20^th Global Nursing Education Conference March 21-23, 2018 New York, USA

Biography:

Megan A Infanti Mraz RN, PhD is an Associate Professor in the Department of Nursing at West Chester University of Pennsylvania. She serves as the Chair of the Department of Nursing at West Chester University and has a passion for Nursing Education and the future of the profession of Nursing. She earned both her BSN and MSN (with a focus in Nursing Education) from West Chester University of Pennsylvania. She earned her PhD in Nursing from Duquesne University.

John T Taylor is an Assistant Professor of Nursing at West Chester University. Immediately prior to his faculty appointment, he worked at Children’s Hospital of Pittsburgh of UPMC as a professional Staff Nurse, Nurse Educator, and Clinical Education Specialist. He has presented locally, nationally, and internationally on topics ranging from nursing staff development, patient safety, and his primary research interest includes nursing care of children.

Abstract:

This presentation will focus on the development, implementation, and ongoing outcome measures of a concurrent nursing curriculum. In the 2015/2016 academic year, the average cost of tuition for higher education was $19,189 for a public/in state student and $39,529 for a private student (Digest for Education Statistics, 2017). These costs have doubled since 2005 in the public sector and 2001 in the private sector (U.S. Department of Education, 2016). Nurse educators are faced with the challenge of facilitating education to the incoming nursing workforce in a way that provides opportunity for all individuals with a passion for nursing. For many, a 4 year university experience is not a possibility. Because of financial concerns, or the need for an alternate schedule, the next generation of the nursing workforce may suffer due to lack of educational opportunities. Providing a concurrent nursing curriculum to nursing students is a method of nursing education that assists in meeting these needs. There is published data to support these programs in relation to success with the NCLEX examination, attrition and completion rates, and advancement to graduate studies. The Bureau of Labor Statistics (2015) state that, “employment of registered nurses is projected to grow 16% from 2014 to 2024, much faster than the average for all occupations”. Additionally, the Institute of Medicine (2011) supported a goal of 80% Baccalaureate prepared nurses within the workforce by 2020. This call is consistent with a long standing stance from the American Nurses Association position statement for BSN as entry level into practice. The barriers of finance and scheduling identify a great challenge to the demands of the growing need for the nursing profession. Development, implementation, and measurement of ongoing outcomes will assist in supporting these challenges and needs.

Biography:

Teresa Marshall has been in Nursing Education for 17 years. She currently is a Nursing Professor with Tacoma Community College in the ADN program, serves as a Clinical Evaluator for Gonzaga University and Washington State University in their nurse practitioner programs, and is currently developing a global nursing program for undergraduate students to obtain cultural competence in Belize. She has been in private practice in rural Washington State and has observed the health care policy from both the consumer and the provider aspect. Her experience has given her an interest in understanding how to provide effective affordable health care for patients. She has lead teams of nurses to Haiti for five years providing health care training to the local health care workers. She is the CEO of a non-profit corporation specifically formed to provide global nursing education opportunities.

Abstract:

Statement of the Problem: Our nation has been trying to solve the health care crisis for decades. Part of this drive is to address the ever-rising cost of American health care. An examination of our health care reveals it is actually illness care. Even with the current preventative care mandate of the Affordable Health Care Act it is not preventative care. Essentially, the preventative care clause only provides for screenings to find signs of potential problems. The current system does very little for prevention. The screening is a step in the right direction to prevent complications, but really is not preventing the disease. Another system must be employed to truly provide preventative care and curb the rising cost of health care in America.

Purpose: The purpose of the study was to explore the diseases that can be prevented with lifestyle changes, and find methods to assist patients in self-care to prevent disease. It will explore real health care that can result in decreased health care costs and a healthier nation.

Methodology: A search using CINAHL, alt Health Watch, Health Source: Nursing/Academic Edition databases using keywords obesity, preventable disease, and health care costs. A literature review of these articles then conducted.

Findings: Most diseases, including cancer, heart disease, diabetes, hypertension, hyperlipidemia, strokes, gallbladder disease, osteoarthritis, sleep apnea and breathing problems, mental illness, fatty liver, kidney disease, and obesity are largely preventable with simple lifestyle changes. The interventions that prevent these diseases are well known, but not employed in our current health care system.

Conclusion: Our current illness care system needs to be replaced by a true health care system to prevent disease instead of treat disease. Nurses have the training and knowledge to effect that change and improve the health care of our nation.

Biography:

Pamela Treister has completed her BSN, MS and CNS from Hunter College in New York and Doctoral studies – DNP in Leadership, from Quinnipiac University in Connecticut.  She has been a Nurse for more than 30 years, having worked in medical/surgical, trauma and neurosurgical intensive care units.  She is a textbook reviewer and has volunteered to be a peer reviewer for several journals. She is certified in Medical-Surgical Nursing and currently works as a Clinical Assistant Professor. She has published, presented and spoken at more than a dozen conferences, nationally and internationally and is considered to be a clinical expert in her field.

Abstract:

The use of leadership and change theory can assist in implementing changes in nursing education.  Nurse educators want to prepare their nursing students to enter the clinical workforce as registered nurses.  Discovering the knowledge retention gaps can help in implementation of different ways to teach and maintain knowledge retention. According to Burns (as referenced by Doody & Doody), “Transformational leadership is a process that motives followers by appealing to higher ideas and moral values where the leader has a deep set of internal values and ideas and is persuasive at motivating followers in a way that sustains the greater good rather than their own interests (2012, p.1212).  Along with leadership theory, change theory can help nursing faculty collaborate and find inventive ways to help their students learn.  Lewin’s change theory, (as referenced by Mitchell), stated the three main parts of changing a system: unfreezing, moving and refreezing (2013, p. 32). Roger’s expanded on Lewin’s change theory further (as referenced by Mitchell), stating how unfreezing was really an awareness of the problem with a necessity for change (2013, p. 33).  Roger’s saw moving as interest, evaluation and trial – which is how changes takes place (Mitchell, p. 33). Lastly, Roger’s saw re-freezing as adoption – finalizing the change and putting it into practice (Mitchell, p. 33). Using both Lewin’s and Roger’s theories can help nurse educators explore different methods of teaching, in order to assist students in retaining the necessary knowledge to become a safe and caring registered nurses.

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, Bachelor’s, and Master’s level of Nursing.

Heather Clark is an Assistant Professor of Nursing at the Weber State University School of Nursing. She teaches courses on the Associate, Bachelor’s, and Master’s level of Nursing.

Abstract:

Simulation is an educational strategy that is guiding students’ ability to learn in a controlled environment. By using simulation in an educational environment, learning is tailored to the students and can also allow for outcomes that are not desired with an actual patient. Distracted driving campaigns have become popular in recent years that attempt to educate the public on the potential fatal outcomes of these behaviors. The authors have taken the concept of simulation and distracted driving education one step further by helping nursing students to educate high school students about the consequences of distracted driving. On stage at two different high schools, nursing students were able to practice nursing skills in attempts to save two victims in a pedestrian-automobile accident due to distracted driving. A total of three assemblies were performed by nursing students over a two year time period. High school students’ subjective input was obtained using a simple survey after each assembly to ascertain about any affects regarding student’s perception of texting while driving. Majority of students indicated that they either don’t text while driving, or that the assembly has made them aware of the consequences of distracted driving, and furthermore that they will not use their phone while driving. By extending simulation into the community it has benefited both the nursing students and the high school students. The nursing students had an opportunity to practice important skills during a live simulation, and participate in educating high school students on the dangers of distracted driving. High school students were exposed to a live simulation on the dramatic potential effects of distracted driving.

Biography:

Donna Williams Newman has her expertise in Nursing Education and a passion for women’s health. Her research has looked at simulation, mentoring and adult education and most currently social media. She has spent many years educating nursing students and nurses at the ADN, BSN, MSN and DNP levels. She currently teaches maternity at Nova Southeastern University.

Abstract:

Statement of the Problem: The innovative use of mobile technology makes education appropriate for the digital age student and facilitates a transition from a didactic, teacher-centered approach to a more constructivist student centered one.  Mobile technology enables students to work independently, creates opportunities for interaction, provided opportunities for collaboration and it also allows extensive networks between students. The concept that will be discussed is adult learning. Learning is the acquisition of knowledge or skills through experience, study or by being taught. The theories of andragogy, pedagogy and heutagogy were examined and their appropriateness to the concept of adult learning. The use of mobile social media as a tool in adult learning was examined using different disciplines and its applicability to the nursing education.   The purpose of this integrative literature review is to examine the concept of adult learning and the use of mobile social media in nursing education.

Methodology & Theoretical Orientation: The process involved reviewing the literature, critiquing and synthesizing the findings and summarizing the information so that new knowledge can be generated.  A search for adult learning, social media and education indexed in the CINAHL, MEDLINE, ERIC and Cochrane databases were conducted. A sample of 12 study research papers that met the inclusion criteria was selected.

Conclusions & Significance: Adult learners no longer appreciate a teacher-centered approach to learning but a self-driven and extensively utilize mobile social media as a method to communicate

and access information relevant to their education.  There is a need for further research to investigate the usage in nursing education.

Biography:

Carol Haigh has over 30 years’ experience of Academia and Healthcare Settings within the United Kingdom. She has acted as an Expert Advisor to the Royal College of Nursing and other health related charities. She is the Chair of a Local Ethics Committee and maintains strong links with the wider clinical disciplines facilitating improvements in patient engagement and experience using technology and social media.  She has a special interest in ethics and health technology from a user perspective and is Co-Instigator of the digital human/digital health nexus. She has publications about research and digital story telling.

Abstract:

There are numerous methods that lend themselves to internet research and although, in the main, these methodologies are not new, they do include new perspectives on established information gathering techniques. This has implications for nurse educationalists, both those who supervise students through the dissertation and thesis process and those who are, themselves, research active. This paper begins the debate about how nurse education will address the ethical issues of internet research? One of the key issues for consideration is the pragmatic concerns of around concepts such as representativeness and identity; how illustrative of the whole target population are the internet users who respond to online questionnaires for example? The notion of participant identity however can be contended to be more of an issue in internet research with social media seen as particularly susceptible to this problem. Social media users often create wholly new identities and personalities for themselves depending upon their level of immersion in cyberspace, which may form a confounding variable for the researcher. Many university courses, especially those in health and at undergraduate level encourage students to mine social media sites for research data on the ground that such data is in the public domain. However, definitions of ‘public’ and ‘private’ do not translate so neatly to cyberspace. Cyberspace defies locality and online interaction cannot be defined as either public or private, but both public and private, ‘public’ and ‘private’ are mere metaphors when applied to cyberspace.  Although there is a plethora of ethical guidelines is existence, few of them actually address the specific ethical issues that are a characteristic of cyberspace research. Herein lies the challenge for nurse education. Nurse educators and researchers, whilst well versed in more traditional methods of research ethics may, however, lack the skills and experience in internet use and the awareness to fully grasp the implications of and presentation of ethical issues in any given internet environment.

Biography:

Eula Miller is a registered Mental Health Nurse and registered Adult Nurse. Currently, she is working as a Senior Lecturer at Manchester Metropolitan University. She is a Senior Fellow of The Higher Education Academy (SFHEA). Her educational practice involves teaching both Under-graduate and Post-graduate students. She holds an honorary contract, practicing professionally in the field of Acute Mental Health Nursing. Her doctoral study and research endeavors since completing her doctorate have focused on developing strategies for hearing the missing voice of stakeholders working within health services and developing the emotional resilience of nurse educators, nursing students and health professional practitioners within the NHS workforce.

Abstract:

Introduction: This presentation describes the use of digital stories to enhance and complement existing training and education around dignity, respect and privacy in the mental health context by providing a platform for the patient voice. Privacy and dignity are fundamental to the wellbeing of individuals within the healthcare system and every member of the nursing workforce should prioritize dignity in care, placing it at the heart of everything they do. Yet, many staff needs more training on these issues, particularly when caring for those with mental health needs.

Objectives: A mental health Trust in a large city in the Northwest of the United Kingdom wished to explore ways in which digital technology could be used to raise awareness of issues such as dignity and respect commissioned a series of three-day digital storytelling workshop enabled survivors of mental health services, clinicians and managers to work together as partners, to develop a shared understanding of dignity and mental health- via digital stories.

Methods: Digital Storytelling involves the creation of short, often personal ‘stories’ on industry standard software and hardware in workshop environments. These short multi-media clips weave together images, music, story and voice. The focus, content and presentation of the stories are entirely in control of the story teller.

Results: Digital stories created by mental health service users sit at the heart of an online educational resource. Watching the stories enables staff to engage with the affective dimension of care and reflect on the impact of care that promotes dignity – or the lack of it – through participation discussion about the elements of dignity inherent in the story. At the end of the workshop the service users reported enhance feeling of empowerment and worth. The mental health trust concerned went on to use the stories in other ways to ensure that the voice of the patient was always at the heart of all decision making.

Conclusion: Use of the stories in undergraduate nurse education, CPD, induction and recruitment reveals creative engagement with complex issues and as a growing awareness of dignity-conserving care in mental health care.

Biography:

Eula Miller is a registered Mental Health Nurse and registered Adult Nurse. Currently, she is working as a Senior Lecturer at Manchester Metropolitan University. She is a Senior Fellow of The Higher Education Academy (SFHEA). Her educational practice involves teaching both Under-graduate and Post-graduate students. She holds an honorary contract, practicing professionally in the field of Acute Mental Health Nursing. Her doctoral study and research endeavors since completing her doctorate have focused on developing strategies for hearing the missing voice of stakeholders working within health services and developing the emotional resilience of nurse educators, nursing students and health professional practitioners within the NHS workforce.

Abstract:

Introduction: This presentation describes the use of digital stories to enhance and complement existing training and education around dignity, respect and privacy in the mental health context by providing a platform for the patient voice. Privacy and dignity are fundamental to the wellbeing of individuals within the healthcare system and every member of the nursing workforce should prioritize dignity in care, placing it at the heart of everything they do. Yet, many staff needs more training on these issues, particularly when caring for those with mental health needs.

Objectives: A mental health Trust in a large city in the Northwest of the United Kingdom wished to explore ways in which digital technology could be used to raise awareness of issues such as dignity and respect commissioned a series of three-day digital storytelling workshop enabled survivors of mental health services, clinicians and managers to work together as partners, to develop a shared understanding of dignity and mental health- via digital stories.

Methods: Digital Storytelling involves the creation of short, often personal ‘stories’ on industry standard software and hardware in workshop environments. These short multi-media clips weave together images, music, story and voice. The focus, content and presentation of the stories are entirely in control of the story teller.

Results: Digital stories created by mental health service users sit at the heart of an online educational resource. Watching the stories enables staff to engage with the affective dimension of care and reflect on the impact of care that promotes dignity – or the lack of it – through participation discussion about the elements of dignity inherent in the story. At the end of the workshop the service users reported enhance feeling of empowerment and worth. The mental health trust concerned went on to use the stories in other ways to ensure that the voice of the patient was always at the heart of all decision making.

Conclusion: Use of the stories in undergraduate nurse education, CPD, induction and recruitment reveals creative engagement with complex issues and as a growing awareness of dignity-conserving care in mental health care.

Biography:

Wedad Syoty is working at King Fahd Armed Forces Hospital Saudi Arabia. Her research interest includes Patient and Family Education

Abstract:

The Kingdom of Saudi Arabia was established in 1932. It has the largest and the fastest growing population among the Gulf countries, and according to the United Nation projection, it is estimated to reach 39.8 million by 2025 and 54.7 million by 2050 as a natural outcome of the birth rate of 23.7 per 1000 population. Although the government of Saudi Arabia has given high priority for the development of the healthcare services, there are a number of issues pose challenges such a shortage of Saudi health professionals, changing of the diseases pattern, high demand for free services, lack of national health information system and the underutilization of the potential of electronic health strategies. With the fast development of Saudi Arabia specially in the health care field, the Nursing Profession and the Education has to meet the demands for ever increasing population and technology in the health care field. The first formal training for nurses was established at a Health Institute in 1958, in Riyadh (the capital city) as a result of collaborative effort between the Saudi Arabia Ministry of Health and the World Health Organization for training 15 male nurses for one year after they complete six years of elementary schooling. In 1964, two nursing schools for one-year training program were established for female who were graduated as Nurse Aides. In 1976 and 1977, the Ministry of Higher Education introduced the Bachelor Degree in Nursing in King Saud and king Abdul Aziz Universities. In 1987, the Master Degree in Nursing was established in king Saud and King Faisal Universities. In 1994, three years Nursing Diploma was established by the Ministry of Health for female who were graduated as Nurse Technicians and in 1996, a PhD scholarship program was set up by the Ministry of Higher Education for Saudi nurses to study abroad. The challenges facing the health care workers in general and the challenges facing the nursing profession in specific in Saudi Arabia will be discussed in this presentation.

Biography:

Laurel Anderson-Miner has been teaching in the academic setting for four years. She has been educating students in the Clinical Setting for over 20 years with Nurse Anesthesia students. Upon engaging in her Doctoral degree, she became interested in retention strategies and the transition period to academia. Her dissertation research combined these interests into a basic qualitative study seeking the positive aspects of the transition period from Clinical Nursing into academia at the Baccalaureate level. The results of her study are of interest to Nurse Educators, administrations, and anyone interested in creating a positive environment for novice Nurse Educators. The results also suggest retention strategies that could be employed to create a positive environment for novice Nurse Educators.

Abstract:

All aspects of the nursing profession have been affected by the international nursing shortage. Many vacant nursing faculty positions have been filled with clinical nurses lacking formal preparation to teach. The stress of transitioning to the nursing faculty role has been emphasized in the scientific literature. A basic qualitative study was designed to discover the positive aspects of the transition period, which may enable retention strategies in the academic nurse educator role. A sample of eight nursing faculty members who successfully transitioned to the baccalaureate nurse educator role was interviewed using semi-structured techniques. Findings revealed four common themes: mentoring and support, collaboration, camaraderie, and the positive aspects of the nursing faculty role. Mentoring and support contributed to the professionalization to the academic role. When experienced nursing faculty members encouraged collaboration with novice nurse educators, the novice could focus on course management, rather than course development, in this early transition phase. Socialization to the professional academic role was facilitated through camaraderie among faculty members and nursing students. Finally, flexibility in scheduling, having independence, and giving back to nursing through teaching were the positive aspects of the role. The findings of this research have implications for clinical nurses moving into the academic role, for nursing faculty departments seeking positive environments, and for those novice nurse educators who have successfully transitioned to the professional role and are seeking retention in the position. Recommendations for future research include using a mixed methodology to include the perceptions of the transitioning faculty members. As well, seeking a more diverse sample of nurse educators is warranted. Future studies should also address whether any associated factors contributed to the described positive experience, such as the nurse having previously been a student nurse preceptor and the type of clinical experience of the nurse before moving into the academic role.

Biography:

Summer Huntley Dale has her clinical background in Adult Health and Critical Care Nursing.  Currently, she teaches online RN to BSN Program based in Asheville North Carolina and practices as a Board Certified Family Nurse Practitioner, focusing in women’s health. She is engaged in the community and serves as an Advocate for health and wellness. She is a member of the American Association of Nurse Practitioners and Sigma Theta Tau International Nursing Honor Society.

Abstract:

The purpose of the quantitative descriptive correlational study was to investigate a correlation between health-promoting behaviors of nursing faculty working in North Carolina (N.C.) and their perceived levels of stress. The research questions guiding the study were: 1.What is the relationship between health promoting behaviors and perceived levels of stress of nursing faculty teaching in North Carolina, 2.What are the health promoting behaviors utilized by nursing faculty working in North Carolina and 3.What are the perceived levels of stress reported by faculty working in North Carolina. The Health Promotion Lifestyle Profile II (HPLP II) by Walker, Sechrist and Pender (1995) measured health-promoting behaviors. The Perceived Stress Survey (PSS) by Cohen, Kamarck and Mermelstein (1983) measured perceived levels of stress. The data was analyzed using the SPSS software to perform descriptive, correlation and multiple regression analysis.  The analyses depicted a statistically significant, moderately strong negative relationship between health promoting behaviors and perceived levels of stress. The study also identified a statistically significant moderately negative relationship between three subscales of the HPLP II (health responsibility, physical activity and spiritual growth) and perceived levels of stress. The null hypothesis was rejected and it was concluded that there is a statistically significant, moderately strong negative correlation between health promoting behaviors and perceived levels of stress. Health promoting behavior does inversely affect perceived levels of stress? After this study, the primary investigator created and implemented an online course for nursing students in the RN to BSN program at Western Carolina University, health promotion in nursing practice is a comprehensive exploration of global nursing issues and health promotion in the 21^st Century. The course explores the concepts of health promotion and the application of health promotion concepts to improve well-being and optimum health of health care professionals and the clients they serve.

Biography:

Toni Clayton is an Associate Dean of Healthcare Administration within the Department of Nursing and Health Professions at Southern New Hampshire University. She has her expertise in Healthcare Administration and Health Sciences with a passion for developing high quality curriculum. She provides experience in program and curriculum development, faculty leadership, and accreditation support. Having worked in many healthcare environments, she has applied in-depth knowledge of healthcare delivery systems towards operational and strategic initiatives. This work includes leading Magnet status nursing teams towards the development of lean processes designed to improve the patient experience, and the delivery of quality care and services.

Stacey Rosenberg is a lead graduate nursing faculty within the Department of Nursing and Health Professions at Southern New Hampshire University. She is a Board Certified Adult Health Clinical Nurse Specialist and a Certified Nurse Educator. She has clinical experience in acute care and community/public health. She has taught both online, hybrid, and in face to face settings at the undergraduate and graduate levels. With over 18 years of teaching experience, she has extensive knowledge in curriculum and program development and accreditation. She previously served as a Coordinator of International Education, coordinating and implementing an international study abroad experience for nursing students. She serves on various committees and has presented at state, national and international conferences on the issue of global health.

Abstract:

An opportunity exists within nursing education to prepare our students to be global citizens. Future nurse leaders need to be able to meet to global health competencies and participate in global engagement. The focus being on health equity, higher education has a responsibility to address this need. Various strategies can be employed at all levels of nursing education to prepare the students, including but not limited to study abroad. Opportunities to increase intercultural experiences, the skills and knowledge needed to provide culturally appropriate care, and the acquiring language skills. This world view will facilitate an awareness of interconnectedness and health concerns internationally.

Biography:

Tagwa Omer completed her Ph.D. on Nursing and Certification on Quality Improvement and Outcome Management in 2005 from George Mason University, Fairfax, VA. She is working now as the Dean of the College of Nursing-Jeddah at King Saud Bin Abdul Aziz University for Health Sciences, National Guard Health Affairs (NGHA), Saudi Arabia. At the same time, she holds the post of chairperson of the Saudi Nursing Board at the Saudi Commission for Health Specialties. She has published 4 papers in reputed journals.

Abstract:

Purpose: This descriptive survey aimed at exploring nursing students’ perception of two models of preceptorship: Model A requires intensive mentorship while Model B requires increasing students’ independence and self-directed learning.

Methods: Moore’s “Preceptorship Evaluation Survey (PES)" of 2009 was used to explore preceptee satisfaction with the clinical training experience, preceptorship support at the practice site, and preceptor’s performance that consists of seven domains: Teacher, Facilitator, Role model, Provider of feedback, Adept with adult learning, Advocate, and Socializer.

A permission from the research and ethical committees to conduct this study was secured. It was emphasized that participation was voluntary, responses would remain anonymous; and participant(s) could withdraw from the study without repercussion.

Participants were informed that all data would be treated as confidential and only the researchers would have access to the data collected. Consent form was signature by participants.

Convenience sample of 110 nursing students were recruited for this study. Fifty seven who were in courses of adult I and adult II were engaged in Preceptorship Model A, while 53 who were in courses of maternity and pediatric nursing were engaged in Preceptorship model B. Moore’s (2009) reliable “Preceptorship Evaluation Survey" was used for data collection. It consists of three dimensions: preceptor’s performance, preceptorship support at the practice site, and preceptee satisfaction with the clinical training experience. T-test, independent samples, was used for data analysis.

Results: The findings showed that participants’ mean scores on each dimension: precptee satisfaction, program support, as well as preceptor’s performance domains (teacher, facilitator, role model, provider of feedback, adept with adult learning, advocate, and socializer) were significantly (p<0.05) in favor of Model A. 

Conclusions: Participants perceived the preceptorship model which incorporates intensive mentoring as more satisfactory than the preceptorship model where increasing students’ independence and self-directed learning is required.

Biography:

Irma Alvarado is working as an Assistant Professor in the University of Texas Medical Branch at Galveston. She has facilitated certifications for Medical Homes within the Ambulatory Care Arena. She has also facilitated projects related to Case management and Utilization review. Her research includes development of structured data plans to monitor quality metrics and large databases.

Abstract:

Preventing the burden of cardiovascular disease among all persons is important, and hypertension is considered a predictor of cardiovascular risk. It is well known that lifestyle changes can help reduce the progression to hypertension. Unfortunately, lifestyle changes and control of hypertension continues to be low, particularly among Hispanics. When Egan and colleagues evaluated Healthy People 2020 Goals [1], they found that blood pressure control among Hispanics continues to lag as compared to White Non- Hispanic persons. This is significant, because this population is expected to continue to grow. Persons of Mexican decent now account for 64% of the US Hispanic population and hypertension disproportionately affects this population. One reason may be that twenty three percent of Hispanics live below the poverty line, and 30% have no insurance [2]. The study will focus on the lower socio-economic Hispanic person. This Hispanic is more likely to delay care, avoid visits, and drop out of treatment programs as soon as symptoms disappear [3]. Hypertension beliefs and attitudes should be assessed among this group of people. The purpose of this study is to explore and describe the attitudes and beliefs among low socio-economic Hispanics individuals. In this descriptive qualitative study, open ended exploratory interviews will be conducted in two ambulatory clinics (N=10 people per clinic). The themes that are generated will be examined. The study will take place in two ambulatory clinics specifically designed to assist and provide health care to the most vulnerable people in southeast Texas. Results from the interviews demonstrated that among this group of individuals dual attitudes and beliefs exist. People have folk illness models of hypertension as well as bio medical illness models of hypertension. It is important for nursing to address the dominant folk illness model if therapeutic lifestyle changes are being recommended.

Biography:

Jenny Phillips is a qualified neonatal intensive care nurse where she worked for 13 years, with a passion for special educational needs and disabilities. She now works for Middlesex University as a fulltime child health lecturer and has done so for 4 years. Upon completion of her Masters a new found belief and passion in animal therapy now sees her undertaking her D/Prof within this area and incorporating the subject into the curriculum and across the different branches of nursing, as well as undertaking different research projects within the field of animal therapy.

Abstract:

The benefits of animal to health have long been believed and recent research into the human animal bond and its positive effects on people has been strengthening and proving this hypothesis. My Master’s research strengthened this belief so much that my D/Prof work now sees this concept being incorporated into the nursing curriculum, whereby students are introduced to the animal therapy concept, the beneficial outcomes, applications and possibilities for patient, families and staff, facilitating recovery, health and wellbeing. Students are taught through a theoretical and kinaesthetic approach allowing them to fully appreciate and understand the concept. Topics covered include prescribing animals including reptiles and amphibians, mental health surviving or thriving, basic animal therapy principles and concepts, use of unusual animals as well as mainstream pet companions. Students are taught to look at therapy within main stream health care environments (all hospital departments), community services such as GP’s, health centres, care homes, palliative care, residential opportunities, day services and where appropriate and feasible patients own homes. Through the D/Prof work this approach to nursing care provision will be further developed and expanded through the three years of the course and embedded within the curriculum to enable all students the opportunity to engage actively with the subject. This also includes the opportunity for them to utilise these benefits for themselves by spending time with a dog / other animal before their big year 3 final exams to aid in personal stress relief.

Biography:

Medesha Mathuray obtained a Master of Laws – Medical Law degree in 2017 from UKZN in South Africa. She works as a Clinical Training Specialist in private healthcare. Her main roles and responsibilities include education and training of nurses, both basic and post basic nurse training in emergency and critical care nursing. Medesha is also an AHA Basic Life Support Faculty member for her region. Her qualifications include General Nursing, Community, Psychiatry and Midwifery, B Cur degree, Honours in Nursing Management, and Critical Care Nursing.

Abstract:

Background and Rationale: Nursing is a vital part of the health care system and nurses are described as the “heartbeat of healthcare.” Expansive knowledge is required for nurses to perform their duties and render holistic patient care competently, ethically and legally. As a result of the rapid expansion of the scope of nursing care and knowledge, nursing staff face greater responsibilities and require increasingly more skills. New specialities develop and nursing professionals rightly call for appropriate remuneration, authority and status. There is a need for more training and proficiency as the risk of legal liability increases. As a result of the higher acuity level of patients, the development of highly specialised technology and a heightened emphasis on independent nursing practice, the present position of nurses has increased accountability with a corresponding increase in legal liability. Case law and the alarming increase in medical malpractice lawsuits involving nurses as defendants affirms the relevance for including these health professionals as a significant group of individuals for development in the area of law. . Nurses must be able to comprehend the law that governs their practice in order to obviate risks and law suits. The escalating incidence of medical malpractice in South Africa was the motivation of this study. The intention therefore was to address the area of knowledge and understanding of health and related law and practice for the nurse. The study critically evaluated if the nursing knowledge base regarding legal aspects, healthcare law and other related laws amongst nurses is sufficient in a dynamic and contemporary healthcare environment, where medico legal incidents occur.

Aim: To determine if knowledge regarding legal aspects amongst nurses will prevent malpractice.

Objectives:

• To determine if nurses are informed and understand healthcare and related laws governing their practice.
• To determine if development in legal knowledge amongst nurses will promote safe nursing care and reduce nursing malpractice.
• To propose provisions that may need to be incorporated into nursing education programmes that will assist in ameliorating nursing legal knowledge and reducing malpractice.

Methodology: A desktop research approach was used. The main sources consulted are academic journal articles and related publications, textbooks, electronic books, statistics and related research, and internet resources.

Results and Recommendations: The research findings revealed that there is a lack of legal knowledge required for safe and competent professional practice. The knowledge deficit leaves the nurse in a position where her plan of care, actions and decisions are incongruent with the ethical and legal boundaries of her practice. Thus, patient care is compromised and unsafe practice results either by a negligent act or an omission to act. It is recommended that a module on medical law and practice be included in the nursing curriculum, interdisciplinary education be encouraged, empirical research on a larger scale on the topic be conducted, reflection after medico legal incidents be arranged, attendance of disciplinary hearings and formal court proceedings relevant to the nursing profession be fostered, resources such as legal nurse consultants or legal advisors be accessible, and medico legal forum for nurses be established.

Conclusion: The nurse practitioner is the only member of the health care team responsible for the hospitalised patient over a 24 hour day. Their interventions are guided by policies and procedures established by the country, the profession, and the healthcare institution in accordance with accepted standards of care. Therefore, nurses have a legal obligation to practice in a legally safe manner. The laws of the nursing profession can only function properly if nurses know the current laws governing their practice. Ignorance of the law is never an excuse!

Biography:

Tamra Langley is an Advanced Practice Provider with Critical Care Medicine and the Director for the Advanced Practice Provider Fellowship. She is also clinical faculty for the College of Under-graduate Nursing at the University of Kentucky. She has a passion for nursing education and professional advancement.

Abstract:

Introduction: Education on the possible complications after carotid artery stenting is briefly described in undergraduate nursing and graduate nurse practitioner studies. Because of the femoral arterial cannulation needed to access the area of stenosis of thrombosis and the path taken to both, damage can occur along the access route. Physical examination, proficient use of the National Institute of Health Stroke Scale (NIHSS) and the knowledge of abnormal anatomical changes post-procedure are paramount in ensuring the patient’s successful hospital course.

Methodology: Complications of carotid artery stenting include localized hematoma, pseudoaneurysm, arteriovenous fistula, retroperitoneal hematoma, carotid artery dissection, embolic stroke, intracranial hemorrhage, acute stent thrombosis, hypotension and bradycardia and carotid perforation. This report follows the complications of a 50-year-old female patient who had an elective carotid artery stenting (CAS). She developed subsequent retroperitoneal hematoma, catastrophic neurologic changes and eventual cerebral herniation. The importance of enhanced education for neurologic and neurovascular assessment immediately following the procedures and in the following days for those who are seeking certification in the acute care setting is of utmost importance.

Findings: Complications of the iliac arteries after femoral cannulation post CAS can lead to significant intra-abdominal hemorrhage. Education about the importance of early detection and continuous monitoring of these conditions can help to minimize negative outcomes.

Conclusions: Enhanced education for critical care nurses and nurse practitioners about the physical presentation of certain complications of CAS ensures the highest delivery of care.

Biography:

Takalani R Luhalima obtained her PhD in Nursing Science in 2014. She is a Lecturer at University of Venda, teaching General Nursing Science, Health System Management and Theory Development and supervising Post-graduate students. Her area of research is General Nursing Science, Health Service Nursing Management and Nursing Education. Her passion is to ensure that there is a positive work environment in rural hospitals using an Appreciative Inquiry approach to bring innovation in poor rural hospitals. She has an experience in management, worked as Assistant Manager for a period of 12 years’ in one of the rural hospitals.

Abstract:

Statement of the Problem: Poor working conditions in developing countries, particularly in sub-Saharan are increasing. There is a continuing scarcity of knowledgeable specialised trained nurses. This crisis is felt especially in rural countries. A work environment is a place where nurses provide care to prevent and cure ill health. Nurses feel accomplished when the environment is positive to provide quality patient care. Nurses spend a majority of the hours in their day on duty. It is pivotal that nurses enjoy activities in the work environment. As a result, they will be more likely to feel good at work and be productive.

Purpose: The purpose of this study is to describe aspirations of nurses to improve positive work environment in public district hospitals of South Africa.

Methodology & Theoretical Orientation: An Appreciative Inquiry approach with a qualitative, exploratory, descriptive research design was used. Non- probability purposive sampling was used. Data was collected through focus group discussions. Herzberg’s framework was chosen since it involves both the external and internal factors that affect nurses’ performance.

Findings: According to the findings professional nurses need to uphold the standard of professionalism in terms of how they are doing their job. Furthermore, ensure that they are fulfilled as far as their job is concerned. They should develop in their careers and be responsible in accomplishing added activities that are related to quality patient care. In addition, they should be involved in decision making.

Conclusions & Significance: Nurses were given an opportunity to identify their strengths, opportunities and aspirations in their own environment and learn to appreciate what they have. In addition, the findings may assist other developing countries. Recommendations are made for the improvement of positive work environment that would benefit both the patients and nurses.

Biography:

Amel Abouelfettoh is an Assistant Professor of Nursing and Assistant Dean of Clinical Affairs at the King Saud Bin Abdulaziz University for Health Science. She is a graduate of joint PhD program between Cairo and Case Western Reserve University. She completed three years of Post-doctoral Studies at Frances Bolton School of Nursing, CWRU, USA during which she had two funded grants and three international publications. She is passionate about improving the quality of teaching and learning strategies used in nursing education. She had received several extramural funds and produced 13 publications and had more than 15 presentations in international conferences.

Dr. Hanan Gabry is working as a professor of nursing at the King Saud Bin Abdulaziz University for Health Science. Her research interest includes nursing education and nursing practice.

Abstract:

Background & Aim: Under the impact of globalization and the coming of the information age, there is a paradigm shift occurring in curriculum and academic structure in higher education, as well as, approach and orientation have also been shifted from objective-based/input-based education to outcome-based education. Additionally, higher education in KSA is remarkably facing challenges; consequently universities’ program developments are taking place. Ministry of Higher Education strategic planning reflects the need of such development. Nursing programs has also been reflecting assessment of the learning outcomes as an indicator for quality education. Critical thinking (CT) is one of these outcomes because it shapes goals of nursing education and practice as it is needed for solving problems and making decisions by creating reasoned judgments in academic and clinical settings. Therefore the aim of the current research project is to assess the nursing graduates’ critical thinking disposition as an intended learning outcome of the BSN program at KSAU-HS in Saudi Arabia.

Methods: A descriptive cross-sectional design was used to assess the senior students at their last academic year from three campuses where a unified nursing program is provided. Potential subjects were invited to fill the study questionnaires (demographics, the California Critical Thinking Disposition Inventory, teaching strategies used during the program and the preferred educational strategies).

Results: Preliminary data analysis showed that most of the graduates were positive toward their critical thinking abilities and perceived that the program contributed to their critical thinking abilities. Students reported the preferred and the actually used teaching strategies during the program that contributed to their critical thinking abilities.

Conclusion: For nursing graduates to be engage in complex problem solving and critical thinking, educators need to consider the teaching strategies used to develop students’ critical thinking.

Biography:

Andréa A G Nes is a Nursing Professional with comprehensive international clinical experience from both operational and leadership positions in Brazil and Norway. She has done various studies of mobiles/internet intervention based on the Acceptance and Commitment Therapy (ACT) concept. She is working as Assistant Professor combining scientific work and teaching.

Abstract:

Background: Behavioral interventions combining mobile technology and internet are becoming an alternative for treatment aimed to support self-management in persons with chronic illness. The use of new technology has introduced challenges in monitoring of treatment fidelity, essential to ensure internal and external validity.

Objective: To present and discuss how treatment fidelity of a smartphone delivered intervention can be planned and managed, giving examples from two studies; support of self-management in persons with chronic widespread pain (CWP) and diabetes mellitus type 2 (DMT2). The interventions were based on acceptance and commitment therapy (ACT) with e-diaries and written situational feedback, applying the recommendations from the behavior change consortium (BCC) established by The National Institutes of Health (NIH).

Methods: To investigate the treatment fidelity, the therapists’ adherence to the treatment protocol was analyzed. The written feedback messages were divided in text segments and qualitative thematic analyses were done to examine how ACT and other therapeutic processes were used in the feedback by the therapists. For the therapists’ and participants’ experience analysis, participants answered a self-reported questionnaire and participated in two interviews. The therapists spontaneously reported their experiences to the researcher responsible for the project.

Results: The result of the fidelity studies showed high therapists’ adherence to the treatment protocol. ACT processes were found in the coded text segments of the feedback in addition to communication and motivation strategies. The evaluation of participants’ and therapists’ experience with the intervention was positive.

Conclusions: Based on the level of therapists’ adherence to ACT-principles and participants’ and therapists’ experience with the intervention, the five areas of treatment fidelity was recommended by NIH. BCC were analyzed indicating a high level of treatment fidelity in both studies. These results ensure that treatment fidelity can be appropriately assessed in interventions combining technology and internet.

Biography:

Tina Moore is a Senior Lecturer (University Teaching Fellow) in Adult and Post-graduate Nursing at Middlesex University. Her pedagogic interests include assessments within clinical practice and simulation.

Abstract:

The emergence of the nursing process within the UK began in the 1970’s. The concept of care planning was quickly adopted by nurse educators as a method of teaching the nursing process in theory. However, this adoption was much slower in practice but eventually became the main way of documenting patients care. Recently, there have been a number of challenges to this practice namely standardised and computerised care plans. Care planning is the documentation of the nursing process. This includes a systematic and comprehensive assessment of the patient/client, identification of problems/nursing diagnosis, formulation of goals and plan of evidence based practices to achieve the goals, implementation of the plan and finally evaluation. Today, the writing of the care plans appear to have been preserved as an educational task that some have debated has little in common to the realities of health care delivery. We argue that care plans, if done correctly should develop critical analysis and clinical reasoning; synthesis of nursing and medical knowledge and the application and enhancement of physical and behavioural sciences. All are core characteristics of a professional nurse. Care plans are marked according to transparent criteria and are designed to allow the evaluation of clinical and theoretical knowledge and professional skills. Modern education is not simply a transfer of information; it is the imparting of a complex set of skills, behaviours and attitudes which when absorbed and interpreted by the student, form the base of their personal and professional practice. Graduates should be able to demonstrate professional behaviour and critical thinking skills that result in them being employable. Evaluating the result of this work is equally challenging - few assessment tasks are designed to assess the range of competencies needed to become competent professionals. The purpose of this study was to examine the attitudes and experiences of final year students on a BSc adult nursing programme. These students have struggled with comprehending and articulating this particular assessment strategy which has resulted in challenges with regard to success rates

Biography:

Rachel Miller is a Pediatrics Physician at East Tennessee State University, where she works for Niswonger Children's Hospital which has one of nation's first dedicated neonatal abstinence units. Her research interests include neonatology, the substance-exposed mother-infant dyad and team-based care.

Abstract:

Background: Our regional perinatal center in Appalachia has seen a tenfold increase in neonatal abstinence syndrome (NAS) in last 15 years. Neonatal nurses have struggled with care for this unique patient population that suffers from withdrawal symptoms and frequently has challenging family dynamics.

Objectives: This study evaluated the knowledge, attitudes and practices of neonatal nurses who care infants with NAS and their mothers along with demographics and training of neonatal nurses.

Design/Methods: An anonymous cross-sectional survey was completed by total 82 neonatal nurses in a two block survey during the course of five years. Measures included baseline knowledge about NAS, attitudes towards caring for substance-exposed infants and their mothers and nursing demographics. Attitudes were assessed using a Likert scale of 1 to 5. Descriptive and multivariate analyses were conducted by SPSS software.

Results: 34% of nurses had positive or neutral attitudes toward the infants with NAS, whereas 66% had moderately negative attitudes. None had severe negative attitudes towards the infants. Only 4.3% of nurses had positive or neutral attitudes towards the mothers of babies with NAS, while 63.8% and 31.9% having moderately or severely negative attitudes, respectively. Factorial analysis was conducted on 4 groups of 4 items and items were loaded on one factor. The scale also demonstrated acceptable reliability (alpha = 0.73). Our regression model significantly predicted the scale (r2=0.31, p<0.05). Specifically, the results showed that when controlling for age, race, education level and NAS education, type of employment and self-rated need for more education were significant in predicting the scale. Nurses working full-time reported more negative views than did nurses working part-time. More negative attitudes towards mothers of infants with NAS were associated with nurses with >10 years of experience.

Conclusions: Generational attitudes and burnout related to full-time employment may yield more negative attitudes towards parents of infants with NAS. Neonatal nurses, especially those with more years of experience or full-time employment, may benefit from focused educational interventions to improve knowledge and attitudes, which will consequently enhance the quality of care for infants with NAS and their mothers.

Biography:

Lena Rindner is a PhD Student and a District Nurse from Sweden. Her expertise area is Women’s Health during menopause as well as dementia investigations. She has experience of teaching in mental health, child health, the puberty, women’s health, dementia and senior health. On care, she has a holistic approach and person-centered view and wants to prevent and improve the health and wellbeing. She built the menopause transition education model after long years of experience of work in Primary Health Care. She has evaluated a group education that addressed topics related to the "menopause transition" and women's health during menopause.

Abstract:

Background: Women's physical and mental health shows a marked increase during menopause between 45-55 years. Mental illness and somatic symptoms are common causes of long terms sick leave and a common course to visit Primary Health Care (PHC). Women suffer lack of knowledge about the transition around menopause and its associated symptoms.

Aim: The aim of this study was to investigate if group education to women in PHC about the transition around menopause can improve their physical and mental ill-health and health during menopause.

Method: This randomized controlled study was conducted in PHC. A total of 131 women were randomized to group education or no intervention. The group intervention included two education sessions with topics related to menopause. They answered two questionnaires at baseline and at the four-month follow-up; the Menopause Rating Scale (MRS) and the Montgomery-Asberg Depression Rating Scale (MADRS).

Intervention: The group intervention was supervised by a district nurse and a midwife at each session. The first session included the topics: general facts and myths and about menopause, the menstrual cycle, sweating and hot flushes, osteoporosis, local estrogen deficiency symptoms including for example bladder problems and vaginal dryness. The second session included the topics: risk factors for cardiovascular diseases during menopause, mental health, stress, sleeping problems, relationship, sexual health and desire.

Results & Conclusion: Change in MRS and MADRS for four months. The intervention group experienced a slight reduction in symptoms while the control group mostly experienced the opposite. This study showed that it was feasible and practical to arrange group discussions around the topic menopausal symptoms for women aged 45-55 years. Women in the age group 45-55 were very receptive and interested in participating. The education could easily be as part of health promoting activity in PHC that has a responsibility for preventative health intervention.

Biography:

Jane E Binetti is a Nurse Educator in North Carolina. She began her Nursing career in Critical Care before segueing to education. She teaches Critical Care concepts to prelicensure senior Nursing students. Aside from developing coursework, she also teaches in a Master’s program online.

Abstract:

Statement: Certification is used as a standard to recognize clinical and professional competence in nurses. Along with validation of knowledge, certification supports lifelong learning, and professional development. In addition, literature suggests nurses who earned certification experienced increased job satisfaction, improved patient outcomes, professional recognition and personal pride (2014). Despite its benefits, many barriers prevent nurses from seeking certification. Cost, time, anxiety, lack of administrative support and financial incentives, and even difficulty accessing information and maintenance are reported barriers. It is important to implement creative strategies to minimize obstacles to certification. The use of toolkits provides availability, ease of use, and the ability to promote learning, disseminate knowledge, and encourage engagement in practice at no cost. The purpose of this project was to introduce an electronic toolkit to address barriers to certification and to measure whether use of the toolkit affected nurses’ intent to certify.

Methods: The project was guided by Ajzen’s Theory of Planned Behavior (TPB), which contends that behavior is predicated by intention and measured by three components: behavioral norms, social norms, and perceived control. A pretest-posttest intervention using an author-developed tool was used to determine change in “intent to certify” among certification-eligible RNs on a medical-surgical unit at a large urban teaching hospital. After 3-months of intranet access to an author-designed electronic toolkit that addressed barriers to certification, nurses repeated the tool to see if their intention had changed.

Results: Mean aggregate scores slightly increased at post-test for subjective and behavioral norms, and slightly decreased for perceived control.

Conclusion: An increase in two of three components of intention suggests that the toolkit has potential to be user friendly; cost effective was to increase nurses’ intent to certify.

Biography:

Julia L Mafumo has her passion in training and supervision of learner nurses. She has been involved in Nursing Education for over 20 years where she is responsible for teaching learner nurses in different nursing programmes. She is currently working at University of Venda where she is responsible for “Clinical teaching supervision and evaluation of learner nurses in different clinical placements”. Currently, she is pursuing her PhD and her topic of research is Nursing Education.

Abstract:

Background: Nursing is a clinical based profession where nurses need to be taught about providing nursing care in the clinical environment. The clinical environment plays an essential part in student nurses' learning it empowers the student with skill and competency.

Purpose: The purpose of this study was to explore the challenges faced by students during placement regarding clinical supervision at the selected hospitals in Vhembe district, Limpopo province.

Methods: A qualitative, exploratory, contextual and descriptive design was used. The population consisted of the learners registered for R425 Programme leading to registration as a nurse. Purposive sampling was used to select the participants.

Data Collection: Data was collected by means of focus group discussion interviews. Data were collected until data saturation was reached.

Data Analysis: The researcher used the process of bracketing. Themes that emerged were challenges regarding the staff and challenges regarding the allocation.

Ethical Consideration: The researcher sought for approval to collect data from the appropriate authority at the University of Venda, the Provincial Department of Health.

Results: Most learners expressed dissatisfaction regarding clinical supervision in the units. They indicated that there was poor support given to learners because the professional nurse concentrates much more on patient care and not learners. Students' comments confirmed that there are challenges regarding clinical supervision of students.

Conclusion: The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation with professional nurses in the clinical environment. Training institutions and clinical learning areas need to come together to improve the challenges in clinical supervision.

Biography:

Keren Carol Drateru has her expertise in handling students and passion in teaching nursing students. Her interest is to produce competent and quality nurses as a work force human resource for the nation to work in the various health facilities and also to improve the educational standard of Nursing in the country as a whole. Her positive attitude towards nursing education has seen her getting involved in teaching and participating in several nursing projects in order to improve the quality of nursing education in her country. Her commitment is seen by her gradual rise in the profession, having started as a Registered Nurse, worked in different health facilities and health training institutions and currently she is a PhD student at Texila American University.

Abstract:

Statement of the Problem: Globally, student absenteeism is seen as a period of time when students do not attend classes. This is a serious concern for lecturers at institutions of higher learning. In South Africa, student absenteeism is rampant amongst university and college students and it is also a problem in Health Tutors College, Mulago. Absenteeism leads to poor performance of the learners in examinations and late submission of assignments. The purpose of this study is to explore the demographic characteristics of the students, causes of their absenteeism and reasons for regular attendances.

Methodology: Quantitative, descriptive and cross sectional study design was used to study 103 students of Bachelor of Medical Education in year I, II & III. The data was collected using a self-administered questionnaire and analysed using SPSS statistical programmes.

Findings: Results of demographic characteristics showed most Health Tutor students are aged between 31-40years (78%; n=103), married (70.9%; n=103) and with children (75.7%, n=103). The leading causes of absenteeism reported were family and social responsibility (81.6%; n=103), work/job related engagements (60.2%; n=103) and staying away looking for fees (57.3%; n=103). Leading reasons for regular attendance reported were good personal health (94.2%; n=103), active interesting lecture (87.4%; n=103) and regular lecture with good time keeping (84.4%; n=103).

Conclusions: Majority of Health tutor students’ encore absenteeism as a result of family, social responsibility and work/job related engagements while the leading cause for regular attendance is good personal health. Recommendations are made for students to attend induction training, seek guidance and counselling and have well balanced plans and size up their personal commitment to attending lectures. The staff should ensure that lectures are interesting, guiding and should counsel students.

Biography:

Sajid Iqbal has completed his Predoctoral program in Biomedical Sciences from Department of Human Genetics at KU Leuven University, Belgium along with MSc Biostatistics. Currently, he is working as Institution Research Manager with Emirates College of Technology, Abu Dhabi, UAE. He has published few papers in international journals.

Abstract:

Breast cancer (BC) is the second most widespread and the highest conjoint cancer among world female population. This cross sectional case control study aims not only BC profiling but also to determine the associated risk factors and quantification of the BC risk in Pakistani women. 210 females were studied, including 105 confirmed BC patients and equal number of controls (healthy women). Demographic characteristics along with potential risk factors information were collected via well-structured questionnaire. Logistic regression, Pearson’s Chi-square/ Fisher’s exact tests were applied. Among cases, the most frequent age at diagnosis was 31-50 years and 2^nd stage observed as most frequent stage. The utmost common histology was unilateral IDC. Female with a positive family history were at higher risk for developing BC (OR=1.23, 95% CI=0.6-2.3). An early age at menarche, menopausal status and age at last pregnancy found as a strong risk factor for developing BC (P value < 0.05). In multivariate models, environmental area and exposure to X-Ray radiations were found significantly associated with BC risk (p=0.012, 0.03). This study provides important background information for designing detailed studies that aim to improve our understanding of the epidemiology of breast cancer in the Pakistani population, including the gene interactions and environmental effect.

Biography:

Xiaofeng Xu is pursuing her Nursing Postgraduate at Sichuan University. She has published some articles in different journals. She has done a series of research on professional ethics cognition of nursing students. She is a Professor and has published more than 100 articles in reputed journals and has been serving as an Editorial Board Member of repute.

Abstract:

The aim of this study was to analyze the relationship between deglutition disorders and eating status in hospitalized elderly patients.  A sample of 351 elderly inpatients in a hospital in Chengdu was investigated by the Standardized Swallowing Assessment (SSA).  The incidence of dysphagia in elderly patients taking lying position (<60°) was higher than that in sitting or semi-sitting patients (≥60°) (P=0.025). The difference was statistically significant. The incidence of dysphagia in elderly patients who took semi-sitting after eating was higher than that in elderly patients with supine, sitting or upright (P<0.001), the difference was statistically significant.  Low-lying eating can increase the incidence of dysphagia in elderly patients. The elderly patients in the hospital should pay more attention to their eating status and post-eating status. We should assist elderly patients to take correct and comfortable positions according to their condition. So that, we can prevent deglutition disorders and improve the quality of clinical nursing.

Biography:

Wang Lingying is pursuing her MSN degree in West China School of Medical, Sichuan University.

Abstract:

Objective: The objective of this study was to study the effect of disaster prevention education course on disaster preparedness ability of College students.

Methods: Forty-eight college students who took the course of "disaster preparedness education" were investigated with self-designed questionnaires to analyze their disaster preparedness ability and to analyze the changes in their preparedness ability before and after the course.

Results: There were no difference (P>0.10) before class; after the two groups were compared with before class disaster preparedness abilities were improved significantly (P<0.05); students’ disaster preparedness ability scores were statistically significant after class (P<0.05), their disaster preparedness abilities were improved.

Conclusion: The teaching form of "disaster preparedness education" is practical and has a positive impact on College Students' ability to cope with disasters. It is worth popularizing in more colleges.