The House Bill 476 The Health Care Facilities Act, And...

Introduction House Bill 476 (H.B. 476) is being reintroduced to amend Public Law 130, Number 48, also known as the Health Care Facilities Act, of the Pennsylvania Consolidated Statutes, to provide professional nurse staffing standards that address patient safety and the delivery of quality nursing care to patients. Adverse patient outcomes have been correlated with insufficient levels of professional nurse staffing. H.B. 476 appoints hospitals responsible to ensure safe and conducive environments for patient care through the use of nurse driven staffing committees. H.B. 476 was introduced to the General Assembly of Pennsylvania on February 17, 2015 by primary sponsor Mauree Gingrich alongside 48 cosponsors. The chief objective of†¦show more content†¦In Support of House Bill 476 Professional Nurse Staffing Standards Inadequate professional nurse staffing levels integrate many social, ethical, economic, and political considerations which can directly impact patient quality outcomes. Requiring hospitals to utilize staffing committees to assign safe professional nurse staffing standards to each unit, reduces the risk for adverse patient measures. High-quality empirical research found a correlation between the professional nursing staff and the quality of patient outcomes (Mason, Leavitt, Chaffee, 2012). By implementing H.B. 476, safer nursing care can be provided and excellence in patient outcomes can be achieved. From a social perspective, H.B. 476 may help narrow the widening gap in supply verse demand of professional nurses needed in acute care settings. Nurses experience high levels of burnout, emotional exhaustion, depersonalization, and lack of personal accomplishment when compared to other health care professionals (Khamisa, Peltzer, Oldenburg, 2013). The authors relate such high levels of burnout in nurses to the emotional strain they encounter from providing direct personal care to sick and dying patients. Consequently, this has a direct impact on job satisfaction and nurse retention. A survey by the American Nurses Association (ANA) found 74% of nurses proclaim acute or chronic effects of stress and overwork

Teaching, Learning, And Transformative Learning - 1878 Words

â€Å"At the heart of adult learning is engaging in, reflecting upon, and making meaning of our experiences, whether these experiences are primarily physical, emotional, cognitive, social, or spiritual. In much of our understanding of adult learning including the foundational work in andragogy, self-directed learning, and transformative learning, an adult s life experiences generate learning as well as act as resources for learning (Merriam Bierema, 2014).† When considering my beliefs about experience and the role it plays in our learning, I believe, much like Merriam and Berea do, that experiences are at the heart of learning. I believe that each individual is the sum total of their life experiences and that each person learns from those experiences, whether good or bad. To expand on this idea, Dewey said that â€Å"every experience lives on in further experiences.† He went on to explain that since these experiences live on in us, a person needs to select carefully w hat they will experience in the present knowing the future ramifications. The need to select carefully is best explained by the term mis-educative experience, where an experience can leave a person so upset, angry, or bitter, learning cannot occur from the experience (Dewey, 1961). â€Å"The resource of highest value in adult education is the learner’s experience (Dewey, 1961).† I believe this statement by Dewey to completely true and of the utmost important for learners of any age. 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Ebola Essay Paper Example For Students

Ebola Essay Paper VirusThe Ebola virus (family Filoviridae) responsible for a severe andoften fatal haemorrhagic fever; outbreaks in primates as well as in humans havebeen recorded. The disease is characterised by extreme fever, rash, and profusehaemorrhaging. Fatality rates range from 50 to 90 percent. (1) Ebola wasregarded as an epidemic in 1976 when it was discovered along the Ebola River inZaire. The outbreaks moved throughout Zaire and The Sudan. In 1995 there wasanother epidemic in Zaire which resulted in hundreds of deaths as did theearlier epidemics. (2) People who contracted the Ebola virus will noticesymptoms 4 ? 16 days after they contract the virus. An infected person willsuddenly be hit by severe headaches, muscle aches and loss of appetite. Within afew days the virus causes a condition know as ?disseminated intravascularcoagulation. This condition is marked by both blood clots and haemorrhaging. In the case of Ebola fever, clots are concentrated in the liver, spleen, brain,and other internal organs, forcing capillaries to bleed into surrounding tissue. Nausea, vomiting and diarrhoea with blood and mucus, conjunctivitis, and sorethroat soon follow. A maculopapular rash (discoloured elevations of the skin)appears on the trunk and quickly spreads to the limbs and head. The patient isthen beset by spontaneous bleeding from body orifices and any breaks in theskin, such as injection sites, and within the gastrointestinal tract, skin, andinternal organs. Death is usually brought on by haemorrhaging, shock, or renalfailure and occurs within 8 to 17 days. (3) Like most viruses, Ebola is usuallycarried by animals, especially rodents. Ebola can be transmitted through contactwith infected blood, semen, body fluids, and possibly urine and respiratorysecretions. The virus has also been detected in the organs of patients afterrecovery from the fever. Unsanitary conditions and lack of adequate medicalsupplies have been a factor in the spread of the disease. (4) As of yet there isno known cure or treatment for the Ebola Virus. Current therapy consi sts ofmaintenance of fluid and electrolyte balance and administration of blood andplasma to control bleeding. The spread of the virus can be contained by barriernursing, handling of infected blood and tissue in isolated laboratory units, andproper decontamination of reusable equipment. (5) There were no statisticsavailable on the Ebola Virus but for each outbreak there has been, at least 300+people have died each time. (6) Ebola is usually passed through contact withinfected blood and body fluid. In some cases the virus has become airborne buthas been contained. (7) If you are not living in Zaire near the Ebola river thechances of you contracting Ebola are so remote it isnt even worthconsidering. But if you did contract it while on a holiday in Africa, the bestthing would be to keep away from everyone and ring health authorities as soon aspossible.

Rahman Talib Reports free essay sample

To what extent have Razak Rahman Talib Reports affected the direction of the national education system? From my points of view, there are a few things that from both of the reports give an impacts to our education today. Introducing the Bahasa Melayu as the national language and as a medium of the communication has make the relationship between the races become more stabil and better. Free education from the goverment had help all the unwealthy family to send their children to school.This will help all the poor family to  get education  more better and this will them to make better lives. Teaching moral in school will help pupils to build their  characters  and implant good values in them. Create examination among all  the school will help pupils to know about their abilities and achievement  in academic. Basically, when we are re-examine the Razak Report(1956) and Rahman Talib(1961) to the current education that is KSSR, there are many similarities. We will write a custom essay sample on Rahman Talib Reports or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is actually an improvement from time to time according with the time flow. If we look back from the Razak Report saying that a national education needed in line with Malaysias aspiration to unite the community, Malay language will be the national language, the development of language and culture of China and India. Bahasa Malaysia and English are compulsory in schools, the teachers are qualified and were placed under a professional services and the inspectorate was established. theCompared to the Rahman Talib Statement, its still remained and emphasized 4 aspects which are implementing national language and taht is Bahasa Malaysia, examination of the same system either in primary, secondary and higher education. Its also provide technical and vocational education for the need of skilled workers and emphasized on religious and moral education. Some changes occur as free education in primary and secondary schools. The current development has changing the educational system but its actually a continuation. A few changes are made for improvement.But in our new system, KSSR and before this KBSR(1982), we still remain Malay language as the main medium of instruction and English is a compulsory language in the classroom. The syllabus were adjusted and it is based on 6 elements that are communication,spirituality,humanitarian, physical and aesthetic development, science and technology and personal skills. The  National education system which is implemented now has some affects from the Razak Report and the Rahman Talib Report. As the Razak Report, it uses the comman syllabus for all schools.Besides, compulsory study of National and English languages in primary and secondry schools. Have the equal grant to all schools. According to the Rahman Talib Report it provided free education system. Continued the nationals school and national type schools. Have religious education and moral education to non-muslim. Based on the the brief points of the reports, they still have the similarities in todays education system. All those which were introduced based on the 2 reports are still being implemented but they are upgraded for example all the schools still use the comman syllabus.Now it is revied based on todays education demand like the usage ICT which was not implemented  during those time. In my opinion, I think Razak and Rahman Talib reports have affected the national education in positive and negative ways. By bringing Bahasa Malaysia as the national language in education has benefited most of the Malaysian citizens because even though we are from poor and middle families, different races, the only language that help us to communicate well is the Malay language.Not only that, these reports has brought the entire Malaysian ethnicity together in one educational system which is good and easy for us. For those who are poor and unaffordable, these reports has brought light to their childrens lives because of the free school books policy was implemented. For those bumiputeras, Razak and Rahman Tal ibs reports benefited due to the Sekolah Kebangsaan implementation where all Malay students who lives in rural areas are encouraged to learn Malay language in schools situated in these areas. Besides that, examination system to the same school even though different languages at the primary, secondary and upper secondary had really brought good impact in nowdays students lives because examinations tests students achievement in education line and through these exams, students would be able to further their studies. Moral subjects which is taught in schools helps to build the character of pupils and implant good values within them. Free education to all schools regardless of the medium helps the poor families who are unable to pay for the fees to enjoy this benefit.