Scientific Program

Conference Series Ltd invites all the participants across the globe to attend 26th World Nursing Education Conference(10Plenary Forums - 1Event) Prague, Czech Republic
Courtyard Marriott Prague Airport

Day 1 :

Keynote Forum

Anna Bocchino

Salus Infirmorum University school of Nursing, Spain

Keynote: The Nursing Diagnosis Development of Unemployment Disorder: Content Validation With Nursing Experts

Time : 9:10-09:50

OMICS International Nursing Education 2017 International Conference Keynote Speaker Anna Bocchino photo
Biography:

Anna Bocchino has completed her European PhD at the age of 30 years from Naples and Seville University. She is the profesor of Gender studies and Social Sciences in the Salus Infrimorum Nursign faculty (SPAIN). She has published various papers in reputed journals such as International Journal of Nursing Knowledge. Her topics of interest are nursing diagnoses, gender studies and migration research

Abstract:

PURPOSE: This study aimed to validate the definition and define the characteristics and related factors of unemployment disorder, a proposed nursing diagnosis. METHODS: Using Fehring’s diagnostic content validity model, Spanish experts were asked to assess the adequacy of the label, defining the characteristics and other related factors. FINDINGS: The content validity index was 0.8690. A total of 16 defining characteristics reached major criteria (>0.80). CONCLUSION: The present study supports the proposed development of a nursing diagnosis for the human response to unemployment. PRACTICE IMPLICATIONS: The results suggest that the inclusion of the “unemployment disorder” diagnostic NANDA-I taxonomy would allow nursing professionals to identify the disorder and its causes and manifestations, and therefore provide the information needed for planning more relevant interventions and results.

Keynote Forum

Arne Rehnsfeldt

Western Norway University of Applied Sciences, Norway

Keynote: To build a master education based on a disciplinary perspective of clinical caring science

Time : 9:50-10:30

OMICS International Nursing Education 2017 International Conference Keynote Speaker Arne Rehnsfeldt photo
Biography:

Arne Rehnsfeldt is professor and leader of the master in clinical –health and caring science at Western Norway University of Applied Sciences (HVL) in Norway. His area of research is long-term caring in life-decisive boundary life events. He sees that it is very important to have a master education related to a scientific discipline as this contributes to develop the disciplinary thinking. 

Abstract:

Statement of the problem: Clinical caring science as a scientific discipline is based on an internal scientific logic that binds together the “mother discipline” caring science as a systematic science, with clinical caring science as both a systematic –and applied science. A systematic science determines the ontological, -theoretical, conceptual and epistemological grounds for the science. The internal logic between caring science and clinical caring science decides the correspondence between the value-base (ethos), concepts and theories in the mother discipline, and concepts and phenomena related to clinical praxis in clinical caring science. Clinical caring science as an applied science means to apply the theory base of caring science in praxis. The theory of science thinking is that of finish scholars Katie Eriksson and Unni Lindström who say that caring science is defined by its ontology (ethos). The epistemology as a hermeneutic methodology must be in in congruence with the ethos in order to understand the essence of what in deepest sense defines caring, as for an example that suffering is a part of life and that suffering contains a health potential. Hermeneutics as the methodological ground is applied both in qualitative and quantitative research.  Also a concept order is applied with ethos, -core, basic –and praxis concepts. The purpose is to describe how a master education in clinical health –and caring science is built up and permeated by the scientific discipline. Conclusion and significance: As caring is seen as the ontological ground for nursing, also other professions than nurses can participate in the master. Another rationale for this is that the master is disciplinary based and not professional based, and the discipline can be shared by many caring/nursing professions

Keynote Forum

ROGANOVIC JELENA

School of Medicine University of Rijeka, Croatia

Keynote: PARENTERAL IRON THERAPY IN CHILDREN WITH IRON DEFICIENCY ANEMIA

Time : 11:30-12:10

OMICS International Nursing Education 2017 International Conference Keynote Speaker ROGANOVIC JELENA photo
Biography:

Dr. Roganovic is the Full Professor of Pediatrics, School of Medicine Rijeka, and the Head of the Division of Hematology and Oncology, Department of Pediatrics, Clinical Hospital Centre Rijeka. At the national level, she contributed to the improvement of cure rate of children with cancer, and is interacting with regulatory bodies and parent groups. Dr. Roganovic is a certified member of many national and international pediatric hematological and oncological societies. She is the author of more than 300 publications, abstracts and proceedings and several book chapters. She serves as a reviewer and editorial board member for number of journals. Dr. Roganovic received several awards, including Patients' Choice Award Winner for 2011 and 2015, City of Rijeka Annual Award for outstanding contribution to the lives of children with cancer and the humanization of hospital care, and University of Rijeka Foundation Award for the contribution in biomedical and biotechnical sciences

Abstract:

Iron deficiency anemia (IDA) continues to represent a major public health problem, particularly in infants and young children. It is estimated that 40% to 50% of children under 5 years of age in developing countries are iron deficient. A common etiology of IDA is poor dietary iron intake, especially excessive consumption of cow's milk. Other causes of IDA in children are increased iron requirements during the growth period, inadequate absorption or utilization of iron, and blood loss. The treatment consists of iron supplementation along with improved nutrition. In vast majority of iron-deficient anemic children, oral administration of simple ferrous salts provides effective and inexpensive therapy. Parenteral iron preparations are infrequently indicated, mainly for children with malabsorption or poor compliance. Besides, some adverse reactions reported with intravenous iron administration have led to its limited use in children.

Hospital records were reviewed on 45 children (≤ 18 years of age) who received intravenous infusions of iron sucrose and iron gluconate at the Department of Pediatrics, Clinical Hospital Centre Rijeka, Croatia, between January 1, 2010 and December 31, 2015. Patients had a good response to parenteral iron therapy, with a median hemoglobin rise of 2.7 g/dl. There were only three mild adverse reactions. In our experience, parenteral iron is a safe and effective means to treat IDA in children who cannot receive or do not respond to oral iron due to intolerance, poor adherence, or iron malabsorption

OMICS International Nursing Education 2017 International Conference Keynote Speaker Patricia Bishop photo
Biography:

Dr. Bishop has been a perinatal and pediatric nurse as a staff nurse, Director, or Educator for over 25 years.  She joined academics 14 years ago and has been faculty at private, for profit, or public colleges, has taught across the baccalaureate curriculum on campus and online, and has been an Associate Dean of Faculty.   She joined Brookline College of Nursing in Phoenix, AZ last fall as Faculty. She earned her PhD from University of Akron in 2013, and has continued to strive to create exciting classroom and clinical opportunities for her BSN students, while precepting many MSN students in nursing education.

Abstract:

OBJECTIVE:  The goal was to create an assignment that promoted understanding of the challenges that pediatric patients endure when facing a procedure related to a primary diagnosis of a chronic condition witnessed today in acute pediatric clinical settings.  While clinical experiences in pediatric courses are limited, this construction and simulation of an individualized case study encompasses aspects of nursing care with caring, creativity, teamwork, and application of previous courses’ knowledge.  Students need to use empathy and creativity with application of previous course knowledge to create an age-appropriate teaching game or toy appropriate to their individualized patient.  

 

METHODS:  Students enrolled in the Pediatric Course, as juniors in the BSN program, are divided into groups of 4.  Each group is given a “child profile” as a case study including the chronic disease, physical deficits, length of disease process, psychological concerns, psychosocial conditions, and the developmental and socioeconomic characteristics that are challenges in the holistic care of this patient and family. Of critical importance is each case study describes a diverse culture with health maintenance beliefs to be acknowledged and valued while providing individualized care of pathological conditions including sickle cell crisis, cystic fibrosis, asthma, type I diabetes, and more.  The groups must use the growth and development knowledge including fine and gross motor development, pathophysiology of the disease process, and understanding of the procedure that the child will be having performed to create an appropriate toy or game to meet the educational needs of the child.  The groups can individualize the case by describing coping skills used, and any other personalized characteristics to make the child and family “come alive”. The “child” must be able to physically and cognitively use the item for education, and it must be realistic for the child. As an example, an Amish child would not benefit from teaching to use a video game requiring electricity. 

The presentation of their case to their classmates include the “pretend child” as a case study with name, medications, lab values, prioritized nursing diagnosis related to the interventions provided to the child during the shift when the “procedure” is to be performed.  Previous completed assignments have included videos of a simulated patient interacting with the created toy/game.  Creativity with the presentation is important.   Included in the rubric is the method of evaluation to be used to determine if their toy/activity has been effective and met their goal for teaching.

 

RESULTS: 

Previous completed assignments have included videos of individually created simulated patients interacting with the game/toy.  Creativity, cultural competence, understanding of the disease processes, application of growth, development, psychosocial, psychological, socioeconomic, and pathophysiology of a condition impacting a pediatric patient have been strengthened and effectively evaluated in the rubric.

 

 

EVALUATION:  This assignment will be evaluated with end of course evaluation qualitative comments, scores from the rubric, qualitative feedback from clinical instructors on the attention to all aspects of the pediatric patient and family rather than the disease process and interventions.  Current data gathering includes components of ATI testing in categories mentioned previously.