Category: Uncategorized

At the top of nursing management positions within a healthcare organization is the position of the Chief Nursing Officer (CNO) or sometimes referred to as Chief Nurse Executive (CNE). The CNO’s role is complex and requires several years of nursing and leadership experience to be up to the task. They are responsible for overseeing and coordinating the daily activity within the nursing department by being the spokesperson for nurses while planning, organizing, and directing the overall operations of nursing and patient care services. Chief Nursing Officers take into consideration the business perspective of the hospital system, best practice, and the needs of nursing staff while facilitating efficient and effective departmental operations. Today’s CNOs are frequently involved in implementing the nursing department budget while achieving consistent quality patient outcomes and adhering to healthcare delivery guidelines and standards.

Becoming a Chief Nursing Officer

Becoming a Chief Nursing Officer requires years of dedication beginning with completing a nursing education and obtaining a state license as a registered nurse by passing the NCLEX-RN, administered by the National Council of State Boards of Nursing. To be a successful CNO, the nurse should work several years in the clinical setting while eventually gaining experience in leadership roles. It is a common expectation that a nurse aspiring to be a CNO will have 5+ years of managerial experience before pursuing an executive administrative role.

What Are the Educational Requirements for Chief Nursing Officers?

Chief Nursing Officers are required to have a Bachelor’s of Science in Nursing (BSN) degree from an accredited four-year nursing school. If already a registered nurse, it’s possible to complete an RN to MSN degree program, bypassing the BSN step. Receiving a Master’s of Science in Nursing (MSN) degree that is concentrated in Nursing Administration or Leadership in Health Care Systems, or a dual MSN degree alongside a Master of Health Administration (MHA) – see Dual MSN/MHA, or a Master of Business Administration (MBA) – see Dual MSN/MBA, is quickly becoming the standard for achieving leadership roles within the business of healthcare. In some cases, large health organizations will prefer candidates with a Doctor of Nursing Practice (DNP) specializing in executive administration.

Are Any Certifications or Credentials Needed?

There are various credentialing centers that offer certification options that compliment a Chief Nursing Officer’s degree education and professional experience. The decision to work toward one of these certifications, and which one, may depend on the specific job setting. One certification option is the Nurse Executive certification (NE-BC) through The American Nurses Credentialing Center (ANCC). Nurse executives must have an active RN license, hold at least a bachelor’s degree, be working in a mid-level administrative role, and complete 30 hours of continuing education in nursing management every three years to be eligible. Certifications in Executive Nursing Practice and Management and Leadership (CNML) can be obtained from the American Organization for Nursing Leadership (AONL), which also offers a tailored certification course for nurse leaders specifically involved in executive nursing practice called the CENP. The American College of Healthcare Executives (ACHE) is another credentialing resource. Read more for further clarify on nurse executive certifications.

Where Do Chief Nursing Officers Work?

Chief Nursing Officers typically work overseeing nursing departments and are the voice for nurses to other healthcare and business administrative professionals in boardrooms. They usually work full-time, although their hours may be irregular (such as 12-hour shifts), in the evenings, overnight, or on the weekends, depending on the employer and situation.

Settings where Chief Nursing Officers may find employment include:

• Hospitals
• Outpatient care centers
• Clinics
• Group physician practices
• Rehabilitation facilities
• Government agencies
• Healthcare system corporate office

What Does a Chief Nursing Officer Do?

A Chief Nursing Officer is usually involved in advising senior management on best nursing practices, creating retention programs, establishing compensation wages, managing nursing budgets, planning new patient services, conducting performance assessments, and representing nurses at board meetings. They manage personnel via implementing the recruitment, hiring, and retention processes. Chief Nursing Officers may be required to manage the staff working in multiple nursing departments in their health care system while reporting directly to the organization’s Chief Executive Officer (CEO).

What Are the Roles and Duties of a Chief Nursing Officer?

• Creating a nursing environment that fosters collaboration
• Partnering with physicians to ensure a smooth workflow
• Ensuring that nursing standards are upheld
• Maintaining regulatory and compliance approvals and accreditations
• Working with senior management and medical staff to develop strategic plans
• Cultivating relationships across functions and departments
• Serving as a spokesperson for the entire nursing department
• Promoting the mission, vision, and values of the organization.
• Organizing, directing and administering nursing-patient care service best practice
• Maintaining quality assessment and improvement
• Facilitating opportunities for education and professional advancement of employees
• Establishing and monitoring evaluation of performance improvement

A gastroenterology nurse is an RN who specializes in illnesses and disorders related to the entire GI tract. Gastroenterology nurse also assist physicians with procedures, education, and treatments. Some of the disorders they are familiar with are:

• Constipation
• Acid reflux
• Crohn’s disease
• Celiac Disease
• Food allergies
• Irritable Bowel Syndrome
• Cancers of the GI tract including:
  • Small intestine
  • Large intestine
  • Rectum
  • Gallbladder
  • Stomach
  • Esophagus
  • Liver
  • Pancrease

Top of Form

Bottom of Form

Becoming a Gastroenterology Nurse

RNs considering GI nursing should have an interest in performing and assisting with procedures, pre-and post-operative care, and patient education and counseling. Task-oriented nurses with good customer service skills do well in the role. After graduating with a nursing degree and becoming licensed, many GI nurses get their start as ICU or ER nurses, and experience with conscious sedation is a big plus.

What Are the Educational Requirements for a GI Nurse?

Those interested in the field of gastroenterology nursing should first pursue a nursing degree through a two- or four-year university. Obtaining an associate’s degree (ADN) or bachelor’s degree (BSN) in nursing is required. It’s important to note that many hospitals are moving towards requiring BSN-educated nurses for some specialty roles.

After completion of an accredited nursing program, successful completion of the NCLEX-RN is required for licensure.

Any Certifications or Credentials Needed?

While formal certification is not required for many positions as a GI nurse, it is recommended. Obtaining certification in the GI specialty demonstrates a commitment to the field and holds the RN at a higher standard of care.

The American Board of Certification for Gastroenterology Nurses (ABCGN) offers certification and is the only Certified Gastroenterology Registered Nurse (CGRN) certification program accredited by the American Board of Nursing Specialties (ABNS). Eligibility requirements for certification are as follows:

• Must have employment in a clinical, supervisory, administrative, teaching/educational/research role for a minimum of two years, full time (4,000 hours part-time equivalent) within the last five years in the specialty of gastroenterology
• Work as an RN for a minimum of two years prior to sitting for the exam
• Submit contact information for two practitioners who can verify work experience and qualifications
• Demonstrate they hold a current, unrestricted RN license

The certificate is good for five years. Recertification is either completed via exam or completion of continuing education units.

How Hard Is the CGRN Exam, and How Frequent Is Recertification?

In 2019, 506 candidates took the CGRN, and 351 (69.4%) passed the exam, earning their CGRN certification. Once achieving the certification, you must recertify every five years. Candidates may recertify their credentials by retaking the CGRN certification exam or by submitting an application with contact hours that you earn through an educational seminar or workshop.

Where Does a Gastroenterology Nurse Work?

Gastroenterology nurses can work in a variety of settings where GI testing and procedures are performed, but most often work in:

• Hospitals
• Private practice/clinics
• Long-term care facilities
• Surgery centers

Gastroenterology nurses assist in procedures such as colonoscopies/endoscopies and conscious sedation. They also educate patients on medications and diet and perform assessments on patients receiving treatment.

What Are the Roles of a GI Nurse?

The role of a GI nurse is multi-faceted. Utilizing the nursing process of assessing, diagnosing, planning interventions, implementing treatment, and evaluating the patient’s response, the GI nurse:

• Assists with endoscopy/ colonoscopy
• Performs pre- and post-procedure patient education
• Educates patients in diet changes needed to maintain a healthy GI tract
• Works collaboratively with physicians, nutritionists, and other ancillary staff to ensure the patient’s needs are met
• Medication management/education
• Maintain a clean and safe environment during GI procedures
• Administers, maintains, and monitors conscious sedation
• Ensures patient pain is controlled
• Ensures patients are clinically stable before discharge

How Will Becoming a Certified Gastroenterology Registered Nurse (CGRN) Help My Nursing Career?

Earning your CGRN allows you an opportunity to become a nurse expert within the gastroenterology field. It also helps you improve patient care, expand your role in providing patient services, and potentially accelerate your career growth within your chosen specialty.

GI Nurse Salary & Employment

As medicine is evolving and growing, more patients are undergoing outpatient diagnostic procedures. GI nurses have many employment opportunities in varied clinical settings, from procedure nurses to supervisory or research roles. According to payscale.com, the annual salary for certified GI nurses range from $79,284 to $100,000 based on the role (nurse manager, staff RN, clinical director).

The early symptoms of dementia can include memory problems, difficulties in word finding and thinking processes, changes in personality or behavior, a lack of initiative or changes in day to day function at home, at work or in taking care of oneself. This information does not include details about all of these warning signs, so it is recommended that you seek other sources of information. If you notice signs in yourself or in a family member or friend, it is important to seek medical help to determine the cause and significance of these symptoms. 

Obtaining a diagnosis of dementia can be a difficult, lengthy and intensive process. While circumstances differ from person to person, Dementia Australia believes that everyone has the right to:

• A thorough and prompt assessment by medical professionals, 
• Sensitive communication of a diagnosis with appropriate explanation of symptoms and prognosis, 
• Sufficient information to make choices about the future,
• Maximal involvement in the decision making process, 
• Ongoing maintenance and management, and 
• Access to support and services.  

For some people, there may be barriers to diagnosis, especially to an early diagnosis. These include the belief that memory problems are a normal part of ageing, the perceived stigma attached to dementia, the lack of a cure and fear about the future. However, there are many reasons why early diagnosis is important, some of which are detailed within this page. Early diagnosis and awareness about dementia are the first steps in designing management strategies. As more effective treatments become available in the future, early diagnosis will become even more important.  

What are the benefits of early diagnosis?

Early planning and assistance

Early diagnosis enables a person with dementia and their family to receive help in understanding and adjusting to the diagnosis and to prepare for the future in an appropriate way. This might include making legal and financial arrangements, changes to living arrangements, and finding out about aids and services that will enhance quality of life for people with dementia and their family and friends. Early diagnosis can allow the individual to have an active role in decision making and planning for the future while families can educate themselves about the disease and learn effective ways of interacting with the person with dementia.

Checking concerns
Changes in memory and thinking ability can be very worrying. Symptoms of dementia can be caused by several different diseases and conditions, some of which are treatable and reversible, including infections, depression, medication side-effects or nutritional deficiencies. The sooner the cause of dementia symptoms is identified, the sooner treatment can begin. Asking a doctor to check any symptoms and to identify the cause of symptoms can bring relief to people and their families.

Treatment
There is evidence that the currently available medications for Alzheimer’s disease may be more beneficial if given early in the disease process. These medications can help to maintain daily function and quality of life as well as stabilise cognitive decline in some people; however, they do not help everyone and they are not a cure. Early diagnosis allows for prompt access to medications and medical attention.

Health management
Receiving a diagnosis can also help in the management of other symptoms which may accompany the early stage of dementia, such as depression or irritability. Also reviewing management of other medical conditions is critical, as memory problems may interfere with a person remembering to take important medications such as for diabetes, heart disease or high blood pressure.  

Current practice in diagnosing dementia

The remainder of this information will provide an overview of the diagnosis process and a guide to what happens after diagnosis. 

It is important to remember that there is no definitive test for diagnosing Alzheimer’s disease or any of the other common causes of dementia. Findings from a variety of sources and tests must be pooled before a diagnosis can be made, and the process can be complex and time consuming. Even then, uncertainty may still remain, and the diagnosis is often conveyed as “possible” or “probable”. Despite this uncertainty, a diagnosis is accurate around 90% of the time. 

People with significant memory loss without other symptoms of dementia, such as behaviour or personality changes, may be classified as having a Mild Cognitive Impairment (MCI). MCI is a relatively new concept and more research is needed to understand the relation between MCI and later development of dementia. However, MCI does not necessarily lead to dementia and regular monitoring of memory and thinking skills is recommended in individuals with this diagnosis.  

The diagnosis process

The first step in the diagnosis process is to assess symptoms through a thorough medical history, physical examination and evaluation of memory and thinking abilities. Other causes of dementia-like symptoms must be ruled out through laboratory tests and in some cases, brain scans. The next step is to determine the cause of the dementia, most commonly Alzheimer’s disease, vascular dementia, Lewy body dementia or frontotemporal dementia.  

Medical history

The doctor will obtain a complete medical and family history. Questions will be asked about forgetfulness, orientation, problem solving, coping with everyday life, alcohol consumption and medication usage. The doctor needs to establish when the change in function was first noticed, whether the change was sudden or gradual and whether the person’s difficulties are getting worse. Determining the onset and progression of symptoms can help to differentiate types of dementia. Descriptions of the person’s difficulties from family members, obtained if the person consents, are vital in the diagnosis process.  

Medical testing

• Medical tests, including blood, urine and genetic tests, as well as brain scans, are sometimes used in the diagnosis of dementia. 
• Blood or urine tests are carried out to exclude other causes of dementia symptoms, by testing for infections, vitamin and nutrient levels, as well as kidney, liver and thyroid function. Psychological evaluation

Tests of mental functioning are very important in the diagnosis process. These tests are used to determine the extent of any memory or thinking problems and can be used to track progression over time. 

Brief screening tests can be followed up by more detailed tests of mental function. These tests are known as neuropsychological tests and examine different areas of function such as memory, language, reasoning, calculation and ability to concentrate. 

These tests are able to distinguish between different patterns of decline and are therefore important in helping to identify the type of dementia affecting the individual.  

Types of Dementia

There are many different causes of dementia. The most common is Alzheimer’s disease, which is associated with distinctive changes in the brain. While Alzheimer’s disease can develop in younger people, it is most common after the age of 65 years. Vascular dementia is thought to be the second most common form of dementia and is associated with problems of blood circulation in the brain. However, mixed dementia containing elements of vascular dementia and Alzheimer’s disease is also common. 

Future directions in diagnosis research

Considerable research effort is being put into the development of better tools for accurate and early diagnosis. Research continues to provide new insights that in the future may promote early detection and improved diagnosis of dementia, including: 

• Better dementia assessment tests that are suitable for people from diverse educational, social, linguistic and cultural backgrounds.
• New computerised cognitive assessment tests which can improve the delivery of the test and simplify responses.
• Improved screening tools to allow dementia to be more effectively identified and diagnosed by GPs.
• The development of blood and spinal fluid tests to measure Alzheimer’s related protein levels and determine the risk of Alzheimer’s disease.
• The use of sophisticated brain imaging techniques and newly developed dyes to directly view abnormal Alzheimer’s protein deposits in the brain, yielding specific tests for Alzheimer’s disease. 

After the diagnosis

Early diagnosis of dementia is the first step in understanding and managing the condition. Communicating a diagnosis of dementia can allow for planning to begin. Early diagnosis of dementia means that in the vast majority of cases, it is appropriate for people to be told about their diagnosis, as they have a right to information about their health.

In the past, some people argued against telling a person of their diagnosis because of the belief that there is no benefit in knowing, the fear of provoking distress, and that the diagnosis would be difficult for the person to understand. However, although many people with early stage dementia will initially feel ‘shattered’ by the diagnosis, many also say that they feel a sense of relief that the cause of their difficulties is identified, and knowing the diagnosis can increase their sense of independence and enable an active role in planning for their future.

It can be difficult to take in information at the time of diagnosis, so scheduling another time to talk to the doctor is important. Take time and ask as many questions as you like. It may also be helpful to have someone supportive with you at the time of diagnosis. You may want to ask your doctor about the possible benefits of medication and side effects.

Air pollution has been a focus of several studies on cognitive impairment and dementia risk. There is evidence that tiny air pollution particles can enter the brain, but at this time we can’t say if they play a role in the development of dementia. There is a strong case for further research into the effect of air pollution on brain health; that’s Alzheimer’s disease.

What is air pollution?

Air pollution is made up of several different components including gases, chemical compounds, metals and tiny particles known as particulate matter. Long term exposure or exposure to high levels of air pollution can be hazardous, leading to health conditions that affect the lungs and heart. Most research has focused on a component of air pollution known as fine particulate matter or PM 2.5 – tiny particles that are 40 times smaller than the width of a human hair. A form of iron called magnetite is often found within fine particulate matter and can be studied in body due to its magnetic properties. 

Does air pollution affect the brain?

Magnetite particles are released into the air by burning fuel, but they are also produced naturally in the brain. A study of brain tissue from people in Mexico City and Manchester conducted in 2016 confirmed that magnetite from air pollution can pass into the brain. Using a special electron microscope, the researchers examined surface properties of the magnetite particles to prove that they had been generated at the high temperatures found in an engine rather than through natural processes. This study confirmed that fine particulate material can pass into the brain via the blood stream or directly through the thin lining of the nose.

The particles were seen inside protein deposits called amyloid plaques which are abundant in the Alzheimer’s brain, leading to speculation that magnetite could be involved in the development of Alzheimer’s disease. However, the study did not provide evidence that magnetite is involved in the formation of amyloid plaques or that it can lead to the death of brain cells. Alternatively magnetite particles could enter the brain from polluted air and end up in amyloid plaques as a consequence of the brain’s waste disposal processes. 

Studies in mice have shown some effects of breathing polluted air on the brain. Mice that are exposed to polluted air collected from near busy roads show biological changes that are known to cause damage to the brain, as well an increase in levels of the protein amyloid, which is one of the hallmarks of Alzheimer’s disease. However, we know from human brain imaging studies that an increase in brain amyloid protein alone doesn’t necessarily mean that Alzheimer’s disease will develop.

Could air pollution be a cause of dementia?

A direct link between air pollution and Alzheimer’s disease has not been found, however there are many questions still unanswered. A growing number of studies looking at exposure to pollution from around the world combined with increasingly sophisticated techniques for seeing fine particulate matter in the brain and body is creating a case for further research.

Studies of mice and dogs living in polluted areas suggest that air pollution could be associated with cognitive impairment. Exposure of mice and rats to traffic pollution in the lab resulted symptoms such as poorer learning ability, memory and motor skills. In people, there are a couple of studies showing that those who are exposed to high levels of pollutants perform poorer on cognitive tests over time, but this does not mean they have or will develop dementia. 

The most convincing evidence so far comes from study of 6.6 million people from Canada published in 2016 that reported a potential link between dementia and living close to very busy roads. The study found that those living within 50 metres of a major road were 7% more likely to develop dementia than people living more than 300 meters away, where fine particulate matter levels can be up to 10 times lower. As there are other factors associated with living on a busy road, such as high noise pollution and stress, this study doesn’t prove that air pollution causes dementia. However, it does suggest that the study of air pollution and dementia should be prioritised for future research.

The practice of quieting the mind, otherwise known as mindfulness, is increasingly being practiced across the world. Mindfulness specifically refers to the practice of paying attention to the present moment non-judgmentally. Observation of our thoughts and feelings allows us to better understand our emotions and react rationally to negative situations. This practice is very important to children with autism.

Imagine snacking on a bag of chips. We then think about yesterday’s meeting, or all the dishes that need to be washed. Eventually, without even noticing, a few chips turn into half of the bag. Our minds are constantly wandering, ruminating on anything but the present, which can lead to increased anxiety or depression. This is where mindfulness comes in. Despite all the recent buzz, mindfulness is backed by hard science: the practice has been shown to not only reduce stress, depression, and aggression but also change brain regions associated with emotional regulation, introspection, and awareness.

Although most of the research has been done on typically developing adults, a new body of work has shed light on the benefits of mindfulness in children with Autism. Aggression, an especially challenging behavior, has been an important behavior of study in the scope of mindfulness techniques. In contrast to the current behavioral and psychopharmacological interventions for aggressive behaviors, mindfulness-based interventions empower individuals to develop self-management strategies to regulate their challenging behaviors. In a longitudinal study and intervention, researchers had adolescents with autism learn the “Soles of the Feet Procedure,” which involved shifting attention from the emotional trigger to the soles of their feet. Aggressive acts were significantly reduced from 14-20 per week to 4-6 per week after the 3-year follow up period. 

Additionally, mindfulness techniques have been shown to improve parent-child relationships and significantly reduce parental stress, improve parental wellbeing and overall health after just a few weeks. This parental change in behavior has the reciprocal effect of reducing stress and anxiety among their kids. In addition to parents, mindfulness training can allow teachers to better regulate their reactions to stressful classroom situations and manage the social, emotional, and educational needs of their students with Autism Spectrum Disorder (ASD). A five-week mindfulness teacher training intervention introduced stress management and relaxation techniques as well as the application of mindfulness techniques to teaching. The training not only improved teacher’s self-efficacy beliefs but also allowed teachers to better cope with challenging situations. 

Therefore, mindfulness practices may be a viable technique in not only improving behavioral and cognitive responses in those with ASD, but also the overall well-being of their caregivers. Although mindfulness may seem like foreign territory, incorporating mindful practices into daily life can be quite simple.

Here are six simple mindful practices you can introduce to your child (and yourself!)

1. Bell Listening Exercise: Ring a bell, either a physical bell or one from an App or online, and ask your kid to close their eyes and listen to the vibration of the bell. Tell them to raise their hand once the ringing stops and pay attention to any other sounds they hear for about another minute. This is a simple but powerful exercise that shifts one’s attention to the present moment and the surroundings.
2. Bedtime Mindfulness: Ask your child to lie in their bed, close their eyes, and bring their attention to various parts of their body. Start at the toes and slowly move up to the head. This is a calming method to return to one’s body at the end of the day and develop a sense of gratitude for their body.
3. Mindful Walks: Stroll through your neighborhood in silence for a few minutes and have your child pay attention to all the sounds they hear. Then have them report back what they heard. You can also guide them to other sensations such as the breeze through their hair or the crunching of the leaves as they walk. If your child is particularly active, you may ask them to run or skip and notice their increased heartbeat or breath.
   
   
4. Mindful breathing and meditation: Ask your child to close their eyes and sit comfortably. Direct their attention to the sensation of breathing in and out. Ask them to put their hands on their stomach and feel the rise and fall of each breath. You can do this for about five cycles then guide them to any present feelings or thoughts. Tell them to observe those thoughts and feelings and let them go like a balloon. You can repeat this as many times as needed or possible. Here is a guided meditation. 
5. Soles of the Feet: This technique was developed by researchers to manage angst, anger and aggression. When faced with emotionally arousing situations, you can teach your child to redirect their attention and awareness to a neutral part of the body such as the soles of their feet. This technique helps calm and clear one’s mind during stressful and arousing situations.
6. Glitter Jar: Fill a clear jar with water, some glitter, and glycerin or baby oil. A snow globe would be equally great for this activity. Particularly when your child is having a stressful day, ask them to shake up the jar and watch as the glitter settles after swirling chaos. This technique allows for a powerful metaphor that relates the internal state of the mind to a visual object.

Caring for children with congenital heart defects can be challenging. The following tips may help you care for your child so that he or she is as healthy and comfortable as possible. These tips may also help you cope with the difficulties that parents often experience.

Caring for your child in the hospital

You and your child might take many trips to the hospital or doctor’s office for tests, procedures, or surgery.

It’s normal to be frightened and worried about your child being in the hospital. Ask questions about any procedures that you don’t understand or any special care that is needed. In general, try to be with your child as much as possible.

What to expect

While your child is in the hospital for surgery, treatment may involve:

• Receiving intravenous (IV) fluids until your child wakes up after surgery and can eat.
• Having oxygen levels in the blood measured with a pulse oximeter.
• Making adjustments to help make breathing easier. Your child may have the head of the bed or crib raised, be given oxygen (through a hood, tent, or face mask), or sometimes be given treatment with a breathing machine called a ventilator.
• Draining fluids from the chest after surgery. Pressures within the body also may be measured.

How to help

The following are tips to help your child while he or she is in the hospital:

• Take some of your child’s familiar things to the hospital. Favorite toys or blankets will help the child feel more at ease.
• If you cannot stay with the child, visit often.
• Take some pictures of the family. Place them where your child can easily see them. Talk about what is happening with other family members or sing favorite songs.
• Tell the nurses about your child’s habits, typical routines, and general preferences.
• Tell the nurses about any special words that your child may use to tell others what he or she needs.
• If your child is a newborn, hold and touch him or her often to promote bonding.
• As much as possible, help the hospital staff with your child’s care. Find out whether you will be responsible for any treatments at home. Take this time to learn how to do these treatments while the hospital staff is there to teach you.

Coping with oxygen problems

Some heart defects, called cyanotic defects, cause oxygen problems. This means that the child’s body isn’t getting a normal amount of oxygen. Children with cyanosis may have a bluish tint to the skin.

If your child has “blue spells”:

• Attempt to calm the child. This is the most important thing you can do.
• Try placing the child with his or her knees to the chest—either on the back with the knees drawn up to the chest or in a sitting position with the chest to the knees.
• You may need to give your child oxygen if the spells are severe and don’t improve with a change in position. Oxygen is given by placing a small tube at the entrance to the nostrils. Your doctor will determine the proper amount of oxygen needed.
• Try to prevent the cyanosis by keeping your child warm, decreasing activity, and frequently feeding small meals.
• Notify your child’s doctor when a blue spell occurs.

Oxygen therapy

Your child may need extra oxygen at home. It is given through a small tube that rests at the entrance to your child’s nose. Oxygen can cause a fire to burn very rapidly, so no smoking or open flames are allowed in the room where oxygen is being used. The amount of oxygen will be prescribed by your child’s doctor. Don’t change the amount of oxygen you give your child without the advice of your doctor.

Giving medicine

Be sure you know how to give your child’s medicines safely. Heart medicines can be very strong, so they can be dangerous if they are not given correctly.

• Be sure you understand how much medicine to give and how to give it.
• If your child takes a blood thinner, be sure to get instructions about how to give this medicine safely. Blood thinners can cause serious bleeding problems.
• If you aren’t comfortable giving medicine to your child, ask a health professional to help you.
• A home health nurse can help. Talk to your doctor about having a home health nurse visit you. The nurse can set up a schedule for the medicines, show you how to store them, and help you become more comfortable giving them.

Getting your child to eat well

Nutrition is very important for children who have heart defects. Getting your child to eat right can be a challenge. Children with congenital heart defects:

• Often tire when eating, so they eat less and may not get enough calories. Feeding may take longer than you expect.
• Tend to use more calories (have a higher metabolic rate) than other children.

To help overcome feeding difficulties or lack of weight gain:

• Learn to recognize your baby’s first signs of hunger, such as fidgeting and sucking on a fist. This will help you to begin feeding before your baby starts to cry. Your baby will have more energy to eat well if he or she isn’t tired from crying.
• Use a soft, special nipple made for babies born early (premature infants). These nipples make it is easier for your baby to get enough formula or breast milk if you bottle-feed.
• Burp your baby often, especially when using a bottle. Babies who have trouble sucking take in large amounts of air when they eat, which makes them feel full before they get enough breast milk or formula.
• Feed small, frequent meals. Smaller meals don’t require as much energy to eat or digest.

If you have difficulty preparing balanced meals, talk with a registered dietitian. Ask your doctor whether you should increase the number of calories in each meal.

Preventing infections

A congenital heart defect can raise the risk of an infection in the heart called endocarditis. To help prevent this infection, your child needs to take excellent care of his or her teeth throughout life. Good oral care can limit the growth of mouth bacteria that could get into the bloodstream and lead to infection. Call your child’s doctor if he or she has signs of a skin infection or infected wound.

Some children take antibiotics before having any dental and surgical procedures that could put bacteria or fungi into the blood. The antibiotics lower the risk of getting endocarditis.

Make sure that your child gets all the recommended vaccines, which helps keep your child healthy. Make sure family members and people who are in close contact with your child also get recommended vaccines.

Helping with emotional issues

Children and teens with congenital heart defects may have self-esteem issues because of how they look. They may have scars from surgery, and they may be smaller, have clubbing, or have limits on how active they can be.

Children may feel alone and have trouble coping because they have to stay in the hospital often. Most children deal well with having a heart defect. But some children with serious heart defects may have a hard time feeling “normal.”

Taking care of yourself

Dealing with a lifelong and possibly life-threatening illness in your child can have a strong impact on your life as a parent. It can be hard to accept that your child has a serious illness. And it’s normal to worry about the effect the condition will have on your child’s future.

Try to take good care of your own physical and emotional healths. Doing so will help give you the energy needed to care for your child with special needs.

It might help to:

• Learn all you can about your child’s heart defect.
• Stop blaming yourself. You didn’t cause the heart defect. Many things occurred for the defect to happen. No single factor causes congenital heart defects.
• Allow yourself to grieve about having a child with a heart defect.
• Ask questions. Don’t expect to remember everything that is involved in caring for your child. Ask questions when you don’t understand. Ask your doctor for written directions on caring for your child. If directions are written, you can look at them later and call the doctor if you have questions.
• Join a support group. It’s helpful to be in contact with organizations and people who can offer support and answer your questions. Talk with your health professional to see whether there is a local support group you might join. A support group is a good place to meet other parents who are dealing with similar issues.
• Talk to a counselor. It’s normal to feel sad. You may grieve because your baby is not the perfectly healthy infant you imagined. If you or a family member continues to feel extremely sad, guilty, or depressed or is otherwise having trouble dealing with your child’s illness, talk with a doctor.
• Get financial help if needed. Expenses can quickly multiply if your child’s heart defect requires several hospital stays and tests. You may qualify for help from organizations. Talk with your doctor about a referral to a social worker or financial counselor who can help you.

Family counseling

Coping with a child who has a lifelong illness impacts the entire family. If you feel that you or your family needs help dealing with the condition, talk with a health professional about counseling.

Case studies are in-depth investigations of a single person, group, event or community. Typically, data are gathered from a variety of sources and by using several different methods (e.g. observations & interviews). The case study research method originated in clinical medicine (the case history, i.e. the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e. retrospective), as well as to significant events which are currently occurring in his or her everyday life.

The case study is not itself a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

How is a case study conducted?

The procedure used in a case study means that the researcher provides a description of the behavior. This comes from interviews and other sources, such as observation.

The client also reports detail of events from his or her point of view. The researcher then writes up the information from both sources above as the case study, and interprets the information.

The research may also continue for an extended period of time, so processes and developments can be studied as they happen.

Amongst the sources of data the psychologist is likely to turn to when carrying out a case study are observations of a person’s daily routine, unstructured interviews with the participant herself (and with people who know her), diaries, personal notes (e.g. letters, photographs, notes) or official document (e.g. case notes, clinical notes, appraisal reports).

The case study method often involves simply observing what happens to, or reconstructing ‘the case history’ of a single participant or group of individuals (such as a school class or a specific social group), i.e. the idiographic approach.

The interview is also an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.

Most of this information is likely to be qualitative (i.e. verbal description rather than measurement) but the psychologist might collect numerical data as well.

How to analyze case study data

The data collected can be analyzed using different theories (e.g. grounded theory, interpretative phenomenological analysis, text interpretation, e.g. thematic coding).

All the approaches mentioned here use preconceived categories in the analysis and they are ideographic in their approach, i.e. they focus on the individual case without reference to a comparison group.

Interpreting the information means the researcher decides what to include or leave out. A good case study should always make clear which information is the factual description and which is an inference or the opinion of the researcher.

Strengths of Case Studies

• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research which only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension to experience which is so important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is therefore important for psychologists who adopt a holistic point of view (i.e. humanistic psychologists).

Limitations of Case Studies

• Lacking scientific rigour and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feeling may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted on the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e. descriptive) data a lot depends on the interpretation the psychologist places on the information she has acquired.

Senior patients with cancer are more frequently referred for possible surgical resection. Surgeons must ask: Do we know how to assist them? Do we understand their needs? Are we able to assess and predict operative risks? This review article focuses on such aspects and aims to assist surgical oncologists in the decision-making process.

Modern decision making is based on evidence. Unfortunately, there is often insufficient evidence guiding the choice of surgical options for senior patients with cancer.

It is generally believed that surgery is the most effective cancer-ablative therapy. However, complication rates, mortality, length of hospital stay, and intensive care unit admissions increase with patient age, which can offset oncologic advantages. Delay in cancer diagnosis can lead to a greater number of emergency presentations, and emergency surgery is associated with increased morbidity and mortality in this population. In the absence of clear guidelines and concerns about their ability to tolerate treatment, older patients are less likely to be offered standard cancer treatments that have been shown to improve survival. Nevertheless, high-profile centers have repeatedly demonstrated the feasibility of surgical treatment in this age group.

Poor understanding of frailty is, to a large degree, responsible for under-treatment. A particularly striking example of this is the nonsurgical treatment of older women with breast cancer. Only one in two older women have their cancer excised; too often, primary endocrine treatment is preferred. On the other hand, there can be overtreatment. When frailty is not identified, patients may be treated aggressively, resulting in poor oncologic outcomes, increased mortality, substandard quality of life, and high monetary costs. Alternative options should be discussed.

The decision of how to treat has to be thorough and honest. It should include the patient’s preferences, because older patients are keen to participate in the decision-making process. Patients should be informed of the advantages and disadvantages of a surgical procedure. Too often, for cases in which the operation is likely to be successful, practitioners forget to reassure the patient that the operation is feasible, perhaps slightly risky, but certainly worth undertaking and, most importantly, that the associated long-term prognosis is favorable. On the other hand, practitioners should not be swayed by a demanding family into offering an overwhelmingly risky operation to a frail patient who is unlikely to overcome multiple potential postoperative complications.

To guide these discussions, what is needed is clinical research that focuses not only on standard peri- and postoperative mortality and complication rates but also on longer-term outcomes and quality of life. Elderly patients who survive the first year after surgery have the same cancer-related survival as younger patients; therefore, decreased long-term survival in the elderly is mainly a result of differences in early mortality. The treatment of senior oncologic patients should focus on enhancing functional capacity preoperatively (prehabilitation), perioperative care, and 1-year outcomes after surgery.

SURGICAL CONSIDERATIONS IN THE OLDER ADULT WITH LUNG CANCER

Lung cancer is primarily a disease of the elderly. More than 65% of lung cancer patients are older than age 65 years when diagnosed.⁴¹ The percentage of patients with newly diagnosed lung cancer who are age ≥ 75 years is approximately 25%, and the percentage of patients age ≥ 75 years who die of lung cancer is approximately 30%. Thus, the average patient with lung cancer is paradigmatic of the issues involved in the treatment of any elderly patient with cancer, which may be framed as the following: How should an elderly patient with a cancer that, if left untreated, will likely cause his or her death be offered treatment with the lowest risk of operative morbidity and mortality that, at the same time, aims at the longest life expectancy, with acceptable functional status and quality of life?

The information needed to guide such difficult clinical decisions for the elderly patient with lung cancer remains incompletely collected. For example, the standard of care for patients of any age with resectable lung cancer has been anatomic lung lobectomy; the relative risks and efficacy of lesser resections (ie, segmentectomy) are being evaluated in clinical trials. In large randomized trials, lobectomy is associated with an operative mortality of 1.4%, and no increased risk was found to be associated with advanced age. However, this study and other smaller studies of elderly patients with lung cancer did not clearly characterize the population of patients considered for surgery. Some patients believed to have an increased perioperative risk, by use of unknown selection criteria, were referred for alternative ablative therapies such as radiation treatment.

It is possible that, in elderly patients who are not currently offered lobectomy, treatment with sublobar resection may have a better chance for cure with acceptable risks compared with nonsurgical ablative therapies. Conversely, some elderly patients undergoing lobectomy for lesions resectable by segmentectomy may not be offered a more extensive resection (and its benefits).

The effect of thoracic surgery on quality of life has been examined in only a few studies. They suggest that elderly patients experience a pattern of initial decrement followed by recovery similar to that seen in younger patients. Overall, patients with lung cancer have a baseline quality of life lower than that of their peers, and preoperative quality of life has been found to predict long-term survival after thoracic surgery.

Paralleling the efforts to preoperatively define patients at risk because of diminished quality of life has been the effort to define thoracic surgery patients at risk for postoperative complications because of frailty, disability, and multiple comorbidities. A geriatric preoperative assessment using these measures predicted both risk of postoperative institutionalization and 6-month survival.

Overall, intraoperative and postoperative management of patients undergoing lung cancer surgery has advanced considerably, such that the majority of patients can safely undergo effective surgery. The challenge now is to define the high-risk patient population, which will usually be a subgroup of the elderly.

Successful surgical treatment of the elderly patient therefore depends on a proactive, patient-centric, multidisciplinary program that involves a geriatrician and in which all stakeholders are committed to understanding the unique needs and expectations of the patients and their families.

In conclusion, surgery remains the best modality to treat solid tumors, regardless of patient age. Surgeons treating elderly patients with cancer should take into account that other factors, such as frailty, comorbidities, performance, and cognitive status, are important considerations when predicting outcomes. With adequate perioperative care, elderly patients can do as well in terms of morbidity and mortality as their younger counterparts. Therefore, if surgery is determined to be the appropriate treatment modality, patients should not be denied this option because of their age.

While researchers don’t yet fully understand the exact cause of bipolar disorder, they have identified certain factors which may increase your risk of developing the disorder.

Roughly 2.6% of Americans will experience the condition known as bipolar disorder Characterized by extreme highs and lows in mood, bipolar disorder can disrupt daily life when not treated effectively.  Also, because the disorder can increase the risk of substance use, suicide, and other risky behaviors, it’s important to diagnose and treat the disorder as early as possible. Knowing the causes and risk factors of bipolar disorder can help with early detection and treatment.

There is no known exact cause of bipolar disorder. Researchers have yet to find the exact genes that contribute to the disorder or understand exactly how the brain physically changes when the disorder is present. Researchers, however, do have a sense of what factors increase your risk of developing the disorder. The disease is highly heritable, so having a family member with the condition increases the risk greatly. While people are genetically predisposed to be at risk of the disorder, not all of these people develop bipolar disorder. This suggests that environmental factors and psychological factors can trigger manic or depressive episodes, although not everyone with the disorder will experience a triggering event.

Genetics and bipolar disorder

People are more likely to develop bipolar disorder if they have a close relative with the condition.

Individuals are also more likely to develop bipolar disorder if they have another mental health condition, such as depression or schizophrenia.

Some research suggests that the lifetime risk of bipolar disorder in relatives of someone with the condition is 5–10 percent for a close relative and 40–70 percent for a twin.

However, scientists do not fully understand the role that genes play in bipolar disorder.

According to the National Institutes of Health (NIH), some studies indicate that irregularities in many genes combine to increase a person’s chance of bipolar disorder. The exact way that this occurs remains unclear.

It is likely that just having a genetic predisposition to the disorder is not enough to trigger its development. Environmental factors may also be necessary to trigger symptoms in people with the relevant gene variations.

It is also important to note that just because someone has a greater chance of having bipolar disorder, it does not mean that they will go on to develop it.

ResearchTrusted Source suggests that the majority of people with a genetic predisposition are healthy, and most people with a relative who has bipolar disorder do not have the condition themselves.

Risk Factors

Family with the Disorder

If you have a relative in your nuclear family with bipolar disorder, such as a parent or sibling, then you may be at higher risk for the mood disorder. Symptoms may first emerge during teenage years or early adulthood, with the average of onset being 25. One analysis of the literature found that children of parents with a severe mental illness had roughly a one-third chance of developing a severe mental illness by adulthood. Researchers have also found that the earlier age your parent is diagnosed with the disorder, the higher your risk is for also developing it.

However, we know that genetics isn’t the only factor. Studies of identical twins have shown that while bipolar disorder is very heritable, both twins will not always develop the disorder. This means that environmental factors can play a role as well in increasing or decreasing risk of developing the condition.

High Stress

People who experience traumatic events are at higher risk for developing bipolar disorder. Childhood factors such as sexual or physical abuse, neglect, the death of a parent, or other traumatic events can increase the risk of bipolar disorder later in life. Highly stressful events such as losing a job, moving to a new place, or experiencing a death in the family can also trigger manic or depressive episodes. Lack of sleep can also increase risk of a manic episode.

Substance Abuse

People who abuse drugs or alcohol are also at risk for developing bipolar disorder. Substance use doesn’t cause the disorder, but it can make mood episodes worse or hasten the onset of symptoms. Sometimes medications can also trigger the onset of a manic or depressive episode. However, because substance use can trigger psychosis, a person may have to detox from substances before a doctor can give them a diagnosis of bipolar disorder.

Gender

Bipolar disorder affects men and woman equally, but women are three times more likely to experience rapid cycling of mood episodes. They are also more likely to experience depressive and mixed episodes of the disorder compared to men.

If you’re not sure whether you’re at risk for bipolar disorder, you can ask yourself the following questions:

• Has anyone in your family been diagnosed with bipolar disorder or another mental illness?
• Have you experienced childhood trauma?
• Have you experienced recent stressful events or lack of sleep?
• Have you noticed extreme changes in mood after using drugs or alcohol?
• Have extreme mood changes impacted your work, daily responsibilities, or relationships?

Even if you answer “no” to all these questions, you can still talk to your doctor or a mental health professional about your concerns and receive a diagnostic evaluation. If you have the disorder and are concerned about the risks for your own children, consult with a professional about the risks and what interventions can help your child maintain good mental health.

Above all, remember that bipolar disorder is very treatable, and medication, therapy, and other interventions can play a huge role in managing symptoms and slowing rapid mood changes. Talk to someone today who can help you get started on the right path towards a healthier daily life.

Nurses are one of the most trusted groups of professionals. After receiving the required education, nurses must become licensed in their practicing state and are required to complete continuing nursing education courses to maintain their licensure, depending on their state’s regulations.

What are the Roles of Nurses?

Nurses work in a variety of settings and specialties. They may choose to practice in hospitals, nursing homes, medical offices, ambulatory care, occupational health, and community health centers, schools, clinics, camps, and shelters.

Specialties

Nurses perform many professional tasks which may differ based on where they work or what area they specialize in. The American Nurses Association (ANA) lists nursing responsibilities to include tasks such as:

• performing physical exams
• obtaining medical/health histories
• providing patients with health promotion, counseling and education
• administering medications, wound care, and other health interventions
• coordinating patient care collectively with other members of the healthcare team
• supervising staff such as LPN’s and nursing assistants
• taking part in critical decision making
• research responsibilities

The degree they hold may also dictate which are of specialty they are competent in practicing in. There are over 100 nursing specialties, including:

• Ambulatory
• Burn care
• Camp or school
• Diabetes care
• Emergency nursing
• Flight/transport
• Forensic nursing
• Geriatrics
• Home health
• Hospice
• Labor and delivery
• Medical surgical care
• Neonatal intensive care unit (NICU)
• Nephrology
• Neuroscience
• Obstetrics and gynecology
• Pediatrics
• Psychiatric care
• Radiology
• Rheumatology
• Telemetry
• Transplant
• Trauma
• Wound, ostomy and continence care

Some specialties and practice settings require certain educational criteria such as an Associate’s Degree in Nursing (ADN or ASN), Bachelors of Science in Nursing (BSN), Masters of Science in Nursing (MSN), ), Doctor of Nursing Practice (DNP,), Doctorate of Philosophy (PhD), or for legal nursing specialties, a Juris Doctor (JD) may be required. A registered nurse can also earn a specialty certification.

Advanced practice nurses

Some nurses may choose to extend their career by earning a graduate degree to advance their clinical training by going on to receive a master’s or doctorate. These nurses are called Advanced Practice Registered Nurses (APRN’s). Some APRN specialties include:

Nurse practitioner (NP): These advanced practitioners work in a variety of specialties and provide comprehensive care to patients. Depending on their state licensing boards, they are able to provide primary and preventative care, diagnose and treat certain conditions, and prescribe certain medications.

Nurse practitioner specialties may include acute care, adult health, family health, gerontology, neonatal health, oncology, pediatric or child health, psychiatric or mental health, and women’s health. Nurse practitioners provide care to patients in settings like hospitals, nursing homes, clinics,and private practices.

Certified nurse-midwife (CNM): These advanced practice nurses are able to provide healthy and non-high risk women with obstetric and gynecologic care. They may practice in settings such as hospitals, birthing centers and patient homes.

Certified registered nurse anesthetists (CRNA): These advanced practice nurses provide anesthesia to patients for surgery or certain procedures.

Clinical nurse specialist (CNS): Experts in an area of nursing practice, a CNS may be found working in many settings like hospitals, clinics, nursing home, offices, and within the community.

Fast facts about nursing:

Nursing is one of the most trusted professions in the U.S., polls show.

Nurses can choose from a wide range of specialties.

Qualifications range from a 1-year certificate to a PhD, depending on the role. Most nurses begin with a science degree.

Training can take from 1 to 4 years, depending on the desired entry level.

There is an ongoing need for nurses, resulting in good job security, a competitive salary, and a range of professional opportunities.

Becoming a nurse

There are 2 types of nurses, a licensed practical nursing (LPN) or in some states referred to as licensed vocational nursing (LVN) and a registered nurse (RN). Educational requirements vary for each and depend on the degree in which a nurse plans on accelerating their career.

The education that an LPN/LVN or an RN receive differ, as does their scope of practice.

An LPN/LVN receives a 1-year certificate or degree from a vocational or hospital or trade school. They can perform certain nursing duties, but they are not able to provide the same level of care to patients as an RN. To obtain a license as an LPN, they must take and pass the National Council Licensure Examination or NCLEX-PN.

An LPN/LVN may continue their education and pursue either an Associate’s Degree in Nursing (ADN) or a Bachelor of Science in Nursing (BSN) through bridge programs. These can take anywhere from 2 to 4 years, depending on the chosen degree.

Some RNs choose to obtain an Associate’s Degree in Nursing (ADN), a 2-year technical skill focused program.

There are many ways to enter into a nursing career and become an RN, but the preferred degree to obtain is a Bachelor of Science in Nursing (BSN).

This is a 4-year college program. It includes a curriculum based on coursework, lab time, and clinical skill development through a hospital or other medical experience-based program.

In order to practice as a registered nurse, the National Council Licensure Examination or NCLEX-RN must be taken and passed.

How long does it take to become a nurse?

Becoming a nurse can take anywhere from 1 to 4 years, depending on the level of nursing education planned.

• LPN/LVN: 1 year
• Associates degree RN: 2 years
• Bachelor’s degree RN: 4 years

Nurses seeking an advanced degree will require additional education beyond their basic nursing education, which can range from two to five years depending on the degree being obtained.

Benefits of a nursing career

Shortage of nurses will offer potential job security, an option to advance or change career paths within the scope of nursing practice, and advanced education opportunities.

In addition, nursing currently offers a chance to work in non-traditional work environments, such as schools, government agencies, parks, and offices.

The wide range of specialties means that nursing can appeal to people with varied interests. They can use their nursing skills in a multitude of practice areas.

1. Always in Demand

The nursing field is one that is always in demand. We are living much longer, the elderly population is constantly growing and will require more medical care in the coming years. Hospitals and medical facilities are almost always in need of qualified nurses, so the chances of a being laid off as a nurse are minimal.

2. A Rewarding Career Path

Nurses help people. As a result, they receive the unmatched satisfaction of knowing that they have made a difference to patients and their families.

A nurse can enjoy a long and rewarding career of helping those in need – and often, those in pain. They are the key link between doctors and patients, interacting with patients on a daily basis, caring for and attending to their various health needs. This level of patient care – this ability to work so closely with people in need – is something that fulfills a desire in many nurses, to give back to humankind.

3. Flexibility

Few careers are as flexible as those in the nursing field. Many nurses aren’t nine-to-fivers. Healthcare is needed around the clock! The beauty is, nurses can choose to work when and where they want. Would you like to work part-time, full-time, or freelance? Would you like to work four days on, three days off? How about nights and weekends for family obligations, or a second job? All options are possible in the field of nursing.

4. Nurses are trusted, respected, and appreciated.

Nurses are viewed as the most honest, ethical, and trusted professionals in the United States. In fact, nurses have been ranked the most trusted professionals for 19 consecutive years, including in 2020, when they fought relentlessly against the COVID-19 pandemic. This underlines how important nurses are to Americans, and how much nurses are appreciated by patients and communities alike.

5. There is great job security.

Simply put, there will always be a need for nurses. There will always be a need for qualified, compassionate healthcare professionals. No matter where you are in the world, the skills and knowledge that you carry as a nurse will be both valued and vital. In fact, the need for nurses is expected to grow, promising job security for nurses both old and new.

If 2020 taught us anything, it is the need for nurses and healthcare professionals. The global COVID-19 pandemic shed light on the importance of having nurses staffed at all stretches of our communities – in hospitals, outpatient clinics, nursing homes, and more. It heightened the need for nursing employment, which was already growing at above-average rates even before the pandemic hit.

Nursing is a responsible and rewarding career, but it is not always easy. Developing skills such as stress management, listening skills, compassion, and inner strength can help nurses face the daily challenges of their chosen career path.