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

Biography:

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.

Abstract:

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. 

Biography:

Kimberly F. Volpe presently works at NYU Langone’s Hospital for Joint Diseases as the Director of Nursing. Kimberly is responsible for managing and planning the nursing activities in the orthopaedic acute care service. Her primary responsibility is to the lead the staff in the execution of outcome based practice, ensuring high quality nursing care. Kimberly graduated with a Bachelor of Arts in Psychology from Montclair State University, a Bachelor of Science in Nursing from Ramapo College/UMDNJ and a Masters of Science from New York University College of Nursing. Most recently, Kimberly 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.

Abstract:

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 this 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 meeting an organization’s goals. Novice leaders require continuous education as they 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.

Biography:

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.  

Abstract:

Biography:

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.

Abstract:

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.

Biography:

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.

Abstract:

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.

Biography:

Dr. Nguh is a Professor at the Graduate Nursing Program with Walden University where he has a double appointment in the Masters in Nursing  and PhD in Public Health program. Additionally he serves as chair of dissertation committee for PhD in Public Health program. Prior to joining Walden University, Dr. Nguh was the Chair of Graduate Nursing program at Kaplan university where he oversaw the MSN program and developed the curriculum for the DNP program. Prior to that he was the Director of Nursing at the University of the District of Columbia, Washington D.C. Dr. Nguh holds a PhD in Public Health from Walden University, a Master's of Science in Nursing from the University of Dundee in the UK, a Master's of Science in Healthcare Administration from Strayer University and a Bachelors of Science in Nursing from Walden University.

Abstract:

Globalization characterized by increased movement, interconnectedness, and interdependence on a worldwide scale pervades many aspects of our lives including health. Determinants of health, such as health services or living conditions, are influenced by globalization. Increased mobility has contributed to the rapid spread of communicable diseases. Nurses are confronted with a greater variety of diseases as well as linguistically and culturally diverse patients. Furthermore, impacts of complex global processes on the environment and the economy produce health inequities between and within countries. Global health issues such as maternal and child health or major diseases including HIV/AIDS and malaria are further examples of the complex problems nurses are confronted with in an interconnected world, either abroad or at home. Thus, the nursing curriculum of the 21st century must adequately equip tomorrow’s nurses with the knowledge, skills, and attitudes to respond to challenges of an increasingly globalized environment. There is some indication that international student mobility contributes certain educational benefits for nursing students, such as gaining knowledge of diseases foreign to the home country; improvement of clinical skills; acquisition of communication and language skills; recognition of cultural, social, and economic influences on health care; influence on career objectives; and self-development, confidence, and broadening experiences. Facilitating nurses' critical self-reflection for deeper under-standing of motivations, inequalities, power-relationships, ethical issues, and impacts on the community must be considered to enable transformative learning from international placements. Despite growing interest in global health, there still exists a lack of global health focus within the nursing curriculum. There is no shared understanding of how a global health curriculum should look,  its contents or goals, or the competencies to be developed. Global health education has the potential to develop international and inter-cultural knowledge, skills, and attitudes in nurses.