Licensed Practical Nurse

We have been impressed with the relative laxity in the care of newborns between delivery and first observation by a pediatrician. Especially during this critical period of transition, careful monitoring is required. A program for the training of a neonatal nurse practitioner (NNP), therefore, was developed at a regional Air Force hospital and 14 registered nurses and one licensed practical nurse have since been trained. Formal instruction consisted of 24 hours of cribside activity including presentation of factual material, demonstration of physical findings and discussion of pathophysiology.

Download Full-text

REGISTERED NURSE / LICENSED PRACTICAL NURSE ORIENTATION PROGRAM

The Journal of Continuing Education in Nursing ◽

10.3928/0022-0124-19750501-09 ◽

1975 ◽

Vol 6 (3) ◽

pp. 40-47

Author(s):

Pat Kachelmeyer

Keyword(s):

Registered Nurse ◽

Orientation Program ◽

Licensed Practical Nurse ◽

Practical Nurse

Download Full-text

Medical Assistant and Licensed Practical Nurse Blood Pressure Survey

PsycTESTS Dataset ◽

10.1037/t46517-000 ◽

2013 ◽

Author(s):

Joan M. Nelson ◽

Paul F. Cook ◽

Jennifer C. Ingram

Keyword(s):

Blood Pressure ◽

Medical Assistant ◽

Licensed Practical Nurse ◽

Practical Nurse

Download Full-text

A Survey of Home Visits at Peritoneal Dialysis Centers in the United States

Peritoneal Dialysis International ◽

10.1177/089686089801800523 ◽

1998 ◽

Vol 18 (5) ◽

pp. 528-531 ◽

Cited By ~ 8

Author(s):

Judith Bernardini ◽

Carol Dacko

Keyword(s):

United States ◽

Peritoneal Dialysis ◽

Home Visit ◽

Mail Survey ◽

Home Visits ◽

The United States ◽

Licensed Practical Nurse ◽

Practical Nurse ◽

Number Of Patients ◽

Federal Administration

Objective To determine the frequency and characteristics of home visits in centers that provide training for peritoneal dialysis (PD). Design Mail survey sent to all dialysis centers in the United States providing home PD, using the Health Care Federal Administration (HCFA) Renal Provider list. Results Surveys were mailed to 1247 centers; 13 were undeliverable, resulting in 1234 surveys successfully delivered; 670 (54%) of those surveyed responded. Of those responding, 525 (78.4%) reported home visits were part of the care of home PD patients: 11% made a single home visit, 52% made an initial home visit with at least one followup visit, and 16% made visits only as needed. No home visits were made by 21% of responding centers. A registered nurse (RN) alone made the home visit in 61% of the centers, while a multidisciplinary team accompanied the RN in 35% of centers; 3% of visits were made by a licensed practical nurse, and 1% by the physician. Half of the visits required 0.5 -1 hour, while 41% required 1 -2 hours. Travel time was most often an hour or less one way. Staff were reimbursed for travel expenses by 90% of the centers. The 525 centers making home visits were not different than the 145 centers not making home visits in number of patients per center, number of RNs, rural or urban location, or affiliation with a university. Interpretation of the HCFA regulations concerning home visits was the most important factor influencing centers making home visits. Conclusions Home visits to continuous ambulatory PD and continuous cycling PD patients in the United States are common. Nearly 80% of centers responding to the survey include home visits in the care of their home peritoneal dialysis patients.

Download Full-text

Mentoring non-traditional students in clinical practicums: Building on strengths

Clinical Nursing Studies ◽

10.5430/cns.v6n3p39 ◽

2018 ◽

Vol 6 (3) ◽

pp. 39

Author(s):

Sherri Melrose

Keyword(s):

Traditional Students ◽

Clinical Instructors ◽

Clinical Experiences ◽

Clinical Practicum ◽

Licensed Practical Nurse ◽

Descriptive Research ◽

Practical Nurse ◽

Qualitative Descriptive ◽

Non Traditional Students ◽

Practicum Experiences

Background: As nurse educators respond to increasing numbers of adult learners attending practicum experiences, clinical instructors are one of our richest resources. And yet, the everyday strategies they implement to mentor these non-traditional students towards success may go unnoticed. This article describes findings from a qualitative descriptive research study that listened to the voices of experienced clinical instructors.Objective: The objective of the study was to describe effective mentoring approaches that instructors in a Post Licensed Practical Nurse to Bachelor of Nursing (Post LPN to BN) program used to support students’ learning and build on their strengths during instructor led clinical practicum courses.Methods: The research was framed from a constructivist worldview and Laurent Daloz’s mentoring model. Digitally recorded and transcribed interview data was collected from 10 clinical instructors who had been teaching for more than 5 years. The transcripts were analyzed for themes which were confirmed with participants through member checking.Results: Findings revealed that instructors supported students by validating individual strengths; challenged them by building on those strengths; and created vision by linking their present activities to competencies needed in their own future practice.Conclusions: These findings provide valuable insights and guidance to practicing Registered Nurses (RN’s) interested in teaching non-traditional students during their clinical experiences.

Download Full-text