Day 3 :
Seton Hall University, USA
Kathleen A Sternas completed her PhD in nursing science from Case Western Reserve University, Cleveland, Ohio, USA and holds a Master’s degree in community health nursing from Pennsylvania State University, USA. She is associate professor of community health nursing in the College of Nursing. Her program of research focuses on stress appraisal, coping, resources and health of individuals experiencing stressors including breast cancer, spousal bereavement, caregiver stress and relocation stress. Lazarus and Folkman’s stress-appraisal and coping theoretical framework guides her research. She has published numerous papers in scholarly journals and presented her research at international and national research conferences.
Problem: National and international studies report stress, poor quality of life, increased emotional distress among women with breast cancer. Factors which impact health after breast cancer include appraisal, coping and resources. Nurse educators teach students how to improve clinical outcomes. Research utilization by nursing students can increase evidence-based practice and improve outcomes.
Purpose: The purpose of this study is to investigate about appraisal, coping, resources and health of ethnic women with breast cancer; describe strategies to build evidence-based research on breast cancer into education of nursing students.
Methodology: In this study Lazarus and Folkman’s stress-appraisal-coping framework was used. Women aged 29 to 80 (n=47) having mastectomy or lumpectomy surgery of African-American, Caucasian or Hispanic ethnicity were referred by surgeons and nurse interviewed before surgery.
Instruments: Appraisal of Breast Cancer Scale/Ways of Coping Revised/Resources Assessment/Physical Health Rating/Profile of Mood States.
Findings: Women appraised breast cancer as challenging with harmful losses. Challenges: Maintain self-esteem/feel good emotionally/stay active. Losses: independence/finances/social life. African-Americans had more beneficial-positive appraisals than Caucasians (t=2.80, p=0.008).
Ways of Coping Used: Ways used include concentrated on what to do; work/activity; prayed; accepted sympathy; talked; changed/grew. African-Americans used more distancing than Caucasians. Hispanic women waited/slept/used alcohol. Helpful resources: social supports/ACS/ religion/ cultural practices/ grieving/ finances/good relationships. African-Americans had less tension-anxiety/confusion, more vigor, less mood disturbance (t=-3.22, p=.002) than Caucasians. Hispanics reported uncertainty/fatigue. There were no physical health differences. Educational strategies: integrating teaching and research; incorporating evidence-based breast cancer research readings in courses; students as research assistants; attendance at research conferences; researcher role education; providing support/time/resources for research.
Conclusions: Women hold positive and negative meanings about breast cancer, use variety of coping strategies/resources to reduce stress. African-Americans use more beneficial-positive appraisals/distancing/had better emotional health.
Implications: educate women on positive appraisals, helpful coping strategies/resources since these factors can affect health. Research contributes to new knowledge on breast cancer. Use of evidence-based research when teaching, stimulates students’ interest in utilizing/conducting research.
University of South Carolina, USA
Delia E Frederick has been a Nursing Educator since 2004. Although her typical research interests are related to cultural and ethnic groups in the United States who suffer from chronic diseases related to health care assess, educational level, and socioeconomic disparities; a strong interest in empowering nurses to provide safe, effective bedside care in acute care settings by advancing knowledge and skill development during their generic educational experiences.
There was a blog on Facebook recently called The Death of Bedside Nursing, and why it should matter to everyone. Nursing is the important contributor to safe, effective bedside care. The care delivery in bedside nursing is waning. Many nurses at the bedside are novice or advanced beginners at best. Much of experience in nursing has moved away from the bedside, seeking advanced degrees or less physically demanding positions. There are few older faces in the crowd surrounding emergency or ICU care. Total clinical nursing experience has a positive effect on patient outcomes in ICUs. A nurse’s willingness to remain at a particular organization or in nursing all together should be a major concern to nurse educators. Nurse educator’s focus a great deal on the ideal, but are nurse educators preparing nursing students for the real world of bedside nursing? Programs that have structures in place to empower student practice in learning and care delivery may develop a stronger nursing workforce.
Capital University, USA
Katheryn Fernandez has received her PhD and Master of Science from The Ohio State University and her Bachelor of Science in Nursing from Wright State University. In addition to be a Registered Nurse, she also is a certified Chemical Dependency Counselor/Supervisor. She is also board certified in Gerontological Nursing. Her research interests are in aging, addictions and leadership. She has taught across the curriculum in undergraduate and graduate nursing. She especially enjoys teaching Leadership and Gerontological Nursing and First Year Experience classes. She has chartered a national honor society chapter for undergraduates, and led numerous study abroad trips focusing on health competency. She is the Ohio Nurses Association Consultant to the Ohio Student Nurses Association Board of Directors. In addition to this, she is on the Mid-Ohio District Nurses Association Board of Directors. She has published articles in several professional journals and presented at industry conferences. She has received numerous awards for her contributions, including receiving five Excellence in Nursing Awards from Mount Carmel College of Nursing, the 2013 National League for Nursing Hearst Foundation Award for Excellence in Geriatric Education.
The purpose of this presentation is to showcase older adults as their own diverse group. They are so unique, a “one size fits all” answer doesn’t fit. To successfully transform nurses working with older adults, a shift to being inclusive in all things diverse needs to occur to meet the needs of this diverse “Silver Tsunami”. This course has been successfully delivered as a stand-alone senior level course in a traditional BSN program. The target audience of this presentation is nurse educators in clinical and classroom settings for student nurses. These future nurses will be caring for the “Silver Tsunami” and need to see their diversity.