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Featuring social-emotional learning curriculum, the ABCs of Unity Field Trip Tour is designed to teach participants how to have empathy for others and create positive change in their communities, while increasing student confidence, inspiring activism and combating bullying.
Exploring citizenship, constitutionality and redress, the Time of Remembrance Field Trip Tour brings a pivotal chapter of history to life for students through the first-hand accounts of Japanese American docents who experienced life behind barbed wire during WWII. Featuring social-emotional learning curriculum for middle and high school students, the Unity Starts With Me Field Trip Tour is designed to increase student comprehension and engagement in civics, democracy and activism. California Museum.
Banner image. June 15, Read more. August 24, A few of Dr. Additionally, he studied piano with Ozan Marsh and William Landolfi. Roscigno is a native of New York City and is also a self-taught abstract painter, cyclist, and avid sports fan. Goodsearch is a simple way to make a difference. Each time you search the web though Yahoo!
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Individually, both Jons have developed vast repertoires and lengthy discographies. Their hundreds of performances include concerto engagements, recitals and chamber music collaborations worldwide. The program is named for Vocalists, Orchestral instrumentalists, and Chamber Ensembles. This recital is a collection of performances from first place winners of the State Finals competition.
The music of American composer Bruce Stark reflects the varied elements of his musical upbringing: early studies in percussion, jazz piano, and classical composition.
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He completed a masters degree in composition at the Juilliard School in as a student of Roger Sessions and Vincent Persichetti. Thereafter for more than twenty years he resided in Tokyo, producing a collection of works that reveal a compelling musical voice, drawing from a multiplicity of disciplines and sensibilities.
In he returned to the U. The students competing in this event are the first place winners from the Regional Competition held this past spring in both Northern and Southern California. The finalists perform a concerto movement before a panel of judges in a highly competitive setting. Winners are selected in each age category, and all finalists receive prize monies underwritten in part by Steinway and Sons. Students are granted membership in the Guild for five years upon recommendation by a panel of adjudicators. This concert serves as a debut for newly selected members.
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After receiving his undergraduate degree from the Massachusetts Institute of Technology, he earned a Ph. He was a longtime faculty member at Occidental College and is currently a member of the music theory faculty of the Colburn Conservatory. Well known as a pre-concert lecturer, Dr. Chapman has been a regular speaker on the L. He has been heard globally as programmer and host of the inflight classical channels on United and Delta Airlines.
He frequently performs with his wife, soprano Karen Benjamin. They made their Carnegie Hall debut in and performed at Lincoln Center in The committee was comprised of nurses from the emergency department, intensive care, and medical surgical units, in addition to managers and admitting staff. The team was charged with developing a process to limit extensive waiting in the emergency department. One important area of discussion among the nurses was mitigating the disruption caused by patient transfers during shift change. Following a lengthy, heated discussion about the issue, the impasse was solved when the group agreed to focus on what was best way to get the patient to the most appropriate venue for care.
Once this was established, the rest of the plan fell into place, and a strategy for minimizing the impact on inpatient areas was developed, thus improving the working conditions of staff nurses as well as addressing the needs of the patient. Opportunities for advocacy occur at many levels: some occur in the work setting and others may occur in the grocery store. In another agency nurses were concerned about the increasing incidence of back injuries among the nursing staff. The staff approached the hospital risk manager who organized a task force to develop a program to reduce back injuries.
Nurses, nursing assistants, physical therapists, and transporters were all involved in developing the program and testing products. They reviewed the lift and transfer devices available to facilitate safe patient handling and ensure staff safety. In addition, they assisted with training on the use of the equipment, which over time included ceiling-mounted lifts and transfer devices.
The committee members also served as champions for eliminating manual patient lifting. As a result, the incidence of staff injuries decreased significantly. In summary, every nurse can play a role in advocating for nurses and the profession. It is through day-to-day collective action that nurses work together to advocate for improvements in the work environment and for the advancement of the profession.
The key is to promote the profession with every advocacy opportunity that arises. Leaders advocate for patients, nurses, and the profession in a number of ways. This advocacy can include actions both to ensure appropriate resource allocation and to promote positive work environments. Nursing leaders can advocate for staff by actively involving staff in decisions that directly affect the practice environment. Advocacy is enhanced when scheduling and staffing are a collaborative process that involves staffing committees and self-scheduling approaches.
Staff involvement can help to ensure balanced schedules and flexible staffing approaches that meet the needs of both patients and staff. In addition, proactive planning to formulate solutions to unpredicted staff shortages can facilitate patient and staff safety in unforeseen situations. Leaders also fulfill the advocacy role by protecting nursing resources during times of budget scrutiny, work process redesign, or work flow change. Staff can be included in a number of ways, for example by providing input on and prioritization of equipment and supply purchases.
Increased staff knowledge of the costs associated with procedures also promotes effective usage and cost containment. When staff are involved in organizational initiatives, they are more likely to advocate for, and foster adoption. Staff input on purchasing decisions for supplies and equipment is now the norm in many healthcare agencies. Nurses sitting on purchasing committees serve as advocates by testing products and providing input on behalf of colleagues. Nurses involved in product decisions ensure that selection is based on patient and nurse safety, usability, and value, rather than being based on cost alone.
In one agency a nurse attended a national conference and talked with a vendor about an IV catheter that appeared to be less likely to cause needle sticks. The committee contacted the vendor and worked with the staff to evaluate the IV catheter, which was eventually adopted by the institution. This nurse advocated on behalf of colleagues by working within the organizational structure to promote staff safety.
When leaders support open communication, collaboration, and conflict resolution skills, staff are able to advocate more effectively for themselves and for colleagues. Managers play a pivotal role in developing the advocacy capabilities of staff. In contrast conflict undermines effective teamwork and jeopardizes patient safety. Much has been written about the negative consequences of nurse incivility Bartholomew, ; Longo, Fostering the development of conflict resolution skills and addressing unprofessional behavior, including incivility, promotes an environment in which advocacy can flourish.
Leaders promote advocacy when they enable staff to autonomously address concerns. They foster staff ownership of issues when they refer a concern to staff councils and form task forces, involving other departments as appropriate. In such situations the role of the leader becomes primarily a coach who provides guidance, helps staff navigate within the organization, and removes barriers to the process.
One hospital recruitment and retention committee, comprised of staff from a variety of nursing units, plus recruiters, staff development educators, and human resource professionals, met regularly to plan and evaluate recruitment and retention programs. The committee had already implemented a comprehensive nurse retention program that included recognition for national certification, incentives for nurse preceptors, and strategies to improve communication between nurses and physicians.
One staff nurse on the committee felt that recruitment and retention could also be improved by providing an on-campus RN-to-BSN program. Prior to approaching the committee with this idea, he talked with nurses from across the organization to determine the level of interest and the program features that would accommodate working nurses. When he presented the idea to the recruitment and retention committee, he was able to identify the potential number of nurses interested in the program and volunteered to serve on a planning committee.
The nursing education director then sent a call for proposals to all baccalaureate nursing programs in the community, and the most appropriate program was identified by a selection committee comprised of bedside nurses. The faculty assigned to this program worked closely with these students to accommodate scheduling issues and to construct meaningful class assignments to facilitate learning.
Through this program the hospital achieved a significant increase in the proportion of baccalaureate-prepared staff. In addition, many of the staff graduating from this program moved in to leadership positions within the facility which benefitted the facility as well as the staff. Advocacy was demonstrated as the university faculty provided convenient and meaningful learning experiences. In this time of change, it is important to help nurses at all levels of the organization understand the current reality of the healthcare system and engage them in designing a preferred future state.
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Quality improvement activities and process redesigns often create anxiety and disrupt the patient care environment. New construction, implementation of new technology, and redesign to improve work flow are opportunities both for disruption and for nursing leadership to involve staff in creating the future of their healthcare setting. Changing the dynamic from panic and dread to challenge and opportunity can have a profound effect on staff buy in and morale. Advocacy during times of change includes using positive language when communicating about controversial issues, listening carefully to staff concerns, and acting to address these concerns.
Leaders set the tone regarding reactions to change; they can make the difference between stress and success during the implementation process Kotter, ; Managers and administrators can show their commitment to advocating for nurses and nursing by the manner in which they facilitate change. One trend in healthcare over the past twenty years has been the active involvement of the nursing staff in decision making.
This involvement increases the need for staff with more fully developed leadership skills and the ability to advocate effectively. No one plays a more critical role in developing the capacity and capability for professional advocacy than do nursing educators who model advocacy behaviors for students in both education and practice settings. Nurses in staff development roles contribute to this process of role formation by providing ongoing mentoring to nurses in practice.
In many ways faculty in academic settings and nurse educators in professional development roles serve as the culture carriers for the profession. It is expected that the future will bring expanded nursing roles, enhanced opportunities for collegiality, and a greater voice for nurses at the organization and system level. It is essential that we prepare nurses now with the advocacy skills they will need to bring about this new world of healthcare.
In , the American Nurses Association invited academic nursing programs to serve as pilot sites to test a curriculum for safe patient handling. One component of this curriculum included the teaching of advocacy skills to prepare the students to use advocacy in overcoming barriers to the use of equipment that enhances the safety and quality of care. Another example of teaching advocacy skills occurred in a hospital in which the Nursing Shared Governance Council was tasked with addressing the nurse-to-nurse incivility prevalent in some areas of the facility. Council members worked with staff educators to develop an educational program to address this issue.
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The council members developed case scenarios and role play activities and served as facilitators for classes designed to help nursing staff respond to situations of incivility. This teaching project heightened awareness of incivility and introduced new communication skills that promoted healthier ways of interacting within the nursing division. In addition, staff became more comfortable confronting difficult situations. Through this process, the council members learned to advocate effectively for a healthier work environment. Educators involved in forming the professional identity of nursing students and shaping the capabilities of the nursing workforce are pivotal to advancing the profession.
Healthcare is changing.
Achieving the best possible future requires that nurses be prepared to advocate for nursing and for their professional roles. Every nurse in every setting has the opportunity to make a positive impact on the profession through advocating daily for nurses and the nursing profession.
It is an exciting time to be a nurse. Healthcare is changing and the role and practice of the professional nurse is changing along with it. Advocacy skills are becoming increasingly important in this ever-changing world.