Management in Libraries Essay Example for Free

Management in Libraries Essay Economic threat to the libraries by escalation of books and journals, fewer resources, constant growth changes in technology and user high expectation have shown that management is the critical factor that determines efficiency and effectiveness of all types of libraries. Thus managers are expected to play different functions in order to be effective and efficient. In this assignment different functions and roles played by managers in different libraries are discussed showing how they improve efficiency and effectiveness and different laws of library management are discussed. DEFINITION OF TERMS Management Effectiveness defined by Bateman, T is â€Å"doing things right†. This means that the manager has the responsibility for selecting the right goals and appropriate means to achieving it. Efficiency is measuring the cost of attaining a given goal, concerned about how resources such as money, time, equipment, personnel obtain given goals. Thus a manager needs to be effective and efficient in order to achieve the goals of the library. MAIN DISCUSSION Library management comprise more than just making changes, it involves managing ongoing operations in the optimal fashion for your institution in the context of its goals, other department’s activities and patrons needs. Thus we realize that different libraries may require managerial different managerial skills in order to perform their duties effectively. Managers help in giving direction to the library showing where it is going. Library management involves planning, organizing, leading and controlling. Planning is about systematical making decisions about the library goals. In planning the manager defines the objectives the objectives of the library, stating the purpose of its existence, defining the user community and their information needs. This is important as it facilitates efficiency. It helps in understanding the library stakeholders. A public library is an omnibus organization. It carters for everyone in the community thus the need for every user must be known and fulfilled. A public library serves a diverse community of adults, children and teens thus a manager has to plan on resources to be acquired. A manager can plan on different resources that can be acquired ranging from entertainment, fiction, nonfiction for general research, children story books because there are no specific users, the resources must benefit everyone in the society. A manager also organize and coordinate human, financial , physical, informational and other resources needed to achieve library goals. The manager establishes the activity authority relationship of the library. The activities necessary to achieve the objectives are then grouped into working divisions, departments and grouped together. In an academic library a manager can group together activities like accession and cataloguing The manager has to establish standards for performance; this will make sure that the library is performing in such a way as to arrive at its destination. According to Griffin â€Å"controlling helps to ensure effective and efficiency needed for successful management† As a leader the manager is responsible for staffing which is concerned with allocating prospective employees to fulfill the jobs created by organizing process. It involves the process of reviewing the credentials of the candidates of the jobs and trying to match the job demand with the application s abilities keeping each employee qualified. It also involves the development and implementation of a system for appraising performance and providing feedback for performance improvement. In a special library where the main target is a specific audience, for example ZIMRA library its serves the ZIMRA staff and mainly the manager have to recruit someone who posses research skills because mainly it deals with research for its company. The manager is responsible for choosing the right candidate, who knows how to research, even on the internet where there is information overload the candidate must be able to extract relevant information using the right search engine, mainly in a special library every one depend on the information provided by the librarian. The manager is also responsible for keeping the librarian qualified for the job by providing ongoing training since the librarianship profession is dynamic thus this will improve effectiveness and efficiency of libraries. A manager also gives s direction that will help the library in achieving its goals. Directing builds a climate, provides leadership and arranges the opportunity for motivation this is further explained by Rachel’s laws of library management, it says save time of your staff. This means that the staff must be given support they need for them to achieve goals effectively and efficiently this include providing training for them where it is needed. Each boss must plan and oversee the wok of each of his or her subordinates. In an academic library there are different services offered for example cataloguing and accession section can be directed by one manager then the E- resource section can be under another manager e- journals purchased, subscriptions etc. This will ease the load as one manager is focusing on a specific service thus he spend more time trying to improve the services and working with his subordinates and improves efficiency in the library. As a manager attempts to perform the managerial job effectively and efficiently there is a need to ‘wear different hats’ in interaction with employees. Managers interacts with others besides subordinates they work with other peer level managers in some other departments and outside contacts (suppliers and clients). Thus a manager is building contacts through which to gather information. Rachel agrees with this in the laws of management which says library resources are for use. A library manager is expected to connect resources with the user achieving the library goals. Through the liaison role a manager is able to network with other libraries. Academic libraries can practice resource sharing if there are shortages of material in specific departments the two libraries can share the available resources to both libraries and this will give the patrons a wide variety of information thus fulfilling their needs, this will improve efficiency. The manager is exposed to new ideas or methods that may improve the work unit operations. The manager initiates activities that will allow and encourage the work unit to use the idea most advantageously. Rachel’s law of management says that a library is a growing organism. A manager needs to open to change and help the library evolve to meet the needs of patrons. We can look at public library, the introduction of automation the staff may resist change having fear of losing their jobs thus a manager is responsible for encouraging and motivating the staff showing them the advantages of automating the library services and how it can reduce their workload, providing training for them thus the duties are performed effectively and efficiently satisfying the needs of different patrons. An effective manager is an active leader who creates a positive work environment in which the organization and its employees have the opportunity and incentive to achieve high performance (†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ) In order to perform duties effectively and efficiently Rachel says that â€Å"every task its doer†. The manager encourages ownership and responsibility to each staff member. Every staff member his/ her work, the manager must know people’s skills and strength and staff can then be deployed according to their abilities then the duties can be done perfectly improving effectiveness and efficiency in a library. Even though the staff is divided according to their abilities it is the duty of a manager to create a spirit oneness and togetherness amongst the subordinates. They should work as a team to achieve the library goals; Bavakuty M (2000) agrees that libraries can become effective and efficient by â€Å"strong top management support, a system approach and strategic planning, a customer focus, an emphasis on employee team work, empowerment training, the use of measurement and analysis technique and commitment to continuous improvement†. The manager seeks and receives wide variety of special information to develop through the understanding of the library and the environment, emerges as the nerve centre about the library. The manager monitors internal and external events, ideas, trends and analysis. The manager then uses the information to detect changes, problems and opportunities and to construct decision making scenario. The manager as the disseminator transmits information from other employees to other members of the library. The manager can bring external information received into the organization and facilitate internal flow of information. Thus we realize that management is the heart of any type of library and facilitate efficiency and effectiveness. BIBLIOGRAPHY Bavakutty, M (2000). Management of libraries In the 21st Century. Ess Ess Publication. India. Griffin, R. (1987). Management 2nd editition. Maffin Co Mohant, T. C. (2008). Research Methodology in Library Science. alpha Publishers India. Plunket, R. (1983). Introduction to Management. Kent Publication. United States of Amenrica.

Literary Criticism of Matthew Lewis’ Novel, The Monk Essay -- Monk

Literary Criticism of Matthew Lewis’ Novel, The Monk Elliot B. Gose's essay "The Monk," from Imagination Indulged: The Irrational in the Nineteenth-Century Novel, is a psychological survey of Matthew Lewis' novel The Monk. Gose uses Freud's and Jung's psychological theories in his analysis of The Monk's author and characters. To understand Gose's ideas, we must first contextualize his conception of Freud's and Jung's theories. According to Gose: According to Freud we must look behind conscious daydreaming, as well as behind unconscious sleep dreaming, for keys to the unsatisfied primitive desires of the self. According to Jung, when investigating such fantasy, we sometimes find ourselves in the presence of a vision that transcends the bounds of the immediate self and its limitations (216). Gose believes that The Monk is the artistic work that led to the writing of Wuthering Heights and Bleak House , though Lewis' novel comprises flawed components that separate it from the other novels' artistic greatness. Additionally, he finds the qualifications Chase set for a romance novel in The Monk ; Lewis' novel is set in the past, the characters are two-dimensional, the characters serve mainly for plot function, and the plot events are unrealistic. Gose expresses concern in analyzing Lewis, due to the lack of information about his childhood, so Gose analyses Lewis only from sources he deems valid, such as a collection of Lewis' letters. He sights the separation of Lewis' parents as a traceable indication of an event leading to Lewis' split psyche. Lewis lived with his father only. from the age of six, and followed his father's educational wishes. Then, as a young man, Lewis entered the Civil Service influenced by his mother'... ...] manages to seduce him" (217). What does he mean by Matilda "manages?" Is Ambrosio not a active participant of the seduction? Gose is taking guilt off Ambrosio's shoulders that rightfully belongs there. Gose does not even allude to the word "homosexual" in the passages about Ambrosio's attraction to Rosario and the devil. The transgendered theory was outdated in 1972 when Gose wrote this essay, but he still describes Ambrosio's homosexual tendencies as "confused sexual identity" (217). Whose sexual identity is Ambrosio confused about, his own or his lovers'? Works Cited Barterian, Gerald R., and Denise Evans, eds. Nineteenth-Century Literature Criticism. Vol. 62. Gale Research: Detroit, 1998. (original source: Gose, Elliot B. Jr. "The Monk" Imagination Indulged: The Irrational in the Nineteenth-Century Novel. McGill-Queen's University Press, 1972, pp. 27- 40.)

Managerial Leadership role for Nurses’ Use of Research Evidence Essay

The rapid noticeable change in healthcare delivery coupled with professional responsibilities of nurses to incorporate research evidence into their decision making underscores the need to understand the factors involved in implementing evidence-based practice. Linking current research findings with patients’ conditions, values, and circumstances is the defining feature of evidence-based practice. Significant and rational for using evidence in practice in nursing care Evidence-based practice (EBP) is an approach to health care where the best evidence possible is used in health professionals to make clinical decisions for individual. It involves complex and conscientious decision-making based on the available evidence, patient characteristics, situations, and preferences( McKibbon, 1998). Evidence-based practice in nursing is defined as â€Å"integration of the best evidence available, nursing expertise, and the values and preferences of the individuals, families and communities who are served† (â€Å"Sigma Theta Tau International position statement on evidence-based practice February 2007 summary,† 2008). The gist of evidence based health care is the integration of individual clinical expertise with the best available external clinical evidence and the values and expectations of the patient. There are different recourses of evidence which includes the following: †¢Research Evidence: which refers to methodologically sound, clinically relevant research about the effectiveness and safety of interventions, the accuracy of assessment measures, the strength of causal relationships and the cost-effectiveness of nursing interventions. †¢Patients Experiences and Preferences: identification and consideration of patient’s experiences and preferences are central to evidence-based decision making. Patients may have varying views about their health care options, depending on factors such as their condition personal values and experiences, degree of aversion to risk, resources, availability of information, cultural beliefs, and family influences. †¢ Clinical Expertise. AS the mixing of these different types of evidence may be influenced by factors in the practice context such as available resources, practice cultures and norms leadership styles, and data management, we must consider the level of evidence while using the research evidence to take the proper decision, look to appendix A which is represent the level of evidence. (Haynes, Devereaux, & Guyatt, 2002; Sigma Theta Tau International position statement on evidence-based practice February 2007 summary,† 2008). Evidence-based practice is a prominent issue in international health care which is intended to develop and promote an explicit and rational process for clinical decision making that emphasizing the importance of incorporating the best research findings into clinical care to ensure the best possible treatment and care derived from the best available evidence (E. Fineout-Overholt, Levin, & Melnyk, 2004) Once a new research is completed new evidence comes into play every day, technology advances, and patients present with unique challenges and personal experiences(Krainovich-Miller, Haber, Yost, & Jacobs, 2009). The nurse who bases practice on what was learned in basic nursing education soon becomes outdated, then becomes dangerous. Patients are not safe if they do not receive care that is based on the best evidence available to assist them at the time their needs arise, so all aspects of nursing, from education to management to direct patient care, should be based on the best evidence available at the time (Reavy & Tavernier, 2008). Through reviewing the literature there is a dramatically changing and advancing in the technology, available body information and quality of care provided, the rapid pace of change in healthcare delivery coupled with professional responsibilities of nurses to incorporate research evidence into their provided care and decision making underscores the need to understand the factors involved in implementing evidence-based practice (Bostrà ¶m, Ehrenberg, Gustavsson, & Wallin, 2009; Ellen Fineout-Overholt, Williamson, Kent, & Hutchinson, 2010; Gerrish, et al., 2011; Gifford, Davies, Edwards, Griffin, & Lybanon, 2007). Before that nurses must first believe that basing their practice on the best evidence will lead to the highest quality of care and outcomes for patients and their families(Ellen Fineout-Overholt, et al., 2010; Melnyk, et al., 2004). To let change occuring, â€Å"there must be a clear vision, written goals, and a well-developed strategic plan, including strategies for overcoming anticipated barriers along the course of the change†(Melnyk, et al., 2004). Emerging evidence indicates that the  leadership behaviors’ of nurse managers and administrators play an important role in successfully utlizing research evidence into clinical nursing(Amabile, Schatzel, Moneta, & Kramer, 2004; Antrobus & Kitson, 1999; Gifford, et al., 2007). There is a consistency between many researches that clamethe importance role of the leadership and leadership factors such as support and commitment of managers on the staff at the implication of EBP(Aitken, et al., 2011; Antrobus & Kitson, 1999; Melnyk, et al., 2004; Winch, Creedy, & Chaboyer, 2002). Nurse managers and administrators are responsible for the professional practice environments where nurses provide care, and are strategically positioned to enable nurses to use research. As being a role model, administrators must be committed to provide the necessary resources such as EBP mentors, computers, and EBP education. Some administrators have tried to encourage a change to EBP by integrating EBP competencies into clinical promotions. However, Miller (2010) argue that this extrinsic motivational strategy is unlikely to be as effective as when people are intrinsically motivated to change. Also there is a claimed that if people are involved in the strategic planning process, they are more likely to change to EBP. Intervention protocol for promoting nurses compliance to EBP As the Decision making in health care has changed dramatically, with nurses expected to make choices which based on the best available evidence and continually review them as new evidence comes to light (Pearson et al, 2007). Evidence-based practice involves the use of reliable, explicit and judicious evidence to make decisions about the care of individual patients. As an important role in providing safe and high quality care the nurses must take into account the quality of evidence, assessing the degree to which it meets the four principles of feasibility, appropriateness, meaningfulness and (Doody & Doody, 2011; Johnson, Gardner, Kelly, Maas, & McCloskey, 1991). What nurses need to operate in an evidence-based manner, is to be aware of how to introduce, develop and evaluate evidence-based practice. There more than one model for introducing the EBP in health care one of them that I chose is the Iowa model. The Iowa model focuses on organization and collaboration incorporating conduct use of research, along with other types of evidence(Doody & Doody, 2011; Johnson, et al., 1991). Since its origin in 1994, it has been continually referenced in nursing journal articles and extensively used in clinical research programmes. This model uses key triggers that can be either problem focused or knowledge focused, leading staff to question current nursing practices and whether care can be improved through the use of current research findings(Bauer, 2010; Doody & Doody, 2011; Johnson, et al., 1991; Titler, et al., 2001). By using Iowa Model; a question is generated either from a problem or as a result of becoming aware of new knowledge. Then a determination is made about the question relevance to organizational priorities. If the question posed is relevant, then the next step is to determine if there is any evidence to answer the question. Once the evidence has been examined, if there is sufficient evidence, then a pilot of the practice change is performed. If there is insufficient evidence, then the model supports that new evidence should be generated through research (Bauer, 2010). Step one of the Iowa model is to formulate a question. The question if asked in a PICO format is easier to use to search the literature. A PICO format uses the following method to frame the question: Frame question in PICO format †¢ P= Population of interest †¢ I= Intervention †¢ C= Comparison of what you will do †¢ O= Outcome(Hoogendam, de Vries Robbà ©, & Overbeke, 2012). The final step to the process is to share the outcomes of the practice change with other in the form of an article or poster. In using the Iowa model, there are seven steps to follow in detail as it is outlined in the figure shown in appendix B. Step 1: Selection of a topic In selecting a topic for evidence-based practice, several factors need to be considered. These include the priority and magnitude of the problem, its application to all areas of practice, its contribution to improving care, the availability of data and evidence in the problem area, the multidisciplinary nature of the problem, and the commitment of staff. Step 2: Forming a team The team is responsible for development, implementation, and evaluation. The composition of the team should be directed by the chosen topic and include all interested stakeholders. The process of changing a specific area of practice will be assisted by specialist staff team members, who can provide input and support, and discuss the practicality of guideline. A bottom-up approach to implementing evidence-based practice is essential as change is more successful when initiated by frontline practitioners, rather than imposed by management. Staff support is also important. Without the necessary resources and managerial involvement, the team will not feel they have the authority to change care or the support from their organization to implement the change in practice. To develop evidence-based practice at unit level, the team should draw up written policies, procedures and guidelines that are evidence based. Interaction should take place between the organization’s direct care providers and management such as nurse managers, to support these changes(Antrobus & Kitson, 1999; Cookson, 2005; Doody & Doody, 2011; Hughes, Duke, Bamford, & Moss, 2006). Step 3: Evidence retrieval Evidence should be retrieved through electronic databases such as Cinahl, Medline, Cochrane and up-to-date web site. Step 4: Grading the evidence To grade the evidence, the team will address quality areas of the individual research and the strength of the body of evidence overall (see appendix A for level of evidence). Step 5: Developing an Evidence-Based Practice (EBP) standard After a critique of the literature, team members come together to set recommendations for practice. The type and strength of evidence used in practice needs to be and based in the consistency of replicated studies. The design of the studies and recommendations made should be based on identifiable benefits and risks to the patient. This sets the standard of practice guidelines, assessments, actions, and treatment as required. These will be based on the group decision, considering the relevance for practice, its feasibility, appropriateness, meaningfulness, and effectiveness for practice. To support evidence-based practice, guidelines should be devised for the patient group, health screening issues addressed, and policy and procedural guidelines devised highlighting frequency and areas of screening. Evidence-based practice is ideally a patient centered approach, which when implemented is highly individualized. Step 6: Implementing EPB For implementation to occur, aspects such as written policy, procedures and guidelines that are evidence based need to be considered. There needs to be a direct interaction between the direct care providers, the organization, and its leadership roles (e.g. nurse managers) to support these changes. The evidence also needs to be diffused and should focus on its strengths and perceived benefits, including the manner in which it is communicated. This can be achieved through in-service education, audit and feedback provided by team members. Social and organizational factors can affect implementation and there needs to be support and value placed on the integration of evidence into practice and the application of research findings(Aitken, et al., 2011; Doody & Doody, 2011; Gerrish, et al., 2011; Reavy & Tavernier, 2008) Step 7: Evaluation Evaluation is essential to seeing the value and contribution of the evidence into practice. A baseline of the data before implementation would benefit, as it would show how the evidence has contributed to patient care. Audit and feedback through the process of implementation should be conducted and support from leaders and the organization is needed for success. Evaluation will highlight the programme’s impact. Barriers also need to be identified. Information and skill deficit are common barriers to evidence-based practice. A lack of knowledge regarding the indications and contraindications, current recommendations, and guidelines or results of research, has the potential to cause nurses to feel they do not have sufficient training, skill or expertise to implement the change. Awareness of evidence must be increased to promote the translation of evidence into practice . A useful method for identifying perceived barriers is the use of a force field analysis conducted by the team leader. Impact evaluation, which relates to the immediate effect of the intervention, should be carried out. However, some benefits may only become apparent after a considerable period of time. This is known as the sleep effect. On the contrary, the back-sliding effect could also occur where the intervention has a more or less immediate effect, which decreases over time. We must not to evaluate  too late, to avoid missing the measures of the immediate impact. Even if we do observe the early effect, we cannot assume it will last. Therefore, evaluation should be carried out at different periods during and following the intervention (Doody & Doody, 2011). Nursing leadership is an essential role for promoting evidence-based practice while the nurse managers and administrators are responsible for the professional practice environments where nurses provide care, are strategically positioned to enable nurses to use research. AS the leadership is essential for creating change for effective patient care the leadership behaviors are critical in successfully influencing the stimulation, acceptance, and utilization of innovations in organizations (Antrobus & Kitson, 1999; Gifford, et al., 2007). From my perspective I consider that the leaders and managers are the corner stone for utilizing researches and make practices based on evidence. By playing a role model for staff and handling the authority they have a magic force to urges the staff to use evidence based in there practice. Leaders can encourage the staff to use EBP in their practice in several ways such as increase the staff awareness, stimulating the intrinsic motivation of people, implying an effort to increase the will and internal desire to change through support encouragement, education, and appealing to a common purpose, monitoring performance, strengthen the body of knowledge that the staff have by forcing them to attend and participate in conferences, workshops & Journal clups, giving rewards to staff who collaborate in finding, utilizing and applying the EBP and make promotion and appraisal according to adherence to application of EBP. Implication of EBP For implementation to occur, aspects such as written policy, procedures and guidelines that are evidence based need to be considered. There needs to be a direct interaction between the direct care providers, the organization, and its leadership roles (e.g. nurse managers) to support these changes. The evidence also needs to be diffused and should focus on its strengths and perceived benefits, including the manner in which it is communicated. This can be achieved through in-service education, audit and feedback provided by team members. Social and organizational factors can affect implementation and there needs to be support and value placed on the integration of evidence into practice and the application of research findings. There are many ways that can be used to create an environment to implement and sustain an area of EBP such as : -Development of EBP champions; – Use of EBP mentors; – Provision of resources such as time and money; – Creation of a culture and expectation related to EBP; – Use of practical strategies including EBP workgroups, journal club and nursing rounds (Aitken, et al., 2011). EBP is being used in every aspect of the life, especially in the health care. The most common application of EBP is not only in intervention or treatment plane, but also the EBP process has been applied to making choices about diagnostic tests and protocols to insure thorough and accurate diagnosis, selecting preventive or harm-reduction interventions or programs, determining the etiology of a disorder or illness, determining the course or progression of a disorder or illness, determining the prevalence of symptoms as part of establishing or refining diagnostic criteria, completing economic decision-making about medical and social service programs. Nursing research proves pivotal to achieving Magnet recognition, yet the term research often evokes an hunch of mystery. Most of the policy, guidelines. And protocols that guide the work in the organization are based on evidance (Weeks & Satusky, 2005). Also, it is also useful to think of EBP as a much larger social movement. Drisko and Grady (2012) argue that at a macro-level, EBP is actively used by policy makers to shape service delivery and funding. EBP is impacting the kinds of interventions that agencies offer, and even shaping how supervision is done. EBP is establishing a hierarchy of research evidence that is privileging experimental research over other ways of knowing. There are other aspects of EBP beyond the core practice decision-making process that are re-shaping social work practice, social work education, and our clients’ lives. As such, it may be viewed as a public idea or a social movement at a macro level (â€Å"Evidence-Based Practice: Why Does It Matter?,† 2012). Cost effectiveness of using EBP in health care  Beneficial outcomes of the implementation and use of evidence-based practice by staff nurses include increased ability to offer safe, cost-effective,  and patient-specific interventions. Critical thinking skills and leadership abilities can also grow because of the use of evidence based practice; it is a way for staff nurses to become involved in change and regain ownership of their practice (Reavy & Tavernier, 2008). EBP used in clinical practice lead to make improvement in quality of provided care, which lead to improve the patients outcome, patient satisfaction and employee satisfaction. All these aspect are directly and indirectly lead to increase the cost effectiveness of the organization. When the patient satisfaction increased the patient acceptance to the organization increased, the employee satisfaction also increases and turnover will decrease all these things will increase the financial revenue to the organization. Also when using EBP in health care this will lead to decrease errors, complications and losses (e.g. compliance of evidence based infection control guidelines will lead to decrease incidence of infection, decrease length of stay an d decrease the cost of patient treatment), another example is using EBP to treat diabetic foot will result in decreasing the loses and increases the satisfaction so adherence to EBP will be costly effective when it result in better outcome, quality of care and satisfaction. Sometimes using EBP in certain area is costly; in such cases we must weighing the benefits ( immediately and after considered period of time) and mak e our decision based on the collected data and information. References: Aitken, L. M., Hackwood, B., Crouch, S., Clayton, S., West, N., Carney, D., et al. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244-254. Amabile, T. M., Schatzel, E. A., Moneta, G. B., & Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. The Leadership Quarterly, 15(1), 5-32. Antrobus, S., & Kitson, A. (1999). Nursing leadership: influencing and shaping health policy and nursing practice. Journal of Advanced Nursing, 29(3), 746-753. Bauer, C. (2010). Evidence Based Practice:Demystifying the Iowa Model Providing optimal care through promotion of professional standard, networking and development, 25(2). Bostrà ¶m, A.-M., Ehrenberg, A., Gustavsson, J. P., & Wallin, L. (2009). Registered nurses’ application of evidence-based practice: a national survey. Journal Of Evaluation In Clinical Practice, 15(6), 1159-1163. Cookson, R. (2005). Evidence-based policy making in health care: what it is and what it isn’t. Journal Of Health Services Research & Policy, 10(2), 118-121. Doody, C. M., & Doody, O. (2011). Introducing evidence into nursing practice: using the IOWA model. British Journal of Nursing, 20(11), 661-664. Evidence-Based Practice: Why Does It Matter? (2012). ISNA Bulletin, 39(1), 6-10. Fineout-Overholt, E., Levin, R. F., & Melnyk, B. M. (2004). Strategies for advancing evidence-based practice in clinical settings. Journal of the New York State Nurses Association, 35(2), 28-32. Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews On Evidence-Based Nursing / Sigma Theta Tau International, Honor Society Of Nursing, 7(1), 51-53. Gerrish, K., Guillaume, L., Kirshbaum, M., McDonnell, A., Tod, A., & Nolan, M. (2011). Factors influencing the contribution of advanced practice nurses to promoting evidence-based practice among front-line nurses: findings from a cross-sectional survey. Journal of Advanced Nursing, 67(5), 1079-1090. Gifford, W., Davies, B., Edwards, N., Griffin, P., & Lybanon, V. (2007). Managerial leadership for nurses’ use of research evidence: an integrative review of the literature. Worldviews on Evidence-Based Nursing, 4(3), 126-145. Haynes, R. B., Devereaux, P. J., & Guyatt, G. H. (2002). Clinical expertise in the era of evidence-based medicine and patient choice. ACP Journal Club, 136(2), A11-A14. Hoogendam, A., de Vries Robbà ©, P. F., & Overbeke, A. J. P. M. (2012). Comparing patient characteristics, type of intervention, control, and outcome (PICO) queries with unguided searching: a randomized controlled crossover trial. Journal Of The Medical Library Association: JMLA, 100(2), 121-126. Hughes, F., Duke, J., Bamford, A., & Moss, C. (2006). Enhancing nursing leadership: Through policy, politics, and strategic alliances. Nurse Leader, 4(2), 24-27. Johnson, M., Gardner, D., Kelly, K., Maas, M., & McCloskey, J. C. (1991). The Iowa Model: a proposed model for nursing administration. Nursing Economic$, 9(4), 255-262. Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journa l of Nursing Education, 48(4), 186-195. Melnyk, B. M., Fineout-Overholt, E., Feinstein, N. F., Li, H., Small, L., Wilcox, L., et al. (2004). Nurses’ perceived knowledge, beliefs, skills, and needs regarding evidence-based practice: implications for accelerating the paradigm shift. Worldviews on Evidence-Based Nursing, 1(3), 185-193. Reavy, K., & Tavernier, S. (2008). Nurses reclaiming ownership of their practice: implementation of an evidence-based practice model and process. Journal of Continuing Education in Nursing, 39(4), 166-172. Sigma Theta Tau International position statement on evidence-based practice February 2007 summary. (2008). Worldviews on Evidence-Based Nursing, 5(2), 57-59. Titler, M. G., Kleiber, C., Steelman, V. J., Rakel, B. A., Budreau, G., Everett, C. L. Q., et al. (2001). The Iowa Model of Evidence-Based Practice to Promote Quality Care. Critical Care Nursing Clinics of North America, 13(4), 497-509. Weeks, S. K., & Satusky, M. J. (2005). Demystifying nursing research: to encourage compliance with Magnet accreditation standards, f urther your facility’s research initiatives. Nursing Management, 36(2), 42. Winch, S., Creedy, D., & Chaboyer, W. (2002). Governing nursing conduct: the rise of evidence-based practice. Nursing Inquiry, 9(3), 156-161.

The Central Intelligence Agency ( Cia ) Arranged Numerous...

The Central Intelligence Agency (CIA) arranged numerous assassinations attempts on Fidel Castro which helped damage the relations between the United States and Cuba. To understand why the US saw Castro as a threat, it is necessary to learn about how he attained that power and what Cuba was like. Colonel Fulgencio Batista had originally been elected as president, but he appointed himself to be the dictator of Cuba in 1933. He used the army and police to keep control over people, and those who were against his leadership were either killed or imprisoned. Life under Batista was difficult for many Cubans since no one was allowed to disagree with government. There were many food shortages and many hungry people. Poverty was common and there was†¦show more content†¦Cuban newspapers, radio, and television stations were shut down as well. The only source of news came from the government. The CIA arranged more than 600 attempts to execute Fidel Castro, most of which were silly. They wanted to spray his broadcasting studio with a chemical which could produce erratic behaviour. They eventually had to cease this operation because the chemical was later proved to be unreliable and dangerous. Another method, was that they tried to soak a box of cigars with a chemical that induced temporary disorientation. The CIA had hoped Castro would smoke on of these cigars before giving a speech, however, it was not known whether or not Castro ever got the special cigars. Castro loved scuba-diving, so the CIA even tried to plant explosives in rocks or sea shells that would blow up once he came in close contact with them. The CIA also planned to dust his shoes with thallium salts. By doing this, they hoped his beard would fall off his face, which would therefore destroy his image. All of their assassination attempts failed even though they had numerous opportunities. As Castro continued to live on, the CIA did not like that Castro was unpredictable, so they decided they wanted a more American-friendly ruler to be replaced with him just to be safe. They began to make plans for Cuban exiles to infiltrate Cuba to get rid of him. This led to the Bay of Pigs invasion. The CIA wanted Castro’s intelligence to think theShow MoreRelatedBible Versus the Toran12356 Words   |  50 Pagesbooks of the Protestant canon to the 81 books of the Ethiopian Orthodox Church Biblel. The Hebrew and Christian Bibles are also important to other Abrahamic religions, Including Islam and the Baha Faith, but those religions do not regard them as central religious texts. 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