The purpose of Dr. Zou’s research is to develop culturally sensitive interventions to support Chinese Canadians managing their chronic illness in community. Supported by Heart and Stroke Foundation of Ontario and Canadian Council of Cardiovascular Nurses research grant, Dr. Zou designed and tested the Dietary Approach to Stop Hypertension and Sodium Reduction for Chinese Canadian (DASHNa-CC), a dietary intervention incorporating Traditional Chinese Medicine to treat hypertension in Chinese Canadian community. Dr. Zou is currently working with professionals in nursing, nutrition science, Traditional Chinese Medicine, sociology, and information technology to furthur explore innovative and effective community interventions for chronic illness management. With working experiences in both China and Canada, and being fluent in both Chinese and English, Dr. Zou welcome international and interdisciplinary collaboration. Dr. Zou is passionate on innovative nursing education. She used strengths-based theory and narrative inquiry in her curriculum development, classroom teaching and clinical reflection seminars.
Objectives: To apply strength-based theory in nursing clinical reflection seminars; to describe the process and overview of the strength-based student-led presentations in the seminars; to assess the benefits of strength-based student-led presentations using a narrative survey at the end of semester.rnBackground/rationale: Clinical reflection seminars play an important role in bridging the learning gaps and support students’ learning experiences in clinics. However, some clinical reflection seminars lacked content, disconnected with their learning needs and were not efficiently run. Some students were bored, dissatisfied, and unwilling to come to reflection seminars. Based on the strength-based care theory, the activity of student-led presentation in clinical seminars were designed, implemented and evaluated in order to improve the learning and teaching experiences of clinical seminars. rnDescription/overview: This learning activity was design by Dr. Zou based on teaching experiences and student need assessments. This learning activity includes six steps: every student (a) chose a meaningful topic based on their strengths, (b) negotiated within the group about their topic and others’ learning needs, (c) prepared an evidence-based presentation, (d) used different approaches to deliver the presentation, (e) led the group to practise NCLEX questions related to the presentation, and finally (f) the group members credited the presenter by writing a Thank-You card. rnEvaluation/outcomes: Eight (100%) students in a clinical practicum group independently or collaboratively created and delivered seven presentations. All students participated in the end of semester survey. Students were highly satisfied with this teaching activity. They stated that they obtained benefits by conducting their own presentations and participating in their peers’ presentations. Students described this activity as relevant to practice, useful for providing care and NCLEX testing, opportunity to lead others, collective, interesting and empowering. rn
Mary Alice Biddle is an assistant professor in nursing education at Elizabethtown Community and Technical College and she also works as an adjunct faculty member at Touro University Nevada. \r\nHer scholarly interests include nursing education, holistic nursing, geriatrics, compassion fatigue and current issues effecting the professional nurse. Compassion fatigue in nursing was her doctoral project topic at Touro University Nevada where she earned her DNP. Decreasing compassion fatigue in one way that Mary sees that she is able to help the nursing profession. In addition, Mary is passionate about supporting advancement in nursing education. \r\n
Background\r\nWorking day in and day out with individuals who are in pain, creates an environment that can create compassion fatigue (Figley, 1995). These displays or secondary stressors resultant from the caring work that nurses do. Bottled up emotions, emotional isolation, substance use disorders, flashbacks, and other negative dynamics can result from being associated with others\' pain on a regular basis (Houck, 2014). Caregivers need to be educated on compassion fatigue and possible interventions that can resolve such ( Ohio Nurses Association, 2012;Walton & Alvarez, 2010) \r\n \r\nJournal clubs have been used in many areas of healthcare. Sites such as the National Institute of Health (2017) has an extensive journal club listing for healthcare professionals\' consideration. It has been shown that this form of interaction support healthcare professionals in learning new information and development of creative means of addressing commonalities in practice. Background\r\n\r\nMethods\r\nA Heuristic methodology was utilized to research the impact of a journal club on nurses in a variety of practice areas. An invitation for participation was submitted to nurses who participated in a professional nursing group in Kentucky or Nevada Fall 2016 through that organization. \r\n \r\nFollowing an explanation of the project, a consent form was signed, and participants were admitted to a closed group on Facebook. An introductory article was submitted, and participants addressed the article with questions submitted by the group facilitators and authors of this poster. After a two week discussion of that article, the process was repeated until all three articles were read and discussed. Three articles were discussed over a six week period. \r\n\r\n