19^th Global Nursing Education Conference April 27-28, 2017
(10Plenary Forums - 1Event)
Las Vegas, Nevada, USA

Biography:

Angie Brindowski has her expertise in nursing program development, evaluation, and nursing student retention. Her retention program strategies and programming are grounded in an ecological framework that supports students financially, socially, and environmentally to succeed in nursing school and practice in underserved areas in the U.S. The approach utilizes multiple strategies and programs to support students across the University.

Abstract:

Statement of the Problem:  In the 2016 American Association of Colleges of Nursing graduation report from 851 institutions across the United States (US) the race and ethnicity of graduates is 72% White, 9% Hispanic, and 8% Black. The US census report highlights the race/ethnicity gap in the nursing workforce; the population is 73% White, 13% Black, and 17% Hispanic. To achieve the goal of high quality, safe, and accessible care the US needs a nursing workforce that reflects the cultural values of the community. The Academic Success Program In Nursing (ASPIN) is a descriptive study whose aim is to recruit, retain, and graduate students from minority backgrounds and/or are disadvantaged to earn a Bachelor of Science in Nursing degree. The nature of the ASPIN program is to work with school partners and admitted nursing students offering multilevel programs to retain and graduate a diverse population. Program implementation began on July 1, 2014 with a student group of 17 Hispanic (68%), 2 Black (8%), and 6 White students ((24%). The program retention rate is 84% with 3 Hispanic, 1 Black, and 1 White student who did not continue. The ASPIN program employs the social determinants of health and the ecological framework to focus on supporting students economically, socially, and educationally. Findings: The students in this study who took advantage of academic support, faculty advising, as well as scholarship awards were successful in continuing in the nursing program. However, without adding additional cost and testing ACT reading and math scores should also be utilized to build individual student success programs.  Conclusion and Significance: Hispanic, African American, and White students need financial support, tutoring, and peer group support to succeed. Recommendation:  In addition, faculty advisors should use ACT entrance exam scores to customize an individualized academic success plan.

Biography:

Dr. Brenda Query has been a registered nurse for 20 years and nursing faculty for 14 years; her PhD in Nursing is from the University of Alberta in Canada. Her main areas of interest are pediatrics, critical care, research, pharmacology, and hemodialysis. Focused areas of research are the health and health promoting behaviors of urban and rural caregivers of children with disabilities.  

Abstract:

Engagement in health promoting behaviors has been shown to improve the health of individuals. However, there is a difference in both the health status and the health-promoting behaviors of urban and rural Canadians. These differences and possible reasons as to why these differences exist will be briefly discussed. While individuals are responsible for the decisions that they make regarding their health promoting behaviors, other factors have the potential to influence these behaviors; this viewpoint is supported by proponents of social ecology models. The authors of these models contend that other factors, such as family, social, organizational, environmental, and policy factors can also acts as facilitators and barriers to health promoting behaviors. The purpose of this presentation is to discuss the unique and multi-faceted facilitators and barriers to health promoting behaviors experienced by individuals living in rural communities in Canada. Nursing implications regarding the assessment of these rural Canadians will be explored. Subsequent focuses for the health teaching of patients/clients who live in and/or who are being discharged to rural communities in Canada will then be presented

Biography:

Ana Bandin received her Bachelor of Science in Nursing from the University of Miami in 2006. She’s been a pediatric nurse in the respiratory unit for more than 10 years. Her expertise, passion for teaching, innovation and evidence based practice, led her to her current role of clinical educator for her unit. She’s a Master in Nursing Education candidate this summer. She serves as the facilitator for the nursing research and evidence based practice council at Nicklaus Children’s Hospital. She was presented the certificate of Excellence for an Evidence-based practice Poster from the Society of Pediatric Nurses in April 2016 and awarded Scholar of the Year for her organization in Nurses’ week 2016. Ana strives for quality and safe care through best practices while driving service excellence and patient satisfaction in her unit and organization.

Sofia de la Camara received her Bachelor of Science in Nursing from the University of Miami in 2015. She currently serves as the co-chair for the evidence based practice council at Nicklaus Children’s Hospital in Miami, Fl. Her passion in nursing research and evidence based practice has propelled her to initiate projects to improve patient satisfaction and outcomes. Her time spent living and volunteering abroad in South America sparked special interest in the incorporation and practice of culturally sensitive nursing. 

Abstract:

Statement of the Problem: Healthcare Consumer Assessment of Healthcare Providers and Systems (HCAHPS) surveys collect national data and report patient/caregivers perspective on quality and service of their hospital experience. The question on possible side effects of medications was the focus of this unit. Scores for 1^st quarter, 2016 were inconsistent and reached an all-time low.

Aim: The purpose of this quality improvement initiative was to standardize the educational approach nurses took when teaching patients/caregivers about medication side effects, in turn, improving scores.

Methodology & Theoretical Orientation: Placing a visual magnetic M at the patient’s communication board, cues the teach-back process. Retraining staff on previous M in the box initiative was priority. In collaboration with teach-back, a bilingual double-sided educational leaflet was created for the most used medications on this unit. These leaflets were sensitive to learning barriers such as low health literacy and language. The focus was on partnering with patient/caregiver to assist them in understanding key information and engage them in the teach-back process.

Findings: Evaluation of quarterly HCAHPS scores showed increase in patient satisfaction post implementation of the multi-method initiative. The greatest progress occurred from 1^st to 2^nd quarter, with scores improving from 51.6% to 71.3%, respectively and sustainability shown in the 3^rd and 4^th quarter at 72.9% and 73.2%.

Conclusion & Significance: Partnering with patients/caregivers using the teach-back method and key educational material, proved to be an effective process assisting patients understand important medication information while having a positive effect on consumer satisfaction, therefore, resulting in increased HCAHPS scores outcome. 

Biography:

Jill Moore is an expert in nursing in the academic environment where she is the Director of the Doctor of nursing practice and nursing education programs. She is devoted to student success and interested in policy that affects the learning environment. Prior to transitioning to nurse education she has practiced in the acute care environment working within teams of multigenerational healthcare workers.

Abstract:

Patient acuity in hospital settings continues to increase, and there is greater emphasis on patient outcomes. The current nursing workforce is comprised of four distinct generational cohorts that include veterans, baby boomers, millennials, and generation Xers. Each group has unique characteristics that add complexity to the workforce and this can add challenges in providing optimal patient care. Team building is one strategy to increase mutual understanding, communication, and respect, and thus potentially improve patient outcomes. In this article, we first briefly define generational cohorts by characteristics, and discuss differing expectations for work/life balance and potential negative outcomes. Our discussion offers team building strategies for positive outcomes, a case scenario, and concludes with resources for team building and organizational opportunities.

Biography:

Kathy Baule is an Advanced Practice Nurse who has worked for over 20 years in the area of Critical Care, Neurosurgery and Pain Management. She has presented at American Association of Neuroscience Nursing, Midwestern Pain Society Nursing as well as Midwest Nursing Research Society.  Her special interest in patient satisfaction was the drive to recently investigate patient satisfaction in among established patients in a Midwestern Pain clinic. After receiving her Doctorate in Nursing Practice from the University of Illinois at Chicago, she is practices at Indiana University Ball Memorial Hospital as an APN in Trauma and Neurosurgery.

Abstract:

Background: A problem in many health care practices is deciding the appropriate appointment length for new and established patients. Patients become frustrated when there is inadequate time to have their needs met, yet when a patient's clinic time is spontaneously lengthened; the provider gets behind in schedule, causing delays and greater frustration for others.

Aim: The aims of this evidence based project were to determine whether implementation of a flexible appointment system would improve the current scheduling process in a pain clinic by allowing complex patients the opportunity to schedule a longer clinic appointment and would improve patient satisfaction.

Design: This evidence-based practice innovation followed a program evaluation process using a descriptive, existing survey completed by clinic staff and patients.

Setting: A Midwestern pain clinic caring for patients with acute and chronic pain diagnoses.

Participants: A convenience sample of 120 patients were surveyed before and after the process change. Thirteen staff members completed the survey on SurveyMonkey pre and post procedural change at the same intervals the patients were surveyed.

Results: Patients were more satisfied with the time that they spent in the exam room and the waiting room. The process change improved communication with staff and patients and provided an opportunity to discuss their concerns and health changes prior to their scheduled appointment.

Conclusion: Allowing an option for flexible scheduling in appointment lengths provided an opportunity to meet patient needs, offer improved service, and improve patient-provider communication.

Recommendations: It may be beneficial to assess the level of patient satisfaction with those patients who chose to extend their appointments and compare the level of satisfaction with those patients who did not lengthen their appointments and to evaluate the amount of “no-show” appointments with those who have extended their appointment.  Implementing a standardized script for the schedulers may help with appropriate patient appointment lengths and decrease the number of patients’ appointments that were lengthened without patients’ knowledge.

Biography:

Sherry L Donaworth is an Assistant Professor of Clinical Nursing at the University of Cincinnati, College of Nursing. She is board certified as 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 a 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. She served as a Content Expert on an ANE HRSA Grant for interactive case studies for distance learning students. 

Abstract:

Statement of the Problem: Engagement of students and development of critical-thinking skills are always a challenge for advanced practice nursing faculty. Emphasis in the classroom on active learning and application of complex concepts, rather than memorization of content, is an approach endorsed in the educational literature. How can technology be leveraged to allow use of valuable classroom time for active learning strategies without sacrificing delivery of essential didactic content?  

Strategy/Intervention: An interprofessional team that included clinical faculty, instructional designers and information technologists collaborated to solve the dilemma of adding active learning strategies while providing methods for conveyance of important didactic knowledge. The “Flipped Classroom” was introduced into selected graduate nurse practitioner courses in a large, urban college of nursing. Faculty served as content experts and developed real-world scenarios and case studies to facilitate meaningful student interactions during classroom time. Weekly quizzes, with unlimited attempts to score 100%, were employed to reinforce learning. The expertise of instructional designers and information technologists was utilized to leverage technology to deliver crucial content. Lectures were chunked into 15-25 minute segments and videos were presented in formats that students could download to various platforms such as smart phones, tablets and iPads. Students met in the classroom every other week for active learning sessions.

Findings: The majority of student feedback was positive regarding the active learning case studies and the weekly quizzes. A small number of students objected to the time commitment of listening to lecture and completing weekly quizzes prior to classroom time. Many students reported being able to process didactic content at their own pace and the ability to replay and review complex concepts as a positive result of the “Flipped Classroom”.

Biography:

Lisa Green completed her MSN in 2008 from Cardinal Stritch University in Milwaukee, WI and undergraduate BSN from Viterbo University in LaCrosse, WI in 2000.  She is the senior level leader and coordinates precepted clinical placements.  Lisa teaches Pathophysiology, Professional Practice Preparation, and Medical-Surgical clinical.  She has an interest in nursing simulation research and interprofessional education.  

Abstract:

Purpose: Interprofessional education (IPE) has a goal to help improve the patient experience, improve health, and reduce the cost of health care. Therefore, building IPE into simulations allows students from different disciplines to learn more about roles and responsibilities, values/ethics, teamwork, and communication. In nursing curricula, it is difficult to involve students in interprofessional activity in the clinical setting, so a learning activity was implemented to give nursing students the opportunity to communicate with another profession.

Methodology: A quasi-experimental pretest/post-test design was conducted to explore the effects of an interprofessional simulation experience on nursing students’ attitudes, knowledge, and communication skills. Surveys were administered to all participants on week prior to the interprofessional simulation experience and again after the completion of the simulation experience and debriefing. The surveys included Student Satisfaction and Self-Confidence in Learning (SS&SCL) and the Readiness for Interprofessional Learning Scale (RIPLS). Paired T-tests were used to analyse survey results.

Findings: Results indicated that nursing students demonstrated significant differences when comparing pretests to post-tests in both surveys. The SS & SCL indicated a significant increase in attitudes about the instruction student received following the simulation activity. The RIPLS survey had significantly higher scores for the post-tests in areas concerning shared learning with other health care students which increased student’s understanding of clinical problems and made them think more positively about other professionals. Ultimately the students indicated that this IPE experience would benefit patients if health-care students worked together to solve patient problems.

Conclusion: The use of collaborative IPE within nursing curricula will aide students in developing an understanding of the roles, responsibilities, values/ethics, teamwork, and effective communication with should be continued to aid in understanding of other professions. Nursing students’ perceptions of IPE significantly improved following participation in an interprofessional simulation experience.

Biography:

Prof. Akinsola is a public health specialist and obtained his first degree and Ph.D. at the University of Ibadan, Nigeria; and Master’s degree at the University of Manchester, England. He has worked in different parts of Africa where he served in different capacities.  Between 2009 and 2015, Prof. Akinsola was the Head of the Dept. of Public Health at the University of Venda where he has been working since 2007. He retired in May 2015 and he is currently a Professor Emeritus in Public Health at the University of Venda.

Abstract:

The purpose of the study was to assess the self-perceived impact of work life on nurses caring for people living with HIV/AIDS in a municipality in South Africa. The study adopted a cross-sectional design and the target population was the nurses caring for people living with HIV/AIDS at the hospitals in Thulamela municipality, South Africa. A sample of 200 nurses was taken randomly from the 4 hospitals and wards where HIV/AIDS patients are admitted in the municipality. A Likert Scale type of questionnaire was used as the instrument for data collection. The questionnaire was self-administered. The Statistical Package for Social Sciences software (SPSS) version 20.0 was used for data analysis. Ethical clearance certificate to conduct this study was issued by the University of Venda Research Ethical Committee. The result showed that the general feeling of a sizeable proportion of the respondents was that they suffered from signs of psychological problems due to their caring role and they also expressed feelings of depression and burnout.

Biography:

As a retired military nurse, she has travelled the world being involved with many types of health care systems.  Presently she is  at an academic health care system that is patient centered involved in improving the health care. Her nursing expertise is in critical care nursing where she believe patient mobility can improve patient outcomes and standard work via a multidisciplinary team approach. Currently she is an  CardiacNurseSpecialist in a cardiac thoracic ICU. She has published articles, research and presented at conferences on patient mobility.

Abstract:

A nurse-driven progressive mobility protocol was developed and implemented in a thoracic cardiovascular intensive care, coronary intensive care and thoracic cardiovascular acute care unit evaluating the impact on ventilator associated pneumonia, ventilator days, pressure ulcers, venous thromboembolism, discharge placement, length of stay and the number of patient falls.

A multidisciplinary team approach was used to develop progressive mobility guidelines, protocol, education and interventions for 3 different patient care units.  Several techniques were used to educate unit staff and implement the protocol.  In-services, demos and hands on methods were used for education.  In addition, mobility champions, laminated charts, incentives and a physician champion were approaches used for implementation. Research on immobility has found muscle weakness and wasting to be the most prominent complications responsible for disability in patients evaluated after discharge. Up to 60% of discharged critically ill patients may have long-term complications inhibiting them from complete functional recovery.   In fact, critically ill patients who are on strict bed-rest have a decline of 1% to 1.5% per day and up to 50% of total muscle mass in 2 weeks. Prolonged immobilization of patients in intensive care contributes to the risk of ventilator associated pneumonia; weaknesses associated with immobility have been associated with deep vein thrombosis, falls, and pressure ulcers. Studies have been published demonstrating that early mobilization contributes to an improvement in patients’ quality of life, endurance, and facilitated early weaning from the ventilator. Exercising patients may be challenging, but with a dedicated interprofessional team and protocols, early mobility has been found to be safe.

Biography:

Ana Bandin received her Bachelor of Science in Nursing from the University of Miami in 2006. She’s been a pediatric nurse in the respiratory unit for more than 10 years. Her expertise, passion for teaching, innovation and evidence based practice, led her to her current role of clinical educator for her unit. She’s a Master in Nursing Education candidate this summer. She serves as the facilitator for the nursing research and evidence based practice council at Nicklaus Children’s Hospital. She was presented the certificate of Excellence for an Evidence-based practice Poster from the Society of Pediatric Nurses in April 2016 and awarded Scholar of the Year for her organization in Nurses’ week 2016. Ana strives for quality and safe care through best practices while driving service excellence and patient satisfaction in her unit and organization. 

Jenna Klareich has been practicing as a pediatric nurse for 8 years. She obtained masters in nursing education from the University of Central Florida. While practicing as a bedside nurse, she acquired a certification in pediatric nursing. She then became an assistant nurse manager for a medical surgical pediatric unit and an orthopedic/neurology pediatric unit. Along with working at the bedside and in management, she also worked part time as an adjunct instructor at a local nursing college educating nursing students in the skills lab and taking them to clinical sites. Currently, I practice as a clinical specialist/educator on a medical pediatric unit. The specialties on the unit include, but are not limited to, gastroenterology, endocrinology, nephrology, and adolescent medicine. Educating patients, families, and staff about current evidence based practices is a strong passion of mine so everyone can benefit from high quality care.

Abstract:

Statement of the Problem: Achieving effective nursing education lies in addressing everyone’s learning needs while having students partake in their learning. The literature supports, skills fairs as significant way of validating competencies. Skills fairs are a way to reinforce practice guidelines and add new knowledge. The clinical educator team established the need to develop competency-based learning through a skill fair. The purpose of this skill fair was to increase the knowledge-base of nurses with varied experiences across the point of care, through a nonconventional learning opportunity, which standardized care delivery in medical surgical units.

Methodology & Theoretical Orientation: Skills chosen for the fair were based on a needs- assessment evaluation and common medical surgical skills. The 12 skills stations introduced were: Blood administration, quality indicators, wound care, intravenous access care, sepsis screening, chest tube care, tracheostomy care, pain management, infection prevention, medication administration, feeding tube care, regulatory agency, and code cart review. Pretests and post-tests were administered to all attendees. A passport was provided as a roadmap ensuring attendance at each skill stations. Upon completion, the completed passport entered a raffle. Visual, auditory, and kinesthetic learning styles were captured. Vendors were available to inform attendees about professional development opportunities. Feedback by way of evaluations, helped to clarify unclear points and share experiences.

Findings: From 200 attendees, pretest average was 74%. Post-test average was 90% showing knowledge retention. Three post-tests have showed monthly increase of knowledge retention at 89%, 90% and 92%. Pre-event self-knowledge increased from 78% to 94%. Satisfaction showed an average of 4.1 on a 1-5 scale.

Conclusion & Significance: Competency-based learning with skills fairs, benefits nursing practice and standardizes care. Findings demonstrated knowledge retention and event satisfaction. Competency-based learning with skills fairs enhances care delivery by improving skill sets for a more competent nurse in today’s evolving healthcare system.

Biography:

Salma Alshammari received Bachelor’s degree in Nursing Sciences from University of Hail in Saudi Arabia, and Master’s degree in Nursing Administration from Indiana University of Pennsylvania, USA. She is currently working as Teaching Assistant/Clinical Instructor at Shaqra University, College of Applied Medical Sciences. Her teaching interests include supervising students in the clinical settings in Nursing Administration Course and Community Health Nursing Course. Her role is helping nursing students in identifying their learning needs, strengths and limitations, and they select learning opportunities that will improve their knowledge. Her primary research interests are in the field of decreasing turnover rates among nursing staff through improving their job satisfaction. In her free time, she works as a Volunteer in a nursing home, Indiana PA, and a member in Toastmaster International Club.

Abstract:

One of the most common issues affecting the performance and productivity of healthcare facilities is nursing staff turnover. High rates of nursing staff turnover in healthcare facilities is a recent concern that may have negative impacts on nursing staff, patients, and healthcare organizations. Many of factors lead to increase nursing turnover rates such as nurses’ dissatisfaction, lack of engagement, and poor communication in the workplace. Although many solutions for reducing turnover rate are utilized, the percentages of turnover rates among nursing staff are still a major issue. Since many members of nursing staff cannot become involved in any decision making processes or share their ideas in healthcare sectors, nurses leave their jobs in order to find another workplace where the environment and job satisfaction are better. As a result, implementing of shared-governance principles is an effective strategy that has been recommended by various researchers for enhancing nursing satisfaction and retention rates. The aim of this presentation is to discuss the effectiveness of implementing shared-governance principles on turnover rates. Therefore, implementing of shared governance can provide nurses with an opportunity for involving into organizational decisions that influence the outcomes of quality health care.

Biography:

Lin Tao is working in School of Nursing, West China Hospital, Sichuan University. Her main research direction is Community Care. She has taken part in 2 international nursing conferences, which were held in Singapore and Thailand.

Abstract:

Background: The cost of curing chronic diseases has been the present growth trend. And, improving the health promotion and healthcare management may have achieved significant results in terms of population health maintenance. How to make the community health nurses' role full play and establish a comprehensive education development plan had been the concern of the Chinese Government.

Objective: The purpose of this study was to investigate community health nurses' role, work contents, and explore the reasonable teaching methods by knowing nurses’ learning needs.

Methods: A descriptive cross-sectional design using self-answered questionnaires comprising demographic questions and three scales measuring actual role, work content and teaching needs scale was used.

Results: 1,015 community health nurses in 56 CHS centers were cluster sampled. Findings showed that the community nurses mainly undertook the roles of health educator (94.0%), health care giver (84.9%), collaborator and coordinator (78.5%), observer (73.9%), manager and organizer (52.3%), but seldom undertook advocate role (48.4%), leadership role (27.7%) and research role (32.3%). And, there were five most important work contents: Health education (84.4%), providing care for patient directly (71.4%), community-based prevention (70.1%), chronic disease management (69.6%) and elderly healthcare (66.5%). This presents a problem for community nursing education: lacking of related ability such as advocating for residents, leadership skills and scientific research skills are perceived as the greatest need. Nurses preceptors also need to improve teaching related to maternal healthcare, child healthcare, mental rehabilitation, family health nursing and hospice care.

Conclusions: For community health nurses in China to function perfect, making best use of interactive teaching methodologies and encouraging nurses in community based research projects helped a lot to improve individual quality and ability. Meanwhile, encourage nurses in family health survey and learn to do community diagnosis contributed to take good care of vulnerable groups.

Biography:

Xiaoxia Chang is a Graduate student who has studied in Sichuan University and is registered in West China Hospital. She has published 2 papers in core journals in China. Her major is Clinical Nursing and she is devoted to improve and/or maintain the health behaviors of patients.

Abstract:

Background: Daily management of diabetes is the prerequisite to promote blood glucose and quality of life in diabetic patients, especially in patients with insulin therapy. The self-management behaviors in diabetic patients with initial basal insulin therapy have attracted little attention in the literature.

Objective: To investigate the blood glucose levels and self-management behaviors in diabetic patients with initial basal insulin therapy. And analyze the effect of the Compliance Program for Basal Insulin Usage Standardization on self-management behaviors of diabetic patients.

Methods: A convenient sample of 257 outpatients with initial basal insulin therapy hospitalized in a major hospital during February 2016 to October and August 2016 participated in the study on a voluntary basis. Initial diabetes education was conducted to participants by nursing specialists. Patients’ demographic information and the result of glycosylated hemoglobin were collected at initiate. Short message and telephone follow-up were conducted regularly. The items of summary of diabetes self-care activities (SDSCA) were gathered by questionnaires at initiate and after three months.

Results: The blood glucose control conditions were poor among diabetic patients starting basal insulin therapy, with 24 patients (9.3%) meet the goal of glycosylated hemoglobin (HbA1c<7%). And the total SDSCA score was about (26.64±14.71) at initiate, in which 64 patients (24.9%) performed well. The total score of self-management behaviors was significantly improved after three months intervention with score of (50.61±8.48) and 192 patients (74.7%) performed well. All dimensions of self-management behaviors was significantly different (P<0.01).

Conclusion: The blood glucose levels and self-management behaviors in diabetic patients with initial basal insulin therapy are not optimistic. And the compliance program for basal insulin usage standardization contributes to improve diabetes self-care activities.

Biography:

Susan Brown is a public health nurse who has found her passion in serving and advocating for the underserved in the community. She is a school nurse in a Title 1, low-socioeconomic area and works diligently to bridge the gap by educating and providing healthcare resources to her clients. Her passion led her to South Dakota to work with the Lakota Sioux and assess ways to help the population obtain more and necessary healthcare and wellness services. Her work has ignited a conversation between a local organization and a visiting university where initiating healthcare resources is gaining momentum and may become available in the near future.

Abstract:

The Native American Lakota population in La Plant, South Dakota face abject poverty, isolation, and substandard healthcare resources. In remote regions where access to healthcare is deficient, non-profit organizations are the conduit to linking remote regions to adequate healthcare. With guidance from healthcare professionals, non-profit organizations can bridge the healthcare gap and become a vital pipeline for healthcare services.Specific healthcare recommendations are developed from a community assessment and interviews with the Lakota. The recommendations combine traditional values with modern evidence-based healthcare technology and strategies. Recommendations support cultural values to initiate mHealth, Area Health Education Centers, mental health and other simple, but powerful initiatives. The recommendations account for the political, cultural and socioeconomic barriers that exist on the reservation and introduce a one to three-year phase-in plan.There is only one non-profit, holistic organization operating in La Plant, SD. The organization works to rebuild the Lakota population into a self-sustaining community. Though not a healthcare organization, the company is entrenched in the community and has intricate knowledge of the gaps in healthcare and access. The organization has in-depth knowledge of the Lakota culture, are trusted experts in understanding population needs, and have significant connections that can provide the community with culturally appropriate healthcare services.The Lakota population is in need of adequate health services that are deficient or absent in the community. The goal of the five healthcare recommendations is to close the healthcare gap and decrease the physical and emotional isolation of the Lakota. Utilizing the only on-site organization to facilitate and advocate for a healthcare pipeline can build trust and foster optimum health within the Lakota community.

Biography:

Linda Sage has her expertise & passion in improving personal psychological health &wellbeing. Her significant list of global clients, range from hospitals, educational institutions, prisons and corporate entities; throughout the UK, US, Europe & Middle East.  In all caring environments the professionals are less likely to care for themselves; changing that mindset is at the core of Linda’s message. It is possible to be, do & have everything you want, by helping others and looking after yourself.  An international speaker, author, trainer & mentor, with decades of experience & knowledge, energize any event and attendees. Her simplified message of self-worth, instantly effects  all levels of personnel, to achieve, do and be more with a positive frame of mind; demolishing the irrational fears, phobias, beliefs & habits that Compassion Fatigue can compound.  Building a more resilient person provides the individual, employer and patient/client a much more competent and confident professional.

Abstract:

Statement of the Problem: Compassion fatigue; puts healthcare workers & patients at risk. Everyday  careworkers struggle to function in care giving environments that present heart wrenching emotional challenges.

Compassion Fatigue (CF) the profound emotional & physical erosion takes place when helpers cannot refuel & regenerate.

Helping professionals open their hearts & minds to clients/patients; this empathy makes helpers vulnerable to be profoundly affected & possibly damaged.

Burnout physical & emotional exhaustion; experienced when there is low job satisfaction, feeling powerless & overwhelmed.

Signs of CF & Burnout

overtaxed by work, showing similar symptoms to traumatized clients; difficulty concentrating, intrusive imagery, feeling discouraged, hopelessness, exhaustion, irritability, high attrition (helpers leaving) & negative, dispirited, cynical workers remaining in the field, boundary violations which affect the workplace & create a toxic environment.

Factors in CF &Burnout?

The individual: Life circumstances, coping style, personality type. Life stressors ie; taking care of both young children and aging parents, in addition to managing a heavy & complex workload. Helpers are not immune to pain in their own lives; they can be vulnerable to life changes such as divorce & addictions.

The Situation: Helpers often do work, others don’t want to hear about; spend time caring for people who are not valued or understood in society, homeless, abused, incarcerated or chronically ill. The working environment is often stressful & fraught. The work is very stressful, clients/patients who are experiencing chronic crises, difficulty controlling their emotions, or who may not get better.

What can be done?  Working in a healthy organization. Access to supportive, flexible management, reduction of trauma exposure, ongoing staff education. Timely, good quality supervision; reducing hours working directly with traumatized individuals. Personal strategies: strong social support, home & work; increased self- awareness, regular self care.. Making life changes, prioritize personal health/wellness Develop stress resiliency skills.

Biography:

Christina Ross is Working in  University of Virginia .Her Research interest includes Health Practices,Nursing Standards.

Abstract:

Introduction: In 2014, youths between the ages of 13 and 24 accounted for approximately 22% of new HIV infections. African American youths have disproportionate rates of STD infection and teenage pregnancy in comparison to other races. There is a need for interventions to effectively address the alarming rates of STDs and teenage pregnancy disparity among African American Adolescents.

Purpose: The purpose of this paper was to evaluate the effectiveness of influential and informative adolescent and caregiver communication in fostering positive sexual health practices among female African American adolescents, and generate future implications for necessary interventions.

Methods: A literature review was conducted using electronic databases. There were four main inclusion criteria for study selection: 1) Black or African American females; 2) Adolescents aged 12 – 19 years old; 3) African American parents or caregiver’s sexual health education and parenting strategies, and 4) Research conducted between 2010 to 2015.  Fifteen studies were included in the literature review, in addition to online generated sources. 

Results:  Communication with adolescents regarding sexual health education have been effective in promoting increased use of contraceptive methods, delay in the initiation of sexual activity and adolescents’ better understanding of options related to reproductive health. Mothers are often the primary communicator in sexual health education. Negatively, many parents and caregivers lack the adequate supporting resources to fully engage in communication with adolescents regarding sexual health education.

Conclusions:  Every family dynamic varies; therefore, one strategy might be more beneficial in one household in comparison to another. However, adolescents reported scare tactics, withholding information, close monitoring and dishonesty were the least effective parental strategies. As a result, caregivers should be open and willing to sit with their children and engage in any dialogue, which will open the door for comfort in sharing concerning information between caregivers and adolescents.

Biography:

Watchara Suktae has teached student nurses at Boromarajonani College of Nursing, Sawanpracharak Nakhonsawan for 25 years . She is a specialist in Neonatal Nursing.

Abstract:

The Propose of this quasi-experimental research were 1) to compare pre and post khowledge of nursing students’ premature newborn nursing care by using simulation 2) to compare the  khowledge of nursing students’ premature newborn nursing care between an experimental group and a control group 3) to study the opinion of nursing student after using simulation. The sample groups used in this research were 60 nursing students in 2014 academic year. The subjects were divided into 2 groups, 30 were assigned tobe in control group and 30 were assigned to be in an experimental group by simple random sampling. The instruments were learning lesson plan using simulation, Focus group question and test about premature newborn nursing care. The data were analyzed by using percentile,average and t-test

The research revealed that:

 1. Nursing students who learning by using simulation had better scores in post khowledge about  premature newborn nursing care than that in pre- khowledge.

 2. Nursing students who learned by using simulation had better scores in post khowledge about  premature newborn nursing care than Nursing students who learned normally.

Biography:

Carmel Sheridan graduated with first class honours in her Master’s degree in Psychology from the National University of Ireland in 1986. She completed a second Master’s degree in Health Psychology in 2014. Carmel is a psychotherapist and supervisor in private practice in the West of Ireland. She teaches mindfulness and compassion-based practices to healthcare professionals, including nurses, with a focus on self-compassion to promote resilience, focus, self-care and well-being. She is the author of 3 books: Failure-Free Activities for the Alzheimer’s Patient, Reminiscence: Uncovering a Lifetime of Memories and The Nurse’s Guide to Cultivating Mindfulness and Compassion.

Abstract:

Mindfulness and compassion — the practices of focusing awareness on the present moment, and relating kindly to ourselves and others  — offer nurses powerful resources to cope with stress, resulting in improved self-care and better patient outcomes. To nurse mindfully, you need to be mindful. There’s no way around it. Being totally present with your patients is the greatest gift you can give to them.

   In light of this, the first part of this session will be largely experiential in nature, beginning with a guided mindfulness practice so that you can first learn to embody the practice. Exercises and meditations from the new book, The Nurse’s Guide to Cultivating Mindfulness and Compassion, will be used to explore the benefits and value of cultivating mindfulness and self-compassion.

   The benefits of mindfulness and compassion practice have been well researched. These practices enhance physical and emotional well-being, help cultivate presence and empathy in everyday life, improve awareness and attention, and boost compassion for oneself and others.

   Current research highlighting the benefits of mindfulness and compassion practice will be explored. You will walk away with tangible tools that will build resilience and foster mindfulness by bringing a kind attention to the here and now. Using an interactive and experiential format, the workshop will deepen your understanding of how these practices can be easily integrated into your workday and help you to:

• Nurture others without depleting oneself
• Overcome compassion fatigue and burnout
• Decrease frustration and job overwhelm
• Reduce mistakes through managing attention
• Respond rather than react to crises

Biography:

Erlynda Mangaco-Borja is working as a SNF Director of Staff Development and Clinical Nurse Lead/Educator in Sharp Birch Patrick Skilled Nursing Facility,USA.Her Research Interest includes Nursing practice,Nursing Standards,Nursing care.

Abstract:

Pressure ulcer prevalence remains a major health concern in long-term care facilities. The treatment of these pressure ulcers causes a financial drain on health care resources and adds potential costs for the family of the institutionalized elderly, according to the Agency for Healthcare Research and Quality. The prevention of pressure ulcer development continues to be an essential objective of caregivers for elderly people. This study demonstrated a correlation between the permanent assignment of nursing assistants and the prevention of pressure ulcers among the elderly in a nursing home.

Biography:

Vincent Raphael V. Manarang has completed his BSN and MAN (Major in Nursing Administration) at Centro Escolar University, Manila, Philippines. He is a full-time professor in the same university teaching the subjects: Primary Health Care, General Anatomy 1 & 2, General Physiology, General Pathology and General Microscopic Anatomy and Embryology. He is also a part-time National Review lecturer for both Nursing and Midwifery Licensure Examinations.

Abstract:

In a complex and evolving world of health care environment today, nurse educators are being challenged to prepare the Millenial students for professional practice in nursing through active learning. Assessing Self-directed Learning Readiness (SDLR) is an important factor in promoting active learning and enhancing academic performance of nursing students. Moreover, considering learning styles is also essential in helping students understand their learning needs.

This descriptive-correlational study aimed to assess the level of readiness of student nurses for self-directed learning, their learning styles and the relationship of these two factors. The Autonomous Learner Index of Abu-Moghli et al (2005) assessed the level of readiness in self-directed learning and the Learning Style Inventory of Kolb (2005) assessed their learning styles. Total population sampling was utilized covering 103 regular nursing students of Centro Escolar University for First semester of school year 2016-2017.

Findings of the study revealed that most of the nursing students were independent learners (52%), there were no dependent learners but there are several respondents who were uncertain (48%). Moreover, all the types of learning styles were present showing the variation in learning styles of nursing students but mostly prefer the Convergent learning style. The study concluded that there is no relationship between the variables: demographic profile, level of readiness for self-directed learning and learning style. However, the scores of convergent learning style was higher than that of divergent in their readiness in self-directed learning readiness, as well as those with convergent learning styles compared to those with accommodative learning styles.

Biography:

Clarita Penalba is working in College of Nursing UERMMMCI,Philippines.Her Research interest includes Nursing Education,Nursing Standards,Nursing Practice.

Abstract:

Purpose:  This study was conducted to monitor nursing education programs’ (HEIs) quantitative and qualitative data and to determine its implication in designing a responsive prototype monitoring model.

Methods: Qualitative-descriptive study of two (2) major groups of respondents: 10 or 18.18 percent university administrators; and 45 or 81.82 percent faculty, or a total of 55 participants.            Self-structured survey questionnaire validated by a panel of expert was utilized.

Results: There exist no significant (Z=1.367; cv = 1.645) difference in the assessment of the two groups of respondents (the administration and faculty members).  In the computation of the Z test the highest computed Z is in administration, Z = 1.367; and the lowest is in Laboratory and Cooperating Agencies, with Z = 0.054. The researcher, based on the result of the survey proposed a prototype Monitoring Model for the agency so that a system of monitoring activities can be readily available.

Conclusion: All HEIs adequately comply based on the result of the quantitative and qualitative data. However, compliance failed to attain full level of functionality and interdisciplinary approach in the areas of faculty, facilities and equipment, research and development requirements.  The proposed Prototype Monitoring Model by the researcher adopts the CHEDs monitoring goals and objectives and recommended for the utilization of HEIs administrators as a means to further comply to strategic monitoring requirements of the CHED.

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.