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| Become a certified nurses assistant, get a job and get into a nursing program
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| Wednesday
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Julitza Jimenez has dreamed of being a pediatrician ever since she was a little girl with asthma and spending countless days in hospitals. more stories like this
Jimenez, 20, is poor, Hispanic and comes from an urban school district. In many places those circumstances would have made it almost impossible for her to get the training or course work needed to pursue a career in medicine.
But not in Springfield, where BayState Health began an initiative three years ago with the city's public schools to give interested children supplemental math and science classes, labs and medical internships.
Jimenez has used the Springfield-BayState Educational Partnership to become a certified nurses assistant, get a job at the BayState Medical Center, and get into a nursing program at a local college. She plans to go from there to medical school.
"The hospital encouraged me to come up here and do different programs that I didn't know about," she said. "My teacher and the hospital they helped me a lot, showing me how to go apply for a job, helping me with the interviews and stuff like that. I was hired right away."
While blacks, Hispanics and American Indians make up more than 25 percent of the U.S. population, a 2004 federal study found that only 9 percent of the nation's nurses, 6 percent of its physicians, and 5 percent of dentists come from these minority groups.
The Sullivan Commission study cited education as a major barrier between minorities and those medical careers.
"They don't get adequate math or science preparation that would help them be successful in college or in a health profession," said Polly Bednash, who heads the American Association of Colleges of Nursing, and was a member of that commission.
That is what BayState was finding in Springfield, where about 80 percent of the students are minority, and 52 percent are Hispanic. The city has an unemployment rate of 4.3 percent, and the hospital had unfilled jobs, because it could not get qualified workers.
Instead of complaining that the schools were not doing their job, hospital officials met with city school officials and came up with the idea for the partnership.
"Nationally, the engagement of industry in education has typically has been, let's give the schools some extra money, said Peter Blain, the director of the Springfield-Baystate educational partnership. "That's just not doing it. We need to be invested at a different level, not just with money but with staff, curriculum, design, much, much more."
At Putnam High School, the city's vocational-technical high school, the hospital agreed to provide lab space, equipment, and professionals to teach everything from phlebotomy to job-interviewing skills. The students take their certified nursing assistant exams in 11th grade, and by 12th grade are doing internships at nursing homes, BayState and other medical facilities.
This has opened up the doors to people who wouldn't have known how to get into BayState, said Debi Clark, a nursing manager in the cardiology department. "It's really helped bring the education piece along, and just the experience too. Health care can be overwhelming experience, and we're providing them an opportunity to come in and get experience in a comfortable, learning-type environment."
At other city schools, students can sign up for extra math and science classes after school or on weekends to help them prepare for nursing or medical schools. They also can participate in shadowing programs at the hospital, and other hands-on experience.
"This was a match made in heaven," said Joseph Burke, Springfield's superintendent of schools. "We have a need to drive up student achievement, particularly in the math and science area, and they needed particular jobs filled that required the same skill set. It was perfect."
Because BayState is supplementing, not replacing, what the schools already were offering, the teachers' union got on board too, he said.
Last year, 374 students participated in the partnership. This year, the number is expected to exceed 500, Blain said. So far, 22 students have been hired into full-time positions at BayState. The hospital, Blain said, continues to be involved with other graduates, helping them apply for medical schools and providing mentors.
"We are getting students hired and we are finding pathways for them," Blain said. "They are also developing great professional and peer networks."
The schools are also seeing an increase in math scores, and the number of students seeking advance placement science courses, Burke said.
Blain said he's already received inquiries from other industries, who interested in setting up similar programs for engineering and other professions.
Besides giving the kids educational opportunities, the Springfield-BayState partnership also will allow the hospital to better reflect the community in serves, something studies have showed leads to better medical outcomes for patients, Bednash said.
Jimenez said she sometimes serves as a translator for Hispanic patients on her floor. They tend to trust her more than non-Spanish speaking hospital employees, she said.
"We need more programs like this," Bednash said. "The fastest growing work force in this country is the health professions work force. If we are not able to provide people support to get into these health professions, we limit tremendously their potential to have a successful career and life."
Jimenez , who grew up in a single-parent home, helping support two brothers and her grandparents, said without the partnership, she never could have pursued her dream of becoming a doctor.
"I don't care how long it takes me, I'm doing it," she said.(Source) |
posted by blogger @ 01:15
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| The LVN utilizes scientific and technical expertise and manual skills
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| Monday
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What do Vocational Nurses do?
The LVN utilizes scientific and technical expertise and manual skills.
Tasks can vary greatly, depending on where they work.
Usually, an LPN can perform an array of medical procedures—from first aid to minor surgery—but can do so only under the supervision of a physician or an RN.
-Most LPNs provide basic bedside care, taking vital signs such as temperature, blood pressure, pulse, and respiration.
-Apply compresses, ice bags, and hot water bottles.
-Prepare and give injections and enemas, monitor catheters, helps patients perform routine activities, such bathing, and dressing, and give alcohol rubs and massages.
-Assist patients to walk and turn.
-Carefully monitor patients and report unfavorable reactions to medication or treatment to the supervising RN or physician.
-Feed patients, and record food and fluid intake and output.
Read more: What do Vocational Nurses do? |
| posted by blogger @ 21:52
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| Mother, daughter continue family’s nursing tradition
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| Saturday
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Nursing continues to be a family affair for local resident Patricia Luna since her daughter Sarah joined her in the Oncology Department at Presbyterian Intercommunity Hospital here.
Sarah’s grandmother, Frances Arnst Fromm, started the tradition at the hospital in 1970, when she worked in the intensive care unit as a licensed vocational nurse until 1974.
Fromm then earned her registered nursing and bachelor’s degrees simultaneously from Cal State Los Angeles. She continued to work in the intensive care unit until 1977, when she moved from Whittier.She now lives in Clarkdale, Ariz., and is retired.
Her mother, Eva Warner (Sarah’s great-grandmother) was a nurse at Henry Ford Hospital in Detroit, in 1928; and Fromm’s aunt, Lauren Helen Field, worked as a nurse at the University of Michigan Homeopathic facility in 1914.
“It’s about giving back to your roots, community and profession,” Sarah Luna said.She, her mother and father, Robert, all graduated from nursing courses at Rio Hondo College.
Patti and Robert Luna met while taking the licensed vocational nursing course, married in 1978 and both enrolled in the registered nursing program. In 1980, they were the first married couple to graduate from the college as RNs.
She began working at Presbyterian Intercommunity on the oncology floor in 1980. Robert Luna is employed as a case manager for an insurance company. Patti Luna knew that she wanted to be a nurse since she was 10. Her mother inspired her to do so, she said. As a junior in high school, Patti had already received her nurse’s aide certification from Rio Hondo College and while a senior in high school she was employed as a nursing assistant at a local convalescent home.
“I loved it in school. I loved working with the cancer patients,” said Patti, explaining why she chose to work in oncology. She feels her profession and job makes a difference when she works with the terminally ill patients and can help them die with dignity.
Patti earned her bachelor of science in nursing from Cal State Dominguez Hills in 2005 and expects to receive her master’s degree in nurse education next year. Besides her hospital job, Patti Luna teaches nursing classes at Rio Hondo. She and her husband have four children; Sarah being the oldest, followed by another daughter, and twin sons.
Sarah said she grew fond of the medical field by listening to many of her parents’ conversations and used to sneak into the garage at her home and look through all of her parents’ textbooks. “She got stitches at 7 years old and wanted to watch the doctor sew her up. It was amazing that she knew how to handle a medical emergency at such a young age,” said Patti Luna of her daughter.
As a junior in high school, Sarah Luna received her nurse’s assistant certification from the California High School Health Academy and decided to become a registered nurse.
Following high school, she worked as a certified nursing assistant at an assisted living facility for two years. Then, while at Rio Hondo working toward her nursing degree, she worked in home health care for three years. “Working in home health really inspired me to become an [nurse],” Sarah said. “It inspired me to learn more because patients would ask questions that were out of my scope.”
She became a registered nurse in 2005. That same year she began working at Whittier Presbyterian in the Oncology Department. She chose oncology because she had grown up learning about it, and already knew many of the nurses, who were like family to her.
“I did have a little hesitation about going into oncology because I wanted to be known as ‘Sarah the nurse’ not as ‘Patti’s daughter,’” Sarah said. “I wanted to be exceptional in my clinical skills.”Sarah stressed that when they are on duty, they are peers. “We’re on the same level. We’re not mother and daughter, we’re co-workers.”“As for your profession, go to what your heart desires in your passion,” said Patti. “My passion, the patients and the staff is what has kept me here for 33 years.” ( source) |
| posted by blogger @ 01:01
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| Burns blazes trail for nurses
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| Thursday
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When a 16-year-old Nancy Burns applied to TCU’s nursing school in the early 1950s, she was told she wasn’t old enough. That initial denial didn’t stop her, as Burns, who had already graduated from high school, had known since she was a little girl her future lay in nursing.
“When I was 5, God called me to be a nurse. It was not anything that I had to decide,” Burns said.
After some prodding, persuading and testing, the university allowed Burns into the program and never said another word about her abilities, she said.
While Burns was a student at TCU, the rustle of the stiffly starched skirts of her instructors would alert her that a teacher was coming down the halls during clinicals. When Burns became engaged to her husband, Jerry Burns, she had to get permission from the dean of the school to continue her schooling after marriage. The social convention at the time dictated that female professionals, such as nursing students, be unmarried.
Now, after more than 50 years of becoming a nurse, Burns is being recognized for her career by the University of Texas at Arlington, where she became an instructor in 1974. Burns was named Professor Emeritus of the university this fall, in recognition of her contributions to the School of Nursing.
On top of earning her master’s and doctorate in nursing fields and teaching future nurses, Burns has also treated patients in a clinical setting, researched nursing care, written several books, set up a hospice and support groups and worked on developing electronic medical records technology.
“I never do one thing at a time,” said Burns, who is now 71.
Burns retired from teaching at UTA in 2006, but since then she has been working as a faith community nurse at her church, St. Matthew’s Cumberland Presbyterian Church in Burleson, which has a congregation of about 4,000. She also continues to rewrite and update her books for new editions.
Elizabeth Poster, dean of UTA’s School of Nursing, said students regularly commented on Burns’ ability to broaden their perspectives about their field. This is part of what prompted Poster to nominate Burns for the position of Professor Emeritus, which requires a professor be retired for one year and is only bestowed upon outstanding professors.
Not only did Burns teach students well, Poster said, but she showed them how to ask pertinent questions about patient care, work to find answers and then apply those answers to better care.
It’s not just students at UTA who have benefitted from Burns’ teaching; Poster said one of Burns’ textbooks has an international impact.
Poster was referring to “The Practice of Nursing Research: Conduct, Critique and Utilization,” written by Burns and Suzan K. Grove. The first edition came out in 1984, and it has been translated into several languages.
“I would say probably the majority of students going through schools of nursing today use that research textbook,” Poster said.
Burns said she has always spent a good deal of time reading journals and magazines to keep up to date with medical research. “I love knowledge,” she said.
After graduating from TCU, Burns worked at hospitals, spent time as a public health nurse and taught at a licensed vocational nursing school. She was busy in other ways as well, raising two children.
Burns went on to get her master’s degree in oncology nursing from Texas Woman’s University. She said that at the time, no one knew what to do with such a highly-educated nurse — she could go back to a normal nursing position or into administration. So, after graduation, she turned to teaching at UTA.
“It broke my heart. I would rather have stayed in clinical practice,” she said.
At that time, UTA’s School of Nursing was located in Fort Worth and offered a three-year diploma program instead of a four-year baccalaureate. A year after earning her master’s and starting to teach at UTA, Burns began work on her doctorate degree, also at Texas Woman’s.
Burns also continued pushing for changes and to increase education and training for nursing students.
For example, she pushed for UTA to offer a four-year degree. She said many faculty members were opposed to changing the curriculum, but — having graduated from a four-year program — Burns continued to push for the change.
“I’d heard all that before. It was like déjà vu,” she said.
The school did change to a four-year program, and Burns continued voicing her opinion about the classes offered, she said. She wanted students to take a nutrition class and a pharmacology class.
In 1981, Burns finished her doctoral dissertation, wrote a textbook called “Nursing and Cancer,” and started the Community Hospice of St. Joseph’s, regarded as one of the first hospices in the area, she said. She and a colleague spent lots of time going through the medical records of patients and collecting data about the impact of hospice care, and that data was later requested by Congress when the government was trying to decide whether to fund hospice through Medicare, she said.
In the late 1980s and early 1990s, Burns collaborated with UTA’s engineering program to look at ways to sustain electronic medical records. Today, this is a tool that health care professionals are beginning to use in everyday clinical settings.
Now that Burns has retired, she is still involved in health care through her books and her church.
“She will always be very busy,” Poster said.
Burns said that she feels the slower pace of life right now is perfectly acceptable after running against some tight deadlines with a recent book update.
“That doesn’t mean I won’t find something else to stick my fingers into,” she said.( source) |
| posted by blogger @ 01:22
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| Job Opportunities- Medical Assistant
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| Monday
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Swedish Physician Division's Summit Cardiology Clinic seeks an experienced MA to join our team. This position is responsible for rooming patients, taking vitals, EKGs, assisting with procedures, documentation, and other duties as requested by the physician.
Requires: CMA required, at least 2 years of MA experience, cardiology prefered, strong interest or previous experience in cardiology, good computer skills, with a familiarity with EMR (electronic medical records), and strong organizational skills.
This is a part-time position with benefits. We offer medical, dental, vision, 401(k), generous Paid Time Off (PTO) and a fantastic working environment
Job Title
Medical Assistant
Clinic Summit Cardiology - Northwest
FTE / Hours FTE= .6 Flexible day shifts |
| posted by blogger @ 01:36
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| Become a licensed practical nurse
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| Sunday
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The ceremony concluded with Principal Gary F. Rivers calling the students to receive engraved certificates, which were distributed by School Committee Chairman Daniel J. Maloney Jr. Each graduate also received a pin from a relative who is a nurse and/or mentor.
Graduate Alyssa Beebe led the group in a candle-lighting ceremony and a reading of the Nurse's Pledge.The graduates are now entitled to sit for the National Counsel Licensing Examination for Practical Nurses, and will be eligible to become a licensed practical nurse upon passing the exam. Read More 20 LPNs graduate |
| posted by blogger @ 18:44
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| LVN II-Emergency Department
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| Saturday
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To perform professional nursing duties in the care and services to patients and their families in the Emergency Department. The ED is open 24 hours, 7 days a week. Under supervision and direction of a registered nurse, nurse practitioner, perform nursing duties within the scope of the Nurse Practice Act, in the care of patients in a hospital inpatient setting and do other work as required.
The Licensed Vocational Nurse is not an independent practitioner. The Licensed Vocational Nurse II is distinguished from the class of Nursing Assistant, Health Services Assistant, Medical Assistant, in that a state license is required of incumbents and they perform a more highly skilled form of patient care. Read more Licensed Vocational Nurse II-Emergency Department |
| posted by blogger @ 16:46
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| Financial challenges are not uncommon among hospitals in California.
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At Valley Health, Harder says labor costs are high and the volume of services has not kept pace with the growth.
.......Bob Miller, a licensed vocational nurse at Hemet Valley Medical Center, said staff morale is low and the workload is worse. "I'm under a lot of pressure," Miller said. "After 16 years working in one unit, I've been moved to another and have to start all over again." Miller hopes new administration will make an effort to regain the confidence of workers and the community.Harder predicts that by next year, the hospital will be different in terms of climate, service and finances. Read more: Financial challenges are not uncommon among hospitals in California. |
| posted by blogger @ 17:13
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| Laredo Community college LVN Vocational Nursing Program
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| Tuesday
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LAREDO COMMUNITY COLLEGE
Department of Nursing
West End Washington Street
Laredo, Texas 78040-4395
The Vocational Nursing faculty shares the values, philosophy, and the goals of Laredo Community College.
Education in the Vocational Nursing Program focuses and responds to the changing needs in nursing. Advances in technology, education, and the unique health needs of the community are used to develop a dynamic nursing curriculum.
Program Objectives
Upon completion of the Vocational Nursing Program, the graduate should be able to:
1. Use the nursing process, scientific principles and legal/ethical parameters to individualize and to provide nursing care to culturally diverse clients and their families across the life span within a structured health care environment.
2. Use teaching-learning principles and effective communication skills to instruct clients and their families in a structured environment.
3. Use critical-thinking skills to problem solve when providing nursing care to clients and their families.
4. Collaborate with other health care team members in the delivery of nursing care to help the client to return to optimum function as soon as possible.
5. Use principles of management in assisting clients and groups of clients with health care needs.
6. Manage the nursing care of four or more clients within a structured health care setting.
7. Recognize the need to assume personal accountability and responsibility for the quality of care provided to clients and their families.
8. Assume legal, ethical, and professional accountability in the practice of Vocational Nursing.
LENGTH OF PROGRAM
The program is twelve months in length. Please note that the summer sessions start dates differ from the LCC campus calendar.
LEVEL I: FALL SEMESTER
In the first eight weeks, the student will spend time in the classroom with assigned hours in the skill lab. The second eight-week session will include classroom lecture, skills lab practice and clinical practice in a health care facility.
LEVEL II: SPRING SEMESTER (SESSION I & II)
During Level II, the student will participate in classroom lecture and clinical practice at various health care facilities.
LEVEL III: SUMMER SEMESTER
During Level III, the student will participate in lecture, lab skills, and in the clinical setting involved in direct client care.
Licensed Vocational Nurse Jobs
What is a Licensed Vocational Nurse?
Is the Vocational Nursing Profession a growing career?
What do Vocational Nurses do?
Important skills, knowledge, and abilities for LVNs |
| posted by blogger @ 08:10
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