21^st Global Nursing Education Conference March 25-26, 2019 Holiday Inn Orlando Airport 5750 TG Lee Blvd, Orlando, FL 32822, United States

Biography:

Sheila Bouie has over 20 years of nursing education experience, teaching in prelicense (LPN, ADN) post-license (BSN, MSN) programs in both faces to face online programs. She holds a Masters in Nursing– clinical nurse specialist, a Master’s in Education e-learning, and a Doctorate in Education– higher education, organizational change. She is currently the program director of a pre-license nursing program at a community college which engages in innovative High Impact Practices to promote student success. An education practitioner that champions innovation in education, Sheila Bouie desires to increase the conversation around building authentic assessment.

Abstract:

Open educational resources (OER) and open educational practices (OEP) are making significant inroads in higher education. Once framed as a more cost-effective delivery mechanism, open resources have evolved to include changing the way students are educated. A significant aim of adopting open teaching strategies and resources is to increase student engagement with content thereby increasing the student???s retention and application of information. This strategy employs encouraging students to participate in the creation and dissemination of new information. As nursing continually evolves and healthcare remains in a constant state of improvement, OER/ OEP has the potential to help develop future nurses who are more creative in solving healthcare problems. This is an opportunity to improve nursing students use and contribution to digital information that promotes healthy outcomes for patients. While this lofty goal may appear better suited for advanced practice nurses, students who learn this process at an introductory to practice level will be more likely to advance the practice of nursing in this manner across their careers. Nursing education is usually at the forefront of adopting new teaching modalities but may be getting left behind in adopting OER and OEP. Discussion regarding defining and determining effective use of OER and OEP and open dialogue regarding the relevance to nursing education is warranted.

Biography:

Carolina Ayala focuses on helping organizations to improve through leadership and organizational development combine with subtle energy techniques. Life becomes еаѕіеr, сlеаrеr and hарріеr as уоu understand how еnеrgу affect every aspect of your life, that’s why she аddrеѕѕеѕ еmоtіоnаl, Ñ€hуѕісаl and spiritual difficulties аnd promotes wellness аnd connection as a means to living your best life by uÑ•Ñ–ng energy hеаlÑ–ng tо сrеаtеѕ сhаngе аt thе lеvеl оf thе ѕоul, freeing уоu tо mоvе fоrwаrd towards уоur heart’s dеѕіrе and allowing уоur light to shine, еnhаnсіng yourself, уоur соmmunÑ–tу аnd thе world.

Abstract:

Description

How can you use practical energy healing techniques in your daily life?

(a) With Clients/Patients as a complementary tool for healing

(b) For yourself as energy hygiene and to increase vitality.

Biography:

Community Health/Human Ecology with a specialty in emergency management, from The University of Tn., Knoxville, a master’s of Nursing Education from Southern Adventist University, a master’s of Community Counseling from the University of Tn., Chattanooga, and is an RN, and Licensed Professional Counselor. She is currently an Associate Professor at Southern Adventist University, has published articles surrounding mental health concerns following Hurricane Katrina/Rita and has won research awards from The International Emergency Management Society.

Abstract:

Counseling skills for the mental health client are specific and varied. Knowing how to deliver therapeutic speak to your clients enhances and encourages mental wellness. A review of skills such as active listening, attending, empathetic confrontation, focusing, paraphrasing and many others all work towards intentional interviewing and counseling. Facilitating client wellness in a multi-cultural society can be challenging. Intentionality in your counseling can lead to better outcomes and thorough identification of client distress. Foundationally supported counseling helps the practitioner to feel competent and build a therapeutic relationship. Mastering the skills based on neuroscience and how the brain experiences emotion assists the practitioner to find the client’s way to resolution. Finally, how the practitioner’s natural style can be incorporated into each counselling skill will be explored.

Biography:

Stephania Demarchi completed her master’s degree at the age of 27 at the Federal University of Espirito Santo, specializing in obstetrical nursing at the Venda Nova do Imigrante Faculty. She graduated in nursing at age of 22. She has been working with maternal and child health for 4 years and is a nurse in a neonatal ICU of a state hospital. She has published 1 article in a renowned magazine. She has published a paper about nursing care in “Cuidado é fundamental- ONLINE” Research Journal and participated at V Congresso Paulista de Bancos de Leite Humano, XV Encontro Paulista de Aleitamento Materno e II Congresso Macrorregional de Banco de Leite Humano.

Abstract:

This survey aims to analyze the use of himself by nurses that work in a human milk bank located in the capital of Espírito Santo, Brazil. Trying to achieve this goal, we found some information that shows the importance of ergology and how it contributes to understanding this job and, in case of nursing professionals, the relevance of understanding the professional practices through the lens of the theory the-use-of-self. To reflect on how the nursing staff develops its work by ergology perspective is to view the work by the worker outlook. This kind of research needed field sessions, hours of observation about routines, tasks, and activities. The research data was produced through search application, three months of participant observation on the sector, recording field diary, fourteen semi-structured and individual interviews, and a group discussion. The results show that they conduct and organize activities based on perceptions, preferences, and values, but they also engage themselves to make what they think is better to others, a coworker or a patient. In this respect, many times was seen renormalizations in face of working situations. The workers conduct their activities making renormalizations based on environmental, individual and collective values justified by the achieve of wanted goals. We believe that the understanding about activities nature and subjects roles, engaged on these activities, can contribute a lot on policy management in organizations like a hospital, where the relationship between professionals and patients is the heart of the service evaluation.

Biography:

Vumilia B. Mmari is a Ph.D. candidate at the University of Dodoma (UDOM). She is a Nurse Educator completed an M.Sc. degree in Nursing Sciences at Muhimbili University of Health and Allied Sciences (MUHAS) in 2010. In 2015/2016 she joined Tanzania Institute of Project Management (TIPM) for Monitoring and Evaluation Programme. She is now working at the Ministry of Health, Community Development, Gender, Elderly and Children (MOHCDGEC) as a National Training Coordinator for Nursing and Midwifery and Community Health Training Programme at the ministry’s headquarters in Dodoma, Tanzania. She has been serving as a curriculum development expert and training materials designer.

Abstract:

Ten years of nursing and midwifery Competency-Based Education and Training (CBET) curriculum implementation the government of Tanzania has made various intervention to support its implementation. Nurse educators were oriented on the implementation of CBET curriculum and training materials, skills laboratories were established and schools were equipped with ICT facilities. Despite all these efforts there is no evidence on how nursing and midwifery CBET curriculum is being implemented since its adaption in 2008, refinement in 2009 and major revision in 2017. Thus, the balance between the designed curriculum and implemented curriculum is not known. This lack of implementation information greatly limits interpretation of the effectiveness of the curriculum for the intended programme. The aim of this study is to investigate the implementation fidelity of the Nursing and Midwifery CBET curriculum among nurse educators in Tanzania. The descriptive cross-sectional study design will be conducted using a mixed methods approach, where both qualitative and quantitative methods will be used. Population of this study are nurse educators, 215 nurse educators will be randomly selected to administer questionnaires. In qualitative approach purposeful sampling approach will be used to reach key informants with rich information on the implementation of CBET curriculum for nursing and midwifery programme in Tanzania. Fidelity checklist also will be used to review documents such as session plans, Classroom schedule, skills laboratory and clinical schedules, academic students’ assessment reports and teaching strategies used during the implementation of the nursing and midwifery CBET curriculum. Implementation fidelity conceptual framework will be used to assess implementation fidelity for nursing and midwifery CBET curriculum in Tanzania. Four elements (Educators characteristics, Adherence, Dosage and quality of delivery) will be treated together for better understanding of the implementation process for nursing and midwifery programme in Tanzania. Below is the conceptual framework of the study. This study is the first to be conducted to explore the implementation fidelity for nursing and midwifery programme in Tanzania. The study can highlight whether the innovation imposed in the nursing and midwifery CBET curriculum is realized or not. Furthermore, the study will provide valid inferences to interpret the effectiveness of the CBET curriculum for the intended programme in Tanzania.

Biography:

Manami Nozaki has completed her Ph.D. from Waseda University. She is a Professor and her specialty in Nursing Education. She has published some textbooks and DVD as educational materials.

Abstract:

In the past two decades, the number of universities opening a faculty of nursing has rapidly increased and faculty members run short in Japan. Along with the situation, the faculty members had to deal with an increasing number of undergraduate students with diverse backgrounds, and the difficulty of teaching has increased. In response to these circumstances, the Japan Association of Nursing Programs in Universities (or JANPU) proposed the guidelines for newly appointed assistant professors. According to the guidelines, the “FD Mother Map” has been developed and distributed it to faculties of nursing all over the country. A prototype career development ladder for newly appointed assistant professors has also developed and introduced. However, it was clarified that newly appointed assistant professors are still facing difficulties right after their inauguration. The purpose of this research is to clarify the aspects of the difficulties that newly appointed assistant professors are facing in order to improve the career development ladder for newly appointed assistant professors. According to the literature review, it is found that a teacher development proceeds along the three phases, , and . In each phase, there were the characteristics of the professional experience as a teacher. in the survival phase, there are the three characteristics; , , . Among them, is a unique characteristic of the professional experience as a newly appointed assistant professor of nursing faculty who has an abundance of clinical experience. Therefore, it is suggested that “establishing an identity as a teacher” is a necessary aspect to include for the career development ladder for assistant professors of nursing faculty.

Biography:

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Biography:

Raphael Bones studied medicine at Universidad Central del Caribe in Puerto Rico from 1996-2000. After graduation, he became a General Surgery resident and completed two years of training before moving to Internal Medicine and completing the residency program in 2005 at Hospital La Concepción, San German, Puerto Rico. On 2014, he completed a fellowship with the American Academy of Anti-Aging Medicine in Florida, US. During this year he focused his training on Functional Medicine and Metabolic Nutrition. He is also a self-taught expert on cannabis since discovering a book on History of Marijuana in 1997 while attending Medical School.

Abstract:

The endocannabinoid system (ECS) is a biological system composed of endocannabinoids, which are endogenous lipid-based retrograde neurotransmitters that bind to cannabinoid receptors, and cannabinoid receptor proteins that are expressed throughout the vertebrate central nervous system (including the brain) and peripheral nervous system. The endocannabinoid system is involved in regulating a variety of physiological and cognitive processes including fertility, pregnancy, during preand postnatal development, appetite, pain-sensation, mood, and memory, and in mediating the pharmacological effects of cannabis. Two primary endocannabinoid receptors have been identified: CB1, first cloned in 1990; and CB2, cloned in 1993. CB1 receptors are found predominantly in the brain and nervous system, as well as in peripheral organs and tissues, and are the main molecular target of the endocannabinoid ligand (binding molecule), anandamide, as well as its mimetic phytocannabinoid, THC. One other main endocannabinoid is 2-arachidonoylglycerol (2-AG) which is active at both cannabinoid receptors, along with its own mimetic phytocannabinoid, CBD. 2-AG and CBD are involved in the regulation of appetite, immune system functions and pain management.

Biography:

Usama Saleh has more than 16 years of experience and expertise in nursing clinical practice, clinical education, and academic leadership. He has enjoyed teaching at the graduate and undergraduate level for the past 15 years. He assumed various positions starting as an RN caring for oncology patients, clinical instructor at the University of Kentucky, Oncology Clinical Educator, Director of Nursing Education Department at a King Fahad Medical City and a Nursing Department Chair at Herzing University. His research interest is patient advocacy, leadership styles, and clinical competence. He published several research articles. He presented his research activities at national and international conferences and meetings. He is extremely committed to providing service to his department, field, and community. He has served as a reviewer for the Nursing Education Today Journal and an editorial member for the Journal of Nursing Research and Practice. In addition, he is a member of the American Nurses Association and the National League of Nursing.

Abstract:

Aim: The aim of this review is to report on nurses’ attitude and perception toward patient advocacy.

Design: Systematic reviews.

Data Source: On February 2018, we searched for evidence regarding nurses’ attitude, perceptions, feelings, thoughts, or behaviors toward patient advocacy in three databases: CINHAL, MEDLINE, and OVID.

Review Methods: The inclusion criteria were studies on nurses’ attitude, perception, feelings, thoughts, and behaviors toward patient advocacy published in academic journals in the English language. Qualitative, quantitative, or mixed-method research studies were included. The Critical Appraisal Skills Program (CASP) as a quality assessment tool was used as a framework to review the quality of the full-text articles. Each article was awarded a value score out of 20.

Results: A total of 21 studies were eligible, of the 998 studies retrieved from selected databases. The review resulted in two findings: (1) nurses consistently have a positive attitude toward patient advocacy, and (2) the patient advocacy process includes four elements: (a) the client situation, (b) the nurse, (c) advocacy interventions, and (d) the advocacy consequences.

Conclusion: Preparing professional nurses for the advocacy role is an essential part of quality nursing care.

Impact: Patient advocacy is a complex concept and there have been inconsistencies on the use of this concept in the literature. Patient advocacy should be defined as a process with four elements: the patient situation, the nurse, and advocacy action, and the advocacy consequences. Al nurses in different areas of nursing practice can utilize the findings of this study to improve patient care outcome.

Biography:

With her vast experience in Nursing and healthcare management, she commissioned the second building with 280 beds, the establishment of the cardiac, renal transplant, home health care, day care, oncology & hematology services. She participated for the hospital to get the ISO 9000, MSD, JCI and CBAHI Accreditations. Now she is appointed as a Nurse Consultant, Director of Health Studies Center and the Administrative Assistant in Academic Affairs at which she develops training courses in health care for the hospital staff and especially for nurses as for continuing education programs, advanced nursing practices, and patient safety.

Abstract:

I am starting my abstract by quoting the words of King Salman Bin Abdulaziz Al Saud, Custodian of the Two Holy Mosques about Saudi Arabia’s vision 2030 “ My first objective is for our country to be a pioneering and successful global model of excellence, on all fronts, and I will work with you to achieve that.” While presenting the Saudi Arabia ‘s vision, Prince Mohammed Bin Salman Bin Abdulaziz Al Saud, Chairman of the Council of Economic and Development Affairs said:” It is my pleasure to present Saudi Arabia’s vision for the future. It is an ambitious yet achievable blueprint, which expresses our long term goals and expectations and reflects our country strengths and capabilities; our real wealth lies in the ambition of our people and the potential of our younger generation. They are our nation’s pride and the architects of our future.” The Saudi Arabia vision 2030 is built around three themes: a vibrant society, a thriving economy, and an ambitious nation. A thriving economy provides opportunities for all by building an education system aligned with the market needs. Saudi Arabia will continue investing in education and training so that our young students are equipped for jobs in the future. Efforts will be doubled to ensure that the outcomes of the education system are in line with the market needs. Saudi Arabia is a young country which was unified by King Abdulaziz Al Saud in 1932. The Ministry of Higher Education was established in 1954 and the first formal nursing education started in 1958. In 2017, the population was 32,55,336 million, 57.48% males and 42.525 females. In 2017 there were 81434 students in the health science colleges of which 52.1% were females and there were 12357 graduated from these colleges of which 55.5% were females. Despite the fact that there is an almost equal number of females and males students the workforce has only 40% females. In this presentation I will highlight the history of the development of the Nursing Education, the cultural, traditional and religious factors that influences the outcome of Saudi Arabia efforts in enhancing and improving the system for encouraging the young Saudi population to enroll in Nursing studies and the challenges facing the Saudi Nurses, the advancement of their education and how the pioneers of Saudi Nursing workforce can influence the development of nursing education.

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