Foreign-Educated Nurses, vital to US Health Workforce

The National Foundation for American Policy (NFAP) just released a new policy brief regarding Foreign-Educated Nurses. The study looks into the vital role of foreign educated nurses in United State healthcare.

Among other findings, the NFAP concludes:

- The leading country where foreign nurses employed in the U.S. received their initial education is the Philippines, followed by India,  Canada and South Korea.

- Many foreign-educated nurses attend nursing school intending to work abroad and help their families. Given the important role of remittances, the Philippines and India encourage their nationals to work abroad.

- Fears that foreign nurses would overwhelm the U.S. labor market and dissuade hospitals from active recruitment of U.S. nurses are unfounded. Foreign nurses represent only 3.7 percent of the U.S. registered nurse workforce, well below New Zealand (23 percent), the United Kingdom (8 percent), Ireland (8 percent) and Canada (6 percent).

See the complete brief here.


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There are no stupid questions, only stupid answers.
-Lord Amiah

I just had to blog

September 15, 2007

Today was a good day! It started out with an outreach program John Lim and I volunteered. It was supposed to help students in the Ateneo community draw knowledge and perspective from the different sectors and fora of our society. Angie, unfortunately stood us up in the name of academics.

We were assigned to the "A day with the Congresswoman". It was a healthy dose of politics. We had some clue on what are the main agendas of the lady legislator. Her priorities as well as her plans for her constituents. Issues were also tackled a little. It was a big tiresome which was compounded by the lack of organization on our part. We were not prepared. And it caused such tremendous irate on my part. I may not be obsessive on form and show but I certainly maintain a certain level of organization and control. To give you a glimpse of my predicament earlier, no introduction for the congresswoman was made. To say the least no background investigation on the team's part was done. Que Horror! Makahuya lang!

Its a good thing, Mike Saavedra, Chief of Staff, had some templates ready! Must have been Godsent or something. In any case, that was a lucky strike!

The short program ended with a good cheer and without and commotion or problems. Thank God!

As the afternoon was approaching, Henry called. He "offered" (term is used loosely) me a chance to debate. Well, after a long while, that offer did not sound too bad at all! I missed debating. Checked my previous post here.

In any case, it was a total blunder for me! Eww! I can't recall any moment (to the best of my knowledge) that I had an undertime. It was a mock debate for crying out loud. I frackin' screwed it up! My goodness! Debate skills (ahem!) are out of the window. It was then I was praying for a chance of redemption. Luckily, there was another round. God must be answering my prayers today, I thought.

The second round was a good round. It was a better round compared to the first one. I was not undertimed but I was overtimed. I gave myself some credit. It came to my attention that my partner was a new debater, fresh from the seminar yesterday. I had so many things to say and so little time to juggle as a tutor and a debater. Oh well, second place for that round was not that bad.

Evening came. Badminton session with the barkada. By this time, I was totally fatigued. Mental fatigue is by far worse than the physical one. I was like a mindless zombie (zombies are mindless, Ellery. You idiot!). I kept on missing shots. I must have missed more than 5 times. Crappy performance. So demoralizing.

The 2 and half hour session made me hungry. I had no further budget. I was flat broke. Emmy must have been sensing that (Bless her big heart!) and offered to pay for our snacks. Thanks Mimie, it was much appreciated! I love you very much!


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There are no stupid questions, only stupid answers.
-Lord Amiah

Update on the Sentosa 27

by: Lord Amiah

The employment discrimination cases that have been filed against Sentosa, a New York-based recruitment agency by 27 Filipino health professionals, 26 nurses and 1 physical therapist, was dismissed by the United States Department of Justice (US DOJ) last August 31, 2007.

In a letter dated August 31, Katherine Baldwin, special deputy counsel of the US DOJ Civil Rights Division, said: "Based on its investigation, this office has determined that there is insufficient evidence of reasonable cause to believe the injured parties were discriminated against as prohibited by 8 U.S.C. § 1324b."

The title 8 law deems any form of employment discrimination based on national origin and citizenship status as an unfair immigration-related employment practice.

The case started last April 6, 2006 when the nurses filed discrimination charges against the Sentosa Care LLC of New York as well as against Bent Philipson, Sentosa's legal counsel in the Philippines, and Francis Luyun, Director of International Recruitment for Sentosa. The 27 Filipino health care professionals also accused Sentosa of breach of contract, as they were assigned to work outside the scope specified in the contract.




For more information you may read these articles:


http://www.pnanewyork.org/articles/sentosa.html

http://globalnation.inquirer.net/news/breakingnews/view_article.php?article_id=86770

http://www.balita.com/xshell.php?id=1858



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There are no stupid questions, only stupid answers.
-Lord Amiah

Scope of the Nursing Licensure Examination June 2007

Scope of the Nursing Licensure Examination

PROFESSIONAL REGULATION COMMISSION – BOARD OF NURSING

NURSING PRACTICE 1

Test Description:

Theories concepts, principles and process basic to the practice of nursing with emphasis on health promotion and health maintenance. It includes basic nursing skills in the care of clients across age groups in any setting.

Moreover, it compasses the varied roles, functions and responsibilities of the professional nurse in varied health care settings.

Test Scope:

I. Personal and Professional Growth and Development

a. Historical perspective in nursing
b. Nursing as a profession
c. Theoretical foundation of nursing applied in health care situations
d. Continuing professional education
e. Professional organizations in nursing
f. The nurse in health care

1. Eleven key areas of responsibilities
2. Fields of nursing
3. Roles and functions

II. Safe and Quality Care

a. The nursing process
b. Basic nursing skills

1. Admission and discharge
2. Vital signs
3. Physical examination and health assessment
4. Administration of medications
5. Asepsis and infection control
6. First aid measures
7. Wound care
8. Peri-operative care
9. Post-mortem care

c. Measures to meet physiological needs

i. Oxygenation
ii. Nutrition
iii. Activity, rest and sleep
iv. Fluid and electrolyte balance
v. Urinary elimination
vi. Bowel elimination
vii. Safety, comfort and hygiene
viii.Mobility and immobility

III. Health education

a. Teaching and learning principles in the care of clients
b. Health education in all levels of care
c. Discharge planning

IV. Ethico-Moral Responsibility

a. Bioethical principles

i. Beneficence
ii. Non-malefescence
iii. Justice
iv. Autonomy
v. Stewardship
vi. Truth telling
vii. Confidentiality
viii.Privacy
ix. Informed consent

b. Patient's bill of rights
c. Code of ethics in nursing

V. Legal Responsibility

a. Legal aspects in the practice of nursing
b. The Philippine Nursing Law of 2002 (R.A. 9173)
c. Related laws affecting the practice of nursing

VI. Management of Environment and Resources

a. Theories and principles and management
b. Nursing administration and management
c. Theories, principles and styles of leadership
d. Concepts and principles of organization
e. Patient care classification
f. Nursing care systems
g. Delegation and accountability

VII. Records Management

a. Anecdotal report
b. Incident report
c. Memorandum
d. Hospital manual
e. Documentation
f. Endorsement and end-shift report
g. Referral

VIII. Quality Improvement

a. Standards of nursing practice
b. Nursing audit
c. Accreditation/certification in nursing practice
d. Quality assurance

IX. Research

a. Problem identification
b. Ethics and science of research
c. The scientific approach
d. Research process
e. Research designs and methodology
i. Qualitative
ii. Quantitative

X. Communication

a. Dynamics of communication
b. Nurse-client relationship
c. Professional-professional relationship
d. Therapeutic use of self
e. Use of information technology

XI. Collaboration and teamwork

a. Networking
b. Inter-agency partnership
c. Teamwork strategies
d. Nursing and partnership with other professions and agencies



NURSING PRACTICE II

Test descriptions:

Theories, principles and processes in the care of individuals, families, groups and communities to promote health and illness and alleviate pain and discomfort, utilizing the nursing process as framework. This include care of high risk and at-risk mothers, children and families during the various stages of the life cycle.

Test Scope:

PART I: CHN

I. Safe and Quality Care, Health Education and Communication, Collaboration and Teamwork

a. Principles and standards of CHN
b. Levels of care
c. Type is clientele
d. Health care delivery system
e. PHC as a strategy
f. Family-based nursing services/community health nursing process
g. Population group-based nursing services
h. Community organizing
i. Public health programs

II. Research ad Quality Improvement

a. Research in the community
b. National health situation
c. Vital statistics
d. Epidemiology
e. Demography

III. Management Of Resources And Environment And Records Management

a. Field health services and information system
b. Target-setting
c. Environmental sanitation

IV. Ethico-Moral Legal Responsibility

a. Socio-cultural values, beliefs and practices of individuals, families, groups and communities
b. Code of ethics for government workers
c. WHO, DOH, LGU policies on health
d. Local government code
e. Issues

IV. Personal and Professional Development

a. Self-assessment of CHN competencies, importance, methods and tools
b. Strategies and methods of updating one's self, enhancing competence in community health nursing and related areas

PART II: MCN

I. Safe and Quality Care, Health Education and Communication, Collaboration and Teamwork

a. Principles and theories of growth and development
b. Nursing care in the different stages of growth and development including

i. Nutrition
ii. Safety
iii. Language development
iv. Discipline
v. Play
vi. Immunization
vii. Anticipatory guidance
viii. Values formation

c. Human sexuality and reproduction including family planning
d. Nursing care of women during normal labor, delivery and postpartum
e. Nursing care of the newborn

i. APGAR scoring
ii. Newborn screening
iii. Maintenance of body processes (oxygenation, temperature, etc.)

f. Nursing care of women with complications of pregnancy, labor, delivery and postpartum period (high-risk conditions)
g. Nursing care of high-risk newborn

i. Prematurity
ii. Congenital defects
iii. Infections
h. Nursing care of women with disturbances in reproduction and gynecology

II. Research and Quality Improvement

a. Fertility statistics
b. Infant morbidity and mortality
c. Maternal mortality
d. Standards of maternal and child nursing practice

III. Ethico-Moral-Legal Responsibility

a. Socio-cultural values, beliefs and practices of individuals, families related to MCN
b. WHO, DOH, LGU policies on health women and children
c. Family code
d. Child and youth welfare code
e. Issues related to MCN

IV. Personal and Professional Development

a. Self-assessment of MCN competencies, importance, methods and tools
b. Strategies and methods of updating one's self, enhancing competencies in MCN and related areas


NURSING PRACTICE III, IV, V

Test Description:

Theories, concepts, principles and processes in the care of clients with altered health patterns, utilizing the nursing process and integrating the key areas of nursing competencies.

Test Scope:

I. Safe and Quality Care, Health Education, Management of Environment and Resources and Quality Improvement


TEST III

a. Client in pain
b. Perioperative care
c. Alterations in human functioning
1. Disturbances in oxygenation
2. Disturbances in metabolic and endocrine functioning
3. Disturbances in elimination

TEST IV

a. Alterations in human functioning

1. Disturbance in fluids and electrolytes
2. Inflammatory and infectious disturbances
3. Disturbances in immunologic functioning
4. Disturbances in cellular functioning

b. Client in biologic crisis
c. Emergency and disaster nursing


TEST V

a. Disturbances in perception and coordination

i. Neurologic disorders
ii. Sensory disorders
iii. Musculo-skeletal disorders
iv. Degenerative disorders

b. Maladaptive patterns of behavior

i. Anxiety response and anxiety related disorders
ii. Psychophysiologic responses, somatoform and sleep disorders
iii. Abuse and violence
iv. Emotional responses and mood disorders
v. Schizophrenia and other psychotic and mood disorders
vi. Social responses and personality disorders
vii. Substance related disorders
viii. Eating disorders
ix. Sexual disorders
x. Emotional disorders of infants, children and adolescents


II. Personal and Professional Development

a. Nurse-client relationship
b. Continuing education

III. Communication, Collaboration and Teamwork

a. Team approach
b. Referral
c. Network/linkage
d. Therapeutic communication

IV. Ethico-Moral-Legal Responsibility

a. Confidentiality
b. Client's rights

1. Informed consent
2. Refusal to take medications, treatment and admission procedures

c. Nursing accountability
d. Documentation/charting
e. Culture sensitivity

 

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hope this helps!

National Confab on Tausug History and Culture

The Ateneo de Zamboanga University will host a National Conference on Tausug History and Culture.  This conference will be held on February 21 and 22, 2007 at the Carlos Dominguez Conference Hall, Learning Resource Center (LRC) Building.

    The event is part of a series of conferences aimed at promoting awareness, understanding and appreciation of the ethnolinguistic groups in Western Mindanao and the Sulu archipelago. The conference series is one of  Ateneo's contributions towards the promotion of the integration of local history and culture into the regular instruction curriculum in Western Mindanao schools, colleges, and universities. This long-term work is, in turn,  part of the greater efforts to promote peace through better inter-cultural understanding and appreciation.

    In the past, Ateneo de Zamboanga University has hosted well-attended conferences on Western Mindanao in 1899 (May 10-11, 1999), on Chabacano Language (Nov. 11-12, 1999), on the Culture and History of Bajau (Feb. 26-27, 2001), on Subanon Culture and History (Feb. 18-19, 2002), and on Yakan Culture and History (Feb. 23-24, 2004).  More than a hundred  participants are expected to attend this year's Tausug Conference, composed mainly of  educators, media personnel, church, government, and NGOs, students, researchers, and cultural promoters.

    The Conference's main offering is a series of paper presentations by historians, anthropologists, folklore researchers, and Tausug resource persons. To be discussed are topics on Tausug: History (by Dr. Asiri J. Abubakar of UP-Diliman), Art (by Dr. Abraham P. Sakili of UP-Diliman), Language and Literature (by Dr. Calbi Asain of MSU-Jolo), Food (by Dr. Norama A. Abdulla of Jolo, Sulu), Customs and Beliefs (by Atty. Mehol Sadain), Gender and Kinship (by Dr. Carmen A. Abubakar of UP-Diliman), Politics and Governance (by Prof. Julkipli Wadi of UP-Diliman), Conflict (by Dr. Jamail A. Kamlian of MSU-IIT), Pangalay (by Ms. Ligaya Amilbangsa), Peace and Development (by Dr. Santanina T. Rasul), and Preservation of Intangible Heritage (by Dr. Jesus T. Peralta of the NCCA).   The papers will be published in the Culture and Peace Studies, the Ateneo de Zamboanga University journal on peace and culture. The conference will also feature some special cultural presentations by local Tausug groups. In addition, some Tausug artifacts, attire, food, music, and dance are to be showcased and appreciated.

    Taking the lead in organizing this conference is the Ateneo's Institute of Cultural Studies for Western Mindanao (ICSWM).  Also, part of the organizing team are personnel from the Ateneo Peace Institute (API), Center for Performing and Visual Arts (CPVA), Scholarship's Office, President's Office, Project's Office, Campus Ministry, College of Liberal Arts, and some Ateneo friends.

    For more information about the conference and pre-registration, please contact Mr. Ellery Ivan E. Apolinario at the ICSWM Office, ADZU, telephone number (062) 991-0871 local 4200 (email: icswm@central.adzu.edu.ph).  For those who wish to provide financial assistance and/or donate printed materials and cultural artifacts, please contact Ms. Tricia Mae D. Manulong at (062) 991-0871 local 4201 (email: drapizatrir@central.adzu.edu.ph)

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este el real origin del Valentines

As early as the fourth century B.C., the
Romans engaged in an annual young man's rite of passage to the god Lupercus.

The names of teenage women were placed
in a box and drawn at random by adolescent men.

Thus, a man was assigned a woman companion, for their mutual entertainment and pleasure (often sexual), for the duration of a year, after which another lottery was staged.

Determined to put an end to this 800-year-old practice,
the early Catholic Church fathers sought a "lovers" saint to help turn away from the deity Lupercus. They found a likely
candidate in Valentine, a bishop who had been martyred some 200 years earlier.

Traditionally, mid-February was a time for Romans to meet and court prospective mates. Young men offered women they admired and wished to court handwritten greetings of affection on February 14. The cards acquired St. Valentine's name.

As Christianity spread, so did the Valentine's Day card.

The earliest one was sent in 1415 by Charles, Duke of Orleans, to his wife while he was a prisoner in the Tower
of London. It is now in the British Museum.

The first American publisher of Valentines was printer and artist Esther Howland. Her elaborate
lace cards of the 1870s cost from five to ten dollars, with some selling for as much as thirty-five dollars.
Since that time, the Valentine card business has flourished.

Except for Christmas, Catholics exchange more cards on Valentine's Day than at any other time of the year.


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I feel much better now.

December 2006 Nursing Licensure Examination

You may download the complete list of the December 2006 passers of the December NLE.

http://filecargo.com/dw.php?id=1168823382&/20070114_NURSE1206passers.pdf

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There are no stupid questions only stupid answers.