Biography:

Jon Kelly is an Assistant Professor of Nursing at the Weber State University School of Nursing, located in Utah. He teaches courses on the Associate, Bachelors, and Masters levels of Nursing. E-mail: [email protected]

Heather Clark is an Assistant Professor of Nursing at the Weber State University School of Nursing. She teaches courses on the Associate, Bachelors, and Masters level of Nursing. E-mail: [email protected]

Abstract:

Nursing is a demanding field with constant challenges.  Perfectionism has been shown to be a mediator of stress (Chang, 2012; Chang, 2006). A comparison of perfectionism among health profession students is lacking, and specifically lacking among nursing students. Perfectionism can cause maladaptive behaviors that may interfere with a student’s education and well-being (Hewitt & Flett, 1991).  The hypothesis used in this study was, nursing students will show a higher rate of perfectionism than the general population. The subjects of this study consisted of a non-probability convenience sample of nursing students at a large United States western university. The Multidimensional Perfectionism Scale (MPS; Hewitt & Flett, 1991) was utilized to evaluate perfectionism among nursing students in this study.  Three specific areas are measured, which includes self-oriented perfectionism, other oriented perfectionism, and socially prescribed perfectionism. The data was analyzed by converting MPS survey scores to simple T-scores. The mean scores are set at 50 and the standard deviation is set at 10. The study results revealed 160 (65%) students scored moderate to elevated levels and 118 (48%) students demonstrated elevated levels of perfectionism in the self-perfectionism. In the other-oriented perfectionism category, 123 (50%) students presented moderate to elevated levels and 74 (30%) students that demonstrated elevated levels in other perfectionism.  The social perfectionism category showed 112 (46 %) students scored moderate to elevated levels and 71 (29%) students that scored elevated levels of perfectionism in social perfectionism category.  Educators may be able to adapt curriculum to alleviate stressors of health profession students.  Individual instructors need to also become educated on perfectionism, and then help students at risk by providing resources.  Instructors should also become mindful on individual classes that may trigger perfectionism in students.

Biography:

Patricia A Daoust is the Director of Nursing for Global Health at Massachusetts General Hospital. She sets the vision, operationalizes and provides leadership to all global nursing initiatives related to the organizations mission. Presently she is also serving as the Interim Director of MGH - Global Health. The reach and impact of her work spans three decades and two continents. Her career trajectory is characterized by her enduring commitment to health as a human right and her dedication to the nursing profession. She has been the recipient of multiple awards including the Nursing Leadership Award by Sigma Theta Tau International, ANAC Public Service Award, AIDS Action Committee Heroes in Action Award, and the MGH Linda Kelly Visiting Scholar Recognition Award. She serves as the Global Committee Member for the Association of Nurses in AIDS Care and the Board Member of the Global Nursing Caucus.

Abstract:

Massachusetts General Hospital-Global Health Nursing enhances the status and reach of nursing on a global scale by focusing on nursing education, leadership and professional advocacy. We work collaboratively with our nurse colleagues in schools of nursing and healthcare facilities in resource limited settings primarily in Uganda and Tanzania. Through our global nurse fellowship program, we provide valuable theoretical and clinical expertise in direct response to requests from our academic partners. Although recognized as leaders in the field of nursing education, the cultural transition that any nurse must make to work effectively in a developing country cannot be underestimated. In order to appropriately equip our visiting faculty, we have developed a pre-departure curriculum that helps ease the transition of living and teaching in another culture thus increasing the likelihood of a successful experience that is mutually beneficial. Considering the essential role that a well-educated nurse plays, it is vital that we better prepare our global nurse educators for the challenges they will confront in order to make informed behavioral decisions, and use teaching strategies that are culturally appropriate and impactful. We provide 10 tips that have been shown to enhance the international experience and we teach participants to recognize 5 stages of cultural adaptation. The curriculum contrasts the roles and responsibilities of the nurse in developing countries, the educational variances, and specific health system structures. Our goal is to share our experiences with other global nursing educational initiatives so that learning is enhanced and global nurse educators are empowered.

Biography:

Renae Dougal completed her Master's Degree from Gonzaga University, Spokane, Washington, USA. Currently, she is a Clinical Assistant Professor, School of Nursing, Accelerated BSN Program for Idaho State University, Meridian, Idaho, USA.She is also a Nurse Researcher, Author, Text Contributor, Presenter for both National & International conferences, a Certified Legal Nurse Consultant and On-site Evaluator for the Commission on Collegiate Nursing Education (CCNE).

Abstract:

Problem: The Evidence-Based Practice (EBP) Committee was changed to an EBP Nursing Council.  The purpose was to integrate the council within the Hospital's Shared-Governance model; this change brought new members to the Council. These individuals voiced a strong desire to learn the EBP process. However, a lack of understanding about the process of EBP was identified and an education plan was developed.

Evidence: Barriers associated with the EBP process include lack of understanding and value of EBP to individual practice, how to search for and grade evidence, difficulty understanding research articles, lack of computer skills and accessing electronic databases.

Strategy: A qualitative pilot survey was conducted with the Council. Based on results, an education plan was tailored to overcome identified barriers.

Practice Change: The intervention included: 1) education on the Iowa Model, 2) the hospital librarian demonstrated electronic searches through search engines and databases, 3) group participation in writing PICO questions, 4) clinical practice guidelines evaluated using the AGREE tool and 5) Rapid Critical Appraisals for research.

Evaluation: The survey’s primary question asked participants (n=16) to rank the top three barriers to using research in practice. From the identified primary barriers, 81.25% of the participants reported lacking necessary skills to critique or synthesize literature.

Results: Our concern was validated that nursing lacked necessary skills to utilize foundational principles of EBP. To have EBP successfully embedded into nursing practice a strong foundation is critical.

Recommendations:  Based on the results of the pilot survey, the EBP Council felt the next step was to survey the nursing staff, throughout the hospital, in order to identify perceived barriers in using EBP and understand their beliefs about EBP.

Lessons Learned: Promoting a culture of inquiry is vital to advancing nursing practice based on best available evidence.  By overcoming barriers, nurses feel confident in their ability to incorporate best evidence into their practice, which promotes best practice, improving nursing satisfaction and overall patient outcomes.

Biography:

Julie Bulson MPA, BSN, RN, NE-BC has nearly 40 years experience in healthcare (30 years in healthcare emergency preparedness) and currently serves as Director, Emergency Preparedness overseeing emergency preparedness program development for Spectrum Health, a large healthcare system in the Midwest (10 acute care hospitals; level one adult and pediatric trauma centers; regional burn center; long term care sites; several urgent care centers; a large medical group [>700 providers]; and a national insurance provider). She participates on many state/regional/community planning committees. She has presented at several national emergency preparedness conferences and has co-authored several articles related to healthcare emergency preparedness.

Abstract:

Often times during a disaster situation, staff forget what they are supposed to do to effectively respond and care for patients already in the hospital as well as preparing for a surge of patients.  Disaster preparedness is not unlike the nursing process.  If as nurses we can reflect on something familiar and translate that practice into a crisis situation, it may become easier to respond in an unfamiliar situation.  This lecture is about how nurses responding during a disaster situation is similar to their day to day use of the nursing process...Assess, Diagnose, Plan, Implement, Evaluate.  We will review each step of the nursing process and what would be expected of a staff nurse during a mass casualty situation.

Biography:

Francine B. Jensen is an Assistant Professor of Nursing at Utah Valley University where she teaches at the associate and bachelors levels. Prior to teaching, Ms. Jensen spent eight years in gastrointestinal, telemetry, emergency and trauma nursing at the University of Virginia Medical Center, Yale-New Haven Hospital, and Inova Fairfax Level I Trauma Center. She has presented at international nursing conferences in Tallin, Estonia, and the Netherlands. Her research interests center around interpersonal relationships in nursing and ways to improve engagement for students in the classroom.  She received her Masters from George Mason University and is a current doctoral student.

Nyree-Dawn Nichols has  been a nurse for 12 years.  Her medical background has been in Emergency Medicine, Trauma and Critical Care. She has 5 years fulltime teaching experience. Teaching students has been very rewarding and her passion for teaching grows continually.  She is married with 4 children and loves being a mom. 

Abstract:

With increasing immigrants and expanding globalization in the US, enriching cultural competence among healthcare providers to deliver culturally appropriate care to diverse patients is in need. Nursing education has recognized the challenges for integrating components of cultural competence into curriculum and examining the effectiveness of teaching and learning of cultural competence in a nursing program. The purpose of this comparative quantitative study was to conduct an ongoing evaluation of cultural competence among undergraduate nursing students through an academic semester. A convenience sample of all undergraduate nursing students was recruited from a university by sending 210 email invitation letters for participation. The IAPCC-SV^© tool developed in 2007 by Campinha-Bacote was used to evaluate the level of cultural competence including the five subscales of cultural awareness, cultural desire, cultural knowledge, cultural skill, and cultural encounters among undergraduate nursing students at the beginning and at the end of a semester, respectively. In total, 106 students were randomly selected and voluntarily participated in this study to complete the IAPCC-SV at the beginning of the semester and 86 out of the 106 students completed the IAPCC-SV at the end of the semester. All data using double entry were analyzed via independent t-test to identify the difference in cultural competence between the beginning and the end of the semester among undergraduate nursing students. The study results indicated that the undergraduate nursing students were culturally competent and had an increased cultural competence level at the end of the semester compared to the beginning of the semester. Although the participating students had increased scores in all five subscales, there were no significant differences between the beginning and the end of the semester. Cultural competence is on-going process. It is suggested that curriculum can offer more cultural encounters and practice to interact with diverse patients to increase student cultural competence.

Biography:

Irene Kennedy is a senior lecturer from Glasgow Caledonian University and has an MSc and PGCHE from Edinburgh Napier Unviersity. She is the programme leader for the Return to Practice Nursing programme. She has recently won the Student Nursing Times Awards for the best Return to Practice Course 2016.

Abstract:

Workforce planning in Scotland suggests there will be a need for an increased number of nurses to meet service, quality and safety needs within Health and Social Care settings. Whilst Scottish Government have been increasing education commisions in recent years, these will not start to yield an increase in registered nursing staff numbers until 2017/18 at the earliest and other options had to be considered.Having established links with our local NHS Boards and NES, the Return to Practice nursing programme was developed collaboratively with users and carers and service providers who are committed to providing a programme to encourage nurses with a lapse of registration back into the workfocre and ensuring they are prepared to deliver quality based patient focused care.The programme is funded by Scottish Government and has recently won the Student Nursing Times Award 2016. Flexibility in the blended pattern of delivery ensures all students can accomodate their studying around other commitments and is truly student centred ensuring progression is high and attrition low. The  course takes the specific demands and interests of return to practice students as its driving force, encouraging its students to publish and placement staff to work closely with the students.

Biography:

Agnes Makhene has expertise in nursing education. Her main field of interest is critical thinking and has recently developed a programme to facilitate critical thinking in nursing education. Furthermore she designed a conceptual framework that can be used in the facilitation of critical thinking. The conceptual framework and programme are based on the Delphi technique recommendations post the conceptual analysis of “Critical Thinking” by Facione (1990). 

Abstract:

Classroom conversation is mandatory in a classroom that aims to develop the learners’ critical thinking skills. Critical thinking is facilitated in general and in nursing education particularly in order to aid learners to render care in diverse multicultural patient care settings. Classroom conversation involves thinking as an interactive process that constitutes the use of dialectics and dialogue. However where the aim is to facilitate critical thinking the conversation cannot be haphazard. Conversation in the classroom must have structure as it happens in dialectical dialogue. This paper aims to explore and describe how dialectical dialogue can be used in classroom conversations to facilitate critical thinking. A qualitative, exploratory research design was used. Purposive sampling method was used to draw a sample and Miles and Huberman methodology of qualitative data analysis was used to analyse data. Lincoln and Guba’s strategies were employed to ensure trustworthiness, while Dhai and McQuoid-Mason’s principles of ethical consideration were employed. The conceptualisation of findings culminated in the formulation of guidelines on how dialectical dialogue can be used to facilitate critical thinking in the classroom.

Biography:

Teresa Marshall has lead medical teams to Haiti for the past six years. She has firsthand observed the cultural awareness that this experience has provided and how it changes the practice of nursing in the participants. Ms. Marshall is currently serving as an undergrad nursing instructor at Tacoma Community College, and a graduate clinical nursing instructor for Washington State University, and Gonzaga University. She has owned and operated her own independent nurse practice in rural. Her experience as an instructor has provided insight into how students learn best.   

Abstract:

Cultural competence and respect for others becomes especially important for us in nursing practice because we are patient advocates.  In school, we are taught to respect the rights and dignity of all patients. As the world becomes smaller and individuals and societies become more mobile, we are increasingly able to interact with individuals from other cultures.

Diversity is part of the heritage of America.  Other than the Native Americans, our ancestors were all immigrants from diverse cultures.  That diversity continues today and with the ease of travel the chance that you will encounter a patient from another culture is very likely.  Due to these factors, the development of cultural competence in nursing practice is important for us to provide the best care possible.  The first step is to become aware of other cultures and belief systems. Health care beliefs can be very different from culture to culture and country to country.  Without exposure to different beliefs and culture it can be difficult to understand patient’s behavior. 

One innovation in nursing education that addresses this need is global nursing immersions.  Global immersions can provide exposure to diverse cultures and better understanding of their beliefs.  Over the last six years Ms. Marshall has taken teams of nurses to Haiti to provide health education and training to village healthcare workers.  The nurse’s exposure to this diverse culture changed their nursing practice and better equipped them with the ability to understand and work within a different culture.  

Biography:

Tanya Parker has been an RN for over 20 years and has worked in inpatient, outpatient, and academic settings. She is a New York certified teacher, a nationally certified basic life support instructor, and a preventing and managing crisis situations instructor. Ms. Parker has been acknowledged as rookie of the year for her quality teaching of vocational students, has received funding to support a vocational nursing assistant program, and has developed a nurse internship program at an established health center. She has contributed to a hospital nursing recognition program to coordinate the creation, display, and publication of nursing artwork. Ms. Parker has presented her work on workplace violence in both domestic and international settings. Her work is published in the American Journal of Nursing and the Nursing Management Journal. Her master’s level interests were nursing, and health education and promotion. She is currently pursuing a doctorate in nursing practice.

Abstract:

Background: Health care workers are at high risk for workplace violence. The most up-to-date research reports indicate there is an increase in violent crime in hospitals. Mount Sinai Beth Israel (MSBI) in New York City created committee to address the concerns of increased workplace violence; the outcome was the Safety Team Assessment Response (S.T.A.R.) Code Policy. The S.T.A.R. Code Policy outlines a response system to activate a formal interdisciplinary program to prevent or mitigate violent situations regarding patients, visitors and or staff.

Purpose:  The purpose of this quality improvement project was to test an educational program, including simulation techniques, aimed to improve the knowledge and skills of RNs and PCAs by increasing their exposure to aspects of the S.T.A.R. Code Policy.  Outcomes of the simulation program included increasing confidence, comfort levels about when to call a code and how to perform, during the code, skills in implementing a code, and responsibilities during and following the code.

Methodology: Key elements of the S.T.A.R. Code Policy were reviewed using Power Point slides, the nursing staff participated in two simulated scenarios based on each level of the S.T.A.R. Codes. A debriefing session followed each simulated scenario. Participants completed a 10-item multiple choice test and a Mock S.T.A.R. Code Skills Checklist.

Results: All participants achieved 100% scores on the competency exams. The study sample was one of convenience and is not generalizable beyond MSBI. 

Conclusions/Implications for Practice: Employees working on units with high-risk populations may be at greater risk for encountering workplace violence. Violence prevention training should be included in hospital orientation programs for all staff.  This educational program became a required competency for all nursing staff in the PCS Department.

Biography:

Dr. Sherry Donaworth is an Assistant Professor of Clinical Nursing at the University of Cincinnati, College of Nursing. She is board certified as both an Adult-Acute Care Nurse Practitioner and a Family Nurse Practitioner. Her extensive clinical practice experience has included critical care, cardiology, geriatrics as well as primary care. As lead faculty for advanced pharmacology and clinical management of adult health problems, she has utilized the “flipped classroom” and advanced technology in teaching, for both onsite and distance learners. Dr. Donaworth served as a content expert on an ANE HRSA grant for interactive case studies for distance learning students.

Abstract:

Statement of the Problem: Interprofessional healthcare teams are becoming the norm in healthcare delivery. Opportunities for safe non-threatening interactions among interprofessional learners is essential to development of communication skills among student learners (Fanning & Gaba, 2007). Participation in provider neutral interactive case studies (ICS) allows students the opportunity for critical thinking in real-world scenarios (Colella, Rota, & Beery, 2015). Simulation provides an excellent opportunity to address interprofessional education needs and ultimately enhance collaborative practice. Face to face debriefing has been well established as an accepted method of reinforcing concepts presented during the simulation, but what happens when interprofessional debriefing occurs at a distance? Strategy/Intervention: At a large urban academic health center, advanced practice nursing students and medical students completed a provider-neutral Interactive case study (ICS). An interprofessional faculty team developed scenarios using the core competencies for interprofessional collaborative practice as a framework (Interprofessional Education Collaborative Expert Panel, 2011; 2016). Incorporation of distance learning students into synchronous interprofessional debriefing was accomplished using a conferencing software program. Interprofessional faculty facilitators set the tone as nonthreatening and encouraged open dialogue among students. Findings: Evaluations from both the nurse practitioner students and medical students were overwhelming positive with 83% of participants reporting the activity as valuable to their education. The debriefing afforded learners to develop a clearer perspective of each profession’s specific roles as part of the team. In addition, this teaching strategy offers faculty an opportunity to assess the student’s grasp of the concepts evaluated within the case and to guide the learners in becoming part of a cohesive interprofessional team. Interprofessional simulation debriefing is a dynamic teaching technique that can facilitate positive interaction among student learners.

Biography:

Commander Eric Pauli is an active-duty Navy Nurse who completed his MSN in the Psychiatric Mental Health Nurse Practitioner Program (PMHNP) at the University of Washington in 2008 and is currently enrolled as a Doctor of Nursing Practice (DNP) student in the Nurse Executive Programat Old Dominion University.  He serves as Assistant Professor and Director for Clincial Education in the PMHNP-DNP Program at the Uniformed Services University of the Health Sciences.  CDR Pauli has been published in two peer-reviewed journal articles on UsingSimulation in Psychiatric Mental Health Nursing Education and Meeting the Challenges of Training for  Interdisciplinary Care. 

Abstract:

The US Military repealed the “Don’t Ask Don’t Tell” policy five years ago. In July 2016, the military lifted a ban on transgendered service members, effectively allowing Lesbian Gay Bisexual Transgendered (LGBT) service members the right to openly serve. Despite this action, the military has not developed or deployed specific education across the Military Healthcare System regarding healthcare disparities and needs of LGBT service members and their families. The purpose of this research is to know the effectiveness of an interdisciplinary seminar on changing military graduate nursing students’ and military medical students’ attitudes and knowledge of LGBT individuals and their healthcare needs. A 17-item survey was administered to a sample of 200 students before and after a class on sexual diversity. Findings show improvement on all questions with statistically significant improvement noted for knowledge of LGBT healthcare disparities. More education like this may be warranted.

Biography:

George McNally completed his master’s degree in advanced nursing from the University of Auckland. He is a lecturer of anatomy and physiology at the school of nursing Northtec Whangarei New Zealand    

Abstract:

Smartphones, tablets and the adjunct applications (apps) that operate on them are becoming a part ofeveryday life for the New Zealand population. Student nurses have embraced this technology, but littleis known internationally or in New Zealand about the way student nurses may apply personal devicesto their education process. The perceptions of New Zealand nurse managers, toward these personalreferencing technologies, could not be located. Using a qualitative descriptive methodology, semistructured interviews were conducted with New Zealand student nurses (n=13), and nurse managers(n=5) about their perceptions of use of personal smartphones, tablets and applications as an educational tool in clinical settings. A thematic analysis was conducted on the resulting text. Student nurses wanted to use personal smartphones to support clinical decisions. Nurse managers perceived the use of personal smartphones as unprofessional, and do not trust younger cohorts of student nurses to act ethically when using a personal smartphone. This research supports historical research findings about the perceived usefulness of hand held referencing to augment clinical decisions. However, due to the perceptions held by nurse mangers surrounding professionalism, as well as financial considerations, the application of personal smartphones to clinical practice may remain problematic.

Biography:

Patricia A. Duclos-Miller, MS, RN, NE-BC, is a professor of nursing at Capital Community College (Retiring January 1, 2017) and a Professional Development Practitioner at Bristol Hospital.  Duclos-Miller graduated from  Saint Anselm College in Manchester, New Hampshire, with a Bachelor of Science in Nursing, and completed her Master of Science degree at Boston University.  She is board certified by the American Nurses Credentialing Center in nursing administration. Her professional experience includes nursing administration in quality improvement, parent-child health, home health care, and long-term care nursing, as well as practicing as a staff nurse in the specialties of medical-surgical nursing, obstetrical nursing, neonatal intensive care, and as an educator in nursing education in various CT colleges and universities.  She is a national speaker on contemporary topics involving nurses in the new graduate tranistion and in the development of leadership skills, quality improvement, team building and documentation.  She is an author of several books for  publisher HCPro, INC.

 

Abstract:

Current challenges that face experienced nurses today have a bigger impact on the new nursing graduate. These challenges include the claim that new graduate nurses are inadequately prepared to care for high acuity patients, early patient discharges and the feeling of being overwhelmed with the responsibility of the professional role.  Studies have indicated that this environment is extremely stressful to the new graduate.  There is a need to examine what is known about the transition from nursing student to professional nurse and implement strategies to assist them in their transition. This presentation will assist in identifying successful strategies for the new registered nurse during the transitional first year of graduate nurse to professional nurse.  “Graduate nurses’ negative perception in their new role and environment in the first 60 to 90 days of employment often lead to turnover within the first year.” (Clipper, 2015).  In addition this presentation will assist in the identification of current work environment issues as well as other factors that affect the transition to professional nurse. A study was conducted in 2007 at a large teaching hospital and in 2016 in a small community hospital to identify transition challenges. The results of these studies will assist the organization in the design of appropriate new graduate nurse support strategies. The transition year is pivotal in increasing retention rate of new graduate nurses.  The cost containment would be seen in the decrease in new graduate turnover (replacing a nurse can cost 1.5-2.5 times the annual salary).

Biography:

Mary Bouchaud has been an RN for 37 years. During her practice she has always maintained some role in nursing education including staff educator, clinical adjunct faculty, and CPR instructor. She is certified in adult rehabilitation/traumatic brain injury and is a community/public health nurse with a PhD in community and social work. She is assistant professor at Thomas Jefferson University, teaching in the BSN program for the past 17 years during which time she introduced the partnership with federal and state prisons to prepare students for healthcare in the 21^st century.  Recent accomplishments include co-chairing redesigning the BSN curriculum.

Abstract:

Nursing education programs in the US have traditionally been preparing nursing students as generalists who function best in acute care settings. Hospitals are closing and the acute care clinical experience has become more difficult to provide for students.  At the same time, the applicability of attaining clinical training, primarily in acute settings, is declining as nursing curriculums are being redesigned with a focus on health promotion/disease prevention and community/population health. Community partnerships that provide clinical immersion opportunities for nursing students to apply concepts of this new healthcare paradigm continue to be explored while still offering an acute care experience. There are approximately 2.2 million adults incarcerated in US federal and state prisons and in county jails. Many of these correctional facilities are managing the acute, chronic, and terminal health care needs of inmates on site. Placement of undergrads and NP students in these facilities can develop and enhance the skills needed to provide nursing care across the health care continuum while meeting the goals of the redesigned curriculum. The correctional health team can assist in introducing students to a diverse and unique population of patients whose medical needs range from basic health education to the management of multiple co-morbidities. This presentation will discuss the experience of one urban university in forming community partnerships for nursing student placement with prison healthcare teams to meet the objectives of a community nursing course, expanding it to include NP students, and now for immersions, service learning, and experiential experiences in their redesigned BSN curriculum.

Biography:

Kristina Zimmermann has completed her MSN from Ball State University and is completing her doctoral studies from Old Dominion University. She is the Vice President and Chief Nursing Officer of HonorHealth John C. Lincoln Medical Center.        
 

Abstract:

Purpose/Aims:  The purpose of this study will be to explore relationships between nurse leaders’ emotional intelligence, personal and professional characteristics, and executive leadership performance.  Findings may be used to refine nurse leader recruitment protocols, leadership development, and succession planning within complex, culturally diverse healthcare organizations. This study aims to explore relationships between nurse leaders’ emotional intelligence, personal and professional characteristics, and executive leadership performance (employee turnover, employee engagement, and patient satisfaction).  Study results may enable nurse leaders to leverage EI to decrease turnover, increase employee engagement, and increase patient satisfaction. Research Questions:  (1) What are the relationships between the nurse leader personal and professional characteristics and emotional intelligence scores? (2) What are the relationships between nurse leadership performance measures and emotional intelligence scores? (3) Are there differences in nurse leader performance measures by level of emotional intelligence?Significance: Emotional intelligence (EI) is the ability to recognize, understand, manage one’s emotions, and influence the emotions of others. The impact of EI on employee turnover, employee engagement, and patient satisfaction within a complex culturally diverse healthcare environment has not been examined. The extent and awareness of EI may have a significant influence on the challenges that leaders manage, including the need to retain staff, keep employees engaged, all while ensuring that patients receive the care they deserve.  By becoming aware of one’s EI, nurse leaders can explore how situational awareness may lead to improved leadership performance. Methods:  This study will use a descriptive cross-sectional design. A convenience sample of up to 200 nurse leaders, employed by a 5-hospital health system in Arizona, will be included.

Biography:

Candy Owens has ten years of teaching experience within high school and college settings. She has several years’ experience teaching high school in Newfoundland, Canada. In addition, she has taught at colleges in Doha, Qatar; Atyrau, Kazakhstan; and Iqaluit, Nunavut, where she currently is the primary Pre-Nursing instructor at Nunavut Arctic College. She is currently working towards a Master’s Degree in Public Health.

Abstract:

Nursing education in Canada's remote north is complex, offering a variety of challenges both to educators and students. Located in Iqaluit, Nunavut, Nunavut Arctic College offers a foundation-level pre-nursing program and, in partnership with Dalhousie University, a Bachelor of Science in (Arctic) Nursing program. Numerous variables contribute to challenges in educating the next generation of Arctic nurses, including: cultural / historical issues and their effects on indigenous student learning, issues with access due to remoteness of location, and a lack of appropriate mentors. The depth and breadth of these challenges in this remote location are to date, not well understood.
The aim of this project is to overcome context challenges in delivering nursing education in a remote location. Our objective is for students and faculty to identify and devise solutions to these challenges through the collaborative effort among student cohorts. To this end, faculty identified an innovative strategy to enable collaboration and combat the issues associated with small class sizes. This strategy is a project whereby students from the pre-nursing program work with second year nursing students thereby increasing student-to-student networking capacity and idea sharing between cohorts. This approach offers the added benefit of developing student-to-student mentorships which will cater to the cultural needs of the diverse student body. Registered Nurses and faculty within the program typically share a non-Indigenous cultural identity which is not reflective of the cultural heterogeneity of the student body. The project will allow students to explore and reflect upon their own challenges experienced, thereby helping faculty further identify challenges in delivering nursing education in a remote context. As part of this project, students also have to suggest possible solutions to the challenges discussed. Faculty will conduct a similar assessment and reflection, enabling challenges to be viewed through both student and educator lenses.

Biography:

Patricia Severt is a theory and clinical instructor at Mount Carmel College of Nursing in Columbus, Ohio. Her specialty is pediatric nursing, specifically the neonatal population. Patricia has taught nursing students in the nurse educator role since 2011. In this role, she became aware of the various reasons students have chosen nursing as a profession and the increased occurrence of cheating, dishonesty, and the decline of integrity in this profession. She has developed a passion for researching and exploring methods to improve the integrity of nursing students and thus nurses at the bedside.

Abstract:

Statement of the Problem:  Academic dishonesty is on the rise nationwide due to technology advances. This creates a dilemma in nursing. In the nursing profession, integrity is not an option; it can often be a life or death situation. The purpose of this project is to reveal the issue of cheating among nursing students and determine ways to diminish its existence, maintain the integrity of the nursing profession and, ultimately, improve patient outcomes.

Methodology: A literature review of articles from 2004-2015 was conducted using Ebsco databases and keywords: academic dishonesty, academic misconduct, nursing students, plagiarism, and cheating. The focus was on the definition of academic dishonesty, students’ views, faculty views, and methods to decrease cheating.

Findings: Nursing is among the top most trusted professions, yet students are compelled to use dishonesty to achieve success. The mentality that promotes dishonesty in the academic arena continues into the professional arena. The definition of academic dishonesty varies among students and faculty and suggests that societal norms have shifted so that cheating in some forms is not seen as unethical.

Conclusion & Significance: The literature clearly demonstrates the parallel of dishonesty in nursing programs and declining integrity of nurses at the bedside. It is our ethical duty as educators to make ethical decision making opportunities fundamental in every aspect of our nursing programs. Building integrity into all nursing programs will safeguard the highest quality of nurse that society receives and that can be trusted with patient lives.

Recommendations: The literature suggested changes such as: ethical screening tools during the admission, institutional policy changes with stated consequences, administrator support of faculty at the front lines of the fraudulent behavior is imperative, and developing and utilizing student leaders as mentors can help model and develop integrity in other students.

Biography:

Edward Creasy has been honored to be a nurse educator for ten years at New York University Langone Hospital for Joint Diseases with a special focus on perioperative nursing.. He has obtained his Masters of Science in Nursing and Post- Masters Certificate in Nursing Education from Lehman College, City University of New York.  Edward is Board Certified in Professional Development as well as a Certified PeriOperative Registered Nurse. Mr. Creasy also continues to contribute to the academic world at Lehman College as an Adjunct Lecturer.  Edward is in the process of completing his Doctorate of Nursing Practice at Wilkes University.

Abstract:

There is a current shortage of perioperative nurses and the problem is intensifying as nurses in this specialty area prepare to retire over the next five years.  To further compound the problem, nursing schools have consistently minimized or eliminated in-depth perioperative nursing content in their curricula and clinical observational rotations to the perioperative units.  The resultant impact of these practices include: (1) lack of knowledge and interest about perioperative nursing and (2) escalating costs ($80,000.00 to over $100,000.00) associated with recruiting, educating and training a nurse for a position in perioperative services.  With the increase in surgical procedures (both in hospitals and ambulatory surgical centers) and the projection that 20% of the current 160,000 perioperative nurses will retire over the next five years, the gap between the demand and the supply for perioperative nurses intensifies. Perioperative nurses are older and more experienced than those found in other sectors of the nursing workforce.  A profound departure of these nurses poses a threat to patient safety because decades of experience, knowledge and skills would be lost.In preparation for this anticipated crisis, our facility partnered with a local college of nursing to establish a two-week Perioperative Immersion Program which included both didactic and clinical experiences with a focused preceptorship.  The first cohort of perioperative interns (nursing students) entered the innovative program in January of 2015.  Twelve baccalaureate students met the program’s rigorous criteria and were assigned to either the north or south campus of the organization.  The purpose of the program is twofold: (1) to increase graduating students’ interest in perioperative nursing; (2) recruit at least 25% into the perioperative training program.  All 12 students successfully completed the program.  Feedback indicates positive experiences and comprehensive understanding of the complexities of perioperative nursing. In addition, more than 60% of the students verbalized an interest in Perioperative nursing; 50% applied to the perioperative/operating room training program and two students were hired.   Although the students completed a three credit perioperative elective course, it is essential to create a mechanism for skills development and application in the perioperative setting.  It is therefore essential for both academic and practice settings to work collaboratively to create robust learning opportunities that will facilitate a smooth transition for students to the perioperative clinical setting.  This can be accomplished through an interprofessional partnership that is mission driven and strategically focused. Innovative programs such as this immersion program can provide a venue for recruitable candidates thereby reducing the cost associated with recruitment activities (such as advertisement and search agencies) and orientation/training. This immersion program provides a useful and practical framework that can be applied to other organizations faced with recruitment and training challenges in the perioperative environment.    

Biography:

Clarisse Jamiel Geronimo has completed her Bachelors Degree in Nursing at the age of 20 years from University of Santo Tomas. She is currently preparing for the upcoming Philippine Nursing Licensure Exam this November 2016. This is the first research paper she conducted for her bachelors research study together with her co-researchers from the same university. She is known for one of the pioneers of establishing a new political party inside the College of Nursing. She serves as the chairperson of Lakas ng Diwang Tomasino – Nursing Unit. She is also a member of Tomasian Cable and Television, a university wide organization and she serves as a talent, a senior jock in the UST Tiger Radio.

Abstract:

AIMS: Today’s society standardizes how an adolescent should look like. One of the traits of an ideal adolescent should be maintaining a normal body weight. Adolescents strive to be in line with the standards of the society. The aim of this study is to know and understand the lived experiences of the various adolescents who fall under the category of being overweight. It intends to find out on how their weight affects different aspects of their personal and social relationships.

METHODS: Participants were selected through the use of purposive sampling method. A semi-structured interview questions were formulated by the researchers with the grand question, “What is life like for an overweight adolescent?”The set of questions formulated were validated by the qualitative expert and translated by a language expert. With the six Filipino overweight female adolescents living in Metro Manila that have a BMI from the 85^th to 95^th percentile or a BMI of 25-29.9 was interviewed by the researchers.  The participants are aged from fourteen to sixteen years old and an informed consent and assent was secured to the participants and to their respective guardian. The Colaizzi’s method was used to analyze and interpret the gathered data from the participants.

RESULTS: The following themes emerged from the study: Awareness and Acceptance. Awareness is defined as how the female overweight adolescent have or shows realization, perception or knowledge about something such as situation, condition or problem that exists in their life. Acceptance is defined as to how female overweight adolescents embrace their condition and experiences. An eidetic insight was presented as the representation of the Weightism Phenomenon.

CONCLUSION: Through the collective analysis of the verbalizations of the participants’, the female overweight adolescents are aware of their condition and how it affects them. The different experiences they underwent made them aware of how others perceived them.