20^th World Nursing Education Conference May 22-24, 2017 Osaka, Japan

Biography:

Yvonne Parry is a Senior Lecturer at Flinders University, School of Nursing and Midwifery. Dr Parry’s work exists at the important intersection between nursing/public health and child protection. Dr Yvonne Parry is the consummate balanced academic combining in-depth and extensive collaborative community based research, with quality teaching scholarship informed by practice. She has research projects in child homelessness, domestic violence with elderly women, and in the impact of disaster on families. Importantly a considerable component of her research is translating findings into appropriately developed education and training for service professionals including undergraduate nursing and health professionals.

Dr Parry has demonstrated outstanding leadership in her support of community based initiatives, research activities and evidence-based practice processes. She spends a significant amount of her time working to improve the health and service provision outcomes for vulnerable children. She aims to ensure her research outcomes lead to children having the best start in life and the best chance of reaching their potential. Her research findings have been used by NGOs to improve health access for vulnerable children through the introduction of Nurse Practitioner Clinics and community based student nursing placement in homelessness home visiting services. A service that developed directly from her research on child homelessness. This year she was invited by the state government to work with community leaders on the development of measurable indicators for defining child vulnerability. As she notes, this invitation was in recognition of both her research and practice in this area.

She is secretary for the chapter of Sigma Thea Tau International (STTI) Psi Eta. STTI is the major research association of the nursing profession internationally with over 500 chapters worldwide and headquarters in the USA. In 2016, she was an invited key note speaker at the Social Impact Measurement Network Australia, and is a state member of the national Social Impact Measurement Network Australia.

Abstract:

The keynote presentation will report on two completed research projects which compare the levels of staff and student learning across two community based placements, one in the Vietnam highlands and one in a homelessness service in South Australia. Both community based placements provided health care to vulnerable and disadvantaged population groups. Community placements with vulnerable population groups provide nursing and midwifery students with the confidence needed to care for people with complex health and social issues in acute care settings. These placements enhanced the student’s clinical skills and linkages to psychosocial theories of human development. The Australian research project mixed methods research design allowed for in-depth interviews and correlational analysis to explore the levels of knowledge gained and application to future practice. The findings outline the impact of these community based placements on the student’s future clinical practice. The Vietnam community placement used in-depth, pre and post interviews, with the staff and students providing health clinic services in the rural Vietnam highlands.   Both research project found that the use of community based placements provides important experiences and learning outcomes for students that enhance their future nursing and midwifery practice.

Biography:

Mei Yun, Yu has her expertise in clinical education in perioperative nursing care arena. Her creation in reflexive and responsive strategies in “time-limited” perioperative clinical curriculum to motivate nursing students. Her dedication is focusing on the combination of teaching theory and clinical training programs. She is building her theory in perioperative clinical nursing education after years of clinical education experience. Her theory flips students as the key person of themselves during clinical curriculum. The basic strategies are reflexive and responsive communication between educators and students.

Abstract:

Statement of the Problem: Building up the clinical curriculum for nursing students in operation room is a unique program. The learning outcome of the program is nursing students practice in a fast and effective environment in a well-adjusted and positive attitude.Perioperative clinical curriculum is entirely different from others. For reasons of lacking related literature, a new conceptual strategy combines simulative teaching and advocating students in high-stress situations of operation rooms has already been developed.

 

Methodology & Theoretical Orientation: “Time-Limited Strategies” means students have to pass tests in certain time periods to be qualified into clinical field. Reflexive, Responsive communication strategy means flipping nursing students as the key person of their learning process, encouraging them to reflex the process and response to adjusting the learning process. It contains "Plan Drawing of operating rooms " and  "Challenge of gowning and gloving in one minute,"b both including the factor of  “Time-Limited” to push students practicing and achieving the learning goal. Well-know the hardware and moving lines of operation room are one of the first priorities when nursing students arrive perioperative nursing clinical curriculum. After guided by the instructor, students deliver "Plan Drawing of operating room" in 30 minutes to prove their well-recognizing of operation room to be qualified as an assistant circulating nurse.

Skillful surgical techniques is another top priority for students. Performing "Challenge of gowning and gloving in one minute" is the criteria for students qualified as an assistant scrub nurse.

 

Findings: "Plan Drawing of operating rooms " is an effective way to familiarize with the operating room hardware setting and moving lines; "Challenge of gowning and gloving in one minute" contains factors of time-stress-simulation and skillful and professional technique to enhance nursing-students’ motivation to practice.

There were 35 participants from March to July 2015 .According to both Likert’s Scale and the narrative quality feedback from nursing students, both of these teaching strategies have received positive recognition

Biography:

Professor Drach-Zahavy earned her PhD degree in Organizational Psychology at the Technicon, the Israel Institute of Technology. From year 2000, she is academic staff at the Department of nursing, the Faculty of Health, and Welfare Sciences, at the Department of Nursing, the University of Haifa, where she now serves as an Associate Professor. As an Organizational Psychologist, her research tries to understand the challenges that health organizations set before managers regarding management, teamwork, and ward's effectiveness. She is particularly interested in effectiveness in terms of safety, and quality of care. Her This endeavor comes at a time of growing recognition in healthcare that its fundamental challenges are organizational, not merely clinical. Hence her research interests focus on:

-Safety- including providers’ safety, patient safety, and effective handover

-Promoting nurses' health, and well-being

Abstract:

Patient's handover has been declared as an area of considerable vulnerability to patient safety as well as a point of resilience, as it presents opportunities to identify, correct and ‘bounce back’ from errors happened in the last shift. This presentation describes findings from four different studies on nursing handovers, delineating the resilience strategies nurses develop to maintain patient safety.

Comparing mental models of incoming, outgoing, and expert nurses of 40 handovers, two seemingly contradictory processes in the shift handover were revealed: a “Chinese whisper effect” and an “information restoration” process, where incoming nurses restructure missing information based, perhaps, on their prior knowledge, experience, and unmediated impression of the patient. Another qualitative study using interviews, showed that nurses rely on cross-checking strategies to make sense of the information gained during handovers. These strategies help identifying ‘red flags’ that help them set priorities, and direct their attention to prevent something bad from happening. Another important resilience strategy, is to involve the patient during handovers. We found that nurses revealed resilience by trying to involve those patients that were less reluctance to participate during handover due to their personality traits. Finally, we demonstrated that engagement with resilient handover strategies was linked to treatment errors in patient care in the following shift. Specifically, face-to-face verbal update with interactive questioning; update from practitioners other than the outgoing; topics initiated by incoming as well as outgoing team, and writing a summary prior to handover – all were significantly and negatively linked to fewer treatment errors.

Thus, a nursing handover should not be viewed only as a telegram, where the outgoing nurse provides concise information on the patient, but rather as a dialogue, where the incoming and outgoing nurse share their perceptions on the patient, ask clarification questions, and together discuss their perceptions of the patient.