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Attendance Policy
Under no circumstances can any portion of this course be missed. An absence at any of the training sessions will result in termination from the course and possible termination from current labor and delivery rounds until the course is retaken. Tardiness is also not permitted. Anyone who is more than ten minutes late for a session will be considered absent from that session. This course is fast-paced and covers vital hospital policies that all labor and delivery staff are required to know.
Course Assignments and Evaluation and Grading
Written exams will be given at the beginning of class and cover the previous week's coursework. These exams must be passed with at least 70% or you will be dropped from the program. You will have one attempt to make up a poor test score. Exams are open book and open note. Action evaluations for the previous week's simulation sessions must be submitted at the beginning of the session and should be at least 2 pages, typed, and double spaced. The final exam will be a summative simulation session where nurses are expected to apply the course principles. Those with a score of 70% and better are considered to have passed the course.
Topical Outline/Schedule
Session 1: View "The Business of Being Born" and discuss the perspective of consumer patients. Brainstorm ways that nurses can help bridge the gap described in the movie.
Homework: Read chapters 1-3 in "The Birth Book" and chapters 1-2 in "Labor and Delivery Nursing"
Session 2: Take...
Discuss the hospital's patient assessment policy and how this assessment can determine the roadmap for a patient.
Lab: IV Insertion, Pelvic Exam
Simulation Session: Patient Assessment
Homework: Chapters 5-7 in "The Birth Book" and 3-4 and 10 in "Labor and Delivery Nursing"
Session 3: Take test on patient assessment and initial procedures. Discuss necessary vs. unnecessary interventions and their impact on the overall birth.
Lab: Fetal oxygen simulation
Simulation Session: Educating and explaining interventions to a difficult patient
Homework: Chapter 12 in "The Birth Book" and 7-8 in "Labor and Delivery Nursing"
Session 4: Take test on interventions. Discuss the phases of labor, signs of a smooth labor, and caution signs.
Lab: Fetal heart monitoring
Simulation Session: Identify the labor stage
Homework: Chapters 8-9, 11-12 in "The Birth Book" and 9-10 in "Labor and Delivery Nursing"
Session 5: Take test on stages of labor. Discuss natural birth techniques and positions. Schedule times for each nurse's one-on-one final exam.
Lab: Effects of stress on muscles
Simulation Session: Finding that sweet spot
Homework: Review information for final test.
Session 6: Take test on labor positions. Review course curriculum and answer any last minute questions.
Simulation Station: Optimal pushing positions
Final Exam: Simulation
Other employment prospects in fields such as petty trading, retailing, transportation and domestic service also developed simultaneously in urban areas. In the nineteenth century, when the industrial working class became much larger and more important in the social structure they begin to assert themselves socially, politically and economically, evolving into the social order we see today. Growth of Cities According to Jeffery G. Williamson (1990) Britain grew at an unusually rapid
The goal is to help the nurses understand what the patient expects and how they can ensure that the expectation is met and encourage the students to begin diving into their reading to understand how they can actively assist the patient's better. Numerous studies have revealed the effectiveness of group brainstorming in focused settings. While brainstorming overall can be less efficient than other methods, when utilized for a specific purpose
So, in those regards the curriculum is slowly catching up with the times. Personally, I would like to see additions such as a playing of the movie, "The Business of Being Born" at one of the sessions or as homework. The second way that the curriculum should change within the next three years is to begin allowing more nurses to become certified teachers. Currently, it is easier for a parent
76). As automation increasingly assumes the more mundane and routine aspects of work of all types, Drucker was visionary in his assessment of how decisions would be made in the years to come. "In the future," said Drucker, "it was possible that all employment would be managerial in nature, and we would then have progressed from a society of labor to a society of management" (Witzel, p. 76). The
) The State of Education in Third World Countries Third World countries, by definition, include the poorest and the most underdeveloped. Most of them, therefore, are severely lacking in most development indicators including education and literacy levels. So even though, it is now universally recognized that education is the most cost-effective factor in improving the quality of life, both at the individual and at the collective level, millions of people in poor,
Aborigines are Australia's original inhabitants and until the late 1700's -1800's the aborigine had little contact with Western civilization. Local dialects and the territorial nature of bands provided the different social groups their distinctive identity. The Mardudjara (Mardu) aborigines are part of the Western Desert cultural block in Australia (Tonkinson, 1978). The Mardu culture, societal system, etc. has never been recorded in its pristine state as anthropologic researchers did not