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.