Using a Scorecard to Demonstrate Clinical Nurse Specialists’ Contributions

2015 ◽  
Vol 26 (1) ◽  
pp. 43-49
Author(s):  
Stacy Jepsen

Clinical nurse specialists (CNSs) have the expertise to influence change at the patient, nurse, and system levels. They are clinical experts who understand the challenges of the current health care environment: decreasing costs, ensuring high-quality care, and achieving outcomes. Evidence has demonstrated CNSs’ influence on improving patient outcomes. Although CNSs often lead the work, they can be invisible when the outcomes are presented. A scorecard to display this work could be invaluable to the CNS role, as it would bring transparency to the evidence-based work done. This article describes the development of a CNS scorecard in a 627-bed tertiary hospital.

2015 ◽  
Vol 26 (1) ◽  
pp. 58-76
Author(s):  
Paul Thurman

High-quality care will continue to be a driver in the evolution of today’s health care environment. Ensuring effective, cost-conscious, quality care is the core of clinical nurse specialist (CNS) practice. The CNS practice varies by state, depending on each state’s Nurse Practice Act. Some states have separate scopes of practice for CNSs, including prescriptive authority, whereas some states do not recognize CNS practice as different from the practice of the registered nurse. The journey to state recognition and title protection for the CNS role in the state of Maryland is described.


Author(s):  
Christoph E. Brehm

Post-operative ICU management of the MCS patient represents one of the most complex challenges in the current health care environment. With increasing experience, improvements in this arena have led to dramatic improvements in the outcomes of these patients. In this chapter, we detail several of the post-operative challenges in the ICU including ventilator management, bleeding complications, hemodynamic optimization, arrhythmias, and CPR.


2012 ◽  
Vol 26 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Elaine Becker ◽  
Vivien Dee ◽  
Anna Gawlinski ◽  
Theresa Kirkpatrick ◽  
Mary Lawanson-Nichols ◽  
...  

2012 ◽  
Vol 18 (1) ◽  
pp. 13-16 ◽  
Author(s):  
Kristin A. Schams ◽  
Jackie K. Kuennen

This article reports an innovative teaching strategy consisting of learning units whereby students come to postconference sessions prepared to share evidence-based practice (EBP) information associated with upcoming laboratory concepts, discover relationships among laboratory concepts and current nursing practice, and associate personal clinical experiences with the practice environment. This strategy, named “Building Blocks,” represents one method to transform nursing education into a more active process, and also has the potential to prepare graduates who can function in a dynamic health care environment incorporating EBP.


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