ProfRN4, MSN 15,516 Views
Joined Apr 5, '03.
ProfRN4 is a Staff Educator.
She has '22' year(s) of experience and specializes in 'Pediatrics'.
Posts: 2,279 (22% Liked)
A behavior plan? Some sort of contract that rewards positive behavior and takes privileges away when she does throw things? If she is cognizant enough to know what she is doing is wrong, this should work (but I'm no psych nurse )
The best part for me, is when they act like kids (mischievous). Since I'm not in direct care, I can chuckle at it more than my staff does (since a fighting, tube-pulling child who acts sassy means more work for them. Important to note, my patient population is chronic, special needs, so these aren't normal functioning kids, so I really appreciate any 'normal, kid behaviors' the exhibit.
Worst part for me, is watching the ones who are clearly suffering, and will never improve.
The friend + child: Well, if you must say something, I would write her privately and express your concern in a way that shows you respect her and her mothering, and the child seems so happy and well-adjusted, but did his doctor say anything cuz you're concerned. This would have to be done very carefully and craftily, or you will lose a friend and no one will benefit.
As for CPS, IMO that's nuts. I have seen them rip families apart for a LOT less than overfeeding a child (which may even be happening because the child has a goofy metabolism, some condition, or God knows what else). To me, that's just a sad commentary on the state of our often hysterical society, and definitely not the route to go. But I could be wrong, of course.
Some states don't require the doctorate to lecture. I actually have a tenure track position as an assistant professor with my MSN in my state. I am pursuing my PhD because I like research and want the salary increase. That being said, if a doctorate is what you need to lecture, consider an EdD or DNP with a clin spec focus. These are less research intensive and acceptable to most colleges or smaller universities.
I don't think I knew that Crocs had non-clogs. I will look into those and the Allegria brand. Thanks!
I've been looking through the numerous threads about shoes (as I have done in the past on AN over the years), so I KNOW there are many of them. I also know that everyone has a different preference (I, for one, cannot wear Nike's- I have flat feet, and my feet feel like they are being squeezed in them, even the wide widths), so I'm looking for someone who may have had similar experiences with shoes.
I am looking for a comfortable shoe I can wear with business casual attire (as an Educator); either dress pants or with a skirt/dress and leggings/tights. I don't mind a clog (definitely not a CROC style or white in color). I wore Danskos in the past- swore by them for years, while working 12 hour shifts. Then, I started teaching (up to 4 hours at a clip standing for lectures, with minimal pacing/walking around the room) and I suddenly lost my love for them. I had a particular pair for a long time (do they wear out, or did I just get old and they no longer worked for me?). My back, as well as my feet suffered as a result.
I saw a thread where someone said they liked the Grey's Anatomy softwalk shoe (I did not know these existed). Reviews are standard- some love them, some hate them. I like the idea of the cushioning in them, and they have a lot of colors to choose from (that work with dress clothing). I'm also considering Skechers (work shoe/clogs, not sneakers), as I have had luck with their sneakers in the past.
Anyone have any suggestions, based on my past-shoe-history? I plan on 'mixing it up' (for variety of style, as well as not letting my feet get too used to a particular shoe).
I taught for 11 years. That's 22 different groups of students. I've seen quite the variety of cohorts: mature, driven, responsible, as well as immature, catty and lazy. In every group there were outliers.
When I was a student, I was the youngest (started at 18), with a group of 20-50 year olds. Many were late 20s/early 30s. This was my group of friends/study partners. They were all 2nd career students, some with spouses, kids, mortgages and jobs. No time for drama (but yes, an occasional outing to the bar, where no one got kicked out).
My my suggestion to you is to find a group of classmates that bring you up, not down. Like minded people, who are serious about this. People who will make the cut each semester.
When you say they are on the computers way too much, do you mean in the chart, or writing out the assignment? Either way, both can be addressed by limiting their time on the computer. If it's the chart they are staring at aimlessly, limit the time, and don't let them on until they have actually been in with their patient. When I taught, it took my way too long to lay the law down on this one. I made them see their patient first (a 'two minute assessment'), then get report from the RN, then report to me. I would give them leading questions based on their first impression and the info they got in report. This way, they had direction when going into the chart.
As far as writing the assessments, do you require that they give it to you before they leave clinical? I would have my students submit whatever the paperwork of the day was by midnight that night. That way they could go home (or back to campus, or Starbucks, lol) and clean up their thoughts and notes, and present something that is a little more substantial.
I could have written this myself (except my students did not forget things in their dorm, as I taught at a commuter school). Well done. Especially the part about the other faculty members. I was a full time instructor, so I did know most of my colleagues pretty well (too well). Many of them I did not like/agree with, so the students' perceptions of us all ganging up and plotting to fail them were completely unfounded (I didn't feel that way, but sadly some of my colleagues did).
I'll add this: the idea that professors/instructors do not know anything, but the staff nurse assigned to your patient (with one or two years experience) knows everything. While I do understand that there are instructors out there who are not current in clinical practice, do not paint broad strokes about all of us.
Being able to float sounds awesome. Are there limits to floating? Like would a med surge floor take a L&D nurse? Or would an icu take a med surg nurse?
I would definitely admit that I would never want to work pedi, but it would be because it would be too hard emotionally to see children suffering, not that I can't stand kids and they irritate the hell out of me. If I did say that, I imagine some would have a similar reaction to what you saw here.
In theory, I see nothing wrong with knowing what you want. Yet, so many people have issues with that. When I taught, I was on the admissions committee, and I interviewed potential students. I would always ask them "what kind of nurse do you picture yourself becoming/where do you see yourself working?" I think it is a great motivation tool. I would also ask students who were failing/struggling that question. Again, motivation. People can (and often do) change their minds, things stand in our way, or experiences steer us away from certain specialties (or draw us more towards the specialty), or just lack of an offer can make us rethink our decision. And all of this is okay. BUT, I don't think it's fair to say that a person is being closed minded because they already know what they want to do. However, open minds yield more opportunities in the end. I've never been one to put all my eggs in one basket.
My thoughts about this specific post, and the OP was "okay, it's her decision. If she doesn't get her dream job in the NICU right out of school, she'll do something else to pay the bills. Things happen for a reason, they don't always go the way we plan. It's really not our problem, or concern, right?
And as an educator, I figured she'll do what she has to do to get through nursing school, and get through the 90-95% adult rotations (where I used to teach, my students had 4 peds days at best, and about the same (maybe 6) OB days (and no NICU, unless it was an observation day in either Peds or OB if the prof was willing to send you and the unit was willing to take you). I thought, clearly, she'll be professional enough, and understand the importance of it. Then I read this:
Certainly why I dislike adults. They annoy the hell out of me and i will NEVER care for them as a RN. I would rather remain unemployed until I find a NICU job. ������
Sorry but it's their fault not yours. You don't email someone a schedule. I got my BSN in 77, and have worked for almost 40 years, so I have been through all kinds of technology and communication changes, so I didn't just fall off the turnip truck. They need to give you a paper schedule, and consult with you.
If you don't have a job by he time your certification expires, you will need to renew from scratch. Also, you want a valid card while applying, a new employer may not take too kindly to paying for class from scratch again. My current employer pays for the recent, but your card has to be valid (so you can't let it expire). Look at the bright side; this may be the last time you have to do it on your own
The world of education has changed. Undergrads (nursing or otherwise) are being heavily encouraged to continue their studies sooner rather than later. There are many reasons behind this: young adults who may still be able to live with parents (if they continue to grad grad school), staying on their parents insurance, deferring undergrad loans, or just wanting to get it over with. From a financial/practical perspective, its not our place to judge what works for them and their families. The problem with this, as I see it, is that these brand new advanced practice nurses (or administrators, educators) are not ready to work in these capacities, because they don't even know how to be a nurse! I was just talking to a new grad at my job, who said all her other college friends went right on to grad school- most of which are in a medical related profession (ST, PT, etc). These kids have no choice. She said she wasn't ready for that and WANTED to go out and get experience before she went back. She also admitted to wanting to make some $.
On the other hand, what's wrong with wanting to move up the ranks in a profession? Sure, there is nothing wrong with good old fashion bedside care. But I think to put someone down for wanting to advance is not fair. Think of any profession/business: there are the front line workers, middle management, then upper management. When a potential employer asks you "where do you see yourself in 5 years from now" they don't want to hear "doing the same thing you are hiring me for now". That answer doesn't show determination or motivation. In theory, there is nothing wrong with doing the same thing in 5 years from now, but employers want people who strive to be better (whether you are a nurse, a bank teller or a barista at Starbucks). Of course, when you ask for days off to go back to school or hand in your resignation, they give you a hard time (but that's a whole other topic!)
Speaking of money, seriously, whats wrong with that? Why do we look down on people who want to make a good living? For those who are in it strictly for the money, many of which don't make it out of school, the rest don't last very long. Many of these will not be the ones making six figures in the field, as they will not advance.
As for me, I do miss the bedside. But there comes a time in our life where you need to do what suits you, your body, you family and your mental health. Everyone's journey and time line is different.
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