Win98

I still don't think the morphine patient would be ringing to tell you about serious side effects, when the main side effects are respiratory depression and being comatose.

Your instructor is crazy. The words appear and apparent are from the same word. How can she/he tell you not to use appear? Doctors write that all the time. "appears younger (older) than stated age".

Tools - Options - General - Measurement Units Lets you chose between inches, centimeters, millimeters, points and picas. Also, when you are setting your margins in page setup, make sure that the gutter is set to 0 When you go to print, if there is a setting for "scale to paper size" is not set for something funky.

First of all, I would need a bit more info on each of these patients, but I'm going to rock the boat. I would first go the patient who needs the toilet. If he/she is ringing bell to go the toilet, he/she obviously need help to get there, and I would go there first - safety issue - don't want them to try to get there themselves if they may fall, don't want them to soil themselves or the bed, as they would be upset, and it would take you extra time to clean them up and change the bed, keeping you away from the other patients. If the patient can ring to go to the toilet, you can put them in there and tell them to ring the bell when they are done. On the other hand, if this pt is bedridden and needs a bedpan, it would only take a minute to slip it under them, and ask them to ring when they are done. The other three I find hard to prioritize. morphine patient. Why are they ringing? It could be anything. It's not likely to tell you that they are comatose and have respiratory depression. Is this patient a complainer? They may be impatient the drug hasn't worked yet and they want more. Is this patient confused? They may have forgotten you gave them an injection. They may want the toilet, their glasses or hearing aid, a drink of water, they may have dropped something onto the floor - they could have rung the bell for a million reasons. Did you leave the syringe in the bed? glasses and hearing aid. Safety issue. Are they going to get themselves and fall or injure themselves if you don't go to them soon? Pt in restraints - likely confused, or at least forgetful, or would not be restrained. Like the morphine patient, we don't know what he wants. This patient could be a frequent bell ringer. Again, could be lots of reasons besides confusion. Same reasons as morphine patient. Lets hope it's not because they are being strangled by trying to get out of the restraints. In the place where I work, we have "least restraint" policy, and would get a "sitter" rather than restrain a patient. If we have to restrain them, we have to document frequent checks and release the restraints for a short time at certain intervals. So, in a nutshell, without more information I can't prioritize apart from saying I would first go to the patient that needs the toilet. And, why do you know exactly what two patients want, but not the other two? I think this makes it a bad question. If you have an intercom, why can't you ask the morphine patient and the restrained patient what they want, and tell the guy who wants the glasses and hearing aid that you will be there in a few minutes. If you actually know what each of them wants, it's much easier to prioritize. You can see how easy it is to prioritize between the toilet and the glasses/hearing aid. In case you haven't figured it out, I HATE this kind of question. It's apples and oranges. It's

As a clinical instructor myself, I find it difficult to believe that all of the students mentioned in previous posts were failed for the reasons mentioned. I have failed three students in clinical, but it was after several counselling sessions, suggestions for help, opportunity to improve etc, which is known as "due process". The students concerned had major problems with various aspects of clinical - attitude, lack of knowledge and skills, etc, and they clearly failed to meet the required outcomes. Failing someone is not done lightly, and in the end it comes down to them being unsafe practitioners after having ample opportunity to improve themselves and meet required outcomes. A common difference between the students that failed and the ones who passed was that the ones who failed did not take ownership of their problem, felt victimised, and blamed everyone and anyone but themselves for their situation. I can't help but think that the students mentioned in previous posts had other difficulties that they did not share with anyone and therefore it seemed to them (and the people that wrote about them) that they were failed over one incident. This seems highly unlikely to me.

I worked in Australia for awhile, and loved it. I was on staff at a hospital, not working for an agency. Our ICU used nurses from Code Blue regularly as replacement for sick calls etc. Many of the staff nurses in the unit worked with Code Blue to get extra work on their days off. The nurses that Code Blue supplied were always great, and they seemed to like the agency. I wasn't aware they did placements for overseas nurses, but I am quite confident in recommending them. Good luck! I am sure you will absolutely LOVE working in Australia.

I found the following book extremely useful when I first began clinical teaching. In fact, when I showed it to the college where I am teaching, they have advised all new clinical teaching staff to get it. It's available on Amazon. Clinical Instruction and Evaluation: A Teaching Resource by Andrea B. O'Connor The blurb on the book is as follows: "AJN Book of the Year Award 2001. Clinical Instruction and Evaluation: A Teaching Resource is a guide for part-time faculty who are expert clinicians with a strong interest in teaching, but with little preparation for the role of nursing educator. This book specifically covers both the theoretical and practical know-how needed to succeed as a clinical nursing instructor and provide the highest quality of clinical education for nursing students." Well worth the money!!!

Thanks for the replies. As I said, I've ordered Garcia and made it the requirerd text for the course. I don't think I will be disappointed.

I went ahead and ordered the Garcia text, cause I had to make a decision so the college can order enough copies for the students to buy. Whatever it is lacking, which prob isn't much, I have about 10 other ECG texts around the house!! Thanks though.

I will be teaching an advanced coronary care course, and want to get a new text. The students have already learned basic rhythm interpretation . I will be teaching 12 leads - MI's , BBB, SVT/VT, chamber enlargement, etc. Any ideas for a good text? I have looked on Amazon, and Garcia's "12 Lead ECGs: The Art of Intepretation" looks good, as does Grauer's "A Practical Guide to ECG Interpretation". Any comments on these books, or any other suggestions? Thanks

I will be teaching an advanced coronary care course, and want to get a new text. The students have already learned basic rhythm interpretation . I will be teaching 12 leads - MI's , BBB, SVT/VT, chamber enlargement, etc. Any ideas for a good text? I have looked on Amazon, and Garcia's "12 Lead ECGs: The Art of Intepretation" looks good, as does Grauer's "A Practical Guide to ECG Interpretation". Any comments on these books, or any other suggestions? Thanks

Charles Sturt is well recognized in my experience - both personal and fellow students. I would highly recommend them. They have had so many Canadian students that they now have a separate "Bach Health Science Nursing (Canada)" degree course. All marking is done in Canada, by Canadian profs, allowing students to write papers from a Canadian perspective, about Canadian health care issues. I think it is an excellent course, I learned a lot, and have had no problem having it recognized. The cost is moderate, and the convenience and freedom of totally distance education (no classes) is tremendous. But it's hard work, not a walk in the park. Yes, it is only a three year degree, but they also offer a Masters, which includes some "bridging" subjects to bring the Bach to an honours level, therefore the Masters is a 'real' Masters. I am proud to be attending graduation ceremonies in Toronto in a few weeks time to receive my degree. Some of the Australian faculty will be attending to make the presentations.