27^th World Nursing Education Conference November 12-14, 2018 Berlin, Germany

Biography:

Dr. Ameanthea Blanco-Knezovich completed her Doctorate at Old Dominion University in 2010. She has been a Family Nurse Practitioner for 13 years, nurse educator for two years. She established the first nurse practitioner managed and owned set fee primary medical practice in her area and has been a consultant with many companies to establish NP managed clinics in the Hampton Roads area. She has been medical director and senior clinician for multiple clinics and developed protocols for daily clinic operations. She is currently faculty at South University for the Family Nurse Practitioner Program, and Executive Director for Promethean Group.

Abstract:

Innovative Advanced Practice Nursing Education that Promotes and Instills Interprofessional Education and Collaborative Practice Utilizing Mobile Medical Health Clinics (IAPNE): Is an educational and healthcare delivery model with a two-fold purpose of creating a built, yet flexible environment, that promotes, fosters and extends interprofessional collaborative practice for service agencies, while improving the health-related quality of life (HRQOL) for underserved populations.  This innovative practice is a system transforming model that achieves the World Health Organization’s (WHO) call for interprofessional education and collaborative practice, and the United States’ Healthy People 2020 objective of increase in self-reported better physical and mental health for the adult population. This practice model of IAPNE utilizes HRQOL initiatives that encompass physical, mental, emotional and social functioning.  These four areas are addressed through a mobile medical health clinic (MMHC) that includes the interprofessional education and collaboration of nurse practitioners, baccalaureate prepared nurses, pharmacists, occupational therapists, physical therapists, chiropractors, health managers, social work, mental health providers, barber/beauticians and spiritual guides.  This delivery model works to improves access and coordination of health-services for vulnerable populations while decreasing tension among service agencies. The setting of the MMHC further works to increase patient and practitioner satisfaction, promote greater acceptance of treatment, reduce health-care cost and improve mental and emotional health. The culture shift that has been created by IAPNE has provided students of service agencies with an understanding and consideration of vulnerable, underserved populations, and instilled the necessity of interprofessional collaboration with the professional obligation to support communities for which they serve.

Biography:

Dr. Jessica Parrott completed her Doctorate at Old Dominion University in 2010 and post graduate certificate in Nursing Education in 2011. She has been a Nurse Practitioner for 15 years, nurse educator for eight years and has worked closely with many different nursing programs to strengthen curriculum and improve outcomes. She has published articles on nursing curriculum, student outcomes and advanced practice nursing. Dr. Parrott has received multiple grants for nursing education and served as consultant/editor for several nursing education resources. She is currently faculty at South University for the Family Nurse Practitioner Program, and Clinical Director for Promethean Group.

Abstract:

Innovative Advanced Practice Nursing Education that Promotes and Instills Interprofessional Education and Collaborative Practice Utilizing Mobile Medical Health Clinics (IAPNE): Is an educational and healthcare delivery model with a two-fold purpose of creating a built, yet flexible environment, that promotes, fosters and extends interprofessional collaborative practice for service agencies, while improving the health-related quality of life (HRQOL) for underserved populations.  This innovative practice is a system transforming model that achieves the World Health Organization’s (WHO) call for interprofessional education and collaborative practice, and the United States’ Healthy People 2020 objective of increase in self-reported better physical and mental health for the adult population. This practice model of IAPNE utilizes HRQOL initiatives that encompass physical, mental, emotional and social functioning.  These four areas are addressed through a mobile medical health clinic (MMHC) that includes the interprofessional education and collaboration of nurse practitioners, baccalaureate prepared nurses, pharmacists, occupational therapists, physical therapists, chiropractors, health managers, social work, mental health providers, barber/beauticians and spiritual guides.  This delivery model works to improves access and coordination of health-services for vulnerable populations while decreasing tension among service agencies. The setting of the MMHC further works to increase patient and practitioner satisfaction, promote greater acceptance of treatment, reduce health-care cost and improve mental and emotional health. The culture shift that has been created by IAPNE has provided students of service agencies with an understanding and consideration of vulnerable, underserved populations, and instilled the necessity of interprofessional collaboration with the professional obligation to support communities for which they serve.

Biography:

Ilana Pressick is a Teaching Fellow within the Department of Children and Young People’s Health at Birmingham City University.  Ilana has worked in different intensive care settings since qualifying in 2009 and completed numerous post graduate nursing qualifications.  She joined the university in 2016 and teaches on undergraduate and postgraduate courses in nursing.  Currently she is involved in a research project exploring the results of taking theory into practice and she is a participant in the HEFCE-funded classroom observation research project.  She has also presented at numerous local conferences sharing her current research and her creative approach to teaching

Abstract:

Newly qualified nurses feel unprepared for practice and lack confidence in their own abilities according to our literature review.  Birmingham City University with the support of Birmingham Children’s Hospital have set up a new innovative education programme to address this.  This education programme brings theory to the students whilst they are out on placement addressing issues that the literature review has bought to light.  The programme was carefully aligned against their nursing programme.  Whilst learning outcomes were set for sessions they were fluent in adapting to the learning needs of the students. 

Qualitative research was conducted to evaluate the effectiveness of this new educational programme, inform future practice and validate the programme.  Initial findings indicate that the programme is very effective in addressing some of the gaps identified in our original literature review.  It empowered students to confidently take knowledge and consciously apply to practice but also to recognise the theory they apply. 

Strong research themes emerging as reported by student are:  

• An increase in confidence not only in regard to clinical skills such as medicine management but also in regard to non-technical skills like communication and self-awareness. 

• Emotional support from staff and an increase in peer support and identification. 

• That the success to their learning whilst out on placement was due to the adaptability of sessions to meet their learning needs. 

The benefits of this programme have been endorsed by the research, resulting in the programme expanding and implementation across different hospital sites are currently being planned.  Most importantly, this initiative seems to make a real difference to our students and in turn will hopefully have a positive impact on the way in which they care for children and their families. 

Biography:

Mildred John is a Professor of Nursing with over thirty years experience teaching nurses. Mildred has acquired knowledge, skills and disposition for capacity building and mentoring. She has served as Head of Department, Dean of Faculty and member of the Board of the Nursing & Midwifery Council of Nigeria. She is a Fellow of the West African College of Nursing, and the current President of the Association of University Nursing programmes in Nigeria. She has 60 publications in reputed journals, has won many awards (professional and social),and has several professional affiliations.

Abstract:

Interprofessional education (IPE) is an important concept of education in the health professions. At the University of Calabar, the IPE model has been implemented for over ten years. Students from different health disciplines have lectures together in the first two years of study, and also attend the same clinical settings for practical experience. This study explored the lived experiences of IPE; and evaluated IPE and collaborative competencies of students. Mixed method design was used to collect data from 180 randomly selected undergraduate students in the penultimate year of education from six health disciplines in the University of Calabar. Ethical clearance was obtained from the University Research Ethics Committee. A validated structured questionnaire, on a five-point Likert-type scale, was used to collect data on competencies for IPE and collaboration. Items were adapted from the modified Readiness for Interprofessional Scale (RIPLS) and Interprofessional Collaborator Assessment Rubric. Data were analyzed using SPSS 18.0. Data on students' lived experiences of IPE were obtained through focus group discussion, recorded on audiotapes, and analyzed on NVivo 7.0. Scores on IPE competencies were high for interactive learning, knowledge of roles and responsibilities of other professionals, and respect for different perspectives; but moderate for relationship across professional disciplines. Scores on collaborative competencies were high for teamwork skills, respectful communication; and confidence working with other professionals; but low for recognition of shared leadership within health team. Scores on IPE competencies correlated positively with collaborative competencies (p< 0.001). Successful IPE builds skills and develops healthcare students for future collaborative practice.

Biography:

Yasue Yamazumi has expertise in Fundamentals Nursing. She is Senior Lecturer of Kyoritsu Women’s University. Education: 2009 Fukuoka Prefectural University, Nursing Education (MS).  She is also a PhD student. Professional Experience: 1997-2009: Clinical training staff, 2009-2013: Assistant Professor, Adult Nursing, Fukuoka Prefectural University, 2013-2016: Senior Lecturer, Fundamentals Nursing, Division of Nursing, School of Medicine, National Defense Medical College.

Abstract:

Japanese nursing students participate only 1,035 hours of clinical practice, making it difficult for them to learn many practical skills.

For students to learn practical skills through the short lessons that last only 180 minutes for both lectures and exercises, it is difficult to learn such as vital sign measurement. Therefore, during a physical assessment class, we attempted to use blended learning.

 The physical assessment was deployed in the following sequence so that students would learn in a cycle comprising.

1. Preparation: Students watch a model video (video of the teacher performing) with e-learning.
2. Lecture: Students watch the model video and receive an explanation after a description of the vital sign measurement methods.
3. Review (preparation for practice): Students are imagery training using a worksheet describing the procedure.
4. Practice: Students perform the technique after observing a demonstration by the teacher.
5. Independent practice: Students engage in self-practice in a laboratory after the practice session has finished.
6. Skill check: After ten times and more practices, students record video of one another performing and then submit the videos.

 The videos of vital sign measurements taken by the students showed that the students who engaged in a larger amount of independent practice were able to perform the techniques more smoothly.

It is difficult to learn nursing skills during the short time available, repeatedly viewing model videos and repeatedly engaging in practice are essential for improving nursing skills.

Biography:

Dr.Masako Nakamura has completed her Doctor of Sport Sciences from Waseda University  Japan. She is an Associate Professor of Fundamental of Nursing at Kyoritsu-Women’s University Faculty of Nursing. Her interest are coaching in nursing, use of simulation in nursing and nursing education. 

Abstract:

Purpose: Sheet is generally used for moving patient to side of bed, but in nursing basic education in Japan, we also teach a method of doing it by one person without using nursing tools. In this study, we compare and clarify the difference in the movement of nursing student’s and nursing teacher’s technic using the Kinaesthetic and Kobujutsu method.

Methods: Study participants had no physical disorders such as low back pain and included one nurse and 48 nursing students.

1. Techniques based on the Kinaesthetic and Kobujutsu method for moving patient to side of bed were taught.

2.After practicing for 30 minutes, we took video and compared.

Results / Discussion:

1. Nursing students could perform both the Kinesthetic and Kobujutsu method roughly.

2. In Kinaesthetic method, nursing students weren’t close to the patient and lifted the patient's body using strength of the arms. The nurse was close to patient, and rotated.

3. In Kobujutsu method, the body axis of the patient nursing students moved was bent to the left.

The nurse was close to the patient, and rotated and laied the patient's body straight.

Nursing students were able to mimic the series of movement during 30- minute practice, but unable to acquire technical skills to the same level as the nurse. Nursing students unable to shift their weight effectively.

Conclusion: In moving patient to side of bed, the nursing students weren't close to patient than the nurse in both Kinaesthetic and Kobujutsu method. 

Biography:

Mina Sakurai (MSN, RN, PHN) workes at Kyoritsu-Women’s University Faculty of Nursing as an associate Professor. She teaches the nursing students fundamentals of nursing, such as body mechanics and mobility. Her recent interest is educational technology.

Abstract:

Purpose：Generally, two nurses assist a patient in moving up on bed. Japanese basic nursing education teaches the methods of assisting alone without any tool. In this study, we compared Kinaesthetic and Kobujutsu methods, which are nursing methods of moving patient up on bed, to clarify the proper method.

Methods：Three nurses each assisted a patient up on the bed using Kinaesthetic and Kobujutsu methods, and the performances were videoed. Data of the trajectory between the eyebrows of the patient, angle of nurse’s back bent, assistance time, and patient’s movement distance were collected.

Results：Kinaesthetic method is the way to promote upward a scapula in turn. The trajectory between the eyebrows of the patient was S-shaped like the trajectory of natural motion.

Kobujutsu method involves pulling upward the buttocks at lateral position, and then returning the upper body to supine position by setting the line of the buttocks and straightening the alignment. Then patients will feel uncomfortable, when the upper body is not adjusted well.

The nurse’s back was less bent in Kinaesthetic than Kobujutsu method, indicating less burden on the lumbar in Kinaesthetic than Kobujutsu method.

The time to make the patient move the same distance was shorter in Kinaesthetic than Kobujutsu method.

Conclusion：On comparing Kinaesthetic to Kobujutsu methods for assisting in moving patient up on bed, Kinaesthetic method is suggested as more appropriate for patients and nurses. 

Biography:

AyÅŸegül AÇIL graduated from Marmara University Faculty of Health Sciences Nursing Department by completing his undergraduate education in 2008. She is continuing her graduate education and her career as research assistant in Duzce University.

Abstract:

It is indicated that there is a gap between the theory and practice aspects of nursing education (Karaöz,1997; GöriÅŸ,Bilgi ve Korkut Bayındır,2014; Stanley ve Latimer,2011). In nursing education, which involves cognitive, affective and pyschomotor learning areas, it is aimed that learners acquire required knowledge, skills, and attitudes; and convert their knowledge in practice areas to behaviour, and  explicate their existant knowledge and produce different solutions in solving problems they encounter. To draw the attention and meet the learning needs of new generation of learners, who are named “the digital-born” because of today’s developing science and technological facilities, it is needed to use new teaching methods. It is believed that simulation games will have a bigger place in nursing education where different forms of simulation have taken place for quite a while.The clinical environment should be regulated to serve these purposes and the students should be supported (O’ Connor, 2006).

One of the teaching strategies used to provide competence in learning in nursing education is simulation (Ravert, 2002). The role-play simulations are group exercises in which two or more learners play their roles or a situation in front of a group of observers and reflect their reactions and tendencies. This method is said to be an effective technique for students to acquire new experiences by observing other roles as well as experiencing their own roles (Lane,Slavin ve Ziv,2001). Increasingly evolving information reveals the need for students to learn faster and more efficiently (Ünver,2015). Traditional teaching methods are inadequate to meet the learning needs of students and prepare them for the 21st century (Lim- Ng, 2008, Tharman, 2006). It is emphasized that learners should question the information, skills, attitude and behaviours until they can associate them with previously acquired knowledge, and that they should examine why the information is true or false. One way of thinking addressing this goal is reflective thinking.

Literature review shows that in Turkey, studies on reflective thinking skills is mainly focused on theacher candidates,secondary school students, and that such studies focused on nursing students are limited. Therefore, our study that aims to evaluate the effect of a roleplay game on the reflective thinking skills of nursing students will facilitate further studies and act as a resource for them.

Study will make use of a mixed method in which both quantitive and qualitative research methods are used in conjunction. There will not be a method for sampling, and sample will consist of 20 students who accepts to join voluntarily, out of 97 students who do not take part in internship programme.

During the 2017-2018 academic year,  for a total of 7 days of the game "The Ward" will be conducted with the students one day a week, followed by debriefing, after which students will be asked to write reflective writing. At the end of the process, a questionnaire will be applied to determine the opinions of the students about the simulation game. The analysis of the data will be carried out using descriptive statistics, parametric and non-parametric test and content analysis, the results and recommendations will be shared.

Keywords: nursing students, nursing, education, student, simulation game, reflective thinking

Biography:

AyÅŸe DEMÄ°RAY has completed his PhD degree from Ege University in 2010. She is continuing her career as Doctor Lecturer in Duzce University. She is the director of Department of Fundamentals of Nursing. She has published more than 10 papers in reputed journals.

Abstract:

The main purpose of nursing education is to educate nursing student who are competent in terms of knowledge and skills, who are adhering to professional values and professional nursing role. In addition, they are expected to have leadership, effective communication, and cooperative skills that can be achieved at with their own colleagues or multidisciplinary dimensions. However, today's nursing education can not be achieved this objective with traditional teaching methods due to the increasing number of students or inadequate teaching staff. Collaborative learning is an innovative learning approach that serve the purposes of nursing education. The collaborative learning environment, which allows active involvement in the learning process, enhances learning by providing learners with greater control over their learning and enhances the performance of psychomotor skills and permanence of cognitive information in the learning process (Johnson, Johnson and Stane, 2000).

When the results of the studies were examined, it was found that the collaborative learning method increased students' psychomotor skill competence levels (Austria et al., 2013; McWilliams et al., 2017), critical thinking and clinical judgment skills (Berndt et al., 2015), improves the communication skills positively (Bayer et al. ., 2011) and decrease the level of anxiety they experience during the learning process (Austria et al., 2013).     In the study, it is aimed to evaluate the effect of cooperative standardized patient simulation in nursing education on knowledge, psychomotor skill and anxiety levels of students.

The study's universe consists of 172 students who are studying in the second semester of the Faculty of Health Sciences, Department of Nursing and taking Fundamentals of Nursing Course in 2017-2018 academic year. In the research, sample is determined by randomized method and 48 students (24 experimental group; 24 control group) will compose of sample group. The research data that prepared by the researchers will be collected using the “Personal Information Form” which containing the descriptive characteristics of the students, “Knowledge Evaluation Form”, “Bondy Psychomotor Skill Evaluation Scale” and “Spielberger State Anxiety Scale”. Skill evaluation of students' practices will be observed by researchers. The analysis of the data will be carried out using descriptive statistics, paired samples t test, independent simple t test, Mann Whitney U test and the results and recommendations will be shared.

Key words: Nursing education, cooperative learning, standardized patient simülation, anxiety, knowledge and skill level

Biography:

Mrs Rezarta Lalo is a Lecturer since 1999 and member of Department of  Health Care, Faculty of Public Health, University of Vlore “Ismail Qemali”, Albania. In 2016 she has earned  PhD in Nursing Science. She is the honorable member of many prestigious associations, committees and had published different articles in the field of nursing care and midwifery. Her research interest is Women & Child Health, Public Health, Gynecological & Obstetric Community, Nursing Education.

Abstract:

Breastfeeding is a very important process with tremendous health benefits to both mother and child. Despite the measures adopted, it may be associated with difficulties and disorders that can result from lack of knowledge, poor technical skills, or lack of support and prenatal education. This study aims to assess the impact of breast disorders and prenatal education on the prevalence of initial breastfeeding difficulties among postpartum women in the district of Vlorë. It is a cross-sectional study conducted in maternity wards of Regional Hospital in Vlore during the period September-December 2017. The study included 300 mother-baby pairs, selected randomly in the first 18 to 48 hours postpartum. The data collection instrument included the sucking evaluation file, filled out by the direct observation of breastfeeding. The data was analyzed using the statistical program SAS 9.13 version, with p<0.05 statistically significant. 11% of babies did not breastfeed within the first 2 hours and 3% after 2 hours or more. The main factors were inadequate attachment of the baby to the breast (21%), baby was not interested to  breasts’ contact (18.7%) and breast disorders (31%). Regarding breast problems predominate inflamed nipples (38.4%). Variables associated with postparturm breast disorders were mothers of the age group 20-25 (p=0.045), supplement provision to the newborn at the hospital (p=0.003) and lack of prenatal education (p=0.001). Insufficient information about breastfeeding techniques identifies the need for pre and postnatal effective education in order to prevent and treat these problems.

Biography:

Maia Gogashvili – since 2012 Head of the Nursing Department at the School of Health Sciences and Public Health of the University of Georgia. Has PhD degree in Public Health. Has years of experience in: Teaching, development and implementation of degree curricula and Syllabuses in nursing; management and coordination of local and international projects; development and teaching of nursing  courses; expert advisory work. She has actively participated in many international meetings related to Nursing and Health Care Management, education.

Abstract:

Nursing is an integral and important part of the healthcare system. In Soviet period nursing model in Georgia viewed nurse as the „first stage“ of medical practice (doctor’s assistant). This resulted in the impediment in the development of nursing as an independent profession. In order to improve public health through further development of the nursing practices in the country, and achieve increase in the quality of nursing care, introduction of higher education system was urgent.  Throughout the recent history of Georgia, many fragmented attempts to develop the field were conducted. Nursing was one of the first health care group and practical discipline included in the Bologna Process.  As a result of reforming the education systems, from 2011 new level of a nurse have been introduced in the healthcare system of Georgia - Bachelor Nurse. Revision of  vocational curricula began just in recent years, however due to the lack of professional nursing literature and many other factors, such as the absence of nurse trainers and outdated methods of clinical practice, the quality of education in Georgia requires its harmonization with international standards and intensive work in this direction is in progress. The University of Georgia was the first educational institution in the country where BSN program was developed and introduced.

Biography:

Manana Machitidze graduated from the Faculty of Pediatrics of Tbilisi State Medical University. After finishing her studies, she worked as a neonatologist in the maternity clinic and taught pediatrics course at the medical college. In 2009-2010 she completed nurse-TOT and nurse-leader training courses of Emory University. Currently she is a coordinator of the Education Department of the Georgian Nurses Association. Since 2010, she has been working at the University of Georgia as a clinical mentor. From 2016 she is a clinical teaching coordinator at the same University. She has published two books: ,,Nursing Care for Patients with Cardiovascular Pathology” and ,,Nursing Care for Patients with Mental Health”. Manana was a member of the working group for developing nursing protocols.

Abstract:

Clinical training is an important component of nursing education that enables students to use and strengthen the theoretical and simulation teaching skills.

Clinical training is carried out by Clinical Nurse Educators (CNEs) or physicians who have completed a nurse-trainer course, but it isn’t always the case. The purpose of the research, which is in the process, focuses on the main problems of clinical education in Georgia.

One of the the core problem is related to the government’s and society’s general attitude towards nursing profession and education, which is directly related to clinical learning problems, such as - nursing education, lack of skills in nurses, lack of nurse-trainers and most importantly - the non-homogeneous attitude of the staff working in the clinic towards the nurses-students.

Effective clinical training is crucial for high quality nursing care and Clinical Nurse Educators (CNSs) are the ones who are responsible for nursing-students teaching in clinical conditions.

Despite such clinical trials, nurses-trainers face a number of problems during clinical training, since the nurses' qualifications in the clinic and the level of education is much lower than the need for nurses-students.

As a result, CNEs face challenges and may not adequately teach, guide, supervise and assess student nurses during clinical placements, thus potentially reducing their effectiveness as educators.

Clinical Nurse Educators (CNEs) face challenges of different origin, which in turn reduce the effectiveness of clinical training and its consequences.

Biography:

Dr Wilhelm has been a faculty member at UNMC since 1990 and has taught primarily in the traditional undergraduate BSN program.  Obstetrics is her specialty and her doctorate is in distance learning and technology.  She conducts intervention studies to encourage breastfeeding.  She also is involved in educational research related to concept based nursing education and is co-investigator of a studying examining students’ sense of belongingness in clinical rotations.  She has a passion for simulated learning and is excited to be creating interactive sessions using the multi-taction I-Wall. 

Dr. Culross has been on faculty at UNMC College of Nursing since 2007 and has taught primarily in the traditional undergraduate BSN program.  Her speciality is gerontology with a master’s degree as a gerontological clinical nurse specialist and PhD in Social Gerontology.  Her interest in simulation and technology based teaching have lead to involvement in developing simulations, use of technology in the classroom, and improving active learning strategies.  She currently serves as the Director of Learning Resources for the College of Nursing to bring collaboration in technology to the five campus of the college.

Tiann Colwell is an instructor at UNMC part-time as well as her role as a Women’s Health Practitioner at the Women’s Center, in Scottsbluff, NE.  Tiann is an investigator for a prenatal breastfeeding intervention study as well.  She also has a passion for simulation learning and she has had many innovative interactive sessions with students on the I-Wall. 

Abstract:

Introduction: Engaging millennial students who have learned in a digital environment is a current challenge.  Multi-taction I-Walls are emerging as an ultimate touch technology that may help facilitate a complete multi-sensory and collaborative solution for these digital learners.  This collaboration can be implemented in multiple locations as will be discussed in this example. Using a multi-sensory approach to engage the student in active learning requires knowledge and availability of technology, technology support, and faculty development time.

Background:  Critical components of multi-sensory learning include:  1) make it real-time, 2) visualize in one place, 3) connect learners and technology, 4) showcase rich media, and 5) implement use of touch screens across multiple loctions.  In addition, the more modalities provided in the learning experience, the higher the retention rate of knowledge acquisition. Students are engaged using visual, auditory, and tactile (haptic) strategies with the multi-taction I-Wall.  According to Therrell and Dunneback (2015), a top preferred active learning strategy is hands-on, interactive, and experiential and top preferred engagement strategy is making real-world connections. Through the use of the mulit-taction I-Wall, the students will have an interactive, real-time learning experience that utilizes current practice, up-to-date resources and real-world examples.

Purpose:  The purpose of this research was to determine the effect of using multi-sensory learning technologies on retention of knowledge of a pediatric diabetic ketoacidosis case study simulation.

Methods:  Nursing students from two campuses will complete a 5 item pre-test prior to the immersive multi-sensory learning experience.  The pre-test scores will be compared with a similar post-test after participating in a collaborative interactive multi-taction I-Wall simulated learning experience related to a pediatric diabetic keto-acidosis simulation.  This experience will meet the core components of visual, audio and haptic learning.

Results:  We hypothesize that students will improve the score on the post-test after participating in the innovative simulated learning experience cross-campuses. We also anticipate that the students will report a high level of satisfaction with the learning experience.

Implications:  Use of multi-sensory learning technologies can enhance knowledge retention and increase engagement of millennial learners. 

Biography:

Dion Leung completed her Bachelor of Nursing in Monach University and Master in Primary Health Care in Western Sydney University, Australia. She is a registered nurse in Hong Kong and active in nursing education, jointly conducting nursing research and publishing academic papers with nurse and social care educators in Hong Kong and the UK.  She is the Senior Lecturer of Caritas Institute of Higher Education, HK. Moreover, she is an accredited Mental Health First Aid Instructor in Hong Kong.She is currently a doctoral student working on a project related to health-seeking behaviour among minority ethnic groups in Hong Kong.

Abstract:

This paper explores the difficulties and challenges during clinical practicums among Chinese nursing students in Hong Kong and identifies strategies to maximise student learning. By using critical incident case study, interviews of 3 focus groups with 20 nursing instructors (i.e. 5-9 persons in a group) were conducted on 2018. The group discussions were facilitated by the same moderator and observed by two academic staff. Each interview lasted for an hour and they were audio-taped and transcribed for analysis. The interviewees were assigned into 3 groups according to their teaching experiences in higher education, i.e. 6 members in the experienced group (>2 years), 9 in the intermediate experienced group (1-2 years), and 5 in the non-experienced group (0-1 year).  Three themes that reflected students’ challenges included 1) Interpersonal inadequacy: a failure to commit to nursing professionalism, codes of ethics, and the practice of safe procedures; previous traumatised experience in clinical practicum; the lack of confidence and insights into the ‘shoulds’ and ‘shouldn’ts’; 2) Intrapersonal conflict: discord created by overly dominant students in skill practice, and inadequate and ineffective communication; and 3) Extrapersonal influences from the hospital environment. The strategies that were identified to maximise students’ learning experiences were: for example, maintaining standards and supervising practices throughout, partnering with clinical staff to monitor student’s learning, instigating disciplinary system to assess fitness for practice, using multiple teaching methods, channels and platforms, motivating and backing up students and providing feedback, teacher’s self-reflection and sharing of personal experiences, checking students’ performances from academic records, etc. 

Biography:

AyÅŸe DEMÄ°RAY has completed his PhD degree from Ege University in 2013. She is continuing her career as Assistant Prof. Dr. in Duzce University. She is the director of Department of Fundamentals of Nursing. She has published more than 10 papers in reputed journals.

Abstract:

The rapid changes that come with developing science and technology bring innovative approaches to health care and healthcare environments. This situation requires interactive and current teaching techniques in nursing education (Baykara, 2017; Abe ve ark., 2013). To gain perfection for nurses and improve competency of patient care, one of the more effective learning methods adopted and used increasingly in nursing education is simulation (Edeer ve Sarıkaya, 2015). One of the main objectives of nursing education is to train nurses who are competent to improve patient care and provide patient safety.

Reviewing the literature, one can see that simulation based teaching method is used in order to develop learners’ physical examination skills, and the results are significant (Öztürk ve ark., 2016; Gordon ve ark., 2013; Baykara, 2017; Multak ve ark., 2015; Perlini ve Musca, 2012). With knowledge of this our study aims to evaluate the development of sophomore nursing students’, who take Physical Examination Course, skills of listening the sounds of lungs and intestines, through simulation conducted along with a scenario.

The study's universe consists of 191 students who are studying in the second semester of the Faculty of Health Sciences, Department of Nursing and taking Physical Examination Course in the Fall semester of 2017-2018 academic year. In the research, sample is determined by randomized method and 30 students will compose of sample group. Physical Examination practices will be evaluated using a high-fidelity simulator (Meti-Man Prehospital Simulator) with a scenario. The research data that prepared by the researchers will be collected using the "Personal Information Form" which containing the descriptive characteristics of the students and "Bondy Psychomotor Skill Evaluation Scale". Skill evaluation of students' practices will be observed by two independent observers. The analysis of the data will be carried out using descriptive statistics, paired samples t test and interobserver agreement test, the results and recommendations will be shared.

Biography:

Eda Ozkara San has completed her PhD in Nursing Science in 2018 from City University of New York – Graduate Center . She is currently works as Clinical Associate Professor – Simulation Educator at Pace University - College of Health Professions. Prior to joining to Pace University, in her academic training and five years of teaching and mentoring experiences as a part-time clinical and certified simulation instructor, she worked in numerous nursing schools in New York City. Her dissertation study has been selected for several doctoral research awards from the CUNY Graduate Center, Transcultural Nursing Society (TCNS), and more recently from the National League for Nursing (NLN).

Abstract:

As one simulation method, the standardized patients (SPs) simulation helps educators to teach nursing students variety of skills in nursing, medicine, and other health professions. This grant funded study examined the effect of the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy on students’ (n = 53) transcultural self-efficacy (TSE). The multidimensional DSPS strategy involved careful integration of cognitive, practical, and affective skills guided by the Cultural Competence and Confidence (CCC) model. The National League for Nursing Jeffries Simulation Theory, International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation^SM, and guidelines and standards for coaching standardized patients were followed for scenario design, implementation, evaluation, and standardized patient training. The DSPS strategy involved two simulation scenarios targeting underrepresented patient populations (Muslim immigrant woman with limited English proficiency and Irish-Italian American gay man with his partner (Puerto Rican) to be utilized in a second-semester, nine-credit, 15week medical-surgical nursing course at an urban public US university. Content validity of both scenarios was conducted by five doctorally prepared content experts with excellent results. Using a one-group, longitudinal educational intervention study design, the Transcultural Self-Efficacy Tool (TSET) was implemented as a pretest and post-test. Results support that a) the DSPS strategy caused statistically significant changes (increase) in students’ TSE perceptions and b) all students regardless of background benefited from formalized cultural competence education. Utilization of evidence-based teaching and learning strategies such as the DSPS offer a valuable guide for educators to foster cultural competence development.

Biography:

Dr. Aisha Tarek Noour has completed her PhD at the age of 35 years  from Department of Logistics Operations and Hospitality Management, Business School, The University Of Huddersfield, Huddersfield- West Yorkshire, UK, Awarded Doctor of Philosophy (Ph.D) in Self-Determination Theory and The Motivations Of Learners And Instructors Towards Blended Learning- Started in July 2011 to October 2016.  She is the Assistant Professor in Marketing and International Business Department at Arab Academy for Science, Technology and Maritime Transport (AASTMT), Miami, Alexandria, Egypt. She has published more than 5 papers in reputed journals and Conferences and has been serving as an editorial board member of Social Sciences.

Abstract:

E-Learning (EL) is becoming increasingly prominent in Higher Education, but there remains a number of barriers to EL that must be carefully considered in applying, and accepting this kind of education method. This paper seeks to analyse the views of learners towards EL according to Self-Determination Theory (SDT), and identifies the motivations for accepting EL in Nursing Education in an Egyptian Higher Education establishment. A self-administered questionnaire was used to collect data from undergraduate learners who were geographically widely spread around the twenty public Nursing Universities in Egypt: Cairo, Ain Shams, South Valley-Qena, Minia, Helwan, Banha, Tanta, Menofia, Demnhour, Kafr El-Sheikh, Suez Canal, Bani Suef, Assiut, Alexandria, Fayoum, Mansoura, Sohag, Zagazig, Aswan and Port Said Universities. This study examines Egyptian undergraduates’ IM, EM, AM, Autonomy, Competence, and Relatedness with respect to the adaptation of the EL method.  The findings were coded and fed into statistical package for Social Science (SPSS) and Analysis of Moment structure (AMOS) for data analysis. Confirmatory Factor Analsysi (CFA) was used to confirm the dimensions under study are verified by SDT, as Structural Equation Modeling (SEM) was applied to find the effect of the SDT on nursing students’ motivation in Egypt.  The research contributes to the application of SDT within the field of EL through an analysis of the views of lecturers towards the motivations that EL offers to Nursing educators in Egypt. This study suggests that the Public Nursing universities should pay more attention to IM, EM and AM in the non-traditional learning environment.

Keywords- E-Learning, Self-Determination Theory and Nursing Education

Biography:

Judith is a Senior Lecturer in Leadership and  Management. She has undertaken a number of consultancy consignments pertaining to leadership interventions. This includes bespoke courses for a range of Health and Social Care providers, aimed at enhancing team performance and ultimately improving the quality of patient care. She has a particular interest in creative teaching, action learning, and strategies for improving personal development. Judith has worked as a lecturer on the joint programme with the NHS Leadership Academy and Open University providing the delivery of a programme for health care staff striving to enhance their leadership skills 

Abstract:

This paper aims to present a pedagogical innovation in a nurse education leadership teaching programme It focuses on building the concept of resilience in nursing with the creative use of pictures and personal voices.  It is argued here that the importance of having a resilient health care workforce has significant impacts both in terms of the welfare of staff as well as for patient care.  Understanding which personal factors might help an individual to be more resilient, is an ongoing process, and as such there is a need for an understanding of the self in action. This necessitates a need for consideration of what works well and what creates further challenge. It is proposed that such an approach would provide a personal profile of issues to work on as well as areas of strength. In order to enhance understanding of personal resilience, nursing staff attending a leadership course engaged in of strategies designed to engage them in considering this aspect of their leadership.

Three key methods of engagement are employed 

1. Developing a resilience portfolio using pictures and specified questions.
2. Engaging in peer to peer discussion to support one another in identifying resilient qualities 
3. Recording and identifying personal resilience within this dialogue.

The activities were undertaken over a six-month period, and involved sessions within the course as well as work and home settings. Findings of this teaching innovation will be presented, followed by a discussion of lessons learned and a reflection about the sustainability of developing and implementing this initiative

Biography:

Fatjona Kamberi in 2016 has completed her PhD in Nursing Science from University of Medicine in Tirana, Albania. She currently is a Lecturer and the Vice Dean for Scientific Research at the Faculty of Public Health, University of Vlore "Ismail Qemali". She has published many articles in internationally-indexed scientific journals and has presented a series of papers on scientific activities both within the country and abroad.  She is a member of the editorial board in many journals and international committee conferences. Nursing Research and Evidence Based Practice, Nursing Education, Health Education and Promotion, Women's Health, Nutrition, are her primary research interests.

Abstract:

Urinary tract infections are the most common hospital infection, accounting for up to 40% of infections reported by health care institutions. The objective was the evaluation of the implementation of basic rules on the technique of insertion of urinary catheter by nurses during the performance of this nursing procedure. The study included 32 nurses and 32 patients randomly selected, who were catheterized during the study period, in May 2017, at the Vlore Regional Hospital, Albania. For the assessment was used a checklist form, where were presented all steps of the correct procedure of urinary catheterization. 87.50% of nurses were women. Mean age of nurses 35.875 years, age range [29-55] years. Bachelor level education were prevalent with 50%. In catheterized patient’s female gender dominated with 68.75%, age interval [37-88] years. The results for the implementation of the steps in the procedure of urinary catheter insertion revealed that some of the most important steps of this procedure, were not implemented by any nurse or implemented by some of them. The perineal hygiene was not applied by any nurse. Hand hygiene was applied only by 43.75% of nurses and 56.25% of nurses did not wear sterile gloves during the procedure. Proper application of all urinary catheterization procedure steps is very important for the prevention of urinary tract infections associated with catheterization. Continuing education and increasing the professional awareness of clinical practice nurses related to this nursing procedure are essential for the quality and safety of care provided to the patient.

Biography:

Janpaphat has completed her Master degree in Midwifery from Prince of Songkla university, There are the top five university in Thailand. I have been working in the field of midwifery for approximately 6 year at Prince of Songkla University, Thailand. I have also worked as a primary health care lecturer at a Buddhist University where students from various Asian countries studied in English. My present responsibilities are lecturing and instructor in the field of Obstetrics/Gynecology nursing and midwifery.I have obtained valuable experience in the fields of Obstetrics/Gynecology and midwifery. I have worked with many pregnant women and lecturers from various Asian countries. I have also carried out research on Teaching process and preparing student for licensing examination for professionalism of Nursing and midwifery in Midwifery subject and Adolescent Mothers Experience of Childrearing and Studying in Non-formal Education  by a qualitative research and continue doing the project about nursing education and innovation of nursing.

Abstract:

Presently, Facebook is one of major social media, and it is widely used in higher education to communicate between teachers and students. The objectives of this study were to study attitudes and participation of the third year baccalaureate nursing students in 2017 on Facebook toward Learning Teaching Process in Maternal and Newborn classes. The participants of this study were third year baccalaureate nursing students in 2017. The sampling group consisted of 213 students selected by purposive sampling for 4 hours in Maternal and Newborn classes. The instruments for intervention consisted of the learning and teaching processes based on problem-based learning in topic of assessment of maternal and newborn and screening, as well as six activities of health promotion in antenatal Facebook group of Maternal and Newborn course 1/2017 and a set of attitude questionnaires verified by three experts for content validity were also employed in this study. Reliability of the attitude questionnaire was tested and yielded a Cronbach’s alpha coefficient of 0.88. Moreover, the participation record on Facebook collection form was used. The group of samples attended the Assessment of maternal and newborn and screening, health promotion in antenatal topic in Maternal and Newborn, and then they were tested by One group Pretest-Posttest design. The data were collected by using a questionnaire and analyzed through descriptive statistic, and paired t-test. The results showed that the mean score significance of attitudes after the using Facebook and the process of Problem-based in teaching was statistically significantly higher than it was p <0.05 before attending in this class in terms of five dimensions: The result of this study combined with the teaching process, belief and attraction in professional learning, participation and knowledge exchange knowledge, self-learning, as well as skill in communicated communication and information searching. Additionally, the mean and standard deviation of the participation on Facebook in six activities were the mean ± standard deviation for total participation on Facebook in six activities score was 206±9.89, 202±15.55, 195±25.45, 156±80.61, 156±80.61 and 169±62.22 respectively. Therefore, using Facebook and problem-based in teaching could encourage positive attitudes on students

Biography:

Sanuja Dahal is a currently doing her master in nursing science in Tongji Medical College, School of Nursing, Huazhong University of Science and Technology. She is a second year nursing student.

Abstract:

Caring is the core of nursing profession and the main concept in nursing education is caring science. Nursing school is the first place for students to learn about caring so students should nurtured in a caring attitude because a sense of being cared for is vital to the individual ability to care for others. This paper is a report of a study to determine the Chinese nursing students’ perceptions of caring in nursing school. This study uses quantitative, cross-sectional approach. A total of 600 nursing students from four colleges in Hubei province, China were participated during the month of December, 2017. Data were collected by self administered structured questionnaire. Descriptive statistics and t-test were used to analyze the data. The study results showed that, the highest rated subscale was “Peer care” (M=4.17, SD=0.67) followed by “Faculty care” (M=4.06, SD= 0.66), “administrators care” (M=3.96, SD=0.70) while the lowest ranked subscale was “environmental care” (M=3.84, SD=0.74). Nursing students perception of caring was statistically significant with age, siblings status, academic program (p<0.05). The findings of this study possess positive caring environment in nursing school specifically on peer care, while there is a need to leverage the environmental care as well as the influencing factors to enhance the caring in nursing school.

Keywords: caring, nursing students, nursing school, nursing education

Biography:

Mrs. Sushila Shrestha has completed her Masters at the age of 32 years from Manipal College of Nursing, Manipal(MCON). She has working a 17 years of working experice in different sectors. Four years in clinical, worked as a staff nurse in Teaching Hospital, Maharajgunj, and 13 years in Academic field.Currently she is working as a Lecturer in the Kathmandu University School of Medical Sciences. She is competent in research, enjoy sharing her knowledge and skill to the students.She has published five papers in different journals and two are on the process of publication.She has supervised more than 15 thesis as a advisor.

Abstract:

Health facility delivery is considered a critical strategy to improve maternal health. The objective of this study was to identify utilization of institutional delivery and its associated factors.A descriptive cross-sectional study was carried out among the mothers of under five children in Dhungkharka, Kavre District,Nepal.Pre-tested questionnaire was administered to 170 mothers between 15-45 years of age group. Household survey was done by using purposive sampling technique and face to face interview technique was used to collect the data from 1^st Julyto 30^th December 2014. Data was analyzed using simple descriptive statistic with SPSS version 16. Association with institutional delivery was assessed by using chi-square test.Among the total participants,90.0% of them had institutional delivery.The higher proportions of institutional delivery were found in both literate mothers (p=0.001), and literate husband (p=0.023).The proportion of institutional delivery among the mothers decided by their relatives(husband,father/mother-in-laws and other family members)for institutional delivery had higher portion (p=0.048) of institutional delivery than participants who decide themselves. But the study was not able to find out the significant association between institutional delivery and age of mothers, husband’s occupation and number of children, number of ANC visits and distance to nearest health facility for delivery.Utilization of institutional delivery was much higher than national figure. Institutional delivery was associate with both educational status of mothers and their husband. Decision made by husband, mother in-law, father in-law and other family members were also associated with institutional delivery. So, to increase institutional delivery, family members need to be encouraged for safe motherhood programme.

Biography:

Zhihong Ni, female, Chinese, 39 years old, associate professor. She is a PhD candidate from Sichuan University in China, and his major is nursing. In the same time, she serves as teacher of Shihezi University in Xinjiang province, China. Her research is focused on health promotion. She is hosting a research project and has published more than 10 papers in reputed journals in China.

Abstract:

Background: The golden standard of student achievement evaluation is assessment. Based on the cognitive learning theory, this study started from the three stages of knowledge acquisition-transformation-evaluation, explore the effectiveness of the diversified multistage evaluation model.

Methods: A convenience sampling method was used to extract 504 undergraduate nursing students from grade 2010 to 2013 in a university in Northwest China, and divided into experimental group and control group. Diversified assessment ran through the whole teaching process, and teachers accepted unified training.

Results: In the experiment group, all of usual-time scores, final exam scores and overall scores showed normal distribution, which accorded with the formation rules of students' learning outcomes. The students in the experimental group were higher than the control group in the final exam scores and overall scores, and their usual-time scores were lower than the control group, and the difference were statistically significant (P<0.01). The results of single factor repeated measurement ANOVA showed that the total evaluation scores and the 4 dimensions of the scores of 11 items of learning effects at each stages all had statistically significant differences (P<0.01), and the second stage overall score increased by 3.733(2.731, 4.735) compared with the first stage, the third stage overall score increased by 6.653(5.709,7.598) compared with the first stage.

Conclusion: The diversified multi-stage assessment model of nursing undergraduate based on cognitive learning theory had effectively improved the teaching quality and effect, stimulated and promoted the students' ability to acquire knowledge actively, transform knowledge and evaluate theirself learning effects.

Biography:

Yasue Yamazumi has expertise in Fundamentals Nursing. She is Senior Lecturer of Kyoritsu Women’s University. Education: 2009 Fukuoka Prefectural University, Nursing Education (MS).  She is also a PhD student. Professional Experience: 1997-2009: Clinical training staff, 2009-2013: Assistant Professor, Adult Nursing, Fukuoka Prefectural University, 2013-2016: Senior Lecturer, Fundamentals Nursing, Division of Nursing, School of Medicine, National Defense Medical College.

Abstract:

Purpose : The turnover rate of nurses in 2016 was 10.9%. The reason for this decrease was that they thought there was no work motivation. This research clarifies factors that affect Japanese nurses’ work motivation.

Method: I conducted an interview with 16 nurses. During the interview, the nurses were asked questions regarding factors that made them feel work motivation . The interview was recoded to create a verbatim report of each session. The resulting verbatim data were qualitatively analyzed.

Result: Factors that made nurses feel work motivation were "feedback from patients," "time at which they are involved with patients," "patient recovery," "communication," "good relationships in the workplace," and  "relationships with supervisors."

Discussion: In Japan, nurses are currently staffed at a nurse:patient ratio of 1:7 in hospitals, and nurses cannot be sufficiently involved with patients because of the insufficiency of the number of nurses. This result suggests that the work motivation of nurses will increase if they can be involved with patients for a longer period of time.

Conclusion: Work motivation has been shown to enhance employees' intention to continue working and also to be closely related to job retention and company performance improvement. Because motivation for a job increases work motivation, it is desirable to improve the workplace environment so that nurses can spend more time to involve themselves with patients.

Acknowledgement: This work was supported by JSPS KAKENHI Grant Number 16K12018.

Biography:

Nozaki has completed her PhD. from Waseda University. She is a Professor and her specialty is Nursing Education.            

Abstract:

Statement of the Problem:　With the change of medical structure due to the arrival of a super-aged society, team medical care and interprofessional collaboration are required in Japan. According to the national nursing model core curriculum, interprofessional collaboration among health, medicine and welfare fields is positioned as a part of basic qualities and abilities of nursing profession. Thus, it is expected for undergraduate students to learn fundation of interprofessional collaboration. For instance, working as a team with all related areas of professions to understand roles of each team member, and to practice teamworking skills such as taking roles of a leader and a coordinator of the team.

However, effective educational methods for team building of interprofessional are not well-developed. Although some attempts have been made by introducing Team STEPPS, it is not enough to foster the basic abilities for interprofessional collaboration because it aims to foster culture of medical safety. Therefore, team building through experiencing the process of the problem solving practice by groups will lead to better interprofessional collaboration. This study aims to develop a methodology for team building through the process of problem solving by groups.

Methodology & Theoretical Orientation:　 We have been done several trial studies using the Root Cause Analysis (RCA) with newly appointed faculty members and Indonesian healthcare professionals. According to the results, it is needed to reinforce the ambiguous part of RCA by adding evaluability assessment (EA) method. In this presentation, we propose a draft of modified version RCA, and we would like to exchange opinions with participants.

Biography:

Wan-chien lin has completed his PhD  from National Taiwan Normal University. She is the nurse manager of  Shin Kong Memorial Wu Ho-Su Hospital .

Abstract:

This study aims to examine the associations of  job burnout, resilience and patient safety culture in nurse staffs. The participants are the nursing staff of a medical center in Taipei. The assessment tool is a self-administrated structure questionnaire. A total of 275 nurses completed the questionnaire. The main findings are as follows:

1. The extent of job burnout is between middle to high level; resilience score is above average and the attitude toward patient safety culture is within negative and neutral area.
2. In terms of job burnout, emotional exhaustion is the most severe

and next is the low personal accomplishment and lacking humanity. There is a significant difference of burnout socres by age, patient number, seniority, and salary.  

3. No significance  found  in  scores of  resilience by sociodemographic background .
4. Regarding the patient safety culture, no significant difference was found. Nevertheless, there exist significant differences in seniority on the scores of safety atmosphere, age on the cognition of stress and work place on the perception of management.
5. Results from the structure equation model analysis found that job burnout has a direct effect on patient safety culture. Moreover, resilience has a mediation effect on relationship between job burnout and patient safety culture, indicating that the mediation effect is partial.

Biography:

HSIU-CHUAN  WU  has completed her master ‎master degree from National Taipei University  of  Nursing and Health Sciences . She is a nursing supervisor at SHIN KONG WO HO-SU memorial hospital. Her major is  critical nursing care developement, and nursing education planned , include Clinical Ladder Systems for Nurses program, teacher education program and New personnel Training Course and so on.  

Abstract:

High fidelity simulation allows multiple learning objectives to be conducted in a realistic clinical environment safe and harmless to the patients. Students are introduced to realistic situations which take place in either a community or a hospital and need to combine comprehensively their assessment and decision making with discussion, teamwork and joint effort in order to achieve the best management for the simulated patients (Wilford & Doyle,2006).

The use of simulation in the nursing education for critical care has been progressively accepted across Taiwan in the past years. The Nursing Department of Shin-Kong Wu Ho-Su Memorial Hospital in Taipei designed a simulation curriculum in the education for critical nursing care and has been applying it from 2012 through 2016. The simulation teachers developed many different pathways to lead the young nurses to practice and acquire decision-making skills through realistic situations in which group communication, discussion, and teamwork were mandatory to manage properly complex situations such as ethical dilemmas, patient's safety issues, AMI, CVA with rt-PA treatment, acute intoxication, hyperkalemia in hemodialysis patients, and accidental extubation. 

The instructors led the nurses to discuss their clinical problems and different opinions before a debriefing in the workshop. Approximately 80 nurses participated in each session of the curriculum in the above- mentioned period of time and the satisfaction of the trainees was as high as 91%.

High fidelity simulation can consolidate the nursing practice, improve the critical care skills, professional competence, and ultimately, self-confidence of the nursing staff. 

Biography:

Nakahara has completed her PhD from Tsukuba University. She has a Professor of Faculty of Nursing at Kyoritsu Women’s University.

Abstract:

Statement of the Problem: The risk of the occurrence of a large-scale earthquake in Japan in the near future is increasing. The estimated damage of an M 7.3 earthquake with Tokyo Bay as the epicentre at 6 p.m. in the winter (wind speed 8 m) in Ota Ward, Tokyo, alone is predicted to be 11,108 destroyed buildings, 32,218 burn injuries, 1,073 fatalities, and 10,412 injured and 1,655 critically injured patients.

Methodology Orientation: In this study, we developed a system that simulates the number of critically injured people likely to be hospitalised in the five disaster base hospitals in Ota Ward during a large earthquake and examined its usability.

The system is based on specialised software with map functions, and it has the following four features.

 Based on the database published by the Tokyo Metropolitan Government, the map colour codes the comprehensive degree of risk.

 The number of critically injured who are likely to be hospitalised in the five disaster base hospitals are estimated and indicated on the map.

 Simulations are developed for 5 a.m., 12 p.m., and 6 p.m.

 Simulations are developed for 24, 48, and 72 hours after the occurrence of the disaster.

Finding: Our estimates demonstrated that the number of critically injured patients hospitalised at the disaster base hospitals during an earthquake could be as much as 20 times the usual levels.

Conclusion &Significance: Based on the interviews of hospital officials, we confirmed that this simulation system could be helpful in responding to large-scale earthquakes.

Biography:

Hsin-nan Hsieh has completed her master ‎master degree from National Taipei University  of  Nursing and Health Sciences . She is a education nurse  at SHIN KONG WO HO-SU memorial hospital. Her major is  critical nursing care developement, and nursing education planned , include Clinical Ladder Systems for Nurses program, teacher education program and New personnel Training Course and so on.  

Abstract:

Integrated care emerges as the most crucial trend in healthcare. Patient-centered care has now made therapy to center stage in discussions of quality (Wollersheim & Faber, 2012). However, insufficient knowledge on medical care and lack of communication techniques lead to poor quality care. A survey by The Hospital among NPGY (Nurse of post-graduated year) in June, 2013 discovered individual learning performance on Capability of Clinical Care and Effective Communication Between Providers & Patients dropped to 78.4% and 78.6% from 80.7% and 80.1% in 2012 respectively. In order to enhance clinical care capability, The Hospital introduces integrated care training programs, including shared-care and Objective Structured Clinical Examination(OSCE) applied to cross-functional teams. They are expected to reinforce skills for nurses of post-graduated year, as well as offer professional approaches for healthcare providers more knowledge in other associated categories and then enhance overall medical quality.

NPGY Individual Core Performance Assessment result indicates that Capability of Clinical Care and Effective Communication Between Providers & Patients arrive at 84.5% and 83.8% in 2016, higher than 78.4% and 78.6% in 2013. In terms of medical care, clinical care quality in the aspects of fall prevention comes to 99.3%, better than 94.0% in 2013.

The Hospital, implements Integrated Care Program, including shared care models and OSCE evaluation in order to enhance patient-centered medical care. On the one hand, OSCE evaluation is applied to increase NPGY clinical care capability; on the other hand, it also helps strengthen nursing workforce, especially in the circumstances of high rate of nurse turnover in the recent decade.

Biography:

Ming-Chen Chang has completed her master  from National Taipei University of Nursin and Health Science. She is the nurse supervisor of  Shin Kong Memorial Wu Ho-Su Hospital .

Abstract:

Evidence-based nursing (EBN) is an approach to nursing practice intended to optimize decision-making by emphasizing the use of evidence from well-designed and well-conducted research. It also a scientific method promoted worldwide for solving patient’s problems. Educational training courses incorporating EBN have been used to upgrade the capacity of evidence-based nursing care. The purpose of this study was to understand the effects of EBN training program for new nursing staff in 2016-2017 of a medical center in Taipei. The training program included lecture, e-learning, and give guidance by instructor.

The assessment tool is a self-administrated structure scoring list and the minimum passing mark is 60. Oxford (UK) CEBM Levels of Evidence was in quality appraisal. A total of 92 nurses completed the Evidence-based nursing report. The main findings are as follows:

1. The quality of evidence is mostly 1b in the 92 topics.
2. Most topics all were searched by evidence data base, included CoChrane, PubMed.
3. The competence of formulate the question, search the evidence data base, search the literature, appraisal the literature, draw a conclusion about the preferred practice, application in clinical sitting, and to provide specific recommendations based on the results is between middle to high level.
4. The competence of describe the key words is between low to middle level.
5. No significance  found  in  scores of  EBN report by socio-demographic background .
6. Results from the scoring analysis found that describe the key words is more difficult for new nursing staff. It could provide recommendations and strategies of future designing the EBN training program for new clinical nurses and as a reference for the nursing educators.

Biography:

SZU-YIN has completed her Master degree at the age of 34 years from Taipei Medical University college of Nursing. She is the Head Nurse of  SHIN KONG WU HO-SU MEMORIAL HOSPITAL. Her specialties are Critical Care and Respiratory care. At the same time she is also a professor nursing teacher, responsible for University of Kang Ning. life and death education and Nursing research at SHIN KONG WU HO-SU MEMORIAL HOSPITAL.

Abstract:

According to theorists of Nightingale and Watson, creating healing environment is benefit for both patients and nurses. Most of nurses were lack of comprehensive understanding of a healing environment. The Respiratory Care Center(RCC) is a subacute care facility provides pulmonary rehabilitation program to prolong ventilation weaning patients. Providing a healing environment can often be a challenge in RCC due to daily training and exercising. Strategies of quiet time are dim down the light and reduce the noise level with two block of time. The aim of this project is to enhance the conception of nursing care in providing healing environment in RCC.

From October 2016 to April 2017, the project team designed an education program with pretest-posttest evaluation which based on quiet time and conducted to nurses from RCC. The primary outcome was the pretest-posttest evaluation of nurses.

In our project, we demonstrated  that the conception of providing healing environment can improved by education programs. We surmise that the lower mean scores in senior nurses were attributed to work fatigue and overload non-clinical working. Despite the daily pulmonary rehabilitation is important to patients with prolong ventilation weaning in the RCC, providing an adequate healing environment has beneficial to recovering. The concept of providing healing environment should be keep prompting and emphasizing for nurses.

Biography:

Oyamada has completed her PhD from St Luke’s College of Nursing. She is a Professor and her specialty is Nursing Education.

Abstract:

Statement of the Problem: In the past twenty years, the number of universities offering faculty of nursing is rapidly increasing. However, despite this rapid increase in the number of nursing universities, there is still a shortage of nursing teachers. In addition, there has been some reports that Faculty Development (or FD)  programs are not comprehensive enough to produce competent nursing teachers. As a result, many young teachers particularly assistant professors were unable to acquire necessary teaching skills and develop expertise that make them leave the university after a few years of practicing their profession.

In response to these circumstances, the Japan Association of Nursing Programs in Universities (or JANAP) proposed some guidelines for the FD of young nursing faculties. To support this goal, Chiba University developed "FD Mother Map" and disseminated it to nursing universities in Japan.

Methodology & Theoretical Orientation: With the help of these guidelines and literature review, the team is working on the development of a career ladder which serves as a reference standard for newly appointed assistant professors. These guidelines also aim to develop their competencies through on/off the job training while receiving support from their superiors and mentors.

In this presentation we would like to announce the process and draft of the career ladder and exchange opinions with participants.