Day 2 :
Keynote Forum
Joan Dorman
Purdue University Northwest, USA
Keynote: Aligning baccalaureate clinical education with the changing character of healthcare
Biography:
Joan Dorman is working as a Clinical Associate Professor in Purdue University Northwest, USA. She has been professionally affiliated with many organizations like the American Nurses Association, Emergency Nurses Association and National Association of Clinical Nurse Specialists. She is the one of the board members at Northwest Indiana Safety Patient Coalition and Ethics Committee St. Catherine Hospital. Her research interest includes Professional Nursing Ethics and Nursing Leadership and Management.
Abstract:
When I began teaching the final semester clinical of an undergraduate baccalaureate nursing program, I felt comfortable with the content and could speak from recent experience. I had worked in, and managed, an emergency department for many years. As this was the students’ last semester, I stressed time management, prioritization, delegation, and collaboration. There were case studies and examples to draw from. But the face of nursing today has changed dramatically. There are nursing positions that were non-existent not that long ago. There are nurse navigators, transition nurses, documentation and reimbursement specialists, nurse informaticists, nurse liaisons, patient advocates, and many others. I realized these positions were developed in answer to a need, and I felt a responsibility to understand that need and to convey the information to my students. I was already a member of the Ethics Committee of a local hospital. I became a member of a regional safety coalition, with representatives from all the hospitals in the area. I joined an area care coordination coalition, which focuses on transitions in care and includes representatives from skilled care, rehab, pharmacies, medical supply companies, and numerous community resources. All these people, working together, made it clear that there were issues in health care today that lurked below the surface, that were often hidden from nurses, and, certainly, from nursing students. There is little doubt that information of this sort is pertinent and timely, and it should be incorporated into the curriculum. It is especially appropriate in the final semester of an undergraduate program. And, so, I have worked to accomplish this in a manner that can be adjusted to the times and to on-going changes in the healthcare environment.
Keynote Forum
Seema Lall
Long Island University, USA Network
Keynote: The lived experience of making a medication administeration error in nursing practice
Biography:
Seema Lall is a Registered Nurse for 32 years, graduated from New Delhi, India. She has practiced as Clinician, a Nurse Manager and an Educator both in New Delhi, India and the USA. Major part of her proffessional life was spent in the USA, where she currently resides. At present, she is a Faculty Member in The Harriet Rothkopf Heilbrunn School of Nursing at Long island University, Brooklyn, NY. Her research interests, educational focus and passion is to work with nursing students to enhance their critical thinking skills for error prevention and safe and accurate medication administration. Her focus especially is on the new undergraduate nurses embarking on a journey while transitioning to nursing practice.
Abstract:
Nurses are central to providing safe quality care to patients. Perceptions regarding how to build a safe environment for these patients in healthcare facilities vary among healthcare workers. It is evident through substantive research that medication errors compromise patient safety and lead to adverse patient outcomes in healthcare facilities. Making errors is a part of the human experience and nurses as human beings may commit medication errors, as do other health professionals. Research suggests that nurses who commit medication errors may be uncomfortable to report these errors for multiple reasons such as criticism by peers and/or superiors, disciplinary action or termination from their work. To enable a positive change, establish just culture and build a safer healthcare system, there is a need to reflect upon the processes leading to the error rather than blaming individual nurses who committed the error. Appropriate and timely action by healthcare organizations is warranted to provide safety for patients and rebuild confidence and self-esteem of those nurses who were directly involved in these errors. A more recent study emphasized the need for further exploration into the way undergraduate nurses learn to manage interruptions and distractions during medication administration and highlighted the importance of undergraduate nurse education to better prepare students for safe medication administration while facing interruptions. Another study identified support for professional development needed for nurses especially newly graduated nurses as they transition to professional practice. Research also reported supervisor support to be an important factor to promote a positive environment, particularly for the beginner nurses. Additionally, providing nursing students with varied simulated/clinical experiences, utilization of math skills for safe and accurate medication administration at all levels of the undergraduate nursing program is essential. This will bridge the gap between classroom learning and nursing practice thereby; prevent errors for safe and patient care.
Keynote Forum
Kathryn Shaffer
Thomas Jefferson University, USA
Keynote: Health care delivery has changed, but has clinical education? A forward thinking concept in clinical education
Biography:
Kathryn Shaffer has her expertise in curriculum design and technology in higher education. Her doctoral work focused on using technology to conduct interprofessional clinical teaching rounds with a colorectal surgical team. She was an integral part of the undergraduate baccalaureate nursing education curriculum redesign and innovative clinical education change. She has presented nationally on this recognized exemplar curriculum for health care delivery in today’s ever changing environment. She is the Associate Dean for Strategic Initiatives and Innovation at Thomas Jefferson University in Philadelphia, PA where her focus is on implementing the mission and vision of the College of Nursing, and develops partnerships that advance nursing education and the profession of nursing.
Abstract:
Nurses’ responsibilities are expanding to include a focus on population health, care coordination, and transitions of care. To keep pace with the ever-changing healthcare delivery system, it is important to transform the way future nurses are educated, both in classroom and clinical settings. Nursing faculty at Thomas Jefferson University, College of Nursing in Philadelphia were motivated by the challenge to design a new baccalaureate nursing curriculum aligned with the evidence of national reports and initiatives, and created a new education paradigm to prepare nurses for 21st century practice. Faculty shifted the paradigm from caring for patients to caring for people and transformed from a diseased-based, acute-care-focused curriculum to one promoting a culture of health and multiple new and emerging roles for RNs. This process required a shift in focus from the current BSN prepared generalist to the future professional clinician who is an anticipatory thinker capable of processing information in multiple directions from a variety of starting points along the life and care continuum, able to understand and implement the quality standards of patient safety, care transition, social determinants of health, and cultural considerations. In response, a concept based curriculum with five immersion practicums were created to provide practice opportunities for students to acquire the skill set that can be applied in any care setting. Each immersion is designed for students to spend time in both an acute care setting and areas where people transition along the life and care continuum all in the same semester. This learning environment allows students to understand population health. This new shift in clinical education also focuses on behavioral health which is integrated throughout the entire curriculum. Students learn and practice the skills central to understanding and coping with both behavioral and mental health crisis events as well as chronic management of care.
Keynote Forum
Stephen R Marrone
Long Island University, USA
Keynote: An academic-practice partnership for preparing the next generation of professional development specialists: A best practice model
Biography:
Stephen R Marrone is a Nurse Leader experienced in the roles of Educator, Clinician, Administrator, Consultant, Researcher, and Scholar in healthcare and academic settings in the USA and the Middle East. He is board certified in Nursing Professional Development, as a Nurse Executive, Advanced, and in Transcultural Nursing, Advanced. He is a Six Sigma Green Belt, a TeamSTEPPS Master Trainer, a Fellow of the New York Academy of Medicine, and a Leadership Fellow in the Center for Leadership Excellence of the American Association of Critical Care Nurses, a Transcultural Nursing Scholar, and the current 2nd Vice President of the Transcultural Nursing Society.
Abstract:
Professional Development Specialists are often appointed based on their clinical expertise rather than their skills as educators. Moreover, mainstream Nurse Educator graduate programs primarily prepare nurses for the nurse educator role in the academic rather than the service setting. Therefore, the purpose of this presentation is to describe an academic-practice partnership designed to meet the need to prepare the next generation of Professional Development Specialists within a large, urban, multi-site health system. The graduate program faculty and the health system nursing leadership worked jointly to identify common goals. The goals were twofold: to academically prepare current health system nursing staff as Nurse Educators who would be able to 1) fill current and future Nurse Educator vacancies within the health system, and, 2) serve as clinical faculty for the school of nursing. The partnership is ongoing and has, thus far, demonstrated successful goal attainment. The curriculum and program outcomes were redesigned to prepare graduates for the nurse educator role across diverse settings with increased emphasis on the professional development and advanced direct-care provider role. Courses are delivered using a learning management system and assignments are based on actual clinical, educational, ethical, and legal situations encountered in clinical practice and in the academic setting. The curriculum is grounded in theories of teaching and learning and evidence-based best practice in educational design, test construction, and evaluation. Formative and summative outcomes are monitored and reported for continuous program improvement. Best practices and lessons learned will be explored.
- Nursing Law | Public Health Nursing | Clinical Nursing | Healthcare Management | Nursing Education
Location: Lexington
Chair
Joan Dorman
Purdue University Northwest, USA
Co-Chair
Irma Alvarado
University of Texas Medical Branch, USA
Session Introduction
Laurel Anderson-Miner
University of Pittsburgh, USA
Title: Think Positive: Examining the transition to academia from clinical nursing
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.
Summer Huntley-Dale
Western Carolina University, USA
Title: Health promoting behaviors of nursing faculty and perceived levels of stress
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 21st 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.
Toni Clayton & Stacey Rosenberg,
Southern New Hampshire University, USA
Title: Preparing future nurse leaders for a global environment
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.
Tagwa Omer
King Saud bin Abdulaziz University for Health Sciences, Saudi Arabia
Title: Preceptorship models in clinical training
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.
Irma Alvarado
University of Texas Medical Branch, USA
Title: Hypertension health beliefs among lower- socio economic Hispanic individuals
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.
Jenny Phillips
Middlesex University, UK
Title: The therapeutic use of animals in health care provision
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.
Medesha Mathuray
University of Kwa Zulu Natal, South Africa
Title: Nurses and the law: Are nurses legal wise?
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.
Takalani R Luhalima
University of Venda, South Africa
Title: Aspirations of nurses to improve working conditions in rural public hospitals of South Africa
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.