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

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.