Day 2 :
Sydney Medical School, Australia
Time : 9:30
Perioperative nurse surgical assistants (PNSA) in Australia provide high-quality, professional, surgical assist care for surgeons, and to patients requiring surgical procedures that need PNSAs help and care. Traditionally in Australia, medical practitioners have performed the surgical assistant role. Today, the PNSA role is well established and involved in a range of surgical disciplines in areas of practice, role and responsibilities in pre-surgery, intra‑operative and post-operative. The PNSA role needs to satisfy credentialing requirements of the hospital and fulfill qualifications such as professional registration in maintaining the standards and skills.
With recent Australian hospital statistics showing surgical procedures continue to rise, PNSAs play an important role in maintaining the quality of surgical care in Australia. It is crucial for evidence development to highlight on the sustainable use of PNSAs in providing potential cost savings to the Australian healthcare system and patient benefits.
- Role of PNSA in surgical care in Australia
- Australian Standards and credentialing requirements
- Current reimbursement pathways in Australia
- Research areas and evidence requirements
- Case example: Robotic surgery
- Nurse Practitioner | Nursing Credentials and Certifications | Nursing Management | Nursing Informatics | Surgical Nursing | Dental Nursing | Cancer and Tumour Nursing
Tripurasundari college of Nursing, India
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.
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
Sichuan University, China
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.
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.
Sichuan University, China
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.
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.
Sichuan University, China
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.
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.
York University, Canada
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.
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.
Sichuan University, China
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.
The University of Newcastle, Australia
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.
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.
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.
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.
Aga Khan Universiy, Pakistan
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.
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
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.
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
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.