.

e. Counselor

A nurse may act as a Counselor. She provides emotional. Intellectual and psychological support. She helps a client to recognize with stressful psychological or social problems, to develop and improved interpersonal relationship and to promote personal growth.

f. Change Agent

As a change agent, oftentimes a nurse change or modify nursing care plan based on her assessment on the client’s health condition. This change and modification will only happen when the intervention/s does not help and improve a client’s health e.g. caring of the pressure ulcer, change in medication, change of food, etc.

g. Leader

Nurse often assumes the role of leader. Not all nurses have the ability and capacity to become a leader. It takes confidence, initiative and ability to innovate change, motivate, facilitate and mentor others. As a leader it allows you to participate in and guide teams that assess the effectiveness of care, implement-based practices, and construct process improvement strategies. You may hold a variety of positions like shift team leader, chairperson of a professional organization, ward in-charge, board of directors, sister, matron, etc.

h. Manager

As a Manager, a nurse has the authority, power, and responsibility for planning, organizing, coordinating and directing work of others. She is responsible for setting goals, make decisions, and solve problems that the organization may encounter. It is also her responsibility to supervise and evaluate the performance of her subordinates. The manager always ensure that nursing care for individuals, families and communities are meet.

i. Case Manager

In some hospitals, a case manager is a primary nurse who provide direct care to the client or family. For example a case manager for diabetic client. She has the responsibility to give health education, measure the effectiveness of the nursing care plan and monitor the outcomes of intervention whether effective or not.

j. Research Consumer

Nurses often do research to improve nursing care, define and expand nursing knowledge.

Learn The Procedure On How To Take Blood Pressure

noreply@blogger.com (sarah) — Wed, 30 Sep 2009 09:58:00 +0000

I want to share again another nursing procedure that you might be interested to learn. This is the manual type of taking blood pressure of a person using the sphegmomanometer, though digital is readily avalaible and easy to use but if you have sphegmomanometer at home might as well learn how to use it. Besides that, it is best to monitor the changes of our blood pressure especially if we have member/s of the family who is suffering the said illness to undertake necessary measures. This will also benefit the nursing students who are looking for the the right procedure.

Blood pressure (BP) is the pressure (force per unit area) exerted by circulating blood on the walls of blood vessels, and constitutes one of the principal vital signs. The pressure of the circulating blood decreases as it moves away from the heart through arteries and capillaries, and toward the heart through veins. When unqualified, the term blood pressure usually refers to brachial arterial pressure: that is, in the major blood vessel of the upper left or right arm that takes blood away from the heart. Blood pressure may, however, sometimes be measured at other sites in the body, for instance at the ankle.

One measure records the pressure while the heart is in systole (when the heart is ejecting blood into the arteries);this is the higher systolic pressure. The other measure records the pressure while the heart is in diastrole (when the aortic and pulmonary valves are closed and the heart is relaxed);this is the lower or diastolic pressure. The range of normal blood pressure recording varies according to age and body size but in the normal young adult is approximately 100-120/70-80 mm Hg.

Why we should perform the procedure?

To provide baseline data
To monitor changes in blood pressure

Procedure
Assessment:

Assess client’s general condition.

Client rest on the bed.
Avoid strenuous activity.
To select appropriate cuff size.

2. To select appropriate cuff size.

Planning:

Prepare the requirements (in a tray)

Sphygmomanometer
Stethoscope.
Alcohol swab in gallipot (to clean stethoscope)
Receiver
Observation chart
Pen (black and red)
Ruler

2. Prepare adequate working space.

Implementation:

Greet and inform client about the procedure.
Perform hand wash (Prevents cross infection)
Provide privacy
To obtain accurate reading, position the sphygmomanometer at heart level and ensure the mercury level at zero.
Expose the arm above the placement of cuff.
Apply cuff 2.5cm above antecubital fossa.
Fold client’s sleeve above the placement of cuff.
Apply the cuff smoothly and firmly with the middle of the rubber bladder directly over the artery. (Too tight cuff will impede circulation whereas too loose will lead to false elevation of pressure.)
Secure the cuff by fixing the Velcro fastener. (Prevent unwrapping of cuff)
Close the valve of the inflation bulb.
Palpate the radial pulse.
Inflate the cuff until pulse is not palpable. (To estimate how high to pump the mercury)
Note the point which pulse disappears. (first reading)
Deflate the cuff slowly.
Palpate brachial artery and place the diaphragm lightly over the brachial artery.
Inflate the cuff further to 20mmHg.
Release the valve slowly.
First audible sound heard is systolic pressure. (First sound heard when the blood begins to flow through brachial artery)
Continue to deflate the cuff. The last sound heard is the diastolic pressure.
Deflate the cuff completely
Remove the cuff from client's arm.
Ensure client is in comfortable. (Advice client to rest if finding show high blood pressure)
Clean the stethoscope with alcohol swab
Tidy up unit
Document the reading in observation chart.

Giving And Removing Bedpan To A Patient

noreply@blogger.com (sarah) — Tue, 29 Sep 2009 04:26:00 +0000

Here we will learn on how to give and remove a bedpan to a patient. But first we should know what is bedpan, its importance and why do we need the procedure.

What is bedpan?

Bedpan is an object used for the toileting of a bedridden patient in a health care facility, usually made of a metal, glass, or plastic receptacle. A bed pan can be used for both urinary and fecal discharge

Why they are necessary

Many diseases can confine a patient to bed, necessitating the use of bedpans.
Additionally, many patients may be confined to a bed temporarily as a result of a temporary illness, injury, or surgery, thereby necessitating the use of a bed pan.

Procedure of giving and removing bedpan to a patient.

Wear disposable glove.
If the bedpan is metal, warm it by rinsing it with warm water.
Adjust the bed to a height appropriate to prevent back strain.
Elevate the side rail on the opposite side to prevent the client from falling out of bed.
Ask the client to assist by flexing the knees, resting the weight on the back heels, and raising the buttocks, or by using a trapeze bar, if present.
Help lift the client as needed by placing one hand under the lower back, resting your elbow on the mattress, and using your forearm as a lever.
Lubricate the back of the bedpan with a small amount of hand lotion or liquid soap to reduce tissue friction and shearing.
Place a regular bedpan so that the client’s rest on the smooth, rounded rim. place a slipper pan with the flat, low end under the client’s buttocks.
For the client who cannot assist , obtain the assistance of another nurse to help lift the client onto the bedpan or place the clients on his or her side , place the bedpan against the buttocks and roll the clients onto the bedpan.
To provide a more normal position for the clients lower back elevates the client’s bed to a semi Fowler’s position. If permitted. If elevation is contraindicated, support the clients back with pillow as needed to prevent hyperextension of the back.
Cover the clients with bed linen to maintain comfort and dignity.
Provide toilet tissue, place the call light within reach, lower the bed to the low position, elevate the side rail if indicated and leave the client alone.
Answer the call bell promptly
Do not leave anyone on a bedpan longer than 15 minutes unless they are able to remove the pan themselves. Lengthy stays on a bedpan can causes pressure ulcer.
When removing the bedpan, return the bed to the position used when giving the bedpan, hold the bedpan steady to prevent spillage of its content, cover the bedpan, and place it on the adjacent chair.
If the client needs assistance, don glove and wipe the patient’s perineal area with several layers of toilet tissue. If a specimen proof is needed place the tissue in a receptacle other than the bedpan.
Wash the perineal area of dependent patient with soap and water and thoroughly dry the area.
For all patients, offer warm water soap, a washcloth. and a towel to wash the hands.
Assist the pateints to a comfortable position, empty and clean the bedpan, and return it to the bedside.
Remove and discard you gloves and wash your hands.
Spray the room with air freshener as needed to control odor unless contraindicated because of respiratory problems or allergies.
Document colour, odour amount and consistency of urine and feces and the condition of the perineal area

Vacine Recommendations For A(H1N1)

noreply@blogger.com (sarah) — Sun, 27 Sep 2009 11:06:00 +0000

When the vaccine for influenza A(H1N1) becomes available, the Centers for Disease Control and Prevention’s Advisory Committee on Immunization Practices (ACIP) recommends that the following groups be vaccinated:

pregnant women
people who live with or care for children less than 6 months old
health care and emergency services personnel
people between the ages of 6 months through 24 years of age
people ages 25 through 64 years who are at higher risk for novel H1N1 because of chronic health disorders or compromised immune systems

In the event of a vaccine shortage, the ACIP recommends that the following groups receive the vaccine before others:

pregnant women
people who live with or care for children less than 6 months of age
health care and emergency services personnel with direct patient contact
children between 6 months and 4 years of age
children ages 5 through 18 years of age who have chronic medical conditions

To decrease the incidence of secondary pneumococcal pneumonia, the CDC is also recommending prophylactic administration of 23-valent pneumococcal polysaccharide vaccine (PPSV23) during the outbreak of novel influenza A(H1N1). The recommendations of the CDC's Advisory Committee on Immunization Practices (ACIP) are as follows:

Vaccination for all persons over 65 years of age
Vaccination for persons 2 to 64 years with the following medical conditions:
- Chronic cardiovascular disease (congestive heart failure and cardiomyopathies)
- Chronic pulmonary disease, including COPD and emphysema
- Diabetes mellitus
- Alcoholism
- Chronic liver disease, including cirrhosis
- Cerebrospinal fluid leaks
- Functional or anatomical asplenia, including sickle cell disease and splenectomy
- Immunocompromised conditions, including HIV infection, leukemia, lymphoma, Hodgkin's disease, multiple myeloma, generalized malignancy, chronic renal failure, nephrotic syndrome; those receiving immunosuppressive chemotherapy (including corticosteroids); and those who have received an organ or bone marrow transplant
Vaccinations for persons 19 to 64 years who have asthma or smoke.

*Note: A single revaccination at least five years after initial vaccination is recommended for people 65 years and older who were first vaccinated before age 65 years as well as for people at highest risk, such as those who have no spleen, and those who have HIV infection, AIDS or malignancy.

Learn How To Treat And Prevent A(H1N1)

noreply@blogger.com (sarah) — Sun, 27 Sep 2009 11:02:00 +0000

The CDC has outlined specific antiviral guidelines for prevention and treatment of confirmed, probable, and suspected cases of patients with influenza A(H1N1) and their close contacts.

Current antiviral dosing recommendations are as follows:

oseltamivir (Tamiflu)

To prevent influenza A(H1N1).

Adults: 75 mg capsule by mouth (P.O.) once daily for 10 days
Children 12 months and older weighing greater than 40 kg: 75 mg P.O. once daily for 10 days
Children 12 months and older weighing 24 kg to 40 kg: 60 mg P.O. once daily for 10 days
Children 12 months and older weighing 16 kg to 23 kg: 45 mg P.O. once daily for 10 days
Children 12 months and older weighing 15 kg or less: 30 mg P.O. once daily for 10 days
Infants 6 to 11 months: 25 mg P.O. once daily for 10 days
Infants 3 to 5 months: 20 mg P.O. once daily for 10 days
Infants less than 3 months: Not recommended unless situation judged critical due to limited data on use in this age group.

To treat influenza A(H1N1).

Adults: 75 mg capsule P.O. twice daily for 5 days
Children 12 months and older weighing greater than 40 kg: 150 mg P.O. per day divided into two doses for 5 days
Children 12 months and older weighing 24 kg to 40 kg: 120 mg P.O. per day divided into two doses for 5 days
Children 12 months and older weighing 16 kg to 23 kg: 90 mg P.O. per day divided into two doses for 5 days
Children 12 months and older weighing 15 kg or less: 60 mg P.O. per day divided into two doses for 5 days
Infants 6 to 11 months: 25 mg P.O. twice daily for 5 days
Infants 3 to 5 months: 20 mg P.O. twice daily for 5 days
Infants less than 3 months: 12 mg P.O. twice daily for 5 days

Click here for complete prescribing information for oseltamivir (Tamiflu).
Click here for drug information from NDH2009

zanamivir (Relenza)

To prevent influenza A(H1N1)

Adults: Two 5 mg inhalations (10 mg total) once per day for 10 days
Children 5 years and older: Two 5 mg inhalations (10 mg total) once per day for 10 days

To treat influenza A(H1N1)

Adults: Two 5 mg inhalations (10 mg total) twice per day for 5 days
Children 7 years and older: Two 5 mg inhalations (10 mg total) twice per day for 5 days

Click here for complete prescribing information for zanamivir (Relenza).
Click here for drug information from NDH2009.

How To Administer An Enema To A Patient

noreply@blogger.com (sarah) — Sun, 27 Sep 2009 04:05:00 +0000

The other day was the presentation day for all the nursing procedure that Miss Tracey has given us. Each group presented their respective nursing procedure. so in few days i will be posting here some of the the different nursing procedure that we are going to undertake during our clinical posting.

The first nursing procedure i will give you is how to administer an enema to a patient.

An enema is a solution introduced into the large intestine. The action of an enema is to distend the intestine and sometime to irritate the intestinal mucosa , thereby increasing peristalsis and the excretion of feces and flatus.

Enema are classified into 4 groups:

Cleansing - Cleansing enemas are intended and remove feces.
Carminative - A carminative enema is given primarily to expel flatus.
Retention - A retention enema introduces oil or medication into the rectum and sigmoid colon
Return- flow enema - A return- flow enema is used occasionally to expel flatus.

Why You Should Perform The Procedure?
Purpose

To achieve one or more of following actions; cleansing, carminative, retention or return-flow.

Assessment

When the client last had a bowel movement and the amount, color and consistency of the feces.
Presence of abdominal distention ( the distended abdomen appears swollen and feels firm rather than soft when palpated)
Whether the client has sphincter.
Whether the client can use a toilet or must remain in bed and use a bedpan.

Steps Of The Procedure?

Introduce yourself and verify the client’s identity using agency protocol. Explain to the client what you are going to do.
Perform hand hygiene, apply clean gloves, and observe appropriate infection control procedure.
Provide for client privacy.
Assist the adult client to a left lateral position, with the right leg as acutely flexed as possible and the linen-saver pad under the buttock
Insert the enema tube.

Insert the tube smoothly and slowly into the rectum, directing it towards the umbilicus.

If resistance is encountered at the internal sphincter, ask the client to take a deep breath, then run a small amount of solution through the tube to relax the internal anal sphincter.

never force the tube or solution entry.

Slowly administer the enema solution.

Compress a pliable container by hand.

During most low enemas hold or hang the solution than 30 cm (12 in) above the rectum.

Administer the fluid slowly.

Using the plastic commercial container, roll it up as the fluid is instilled. This prevent subsequent suctioning of the solution.

After the solution , close the clamp and remove the enema tube from the anus.

Place the enema tube in a disposable towel as you withdraw it.

Encourage the client to retain the enema.

Request that the client retain the solution.

ask the client to remain lying down

Assist the client to defecate.

Assist the client to a sitting position on the bedpan or toilet. A sitting position facilitates the act of defecation.
Ask the client to using the toilet but not to flush because needs to observe the feces.

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Some Acronyms That Nursing Students May Encounter During Clinical Practice

noreply@blogger.com (sarah) — Fri, 11 Sep 2009 02:36:00 +0000

Last Tuesday our clinical instructors have given us an assignment to look for the meaning of the acronyms that doctors often use. Nursing students should be able to identify and know these acronyms, in relation to patient's case, especially doctor's hand writings are sometimes unreadable.

So here are some of them that you should know:

Hb (Haemoglobin) - the iron-containing respiratory pigment in red blood cells of vertebrates, consisting of about 6% heme and 94% globin.

MRSA (Methicillin-Resistant Staphylococcus Aureus) - a strain of Staphylococcus aureus that is resistant to a large group of antibiotics called the beta-lactams, which include the penicillins and the cephalosporins.

IHD (Ischemic Heart Disease) - is also callled myocardial ischaemia, a disease characterized by reduced blood supply to the heart muscle, usually due to coronary artery disease (atherosclerosis of the coronary arteries). Its risk increases with age, smoking, hypercholesterolaemia (high cholesterol levels), diabetes, hypertension (high blood pressure) and is more common in men and those who have close relatives with ischaemic heart disease. In simple term it is a heart problem caused by narrowed heart arteries and is also called coronary artery disease or coronary heart disease.

SOB (Shortness Of Breath) - is also called Dyspnea, is characterized by a feeling that you are unable to breathe enough air, which lead to hurried, franctic breathing or heaving. This can lead to suffocation.

CBI (Continuous Bladder Irrigation) - a continuous infusion of a sterile solution into the bladder, usually by using a three-way irrigation closed system with a triple-lumen catheter. One lumen is used to drain urine; another is used to inflate the catheter balloon, and the final lumen carries the irrigation solution. CBI is primarily used following genitourinary surgery to keep the bladder clear and free of blood clots or sediment.

CBD (Common Bile Duct) - the duct formed by the union of the cyctic duct and the hepatic duct that carries bile from the liver and the gallbladder to the duodenum.

BP (Blood Pressure) - the pressure of the blood against the inner walls of the blood vessels, varying in the different parts of the body during different phases of contraction of the heart and under different conditions, exertions, etc.

CCF (Congestive Cardiac Failure) - is also called congestive heart failure, is a disorder where the heart loses its ability to pump blood efficiently. The result is that the body doesn't get as much oxygen and nutrients as it needs, leading to problems like fatigue and shortness of breath.

IV (Intravenous) - a drug, nutrient solution, o other substances administered into a vein.

NPC (Nasopharyngeal Carcinoma) - is a cancer originating in the nasopharynx, the uppermost region of the pharynx or "throat", where the nasal passages and auditory tubes join the remainder of the upper respiratory tract.

CPOD (Chronic Obstructive Pulmonary Disease) - refers to chronic bronchitis and emphysema, a pair of two commonly co-existing diseases of the lungs in which the airways become narrowed. This leads to a limitation of the flow of air to and from the lungs causing shortness of breath.

IO Chart (Intake and Output Chart) - a record of your food and liquid intake and output.

GIT (Gastrointestinal Tract) - the stomach and intestine - the system of organs within multicellular organisms that takes in food, digests it to extract energy and nutrients, and expels the remaining matter. The major functions of the gastrointestinal tract are ingestion, digestion, absorption, and defecation.

I & D (Incision and Drainage) - are minor surgical procedures to release pus or pressure built up under the skin, such as from an abscess, boil, or infected paranasal sinus. It is performed by treating the area with an antiseptic, such as iodine based solution, and then making a small incision to puncture the skin using a sterile instrument such as a sharp needle, a pointed scalpel or a lancet. This allows the pus fluid to escape by draining out through the incision.

TURP (Transurethral Resection of Prostate) - also known as TURP, plural TURPs and as a transurethral prostatic resection TUPR - is a urological operation. It is used to treat benign prostatic hyperplasia (BPH). It is performed by visualising the prostate through the urethra and removing tissue by electrocautery or sharp dissection. This is considered the most effective treatment for BPH. This procedure is done with spinal or general anesthetic. A large triple lumen catheter is inserted through the urethra to irrigate and drain the bladder after the surgical procedure is complete. Outcome is considered excellent for 80-90% of BPH patients.

PO (Per Orally or by Mouth)

GA (General Anaesthesia) - is a state of total unconsciousness resulting from general anaesthetic drugs

LA (Local Anaesthesia) - is any technique to render part of the body insensitive to pain without affecting consciousness. It allows patients to undergo surgical and dental procedures with reduced pain and distress.

ESRF (End Stage Renal Failure) - also known as chronic renal disease, is a progressive loss of renal function over a period of months or years.

PRN ( Pre Re Nata) - as the situation arises or take as needed or whenever necessary.

DM (Diabetes Mellitus) - often referred to simply as diabetes—is a condition in which the body does not produce enough, or properly respond to, insulin, a hormone produced in the pancreas. Insulin enables cells to absorb glucose in order to turn it into energy. In diabetes, the body either fails to properly respond to its own insulin, does not make enough insulin, or both. This causes glucose to accumulate in the blood, often leading to various complications.

ECG (Electrocardiogram) - or EKG is a transthoracic interpretation of the electrical activity of the heart over time captured and externally recorded by skin electrodes.

MI (Myocardial Infarction) - or acute myocardial infarction (AMI), commonly known as a heart attack, is the interruption of blood supply to part of the heart, causing some heart cells to die. This is most commonly due to occlusion (blockage) of a coronary artery following the rupture of a vulnerable atherosclerotic plaque, which is an unstable collection of lipids (like cholesterol) and white blood cells (especially macrophages) in the wall of an artery. The resulting ischemia (restriction in blood supply) and oxygen shortage, if left untreated for a sufficient period of time, can cause damage or death (infarction) of heart muscle tissue (myocardium).

Urine FEME ( Urine Full Microscopic Examination) - is a valuable diagnostic tool for the detection and evaluation of renal and urinary tract disorders and other systemic diseases.

T & S (Toilet and Suture) - the cleaning and stitching of the wound.

TWDC (Total White Differential Count)

C & S (Cultural and Sensitivity)

How To Fast In A Healthy Way?

noreply@blogger.com (sarah) — Mon, 24 Aug 2009 19:15:00 +0000

Everyone in the class asked me if i can fast or not and when i told them i can some were a surprised and wanted to see me fasting. As you all know, only 4 students in our group are non-Muslims ( 1 is Christian, 1 is Buddhist and 2 are Hindu) the rest are all Islam.

So since this month until the 20th day of September is the blessed day of Ramadan. I would love to share these information to all our Muslims brothers and sisters on how to fast in a healthy way. Below you will some information and what you will do to stay healthy while fasting.

Accordingly, all experts agree that "breaking the fast" is the critical phase of fasting. While your body is in the resting mode, your stomach shrinks and your intestines become idle, so solid food must be re-introduced very slowly to avoid kidney failure or digestive distress. In fact, after a 40-day fast, you should make a careful transition for at least three days before returning to eating meats or fats or normal foods.

Further, if you end your fast gradually, the beneficial physical and spiritual effects will linger for days. But if you rush into solid foods, you may lose much of your deep sense of peace and experience physical problems such as diarrhea, sickness, fainting, and frankly even death in some cases, due to shock!

Observe these 7 ways on how to fast in a healthy way:

1. Eat the suhur meal.

The Prophet Muhammad highly recommend eating this pre-dawn meal before a day of fasting. While you may want to pass to catch some more sleep, remember that you can always take a catnap while you're fasting, but you won't be able to eat or drink. To make it easier, set out utensils and dry food on the table before going to bed so you can quickly eat and go back to sleep after suhur.

2. Limit your fat intake.

That's right, limit it--don't cut it out. Otherwise you'll have to get rid of what's considered "traditional" iftar food in most Muslim cultures. If you're not sure what kind of food is being referred to, think fried, greasy and/or super sweet.

3. Follow the Prophet's golden rule of one-third.

This especially needs to be said in Ramadan. We should strive to have no more than one-third food, one-third liquid and one-third air in our stomachs when eating.

4. Encourage dip-dunking.

Fruits and vegetables get left to the wayside during regular days, let alone at iftar (the fast-breaking meal) time. But you can whip out those carrot sticks if you've got some tasty dips to eat them with. Check out some healthy recipes.

5. Walk after iftar.

Before you fall over from exhaustion after iftar and dinner, take a short walk around the block or just around your building. The change of environment and exposure to fresh air may just wake you up in time to go for the next activity listed below.

6. Pray tarawih (special evening prayers during Ramadan).

This is more great exercise, not to mention a wonderful way to build concentration, stamina and brotherhood/sisterhood.

7. Take a short afternoon nap.

Experts say you don't need more than a 15-minute siesta to really refresh you. During lunch hour, find a quiet spot, set the alarm on your watch or cell phone and nap. This can help your body adjust to the daily Ramadan schedule that requires waking up early for the suhur meal.

In terms of resuming any sort of exercise routine, the advice is the same. Start out slowly, allowing time for your body to re-adjust to its usual regime.

What Is Ramadan?

noreply@blogger.com (sarah) — Sun, 23 Aug 2009 18:53:00 +0000

To all our Muslim's brothers and sisters, from the 22nd day of August to 2oth day of September is the holy month of Ramadan.

Ramadan is the ninth month of the Islamic lunar calendar. Every day during this month, Muslims around the world spend the daylight hours in a complete fast. Which means abstaining from food, drink, and other physical needs during the daylight hours. As a time to purify the soul, refocus attention on God, and practice self-sacrifice. Ramadan is much more than just not eating and drinking.

Muslims are called upon to use this month to re-evaluate their lives in light of Islamic guidance. We are to make peace with those who have wronged us, strengthen ties with family and friends, do away with bad habits -- essentially to clean up our lives, our thoughts, and our feelings. The Arabic word for "fasting" (sawm) literally means "to refrain" - and it means not only refraining from food and drink, but from evil actions, thoughts, and words.

Every part of the body must be restrained. The tongue must be restrained from backbiting and gossip. The eyes must restrain themselves from looking at unlawful things. The hand must not touch or take anything that does not belong to it. The ears must refrain from listening to idle talk or obscene words. The feet must refrain from going to sinful places. In such a way, every part of the body observes the fast. Therefore, fasting is not merely physical, but is rather the total commitment of the person's body and soul to the spirit of the fast. Ramadan is a time to practice self-restraint; a time to cleanse the body and soul from impurities and re-focus one's self on the worship of God.

Why Is Communication Important In Nursing?

noreply@blogger.com (sarah) — Fri, 14 Aug 2009 02:21:00 +0000

Today we are given an assignment on "Why Communication In Nursing Is Important?". So i would love to share these with you.

We are always communicating, whether we’re speaking or not. A well-known UCLA study found that only around 7% of the meaning of spoken communication came from words alone, 55% came from facial expression and 38% came from the way the words were said.

Effective communication has many aspects. It is, for example, respectful, assertive, empathetic, clear, attentive, honest and non-judgmental.Effective communication is fundamental to nursing practice. It is a skill that can be learned and continually improved. Improvement requires keen observation, the willingness to be reflective, and the commitment to listen and learn.

What is communication in nursing?
Many definitions describe communication as a transfer of information between a source and a receiver. In nursing, communication is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers. The information may be verbal or nonverbal, written or spoken, personal or impersonal, issue-specific, or even relationship-oriented, to name a few possibilities.

Why is good communication important?
The power of creative and effective nursing care is strengthened by good communication skills. Patients share their stories, symptoms, and concerns by talking with us. Both the spoken word and the body language convey information about the patient’s experience.

Your words can do so much: put a patient at ease, set up a productive relationship, and carry out interventions. There is no other skill that is used more in nursing than communication.

Here’s a short quiz from Psychology Today to give you a quick assessment of your communication skills: Communication skills test.

Why Communication In Nursing Is Important?

noreply@blogger.com (sarah) — Fri, 14 Aug 2009 02:17:00 +0000

Today we are given an assignment on "Why communication in nursing is important?". So i would love to share these to you.

We are always communicating, whether we’re speaking or not. A well-known UCLA study found that only around 7% of the meaning of spoken communication came from words alone, 55% came from facial expression and 38% came from the way the words were said.

Effective communication has many aspects. It is, for example, respectful, assertive, empathetic, clear, attentive, honest and non-judgmental.

Effective communication is fundamental to nursing practice. It is a skill that can be learned and continually improved. Improvement requires keen observation, the willingness to be reflective, and the commitment to listen and learn.

What is communication in nursing?

Many definitions describe communication as a transfer of information between a source and a receiver. In nursing, communication is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers. The information may be verbal or nonverbal, written or spoken, personal or impersonal, issue-specific, or even relationship-oriented, to name a few possibilities.

Why is good communication important?

The power of creative and effective nursing care is strengthened by good communication skills. Patients share their stories, symptoms, and concerns by talking with us. Both the spoken word and the body language convey information about the patient’s experience.
Your words can do so much: put a patient at ease, set up a productive relationship, and carry out interventions. There is no other skill that is used more in nursing than communication.

Here’s a short quiz from Psychology Today to give you a quick assessment of your communication skills: Communication skills test.

Great Relief For Mandarin Class

noreply@blogger.com (sarah) — Thu, 13 Aug 2009 06:59:00 +0000

Yesterday all of us were relieved upon hearing the announcement of Miss Jenny that she won't be giving us an examination for her subject Mandarin language. Wow! We found it very difficult - the chinese characters and its pronunciation as well.

The purpose of learning Mandarin is for us to have a basic background of the language so that we will be able to communicate with our Chinese patients who can not speak both Bahasa Malayu and English.

She said we wont be able to pass if she will give exams since it will take several months to years to fully understand and learn how to read and write with the Chinese characters with its pinging.

Anyway thanks a lot and i could sleep soundly without thingking of Mandarin exams.

Are Vaccines Ready For A(H1N1)?

noreply@blogger.com (sarah) — Tue, 11 Aug 2009 06:58:00 +0000

Vaccines are not ready yet for A(H1N1) but work is well under way to develop such a vaccine. Making new influenza vaccines ready to immunize people generally takes five to six months after first identification of the pandemic virus. The pandemic influenza A (H1N1) 2009 virus was identified at the end of April 2009.

How quickly will pandemic influenza A (H1N1) vaccines be available for use?
The very first doses of influenza A (H1N1) vaccine usable to immunize people, from one or more manufacturers, are expected as early as September 2009.

What implications does the declaration of a pandemic (phase 6) have on influenza vaccine production?
When the WHO Director-General declared the influenza A (H1N1) pandemic on 11 June 2009, she noted that production of seasonal influenza vaccines would be completed soon and that full industrial production capacity would then be available to ensure the largest possible supply of pandemic vaccine in the months to come.

Which manufacturers will make pandemic influenza A (H1N1) vaccines?
There are currently around twenty vaccine manufacturers with licenses to produce seasonal influenza vaccines. There are other qualified vaccine manufacturers who are preparing to make influenza A (H1N1) vaccine, but do not yet have a licensed seasonal influenza vaccine.

What is the global manufacturing capacity for a potential influenza A (H1N1) pandemic vaccine?
Based on a global survey made by WHO on 15 May 2009, a maximum of 4.9 billion doses potentially could be produced in 12 months, but only if several assumptions are met. First, full global manufacturing capacity is devoted to this production. Second, production yields for influenza A (H1N1) vaccine are similar to those usually obtained for seasonal vaccines. Third, each manufacturer uses the vaccine formulation that is most "dose-sparing" (i.e. using a smaller quantity of active principle). A more conservative estimate of global capacity is at least 1 to 2 billion doses per year. The numbers of persons who might be vaccinated will not be known until it is determined whether one or two doses of the vaccine will be needed to achieve protection.

What technologies will be used to grow pandemic influenza A (H1N1) viruses to make vaccines?
Most of these vaccines will be produced using chicken eggs, while a few manufacturers are using cell culture technology for vaccine production.

How is the production capacity for influenza vaccines distributed geographically?
Around 70% of the global seasonal influenza vaccine production capacity today is located in Europe and North America, with further significant manufacturing capacity in Australia, Japan and China. During the past three years, six manufacturers in developing countries have begun to acquire the technology to produce influenza vaccines and have received technical and financial support from WHO. Since May 2009, five additional new producers have joined this initiative.

Will there be enough pandemic influenza A (H1N1) vaccine for everyone?
When pandemic vaccine first becomes available, it is anticipated that the demand will be greater than the supply. This gap will narrow as more vaccine becomes available over time.

Who will receive priority for vaccination?
WHO is working with the Strategic Advisory Group of Experts (SAGE) on Immunization and partners on the options for deciding in which target groups vaccination should begin first. At its July 7 meeting, SAGE recommended that health care workers worldwide should be immunized as a first priority (see: Pandemic (H1N1) 2009 briefing note 2 below). Ultimately, national authorities will identify priority groups for vaccination based on circumstances within the country.

Will developing countries have access to pandemic influenza vaccines?
The WHO Director-General has called for international solidarity to provide fair and equitable access for all countries to pandemic vaccine when it becomes available. WHO has requested that manufacturers set aside future influenza A (H1N1) vaccines for developing country populations, through donations or affordable pricing arrangements.

What Shall I Do With A(H1N1)

noreply@blogger.com (sarah) — Tue, 11 Aug 2009 06:47:00 +0000

What can I do to protect myself from catching influenza A(H1N1)?
The main route of transmission of the new influenza A(H1N1) virus seems to be similar to seasonal influenza, via droplets that are expelled by speaking, sneezing or coughing. You can prevent getting infected by avoiding close contact with people who show influenza-like symptoms (trying to maintain a distance of about 1 metre if possible) and taking the following measures:

avoid touching your mouth and nose;
clean hands thoroughly with soap and water, or cleanse them with an alcohol-based hand rub on a regular basis (especially if touching the mouth and nose, or surfaces that are potentially contaminated);
avoid close contact with people who might be ill;
reduce the time spent in crowded settings if possible;
improve airflow in your living space by opening windows;
practise good health habits including adequate sleep, eating nutritious food, and keeping physically active.

What about using a mask? What does WHO recommend?
If you are not sick you do not have to wear a mask. If you are caring for a sick person, you can wear a mask when you are in close contact with the ill person and dispose of it immediately after contact, and cleanse your hands thoroughly afterwards. If you are sick and must travel or be around others, cover your mouth and nose. Using a mask correctly in all situations is essential. Incorrect use actually increases the chance of spreading infection.

How do I know if I have influenza A(H1N1)?
You will not be able to tell the difference between seasonal flu and influenza A(H1N1) without medical help. Typical symptoms to watch for are similar to seasonal viruses and include fever, cough, headache, body aches, sore throat and runny nose. Only your medical practitioner and local health authority can confirm a case of influenza A(H1N1).

What should I do if I think I have the illness?
If you feel unwell, have high fever, cough or sore throat:

stay at home and keep away from work, school or crowds;
rest and take plenty of fluids;
cover your nose and mouth when coughing and sneezing and, if using tissues, make sure you dispose of them carefully.
Clean your hands immediately after with soap and water or cleanse them with an alcohol-based hand rub;
if you do not have a tissue close by when you cough or sneeze, cover your mouth as much as possible with the crook of your elbow;
use a mask to help you contain the spread of droplets when you are around others, but be sure to do so correctly;
inform family and friends about your illness and try to avoid contact with other people;
If possible, contact a health professional before traveling to a health facility to discuss whether a medical examination is necessary.

Should I take an antiviral now just in case I catch the new virus?
No. You should only take an antiviral, such as oseltamivir or zanamivir, if your health care provider advises you to do so. Individuals should not buy medicines to prevent or fight this new influenza without a prescription, and they should exercise caution in buying antivirals over the Internet.

What about breastfeeding? Should I stop if I am ill?
No, not unless your health care provider advises it. Studies on other influenza infections show that breastfeeding is most likely protective for babies - it passes on helpful maternal immunities and lowers the risk of respiratory disease. Breastfeeding provides the best overall nutrition for babies and increases their defense factors to fight illness.

When should someone seek medical care?
A person should seek medical care if they experience shortness of breath or difficulty breathing, or if a fever continues more than three days. For parents with a young child who is ill, seek medical care if a child has fast or labored breathing, continuing fever or convulsions (seizures).

Supportive care at home - resting, drinking plenty of fluids and using a pain reliever for aches - is adequate for recovery in most cases. (A non-aspirin pain reliever should be used by children and young adults because of the risk of Reye's syndrome.)

Should I go to work if I have the flu but am feeling OK?
No. Whether you have influenza A(H1N1) or a seasonal influenza, you should stay home and away from work through the duration of your symptoms. This is a precaution that can protect your work colleagues and others.

Can I travel?
If you are feeling unwell or have symptoms of influenza, you should not travel. If you have any doubts about your health, you should check with your health care provider.

Is it safe to travel?
Yes. WHO is not recommending travel restrictions related to the outbreak of the influenza A(H1N1) virus. Today, global travel is commonplace and large numbers of people move around the world for business and leisure. Limiting travel and imposing travel restrictions would have very little effect on stopping the virus from spreading, but would be highly disruptive to the global community.

Influenza A(H1N1) has already been confirmed in many parts of the world. The global response now focuses on minimizing the impact of the virus through the rapid identification of cases, and providing patients with appropriate medical care, rather than on stopping its spread internationally.

Although identifying signs and symptoms of influenza in travellers can help track the path of the outbreak, it will not reduce the spread of influenza, as the virus can be transmitted from person to person before the onset of symptoms.

Scientific research based on mathematical modelling shows that restricting travel would be of limited or no benefit in stopping the spread of disease. Historical records of previous influenza pandemics, as well as experience with SARS, validate this.

Does WHO recommend screenings at country entry and exit points to detect if ill people are travelling?
No. We do not believe entry and exit screenings would work to reduce the spread of this disease. However country-level measures to respond to a public health risk are the decision of national authorities, under the International Health Regulations 2005.

Countries that adopt measures that significantly interfere with international traffic (e.g. delaying an airplane passenger for more than 24 hours, or refusing country entry or departure to a traveller) must provide WHO with the public health reasoning and evidence for their actions. WHO will follow up with all of its Member countries on such matters.

Travellers should always be treated with dignity and respect for their human rights.

How can I protect myself from influenza A(H1N1) when I am travelling?
People who are ill should delay travel plans. Returning travellers who become ill should contact their health care provider.

Travellers can protect themselves and others by following simple prevention practices that apply while travelling and in daily life.

Are some people more at risk?
More study is needed to determine if some populations (i.e. younger or older people, or people with other medical conditions) could be affected by the outbreak, of if they are at higher risk for severe illness. WHO recommends that everyone take precautions to prevent the spread of infection.

Are there any special recommendations for pregnant women?
Yes, they are vulnerable. Like everyone, they should take all the necessary precautions.