21^st World Nursing Education Conference July 16-18, 2018 Melbourne, Australia

Biography:

Duangjai Vatanasin has her expertise in improving positive psychology and preventing mental health problems especially depression in adolescents. She emphasizes applying positive psychology or empirical intervention to enhance the adolescent abilities and improve their mental health. Her work focuses on the understanding of the phenomena of adolescent depression, which is significant information to develop the prevention programs. She has experience with developing the theoretical model of adolescent depression and building the Enhancing Problem-solving skills based on problem-solving therapy (Nezu, Nezu & D’Zurilla, 2013) to decrease depressive symptoms among nursing students.

Abstract:

Statement of the problem: Nursing students are responsible for coordinating with diverse populations in order to enhance good health for all people. Nursing students who have high social intelligence, which is the set of basic skills to understand social situations and the abilities to recognizing the thoughts and feelings of people, could build good relationships with others and also develop intervention providing good health.

Methodology & Theoretical Orientation: The purposes of this predictive correlational study were to investigate the social intelligence and its predicting factors among 450 undergraduate nursing students who were selected by stratified random sampling. Conceptual framework of the current study was derived from the Social intelligence theory (Goleman, 2006) and relevant literature. Seven research instruments used for data collection were the Information Form, Social Intelligence, Emotional Intelligence, Learning Style, Nursing Student Adaptation, Internet Addiction, and Family Connection Questionnaire. The data was analyzed using descriptive statistics, Pearson’s product moment correlation coefficient, and stepwise multiple regression analysis.

Findings: The study findings revealed that undergraduate nursing students had a high level of social intelligence ( X = 3.04, SD.= 0.258). Stepwise multiple regression analysis revealed that emotional intelligence, nursing student adaptation, and learning style together could explain 52.40 percent of the variance for Social intelligence (R² = 0.524, F = 163.79; p <.001). The most significant predicting factor was emotional intelligence (β = 0.512, p < .001) followed by nursing student adaptation (β = 0.107, p <.001) and learning style (β = - 0.080, p <.001).

Conclusion & Significance: Results from this study have provided important baseline data on which to design the program to enhance nursing student’s emotional intelligence as well as their adaptation skills for decreasing their social intelligence.

Biography:

Ka Wa MIO, lecturer, registered nurse (RN), a doctoral candidate of the Macau University of Science and Technology. Master Degree of Monash University in Faculty of Medicine, Nursing & Health Sciences and Bachelor Degrees of Taiwan National Yang Ming University in Nursing and University of Macao in Education. She was a clinical nurse and school nurse. Currently, she is a lecturer of Macao Polytechnic Institute, focusing on Health Promotion and her research field is Mental Health Literacy. She has published a paper in reputed journals and she is a member of Sigma Theta Tau International, the Honor Society of Nursing.

Abstract:

Background 

Macau is a city with development of the gaming industry. The concern of the residents' psychological health problems, the promotion of mental health literacy, early cognition and early intervention can prevent and reduce the stigma associated with mental illness. Primary health care staff arrange elderly health and life style. By accessing mental health problems of elderly, the mental health literacy of primary health care staff will be enhanced. Primary health care staff will be able to manage mental health problems, familiarize with elderly management and the provision of treatment programs.

Objectives

In this study, qualitative research design is used to explore Macau primary health care staffs’ mental health literacy level.

Methods

Self-report questionnaires are used to assess the mental health literacy of Macau primary health care staffs’.

Expected Outcome

No studies have been conducted on the mental health literacy of Macau primary health care staffs’ in Asia. In the training of Macau primary health care staffs, the understanding of primary health care staffs’ mental health literacy is still very lacking. In addition, the understanding their pressure, self-seeking knowledge and belief of the elderly need to be developed. This study explores the mental health literacy-oriented differences, arranges primary health care staff to participate in Mental Health Literacy Scale questionnaire, gains an understanding of the mental health status of them.

Biography:

Abstract:

Objective:

Based on the theoretical framework of Kolb’s experiential learning theory. Experiential pedagogy emphasize on challenge, reflection, overcoming adversity and team work building. It offers participants’ opportunities to experience more challenging activities that help them to recognize their own weaknesses and strengths. It allows individuals to extract meaning from their experiences and to apply this new knowledge to other situations so as to promote insights that help them to transfer new information back into their everyday environment. The purpose of the study was to explore nursing students’ attitude, beliefs and behaviors following an experiential education and determine if there was a change in self-efficacy, resilience and competency towards the clinical practicum.

Methodology:

In pilot study, 20 of year 2 nursing students from Caritas Institute of Higher Education were recruited by convenience sampling. 10 of them recruited in experiment group and 10 of them recruited in control group using randomized controlled trial design. All were blinded to the group allocation and they have no clinical experience by the time joining the study. Both of pre and post- tests questionnaires were conducted in two groups in 0 month (after intervention), 3 months (right after clinical practicum) and 6 months (right 3 months after clinical practicum). Quantitative data were collected using General self- efficacy scale, Making Sense of Adversity Scale and Scale of Nursing Students Competence Instrument. Posttest scores were compared between two groups. Significant difference in attitudes changing toward experiential activities.

Conclusion:

Positive social change include improved attitudes toward patients’ care and adoption of innovative practice. Providing students with reflective practice training from facing challenges result in improving their clinical work may be a productive investment in personal development and quality improvement.

Biography:

Yew Hiang is a Nurse Educator with the Education and Practice Department, Nursing Service, Tan Tock Seng Hospital. She is trained in Emergency Nursing and holds a Master degree and related qualification in the field of training and development. She is one of the nursing core faculty members in Simulation and Integrated Medical Training Advancement Centre (SIMTAC), Tan Tock Seng Hospital and her current works involves the development and facilitation of simulation training and learning in nursing and with the inter-professional groups. Her research interest includes using instructional simulation as a teaching strategy to enhance nursing standard practices and professional development of the nurses.

Abstract:

The non-technical skills (NTS) are critical for individual and team to function well during crisis management. This study aims to identify the current NTS gaps, strategies to overcome the gaps, preferred learning methods and motivating factors for learning NTS behaviours relevant to the crisis management in nursing context.

Fifty Registered Nurses (RN) and Enrolled Nurses (EN) were recruited. Nurses’ performance during role play and group debriefing were video and audio-recorded.  A short survey on the study focal areas with gained learning points from the debriefing was collected.

Nurses perceived “Poor communication”, “Lacking teamwork” and “Inadequate knowledge” as the major NTS gaps;  “Reading”, “Reflecting” and “Consulting seniors” as strategies to overcome the gaps;  “Role playing” and “debriefing” as preferred learning methods;  “Seeing video playback” and  identifying “good and improvement areas” during debriefing as motivating factors for practice change.

Self-directed learning (i.e. reading, reflecting, consulting seniors) is useful to heighten the key NTS behaviours (i.e. Good communication, teamwork and adequate knowledge). The effectiveness of the simulation role play and debriefing could create impact and harness desired NTS behaviours for performance improvement and motivate positive practice change among nurses.

The results provided us insights about NTS and the program. Instructional simulation could employ as an innovative learning provision to enhance nurses’ knowledge and skills for NTS gaps closure and positive practice change to take place. Further study to examine learning transfer is recommended to achieve practice excellence for nurses. 

The NTS gaps should be tightened to improve nursing standard practice. The application of the underlying NTS principles, addressing the NTS gaps and attending to individual inadequacies are key challenges to be addressed.

Biography:

Abstract:

Biography:

Im Fong, LAM, lecturer, registered medical technologist (MT), a doctoral candidate of Zinan University (China) . Master degree of Zinan University (China) in Faculty of Medicine and Bachelor degree of Kaohsiung Medical University (Taiwan), Technology for Medical Sciences. She was Medical Technologist and member of Infection Control Committee in Kiang Wu Hospital. Currently, she is lecturer of Macao Polytechnic Institute, primarily teach microbiology for nursing students. Her reaserch interest is in microbiology and Immunolgy.

Abstract:

Background

Staphylococcus epidermidis is one of the normal floras that can be found on human skin. Normally, it will not cause disease. But in some situation such as catheters, dialysis treatment, implantation of artificial cardiac valve, joint prosthesis and intraocular lens can cause disease. Staphylococcus epidermidis can form biofilms on inorganic materials and get into the blood circulation; it undergo a phenotypic change resulting in increased antibiotic resistance.

Objectives

Analyze and compare the antibiotic susceptibility in the planktonic form using the standard minimum inhibitory concentration (MIC) and in a biofilm using minimum biofilm eradication concentration (MBEC).

Optimized the results of minimum biofilm eradication concentration (MBEC) by XTT reduction test.

Methods

13 clinical isolates of Staphylococcus epidermidis from central nervous cathether were collected. They were analyzed for their antibiotic susceptibility by using the standard minimum inhibitory concentration (MIC) and minimum biofilm eradication concentration (MBEC). Chi-square was used to compare the sensitivity results. XTT reduction test were performed on biofilm positive Staphylococcus epidermidis.

Results

3 of 13 clinical isolates are biofilm positive Staphylococcus epidermidis. The isolates were susceptible to antibiotics tested using MIC and lost its efficacy when the bacteria were grown in biofilm. The change in susceptibility was significant high for all antibiotics tested.

Discussion

Patient with sepsis or isolated of Staphylococcus epidermidis from central nervous cathether is long standing or not responsive to therapy, MBEC testing should be considered as a biofilm may be present. XTT reduction test can optimize and show the quantitative result of MBEC. And also, the newer antibiotics for Staphylococcus should be tested for their performance in a biofilm using the XTT method.

Biography:

Abstract:

Based on the theoretical framework of Kolb’s experiential learning theory. Experiential pedagogy emphasize on challenge, reflection, overcoming adversity and team work building. It offers participants’ opportunities to experience more challenging activities that help them to recognize their own weaknesses and strengths. It allows individuals to extract meaning from their experiences and to apply this new knowledge to other situations so as to promote insights that help them to transfer new information back into their everyday environment. The purpose of the study was to explore nursing students’ attitude, beliefs and behaviors following an experiential education and determine if there was a change in self-efficacy, resilience and competency towards the clinical practicum.

Methodology:

In pilot study, 20 of year 2 nursing students from Caritas Institute of Higher Education were recruited by convenience sampling. 10 of them recruited in experiment group and 10 of them recruited in control group using randomized controlled trial design. All were blinded to the group allocation and they have no clinical experience by the time joining the study. Both of pre and post- tests questionnaires were conducted in two groups in 0 month (after intervention), 3 months (right after clinical practicum) and 6 months (right 3 months after clinical practicum). Quantitative data were collected using General self-efficacy scale, Making Sense of Adversity Scale and Scale of Nursing Students Competence Instrument. Posttest scores were compared between two groups. Significant difference in attitudes changing toward experiential activities.

Conclusion:

Positive social change includes improved attitudes toward patients’ care and adoption of innovative practice. Providing students with reflective practice training from facing challenges result in improving their clinical work may be a productive investment in personal development and quality improvement.

Key words: experiential pedagogy; self-efficacy, resilience, competence

Biography:

Larry E Simmons completed his PhD in Nursing 18 years ago from the University of Missouri-Kansas City in the US. He has worked in testing arenas and has become an expert in nursing testing development. He currently is Director of the CNE Program at the National League for Nursing and assistant professor in the nursing doctoral program at South University in Tampa, Florida, USA, He is a nationally known speaker on testing and curriculum in nursing education.

Abstract:

Certification as an academic nurse educator promotes leadership in nursing education. The National League for Nursing identified competencies and task statements of the nurse educator’s role in 2005. This seminal work led to the creation of a certification program for nurse educators. Qualified applicants can, if successful on the certification examination, obtain the credential of Certified Nurse Educator (CNE®). There are currently 6,000 CNEs who have obtained the certification. The core competencies of the certification include areas of experience including facilitating learning, use of assessment and evaluation strategies, and participating in curriculum design and learning outcomes. Currently in process is a new certification that is focused on the skills and competencies of the clinical nurse educator, those nurses working actively with nursing students in clinical experiences. Originally, the eligibility criteria required the educator to hold a nursing license in the United States. After a review of nurse educator practice internationally, it was determine that the role and competencies that formed the framework of the certification program were global and universal in nature. This led to a change of eligibility requirements resulting in the opening of the program to international applicants. This session will be informational on the history of CNE® and the path to becoming a certified nurse educator.

Biography:

Dr. DeWitt holds a PhD in Nursing Education and Administration from William Carey University, MSN in Nursing Education from the University of Mississippi Medical Center, and BSN from Northwestern State University. She is an Associate Professor of Graduate Studies at American Sentinel University and serves as a Research Chairperson for doctoral students.           

Dr. DeWitt has 18 years experience as a nursing educator and has been recognized for her contributions to undergraduate nursing research, service to the community, and service to the profession of nursing. Her research interests are interprofessional education for collaboration and improving the learning experience of nursing students.

Abstract:

The Institue of Medicine unfailingly continues to challenge health care practitioners and educators to create interprofessional education for collaboration (IPEC) opportunities. Implementing interprofession opportunities, nevertheless, continues to elude nursing educational programs, as the lack of a uniform implementation into nursing and other health care disciplines is evident. What is necessary are new and innovative ways to implement IPEC for colleges of nursing to overcome the barrier resulting from lack of readily available opportunities for collaborative partnerships with other healthcare disciplines in the academic setting. This presentation will illustrate a unique research approach sought to evaluate the outcome of an IPEC experience for senior level nursing and Health Information Management (HIM) students. The purpose of the study was to determine pre-licensure senior level baccalaureate of science nursing and HIM students’ perception of interprofessional collaboration and to determine the outcomes of participation in interprofessional education. The results revealed an overwhelming majority of both nursing and HIM students welcomed the opportunity to engage in IPEC, experienced an increased positive perception of collaborating with other professions, and demonstrated a shared mutual appreciation and respect for the respective professions. Additionally, both groups of students understood the importance of interprofessional collaboration in the healthcare practice setting, despite the absence of previous exposure to any IPEC activities in their respective curriculums. As more IPEC opportunities are implemented into curricula, nursing and other healthcare students will gain interprofessional collaboration competence, becoming better prepared to enter the workforce well equipped to collaborate with other members of the healthcare team.

Biography:

Chito Belchez, MSN, RN-BC is a Clinical Assistant Professor at University of Kansas School of Nursing. He joined the KU SON faculty in 2012. He received both his BSN and MSN at KU and currently in the DNP Program in Healthcare Informatics Tract with 2018 as anticipated date of completion. He has worked in various roles including Nursing Education and Staff Development, Unit Based Clinical Educator to Clinical Coordinator, Staff Development and Education Specialist at University of Kansas Hospital and Saint Luke’s Hospital. Prior to joining KU, he served as the Director of Education Department at Liberty Hospital. His clinical background is in Progressive Care, Ambulatory Surgery with Pre and Post Anesthesia Care. He has done many podium presentations on the subject of System Leadership and Quality Improvement.

Abstract:

Historically leadership courses developed for undergraduate nursing education programs have focused on identifying personal skills deemed essential for students. These skills primarily relate to personal traits and qualities that identify students’ self-knowledge, communication skills, risk taking, and delegation. What is lacking is the concept and components of system leadership. Growing talent of nurse leaders from within the organizational and microsystem level is important in meeting the IOM report on the Future of Nursing. Knowledge of system leadership helps nurses identify the structures, processes, and outcomes present in a clinical microsystem. Strong clinical microsystems are the precursor of a healthy work environment.

            In a clinical microsystem leadership course, there are three main concepts. Those are leadership, microsystem, and healthy work environment. Leadership is the ability to motivate others to accomplish goals. The concept of a microsystem is the combination of small groups of people working together to provide care to specific subpopulation of patient (Nelson et al. 2007). Healthy work environments recognize the ability to achieve positive patient outcomes through the use of skill communication, meaningful recognition, authentic leadership, true collaboration, effective decision making and appropriate staffing (AACN Standard for Excellence, 2005). It is through the integration of these concepts that students become aware of the importance of understanding their work environment and their role in that environment.

            “The microsystem is the structural unit responsible for delivering care to specific patient populations or frontline places where patient, families and care teams meet” (2008 AACN Essentials, p. 38). Clinical microsystems are the basic building blocks of all healthcare systems. It is a combination of a small groups of people who work together on a regular basis to provide care and the subpopulation of patients who receive that care (Nelson, Batalden, & Godfrey. 2007). This is the environment where the nurse participates in a broad mixture of direct and indirect patient care delivery processes. Within this environment nurses are expected to demonstrate leadership skills.  This presentation will provide the participants with the beginning concepts and content needed to present a system leadership course in undergraduate nursing curriculums.

Biography:

Abstract:

Statement of the Problem: Nursing students may experience difficulty in establishing rapport with their patients during clinical practicum. Their interpersonal skills have become weaker because communication styles have changed. Touch care is effective in managing pain, nausea, anxiety, fatigue, and insomnia; and it can also aid in establishing rapport between the receiver and giver. Touch care skills might help students build better relationships with patients.

The purpose of this study is to clarify that the nursing students who learned touch care have improved their communication skills with their patients during clinical rounds.

Methodology: Five junior nursing students who learned touch care (lecture and practice) were included in the study.We conducted semi-structured interveiws with these students before and after their clinical practicum. Recorded interviews were transcribed, and the data was analyzed with content analysis. The steps included selecting the unit of analysis, coding, grouping and categorizing.

Findings: After the students completed clinical practicum, three categories including “strengthen self-efficacy in nursing skills”,  “deepen understanding with patients”, and “expanding interactual effects of touching” were extracted.

Conclusion & Significance: The students experienced the effects of touch care and recognized the improvement in their communication skills.  Touch care was effective not only in patients who suffered discomfort, but also in students who provided it.

Recommendations are made for nursing education to incorporate touch care skills into the nursing curriculum to help nursing students acquire therapeutic communication skills. The sample of this research was small and future studies should be encouraged. 

Biography:

The Kem B. Louie has conducted research on novice nurse educators and experienced nurse educators in the US. Utilizing the National League for Nursing Competencies for the academic nurse educator (2013), a survey of skill acquisition of the competencies was sent to faculty in schools of nursing in seven states. Of the 1366 survey distributed, 276 questions were returned. Significant differences were found between novice and experience nurse educators.

Abstract:

The purpose of this presentation is to examine the academic nurse faculty shortage particularly in the United States and worldwide. The presentation will discuss the research of an innovative strategy to assist novice nurse educator’s transition into the academic faculty role by incorporating the National League for Nursing Competencies for the Academic Nurse Educator (2013) in the professional development program.

The academic nurse faculty shortage has been described and researched for nearly the last 20 years in the United States (US). Currently, the national nurse faculty vacancy rate is estimated to be 7.9%. In the US, a large portion of the faculty rate is related to positions requiring doctoral degrees (American Association of Colleges in Nursing (AACN), 2017). Also the National League for Nursing (NLN) found that of the 673 member schools of nursing, 554 schools have reported difficulty in recruiting and hiring faculty (2016).

Several reasons have been found to this shortage and they include increasing faculty age, retirement, higher compensation in service settings, and masters and doctoral degree programs not graduating large numbers of students. There is also research that the shortage of academically qualified faculty in schools of nursing is also occurs worldwide. Several reasons found by Nardi were global migration of nurses, aging of nursing faculty, devaluation of faculty role by nursing, devaluation of faculty role by universities, financial incentives to leave faculty role among others.

More recently, in addition to the reasons found leading to the nurse faculty shortage, attrition of faculty other than retirement is being studied. Fang and Bednash (2014) studied attrition from 2010-2011 in the US and found the attrition rates to be 11.8%. They found in the survey that 20% was due to retirement, 48% left for non-academic positons, 14.4 % left for full time positions at other schools of nursing and 11.2% left for part-time positions a schools of nursing and in hospital service and nonacademic positions. Within this last group, it was reported that the faculty were generally were non-tenures and did not have a doctoral degree, low salary, heavy workload and dissatisfied with the faculty role. Other reasons found by Suozzo (2015) include role conflict and lack of job satisfaction. Others noted the lack of or ineffective mentoring and faculty development for novice educators. (Legare and Armstrong, 2015)

There were two qualitative studies on novice faculty in Pakistan and Iran which also addressed role conflict and job dissatisfaction (Riyasat, Waqas, Azhar, Gillani & Kousar 2017; Heydai, Hosseini, Karmi Moonaghi, 2015).

It is proposed in this presentation that an innovative professional/faculty development program be provided as part of the transition for the novice faculty. Parris and Moss (2016) noted that finding ways to assist the clinical expert nurse to become an expert nurse faculty include transitions programs which include role transition through mentoring with experience nurse faculty.

Biography:

Abstract:

Back ground and purpose: Infants exposed in utero to opiates may exhibit signs of withdrawal after birth leading to neonatal abstinence syndrome (NAS). Infants with NAS have a higher rate of complications, increased length of stay and consume a substantial amount of resources.

There has been a dramatic increase in NAS over the last decade.  Significant increases in substance abuse conditions over the last decade has generated a critical community dilemma for maternal and child health care, infants exposed in utero and born addicted.  Neonatal Abstinence Syndrome (NAS) has challenged practitioners to improve quality, safety and effectiveness of care to exposed newborns and their families. The objective of this quality improvement initiative was to improve quality, safety & efficiency of care for infants and families affected by Neonatal Abstinence Syndrome (NAS), decrease length of stay, provide staff education, and develop a policy involving all disciplines involved allowing for identification, treatment and follow up.

We had no formal education program and no standardization of care among all disciplines and providers.

Budget resources: Costs were kept to a bare minimum. The three hour meetings were conducted every six weeks for one year. The meetings were held at lunch time to maximize cost effectiveness. The cost of lunch and booklet development were minimal.

Impact/results: We were able to standardize diagnosis and treatment to improve recovery and decrease length of stay. The staff was provided formal education about addiction, non-pharmacologic treatments, and accurate use of assessment tools, a new policy, best practices and research.  The new policy, included standardization of pharmacologic treatments, weaning medication and discharge medication criteria.  The policy included specific use of breast milk and breast feeding. New education booklet for use inpatient and outpatient along with staff education. Maternal fetal consults were developed for women on prescription opioids, methadone, Subutex and/or Suboxone.

Implications for family support: The staff is now able to provide an educated non-judgmental approach to NAS infants and their families. Providing non-judgmental treatment allows families an experience that better facilitates bonding and care for the infants, which improves long term outcomes. Providing families with accurate information prior to and after birth fulfills the need for truthful communication and leads to the families being better educated and contented with the infant’s treatment and outcome.  

Biography:

Alice and Patricia Charitable have provided event presentations on nursing related topics for 3 years. Alice has a Bachelor’s of Science Degree in Nursing and a Masters in Clinical Systems Management. Alice works as Adjunct Faculty at Duquesne University. Patricia has a Bachelor’s of Science Degree in Nursing and Masters in Nursing Education. Patricia currently works as a Nursing Administrator on Duty. Alice and Patricia are also nurse entrepenuers and own an online medical apparel company called Graceful Med Boutique. They run a successful series on YouTube called the The Nurses Note, which averages approximately 10,000 views.

Abstract:

There are a new generation of nurses that are entering the workforce, affectionately called the millenial nurses. This goal-driven unique group will require a complete transformation in nursing education. As healthcare becomes technologically advanced, the use of technology and other innovative approaches in nursing education will also become more prevalent. In this presentation, we will discuss how to faculty can promote understanding and the academic success of this generation. We will also discusss key components of transforming nursing education to become more digital and collaborative.

Biography:

Deby Kristiani Uligraff has completed her Master (MSc. in Advancing Nursing Practice) from The University of Edinburgh. She is currently working as a lecturer for nursing studies in Mitra Keluarga School of Health, Indonesia. She has published three scientific articles in local journal in Indonesia. She is passionate in nursing education since she believes that education is the root of any science and professional diciplines. Nursing education is paramount because it is the key to equip the nurse-to-be with comprehensive knowledge in order to make an excellent clinical decision in every situation he/she will face.

Abstract:

The notion of reflective practice has been considered important in healthcare professionals’ practice. In nursing, particularly in developed countries such as the United Kingdom, Canada, Australia, it has been set as a required competence for registration. Some action has been taken to support the achievement of competent and reflective practitioners, including embedding reflection in the nursing pre-registration education curriculum. In the past twenty years, there has been focus on using art-based initiatives to help student nurses to reflect on their clinical experience. Amongst the art forms, poetry has been used as a reflective tool. Many studies found that poetry could be helpful for developing students’ reflective skills. The aim of this study is to analyse the effectiveness of using poetry as a reflective tool. A comprehensive search of the literature and integrative review were undertaken for reviewing and discussing the evidence-based literature that supports the using of poetry as a reflective tool. The literature review showed that using poetry in education have been carried out, and have yielded positive results. It is promising to note that the development of reflective practice, as required to be an attribute of a registered nurse, could be stimulated and achieved by the employment of poetry as a reflective tool in clinical education. The literature review also demostrated that using poetry as a reflective tool in nursing education is both feasible and worthwhile. Therefore, it is proven that using poetry as a means of reflection in an education setting is beneficial and valuable.

Biography:

Abstract:

Background:

Chest drainages are widely used therapeutically in patients with respiratory disorders and post cardiothoracic surgeries. It requires specialized equipment and expertise in handling and managing with chest drains. Continuous training and education of nursing staff in this regard is very important to prevent incidences related to chest tube including tube dislodgment, improper drainage output measurement and management, accidental tube removal and so forth during hospitalization.

Aim:

The aim of this quality project is to build staff competency and strengthen their skills in handling chest drainages to provide safe care.

Methodology:

The project was carried out with 32 nurse and 06 technicians working in pulmonary and cardiovascular unit from the period of Jan – June 2017. Retrospective data was obtained through last two quarters of 2017 incidences records related to chest drains management. Juan’s Problem Solving Methodology is used to approach this issue.

 Results:

The result analyzed on the basis incidences trend so we took in services session on chest tube management and develop competency check list after six month again reevaluated the incident trend which was drastically decreases so we developed a module and hand over to area clinical nurse instructors.

Conclusion:

The aforementioned results affirm that competency building of nursing staff has resulted in zero incidences related to chest drainages management and monitoring and improvement in hands-off process. Additionally it has enhances staff’s confidence and comfort level while dealing chest drainages.

Biography:

Abstract:

There is no doubt that nursing is a profession with the essential ingredients of autonomy and accountability. The recent advancement in nursing profession has change the role and responsibilities of a nurse from bed side nurse to more diverse roles like client advocate, a teacher and a researcher. With this advancement the common public perception that a nurse is just someone who assists the doctor during and after treatment is changed. The purpose of the article is to explore changes in people’s perception about nursing image. Data was collected from different database CINHAL, PUBMED, GOOGLE SCHOLAR and SCIENCEDIRECT. Key words used were nursing image, perception, professional attraction, education standard. Around 24 articles were studied and 6 were shortlisted and referenced. The results showed that nursing image has been changed and there are different factors that actually have modified this transition like advanced education and professional growth. This is turning to be a pulling factor and is attracting more and more people to this field even man. Modified teaching strategies and flexible styles are making a difference.  In conclusion, there is a great positive change about nursing image in recent century as compare to past and nurses are looking forward to uplift their professional standards further.

Key words: Nursing image, perception, professional attraction, education standard.

Biography:

Yansheng Ye, male, Chinese, 36 years old. He is a PhD candidate of Sichuan University in China, and his major is nursing. In the same time, he serves as teacher of Hubei University of science and technology in Hubei province, China. His research is focused on nursing education. He is hosting 6 research project and has published 32 papers in reputed journals in China.

Abstract:

Background: Clinical performance is regarded as a basic and core content of nursing quality. Improving clinical performance is a useful screening indicator for practice nursing students’ professional competence. Few studies reveal the relationship between perceived stress, professional values and clinical performance. The purpose of the research is to determine whether professional values plays a moderating role in the relationship between perceived stress and clinical performance among Chinese practice nursing students.

Methods: 435 Chinese practice nursing students from 4 hospitals participated in this study. They completed questionnaires including the Perceived Stress Scale ( PSS ), Nursing Professional Value Scale-Revised ( NPVS-R ), and Clinical Performance Scale ( CPS ). Structural equation modeling was used to deal with the relationships among perceived stress, professional values, and clinical performance.

Results: Professional values significantly affected clinical performance ( P＜0.01 ) and moderated the relationship between perceived stress and clinical performance ( P＜0.01 ).

Conclusions: Professional values moderates the relationship between perceived stress and clinical performance, which can form scientific evidence to develop intervention strategies to improve clinical performance.

Biography:

Xiahui Li, female, Chinese, major in nursing, is a PhD candidate of West China School of Medicine in Sichuan University. She also is a lecture of Nursing School of Chengdu University, the vice director of nursing department of Medical School of Chengdu University, and the vice director of Elderly Health Science Communication Base of Sichuan Province. Her research field is nursing education, the elderly health education and chronic pain management. She has Participated in several National Natural Science Foundation of China  and Sichuan provincial research projects, and published more than 5 papers in reputed journals in china.

Abstract:

Background: The International Association for the Study of Pain (IASP) defines chronic pain as pain without apparent biological value that has persisted beyond normal tissue healing time, usually three months. Chronic pain can contribute to disability, depression, anxiety, sleep disturbances, poor quality of life and increased health care costs. In recent research, more than 65% elderly people suffered chronic pain in China.  Meanwhile, correct knowledge deficits was a vital reason for poor chronic pain management in primary care. The purpose of our study is to compile the health education manual for elderly patients in community with chronic pain to facilitate their knowledge and empower them to self-manage.

Methods: Sichuan province, a province in southwest China with 13 million people over 60 years old, was taken as an example to investigate the current situation of chronic pain and  the health education requirements in community elderly through cross-sectional survey and qualitative interview. According to the results, useable evidence will be retrieved from clinical guidelines for chronic pain published in the last five years on GIN (Guideline International Network ), NGC (National Guideline Clearinghouse ), NICE (National Institute for Health and Clinical Excellence ), SIGN ( Scottish IntercollegiateGuidelines Network) and so on, which will be evaluated, screened and integrated into recommendations. Recommendations will be translated into Comprehensible language and compiled to be a healthy education manual for patients after experts reviewed. Finally, this manual will be disseminated for community elderly with chronic pain, their family members and primary care workers in sichuan province.

Currently, Cross-sectional investigation of this studyis is under way, the healthy education manual is expected to be completed by April 2018.

Biography:

Rujun Hu, male, Chinese, 29 years old. He is a PhD candidate from Sichuan University in China, and his major is nursing. In the same time, he serves as teacher of Zunyi Medical University in Guizhou province, China. His research is focused on nursing education. He is hosting a research project and has published 4 papers in reputed journals in China.

Abstract:

Background: In recent years, the flipped classroom approach has been broadly applied to nursing courses in China. However, a systematic and quantitative assessment of the outcomes of this approach has not been conducted. The purpose of the meta-analysis is to evaluate the effectiveness of the flipped classroom pedagogy in Chinese baccalaureate nursing education.

Methods: All randomized controlled trials (RCTs) relevant to the use of flipped classrooms in Chinese nursing education were retrieved from the following databases:

PubMed, EMBASE, the Cochrane Central Register of Controlled Trials, China National Knowledge Infrastructure, Wanfang Database, and the Chinese Scientific Journals Database. The reference lists of identified RCTs were also screened. The Cochrane risk of bias tool was used to evaluate the quality of the studies, RevMan (5.3) was used to analyze the data, and the quality of the combined results was evaluated using the GRADE system.

Results: Nine RCTs were included. The meta-analysis indicated that the theoretical scores and skill scores were significantly higher in the flipped classroom group than in the traditional lectures group (SMD=1.19, 95% CI: 0.84-1.55, P<0.001, and SMD=1.75, 95% CI: 0.95-2.56, P<0.001).

Conclusion: Flipped classroom pedagogy is more effective than traditional lectures in improving students’ theoretical and skill scores. However, the heterogeneity of the included studies should be considered when interpreting the results of the study.

Implications on Practice: High-quality studies, with a large sample size, which perform accurate randomization, blind the outcome assessors, use uniform measurements and evaluate the long-term effects of the flipped classroom are warranted.

Biography:

Hui Zhang, female, 33, a PhD candidate, is a full-time infection control nurse in West China Hospital of Sichuan University in China. She has won prize of Top 100 Excellent Paper award of Medical Education Management in China, and Inquiry Small Class Teaching Excellent course award of West China Medical School. She serves in the youth committee member of nosocomial infection control commission, Sichuan Preventive Medicine Association and the youth editor board member of Chinese Journal of Infection Control. She has published 14 papers in SCI and Chinese journals, participated in 5 national and provincial research projects and 9 books.

Abstract:

Background Along with the deepening of the educational reform, innovative teaching strategies have replaced traditional teaching method, and technology classroom teaching has become increasing popular.

Objective To promote student-centered teaching strategies, increase students' enthusiasm, make classroom teaching and teaching evaluation more seamless, and impel nursing students to truly master the knowledge and skills of infection control.

Methods The online testing service of Sojump.com was used to give in-class testing and case-based facilitated discussions for 77 nursing students in West China Medical School in the spring semester in 2017. The students participated the testing and discussion through scanning two-dimensional code by mobile phones.

Results The nursing students’ participation rate of online tests and discussions was 100%. Compared with the spring semester in 2016, the rate of student attendance in the spring semester in 2017 increased from 95% to 98%, and the average score of teacher evaluation increased from 83.53 to 93.06.

Conclusions The application of Sojump.com enabled students to explore multiple cases from multiple perspectives, develop students’ problem –solving skills and critical thinking, and be more active in classroom learning. And it achieved the function of timely feedback of teaching evaluation, enhanced teaching quality, and promoted educators to continuously explore much more mature model of teaching.

Biography:

Ning Jiang, female, Chinese, 35 years old. She is a PhD candidate from Sichuan University in China, and her major is nursing. In the same time, she serves as a teacher of Taishan Medical University in Shandong province, China. Her research is focused on nursing education. She has published 6 papers in reputed journals in China.

Abstract:

Background: Health Assessment is an important subject in nursing education which is the key bridge for clinical nursing courses. At present, many schools have begun to use action oriented teaching method in classes, but there is no clear and systematic teaching idea on how to apply this method in the course of "Health Assessment" experiment teaching.The purpose of this study is to apply a new teaching method which combines action oriented theory with simulated nursing process way to promote the effect of Health Assessment course.

Methods: According to the requirements of Health Assessment experiment syllabus, a comprehensive experimental method of simulated nursing process based on action oriented theory was constructed. This method was applied to the experimental course of Health Assessment in undergraduate nursing students in Taishan Medical University, and the teaching effect was investigated.

Results: 79.8% of students believed that they could master the basic theories and skills better; 88.3% of students thought that their abilities of observation, practice, innovation and cooperation were improved; 86.7% of the students considered that it can help them to understand the theoretical knowledge; 83% of the students deemed that it can increase the interest of learning and make a active class atmosphere; 79.3% of the students had faith in that they can complete the experiment independently and put forward correct conclusions; 86.2% of the students felt that the teaching and learning echo each other and make students feel good.

Conclusion: The comprehensive experiment courses were helpful in arousing the students' interests in learning, improving the learning efficiency, teaching effect and quality. Teachers needed to accumulate innovation ability constantly to achieve better teaching effect.

Biography:

Dr. Rani Srivastava RN PhD is the Chief of Nursing & Professional Practice at CAMH and an adjunct professor at York University and University of Toronto.  Her passion and expertise are in interprofessional culturally responsive patient and family centered care. In 2017, Dr. Srivastava was recognized by the Canadian Nurses Association as one of the 150 nurses for Canada who are strong public advocates and leaders in advancing patient centered approach to quality health care.  She holds a B.N. from Dalhousie University, and MSC.N and PhD from the University of Toronto.

Abstract:

As health care moves increasingly to evidence based practice (EBP), the profession continues to face challenges of preparing competent practitioners and in finding ways for current staff to stay engaged in evidence based practice.  The first is a challenge for academe while the second is a challenge for the service sector.  These challenges cannot be addressed by either academe or practice in isolation and can effectively be met through research  and knowledge mobilization .This presentation describes the formation and impact of the York-CAMH Collaborative, an innovative partnership between the Faculty of Health at York University and the Centre for Addiction and Mental Health (CAMH).

CAMH and York have a long history of collaboration on student placements; however this agreement is more comprehensive and ambitious with a goal to accelerate knowledge and practice for promoting mental health locally, nationally and globally. This integrative approach supports both the education and research mandate of the York Faculty of Health and the professional practice goals at CAMH. This nursing led initiative also includes the departments of Health Policy Management; Kinesiology, Nursing, and Psychology). The Collaborative is supported by an advisory committee made up of key stake holders from both organizations, to ensure that the mandate and vision of the collaborative is optimized and evaluated.   The initial focus is on innovative student placements/internships, research assistantships, research volunteers and continuing Professional Development initiatives for CAMH staff.  We also expect to create opportunities for CAMH experts to contribute to classroom teaching at York. 

Biography:

Abstract:

Surgical patients often suffer from high risk of malnutrition. Enteral nutrition through jejunum is a widely applied nutritional support therapy. However, various intolerance can occur anytime during feeding process, resulting in interruption of enteral nutrition and influence on rehabilitation process. We conducted the literature review aim on feeding intolerance related concepts, incidence, influencing factors and effective interventions in clinical practice in order to guide clinical standardized treatment of intolerance of enteral nutrition and ensure energy supply.

Biography:

Prof.Dr. Srinivasan Gandhi, Professor cum Principal,Tripurasundari College of Nursing has expertise in innovative teaching methods in nursing education and role model for nursing care industry in advanced innovative applications. He has applied in innovative methods to teach younger generation for new perspectives and new vision that utilise of evaluation, measurement, description and judgement. The innovative methods are easily available and affordable in modern technological world.

Abstract:

Introduction:  As a manifestation of curriculum education environment influences learning and behaviour learners, provision and assessment quality advance technology is one of the responsibilities of educational institutions as a part of continuous advance technology provision initiatives. Changes in health care industry have led to unprecedented challenges for nursing profession. The advance technology in nursing focus ensuring provision of culturally sensitive evidence based practice to clients, Quality assurance and enhancement of competencies of nursing care profession

Objective:  Assess the knowledge and attitude regarding Advance Technology in Nursing(ATN) among Nursing Students who attended ATN seminar Associate knowledge and attitude scores with selected demographic variables. Correlate the knowledge and attitude of Nursing students who attended ATN seminar.

Method and Materials:    Descriptive survey approach with descriptive design was used for the study. The study was conducted on 60 Nursing students at Advance Technology in Nursing Seminar in selected colleges and schools of Nursing. Non probability convenience method of sampling  was used on Nursing students who attended Advance technology in Nursing seminar in selected colleges and schools of nursing in Kakinada region.

Results:  Majority i.e. 36(60%) samples were having good knowledge, 18(30%) of samples had average level of knowledge and 6(10%) of sample had poor level of knowledge. None of them had excellent or very good knowledge 47 (78.33%) of samples were had ‘agree’ attitude score,13(21.67%) had undecided attitude score. There was positive correlation between knowledge and attitude score as the correlation coefficient(r=0.396) was significant (p=0.002) at 5% level of significance

Conclusion: The nursing students had good average knowledge regarding Advance Technology in Nursing. Attitude regarding Advance Technology in Nursing was ‘agree’. Demographic variables did not show a major role in the knowledge and attitude regarding Advance Technology in Nursing. There was a positive correlation between the knowledge and attitude regarding Advance technology in Nursing: r value was 0.3396 and p= 0.002,S p<0.0 at the level of  5% significance.   

     Keywords: Nursing Students, knowledge, attitude, Advance Technology in       Nursing

Biography:

Muhammad has completed his PhD at from Western Sydney University (WSU) - March-2015. Dr Muhammad Alqudah is a lecturer at the School of Nursing and Midwifery - University of Newcastle (UON). Muhammad has previously won the University Award for best presenter 2013 at WSU. His research profile is strengthened by recent publications and editorial board membership of a nursing journal.        

Abstract:

Contemporary nursing educators are challenged to meet student expectations of learning that is both flexible and engaging. Nursing education is further confounded by reduced opportunities for consistent quality clinical experiences. Higher education must respond to these challenges by matching learning opportunities with stakeholder expectations. Simulation programs are proven effective educational tools in the healthcare context.  The use of virtual simulation in health care to support development of clinical reasoning and prioritisation skills is growing in importance. Yet, there remains a dearth of literature in this field. The focus of this project has then been to pilot and evaluate an acute care virtual simulation platform based around care prioritisation. The pilot group were second year Bachelor of Nursing students from the University of Newcastle. The learning platform was evaluated for acceptance, functionality, confidence, and competence building in clinical decision-making when caring for 2 acute patients in a simulated hospital setting. The students had open access to the virtual simulation for a two weeks prior to attending focus group on campus. Transcripts of the focus groups were analysed thematically using narrative enquiry methods. Early results suggest that use of the virtual simulation added educational value to the students’ development of decision making and prioritisation skills. Students reported to feeling more confident prioritising assessment and care. This pilot learning virtual simulation suggests that the repeated use of the virtual program will enhance the knowledge and skills in decision-making and prioritisation so important in nursing.

Biography:

Joanne C. Jaramillo – de Austria has completed her PhD in Nursing at Saint Louis University, Baguio City last June 2016 at the age of 28. She is currently an Assistant Professor at King Faisal University – College of Applied Medical Sciences, Department of Nursing – Kingdom of Saudi Arabia. She has worked in the academe for six years at the University of Northern Philippines – College of Nursing and served as an nurse supervisor at Northside Doctors Hospital for 2 years. It has been her passion to guide newly registered nurses in transitioning in the clinical practice.

Abstract:

The study aimed to explore the perception of both the staff nurse and the patient on (a) spirituality and spiritual care and (b) spiritual well being. Convergent parallel research design was utilized. Participants of this study were divided into two groups, nurses and patients, with 30 participants each, who responded to the Spirituality and Spiritual Care Rating Scale (SSCRS, McSherry et al, 1997) and the Spiritual Assessment Scale (SAS, O’Brien, 2011). After collating the results and treated by mean ratings, it was then consensually validated by both groups. Then a semi-structured interview took place to dig deeper into the spirituality and spiritual care of the participants. Hence, the data was treated individually, converged for similarities that provided key concepts for the development of the Spiritual Nursing Care Model (SNC). The key concepts are: (1) Spirituality; (2)   Spiritual Care and (3) Spiritual Well-being. Spirituality and spiritual care are vital components of the healing process of a patient that promotes spiritual wellbeing among nurses and patients. Hence, there is a need to embrace these concepts in the nursing education and practice to bridge the gaps between the two. The SNC Model can be utilized in a wider scale of patients and nurses to test its applicability to other nurses and patient, taking into consideration various religious affiliations. Nursing Research and Education should pay more attention to nurse–patient interaction as an integral part of the caring process promoting meaning and wellbeing.

Biography:

Purpose:

The purpose of this study was to decrease CVL infections in tertiary care hospital oncology unit Introduction: Catheters are the leading source of bloodstream infections for patient receiving chemotherapy or other long term treatment. Comprehensive unit-based programs have proven to be effective in decreasing catheter-related bloodstream infections. Central venous catheters (CVL)or central lines (defined as a vascular infusion device that terminates at or close to the heart or in one of the great vessels) are used in inpatient and outpatient clinical settings to provide long-term venous access for patients with a wide variety of illnesses and conditions. A CVL is a long, soft, thin, flexible tube that is inserted into one of the large veins leading to the heart.

Methods/Discussion:

Design: Pre intervention and post intervention observational study. Setting: The 31 bed medical & oncology unit in a tertiary care hospital. Between February 2014 and Auguest201, all patients admitted to the medical with CVL were surveyed prospectively for the development of catheter-associated bloodstream infection. A mandatory education program directed toward Medical & oncology unit nurses was developed by Clinical nurse instructor to highlight correct practices for the prevention of catheter-associated bloodstream infection. The program consisted of a unit in-service session including pre and post test based Presentations on risk factors and practice modifications involved in catheter-related bloodstream infections. Each participant was required to complete a pretest before Presentation and an identical test after completion of the Presentation

Findings/Results:

A fifteen episode of catheter-associated bloodstream infection occurred out of 50 catheters insertion in the 6 months before the introduction of the education program. Following implementation of the intervention, the rate of catheter-associated bloodstream infection decreased to 5 episodes out of 20 catheter insertion in the 6 months after the initiation of the education program.

Conclusion:

An intervention focused on the education of health-care providers on the prevention of catheterassociated bloodstream infections may lead to decrease in the incidence of primary bloodstream infections 

Abstract:

Shazia Meraj ali has completed his RN and BScN from Aga Khan University & Master of Nursig at the age of 36 years from Walden University. I worked as a Clinival nurse instructor at Aga Khan Universiy medical surgical and Oncology Unit for 9 years and tyhen join Mediclinic Alain UAE and woked there for 6 years as a Charge Emergency Department and occationally worked as an Nursing supervisor, i attended many Nrsf ciferences natinally and internatioannly at  UAE, Now Preparing to get admission in Ph.d program.