Scientific Program

Conference Series Ltd invites all the participants across the globe to attend 19th Global Nursing Education Conference
(10Plenary Forums - 1Event)
Las Vegas, Nevada, USA.

Day 2 :

Keynote Forum

Kimberly F Volpe

NYU Langone Medical Center, USA

Keynote: Seminar for emerging nurse leaders

Time : 09:00-09:30

Conference Series Global Nursing Education 2017 International Conference Keynote Speaker Kimberly F Volpe  photo

Kimberly F Volpe presently works at NYU Langone’s Hospital for Joint Diseases as the Director of Nursing. She is responsible for managing and planning the nursing activities in the Orthopedic Acute Care Service. Her primary responsibility is to lead the staff in the execution of outcome based practice, ensuring high quality nursing care. She is graduated with a Bachelor of Arts in Psychology from Montclair State University, a Bachelor of Science in Nursing from Ramapo College/UMDNJ and a Master of Science from New York University College of Nursing. Most recently, she has completed her Doctorate of Nursing Practice at Villanova University. Additionally, she holds advanced certification in nursing administration and is a member of the American College of Healthcare Executives and New York Organization of Nurse Executives and Leaders.


Historically, nurse leaders are frequently selected for leadership positions based on their clinical expertise, rather than their ability to lead. The role of the Assistant Nurse Manager is comprised of two distinct responsibilities: Management and leadership. Participation in leadership development programs is a proven strategy to provide novice nurse leaders an opportunity to acquire new competencies. The purpose of this project was to develop and implement a leadership seminar for assistant nurse managers at New York University Langone Medical Center’s Hospital for Joint Diseases (NYULMC-HJD). This project addresses curriculum development, implementation and evaluation for the educational seminar designed to enhance the assistant nurse manager’s knowledge of leadership theories and management skills. A seminar for emerging nurse leaders was a one-day seminar incorporating three core concepts: Leadership theories, organizational goals and relational work. The project details, the process of conducting an assessment, implementation and evaluation of large scale project to increase knowledge acquisition of assistant nurse managers. Concluding the project, a pre/post data analysis was performed. The IBM SPSS version 24 software was used to tabulate the data. The Mann Whitney Test was used to evaluate level of significance. Whereas, the research showed an increase in knowledge from pretest to post-test, it was not significant (p>0.05). Limitations to the data included a small participant sample size and the knowledge test was limited to ten questions. The implications for leadership practice demonstrate that development programs are a key strategy for preparing novice leaders. Nurse leaders are essential to meet an organization’s goals. Novice leaders require continuous education as the transition from the clinical practice to the leadership practice. It is imperative that nurse leadership development programs are linked to organizational goals including creating a caring practice environment and improved patient care outcomes. 

Keynote Forum

Mercy Popoola

American University of Health Sciences, USA

Keynote: Paradigmatic shift: The holistic praxis educational phenomenon

Time : 9:30-10:00

Conference Series Global Nursing Education 2017 International Conference Keynote Speaker Mercy Popoola photo

Mercy Popoola is currently the Dean of Nursing and has been in leadership role for over 25 years. She has also been an Educator (traditional and online) and Clinician for over 30 years. Her PhD in Nursing is from the University of Colorado Health Science Center Denver CO with a Master’s in Nursing Education, her career as a critical care, telemetry, obstetric, community, and holistic nurse has spanned over 30 years of Nursing in the United States and abroad. Her professional  experience include teaching for undergraduate and graduate nursing programs, in MBA programs, and in other health care programs; and working with various healthcare and HMO companies. Her research interest centers on the management of chronic health problems from a holistic and caring praxis perspective. She is a recipient of several grants and teaching-scholarship academic awards; author of four books, 25 academic journal publications, more than 50 professional presentations and workshops. She has developed over 10 academic and continued education programs and has been involved in the development and implementation of health care policy statements and nursing certifications program. As a Health Care Consultant, she has consulted with several local, national, and international organizations. She once served as a Consultant for the Department of Area Aging Agency and various international schools of nursing.  


Purpose: Evolution and reconceptualization of technology in the society for the last 30 years has provided an opportunity for a paradigmatic shift in healthcare education, practice and the focus on the concept of praxis. Twenty years ago, there was no nursing textbook, discussing the concept of praxis. The explosion of the use of technology has provided support for and the revisiting of the concept of praxis, which began with Florence Nightingale. Praxis is a holistic critical thinking process that can be an innovative and transcendent model of nursing education or practice and it is grounded in the philosophy of holism. The purpose of this presentation is to provide expert innovative approaches to use the concept of praxis in embracing modern technology in nursing education and practice using a myriad of grand and middle range nursing and non-nursing theories as exemplary experts. This presentation will also explain the need for the dramatic paradigmatic shift for the use of praxis in nursing education and practice.
Objectives: After the end of this presentation or workshop, the participants will be able to: 1. Address the history of praxis in nursing as a critical thinking and holistic phenomenon, 2. Describe the need for a paradigmatic shift from the concept of holism to holistic praxis, 3. Understand the concept of praxis from a holistic, critical thinking, and technological approaches, 4. Examine innovation praxis models to promote the use of technology in the 21st century for nursing education and practice, 5. Develop transformative and innovative strategies for including the concept of holism in praxis opportunities for education and practice, 6. Use expert and praxis theories as exemplary guidelines to designed opportunities for nursing educators and leaders, 7. Discuss strategies designed to enhance mindful use of technology to promote positive healthcare outcomes and for improving practice and education, 8. Address the various Nightingale praxis contribution to nursing as a profession and 9. Explore ways to reshape nursing practice and education for the role of holistic nurses in the 21st century. 

Conference Series Global Nursing Education 2017 International Conference Keynote Speaker Keratiloe N Gwebu photo

Keratiloe N Gwebu is the Dean of the School of Health Sciences at Rusangu University in Zambia, Africa. She did her Diploma in Nursing and a certification in Midwifery in Zimbabwe. She did her Undergraduate and Graduate Nursing Education in USA. She has taught for 18 years in US based universities and colleges.


Problem of Statement: The challenges faced by the nursing profession require effective leadership skills. There is a gap between nursing education and practice. Leadership education must be an integral component of the nursing curriculum for nurses to lead the health care industry effectively. However, for most nursing schools, leadership is taught as a single course in the senior year. The concern is whether this one semester course improves students leadership skills needed for excellent performance in practice.

Purpose of Study: To determine the impact of a three-hour-credit semester course in leadership and management, on senior student nurses’ self-perceived transformational leadership skills?

Method and Theoretical Orientation: The study assessedself-reported transformational leadership skills of student nurses enrolled in a three-hour-credit course in leadership and management using the student version of Kouzes and Posner's Transformational Leadership Practices Inventory (LPI) instrument based on Kouzes and Posner's leadership model, as outlined in given figure  

Findings: The results were mixed implying that the course may not have covered certain aspects of the Kouzes and Posner Transformational Leadership Practices Model.

Conclusion & Significance: The leadership and management course positively impacted the transformational leadership skills of the students how are it moderately demonstrating some deficiencies in the course.

Recommendations: Each nursing program should implement a prospective study to monitor the progress in the inculcation of transformational leadership skills at every level with final assessment in the senior year to ensure that tenets of all the five practices of Kouzes and Posner are covered adequately in the curriculum at every level.