Annual Congress on Child Care: Mental Health, Psychology and Nursing April 12-13, 2019 , Park Inn by Radisson Hotel, Toronto, Ontario, Canada

Biography:

Claire Felix-Baptiste has a long history of teaching social work education having spent 12years tutoring on the Open Universities Social Work undergraduate degree programme and 10years at London South Bank University. She is the Course Director for the current undergraduate cohorts. She is about to complete her Professional Doctorate in Education (October 2018) and in July 2018 she was voted the lecture of the year for the universities Excellence in Teaching Award. Her research interests lie in the social, psychological and economic development of African and Caribbean communities residing in the United Kingdom and across the Diaspora.

Abstract:

Historically the performance of black social work students has lingered way behind their white counterparts. Cracking the code is a qualitative phenomenological study that aims to identify the factors that influence academic success on the degree in social work. The studies objectives were to examine student constructs of academic success and explore behavioral factors that influenced their performance on the social work degree. Cracking the Code used face to face and synchronized interviews with newly qualified social workers (NQSW)’s and their former educators. Cracking the code found that the landscape for black social work students is changing. The preliminary results found that when black students are in the majority population they had the ability to mobilize and take ownership of their learning. The participants of cracking the code proved that they had the ability to overcome adversity and reframed the deficit models propagated by previous social work educational studies since they outperformed their white counterparts. Cracking the code has implications for the retention of future black social work students and the social work education curriculum. The findings for cracking the code can help in better understanding of the needs of black students in professional training and has implications for improving the performance of black students in other professional training environments.

Biography:

Munira Ali Aden has completed Bachelor degree in Nursing from University of Calgary in Qatar, and pursing her master degree in Genomics and Precision medicine at Hamad Bin Khalifa University- Qatar. Currently, Munira is working as a clinical nurse in neurology department at Sidra Medicine. Munira has created iCommunicate which uses cards with Arabic and English words written on them to help patients communicate across language barriers. Her Project was one of the winners in The World Innovation Summit for Health (WISH), and chosen to participate in WISH 2018 as part of Young Innovators Program

Abstract:

This proposal is looking to build patients’ clinical registry for patients with tuberous sclerosis (TSC) and addressing the epidemiology of tuberous sclerosis in Qatar. TSC is a rare genetic disorder affecting multiple organ systems by the growth of non-malignant hematomas in brain, kidney, heart, liver, lungs or skin. TCS mainly results from mutations in either the TSC1 gene or TSC2 gene, which code proteins (Hamartin and Tuberin, respectively). The role of proteins is to regulate cell proliferation and differentiation. Losing the regulation will lead to abnormal development and generations of cells. TSC patients presented with diverse clinical phenotypes such as seizures, cognitive disabilities, behavioral issues, skin and eye abnormalities, kidney, heart, and lungs problems. In addition, the severity and complications of TSC have a wide spectrum that varies between patients, depending on the tumor’s location, and its size. Some patients may develop minimal effects such as skin changes, and others may develop profound symptoms such as mental retardation. Patient management starts at birth and continued all through his life. Multidisciplinary team care is needed that include genetics, neurology, cardiology, oncology, neurosurgery; radiology, psychiatry; pediatric, nephrology and pulmonary. The clinical protocols for TSC are developed to treat and prevent disease complication according to patient age and clinical phenotypes.

Problem: In the Gulf region, specifically, in Qatar, there is a gap of knowledge about the epidemiology of TSC among the population. There is no existing study looked at the disease features, severity, and management of TSC among patients in Qatar.

Objectives: The main objectives of this project are, to fill up the gap of knowledge of TSC, to establish clinical patients registry, develop specialize clinic for TSC patients involving multidisciplinary teams, and to establish stander protocols in the country. Hence, study the epidemiology of TSC in Qatar, improve the quality of life for patients and their families, improve the outcome, and to obtain further research in the future.

Materials and Method: Data will be collected from medical records at Hamad Medical Corporation, and Sidra medical clinical sites.

Biography:

Maria received her PhD in nursing in 2018 from the University of Texas at Tyler. She is a registered nurse, certified in gastroenterology, and the infection preventionist, Risk Manager, and a Staff Nurse at an outpatient endoscopy center in Austin, TX. Her published articles explore the life and health situations of patients to help them achieve best health in any state of illness. She developed the functional mastery of health ownership © model that was used in her research in the patient population she cares for that are affected by Crohn’s and ulcerative colitis.

Abstract:

As the rate of chronic illness in the general population rises, the emphasis toward guiding our patients to wellness becomes greater. The concept of health stewardship and responsibility for self is a shift toward individual choice to take better care of oneself rather than to leave decision-making to providers and caregivers. Desiring the best health outcome regardless of our patient’s health situation is nursing’s primary goal. Exploring health stewardship as a path to wellness will help providers guide patients to reach their potential health

Biography:

David Foley, PhD, RN-BC, MSN, MPA, is an Assistant Professor at Case Western Reserve University’s Frances Payne Bolton School of Nursing. He has been a Program Manager for patients with mental illness, Director of Operations for Women's and Children's Services, and in Nursing Administration for the Department of Veterans Affairs. Based on 25years’ progressive administrative experience, his expertise in performance improvement led him to assignments as both surveyor and consultant. His research focuses on pedagogical methods to meet diverse learning needs as well as implementing QSEN Competencies to promote quality patient experience

Abstract:

This poster will present the author’s pilot study of the integration of low- and high -fidelity large group interactive learning scenarios in the didactic nursing classroom. A10 question Likert-style questionnaire was administered to a group of pre-licensure nursing students (n=54) to evaluate their preference for these two types of interactive learning scenarios vs. a traditional lecture format. In addition, the students were also asked to rate both formats’ on knowledge attainment for pathology and related pharmacology. The authors will discuss how presenting these scenarios in the didactic classroom instead of traditional simulations in the nursing resource lab (NRL) promoted more efficient use of available nursing faculty and staff resources yet still engaged students with a highly effective learning experience. A collaborative effort between the didactic instructor, NRL Manager, and School of Theater (SOT) students provided expansive opportunities for learning concurrently with achieving economies of scale through efficient resource utilization. The didactic instructor utilized a digital camera and NRL mannequins as low-fidelity, low-incidence/high-risk scenarios and then authored scripts for the students to perform similar scenarios as live theater/high-fidelity scenarios in the classroom. Students rated a strong preference for the high-fidelity scenarios, especially in terms of their ability to explore assessment skills in the comfort of the classroom, but also rated the low-fidelity scenarios highly, especially when supported by faculty Socratic questioning. Both learning formats thus demonstrate efficacy and are worthy of further development and exploration.

Biography:

Zeliha Cengiz is a PhD student in the Fundamentals of Nursing. She has more than 8years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing. She has expertise in fundamentals nursing.

Abstract:

Aim: This study was conducted to determine the relationship between care requirements and life satisfaction of patients receiving chemotherapy.

Methods: This correlational descriptive study was conducted in the hematology and medical oncology clinics of a university hospital. The population of the study consisted of cancer patients receiving chemotherapy. The sample of the study consisted of 210 cancer patients who were hospitalised in these clinics between the dates, when the study was conducted. The data gathering tools used were demographics questionnaire, James care requirements scale, life satisfaction scale. In the evaluation of data, descriptive statistics, independent samples t-test, correlation analysis and Kruskal Wallis tests were used. The results were accepted as statistically significant at significance level of p<0.05.

Results: It was found that 62.9% of the patients whose age average was 51.28±11.98 were male. 29.5% of cancer patients were unemployed, 39.0% were secondary school graduate, and 57.1% had moderate economic level.While care requirements mean scores of the cancer patients participating in the study were high (65.91±14.72), their mean scores of life satisfaction mean scores were low (13.27±6.07). It was determined that gender and education level had an impact on the care requirements score and life satisfaction .

Conclusions: As a result of the study, it was found that there was a negative significant correlation between the care requirements and their life satisfaction (p<0.05). As care requirements increased in the cancer patients, life satisfaction decreased. This situation shows that life satisfaction of cancer patients can be increased by a qualified nursing care.

Biography:

Dr. Haron received her nursing degree and MA from the Tel Aviv University School of Health Professions; her PhD from the Technion Medical School Haifa Israel, and her postdoctoral training in Queen's University School of Medicine Ontario, Canada. Specialization in Healthcare Policy Certificate as Nurse Specialist. Dr. Haron was Director of Research at the Israeli Ministry of Health's Nursing Division 2009-2017. Her research focuses on health policy, quality in healthcare and healthcare systems. Dr. Haron's scientific activities include applied, methodological and epidemiological studies as basis for health policy decision making. She presented her studies in international conferences at Cambridge and Sheffield Universities, UK, as well as in Italy, USA, and Canada.Since 2017, Dr. Haron has been a faculty member at the Yezreel Valley Academic College (Senior Lecturer) in Nursing Department and in Master program in Health System Management Department.

Abstract:

Research studies emphasize the importance of the nurse practitioner (NP) role in the continuum of care, patient health outcome, and the formation of a positive work environment. There are different reports about the extent of care delivered by the nurse practitioner in different fields of expertise and in different countries.

Objective: To present the characteristics of the Israeli nurse practitioner, the extent of the role and practice, activities, role responsibilities, and job satisfaction.

Methods: A descriptive computerized survey targeted palliative care nurse practitioners (PCNP). The study included nurses from all regions and districts in Israel, regardless of the nurses’ HMO or hospital affiliations.

Results: Research findings revealed partial implementation of the NP position in the health system. Although the NPs were highly satisfied with the position of PCNP and factors related to the scope of practice such as direct patient care and care management activities, most of the NPs were dissatisfied with the working environment.

Conclusions: The complexity of the implementation of the NP role requires prior planning for role introduction, mentorship for the NP, and understanding of the interface between the NP and other professional staff.

Biography:

Zeliha Cengiz is a PhD student in the Fundamentals of Nursing. She has more than 8years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing. 

Abstract:

Aim: This study was conducted in order to determine the effect of the training, provided for the patients undergoing hemodialysis in accordance with the Health Belief Model (HBM), on rational drug use.

Material and Method: The first stage of the study, which was conducted in two stages, was carried out methodologically and the second stage was carried out as the pretest-posttest randomized controlled trial model. The population of the study was composed of all the patients (n=396) receiving hemodialysis treatment in the dialysis units where the study was conducted. As a result of the power analysis, the sample size was decided to be 132 (66 patients in the experimental group, 66 patients in the control group). The study was conducted in Malatya and Elazig cities between March 2017-September 2018. The data were collected using the patient information form and the rational drug use scale(RDUS)" prepared by the researchers. The training on rational drug use was provided to the patients in the experimental group in accordance with the HBM twice at 15day intervals. The descriptive statistics, Cronbach’s alpha, chi-square, and dependent and independent samples t-test were used to assess the data.

Results: According to the pretest measurement data, the RDUS mean score of the experimental group was 60.29±10.17 and the RDUS mean score of the control group was 62.85±9.94. According to the posttest measurement data, the RDUS mean score of the experimental group was 78.80±8.16 and the mean score of the control group was 63.48±9.77. It was determined that the difference between the pretest scores of the experimental and control groups was not statistically significant and the difference between the posttest mean scores was significant (p<0.001).

Conclusion: In the analyses, it was determined that the training provided in accordance with HBM increased the rational drug use of the patients undergoing hemodialysis. It may be recommended to use RDUS to measure the rational drug use, to use HBM as a guide in the training to be provided on the rational drug use, and to provide the training on rational drug use for the patients undergoing hemodialysis.

Biography:

Shara Ruffin is a licensed social worker and psychotherapist at a partial hospitalization program in Philadelphia, Pennsylvania. She holds a bachelor of social work degree from the Lock Haven University of Pennsylvania and a master of social work from Howard University School of Social Work. She provides therapeutic support to enhance the lives of others with specializations in grief and loss, veteran behavioral health, mindfulness meditation, and trauma counseling. Shara is a member of several professional organizations including the National Association of Social Worker, International Association of Trauma (IAPT) and the Pennsylvania Society for Clinical Social Workers (PSCW). She is currently in the process of writing her first book, a memoir focused on her experiences of struggling with her own mental health, juggling single motherhood, while working on her own journey to happiness and stability.

Abstract:

The focus of the speech will be to shed light on the sacrifices made by the hidden heroes in our country, military families that stand behind the service member. Military families face unique challenges including long separations, frequent moves, inconsistent training schedules, late nights in the office and the toll of mental and physical injuries on both the services member and the family that can be devastating if the proper support is not in place to address challenges that arise. As a former military spouse, four years ago, I faced one of the most challenging hardships in my life. Being a new military spouse and new mother, while facing the fact that my new husband, a non-commissioned officer in the Army was “volunteering” to go back to Afghanistan, ten months post-deployment from his last tour. During his previous nine-month deployment to Kabul Afghanistan, I had given birth to a stillborn daughter, which left me and my husband devastated. Upon his return, we were just starting the process of healing. I had a whirlwind of emotion going through me. How could he volunteer to go back? We just got back on solid ground? Does he not want to be near me? We just started a family. My husband told me that he needed the money to get out of debt. Three weeks after my son Jaedan was born, he left for his deployment training in Fort Polk, Louisana and I was left to care for my son in Philadelphia. I struggled to manage my own mental health including untreated anxiety, post-partum depression. Four weeks post-partum, I went back to work as a mental health provider, while managing the demands of single parenthood. I struggled to seek and maintain my own mental health treatment. When my son became five months old, he became terribly ill. He was taken to Children’s Hospital of Philadelphia for evaluation in the Urology department and was diagnosed with Ureteropelvic Junction Obstruction (UPJ). Due to the extensive blockage in his kidney, I was told by a specialist that my son would have to have surgery at six months. I was scared to death, however, I knew he had to have the surgery due to him being in a lot of pain. For the next several months after his surgery, his life was filled with numerous ultrasounds; specialist visits and emergency room visits due to Jordan's weakened immune system. The stressors of taking care of a sick child; managing my own mental health; balancing a full-time job with single motherhood, and the geographical distance of my husband had detrimental effects on my marriage which ended in divorce due to these stressors related to the military lifestyle. My story is a testimony to the importance of providing adequate care to our military members and their families to promote wellness, education regarding mental health. As a mental health provider, I have dedicated my work toward that cause.

Biography:

Sangeetha is a 24year old insurance professional from the IT hub of India, Bangalore. She is a survivor and a fighter. She was diagnosed with depression having bipolar disorder and borderline personality disorder in November 2014. Since then, she has been undergoing regerous therapy and had been taking medication for the same. She is an author and poet and published 2 books in 2017 and 2018 respectively. Today she stands strong and tells the world her story of survival and how she overcomes her depression.

Abstract:

A TEDx speaker, an author, a poet, a cancer advocate', 4 taglines that seem great to have. At the age of 24, having these 4 suffixes after my name seems lucky but it is not as rosy as it seems. The reason for these taglines is 2 main ones which include, A Bipolar with a borderline personality disorder. I got diagnosed with these 2 mental illnesses in November 2014 when I was attempted suicide. Surprisingly, I breathed a sigh of relief on the diagnosed because I finally had a logical, rational reason for my behavior and it was not my fault but the chemicals in my brain failed to perform their duty. Post diagnoses I began therapy with medication. I was put on 11 medicines for every symptom I complained about. Paranoia, anxiety, mood swings and what not. As therapy began I started talking about my baggage. I began with my childhood which included being subjected to bullying at the age of 7. It brought about insecurities in me of not being good enough and being worthless. At 11, my father was diagnosed with blood cancer. The reason it affected me was the innocence of a child was taken away when the responsibilities of the household were entrusted upon me. I had to be the pillar of our house as my father battled with death with my mother on his side, 300kilometers away from us. I had to take care of my 8-year-old sister, a schizophrenic grandmother with the help of my grandfather. Thankfully, my father won his battle, kept up his promise and came back to us. At the age of 12, due to peer pressure in school and various other insecurities, I resorted to self-harm for solace. Teenage blues struck and self-harm became an addition. I was subjected to sexual abuse by a family member and I did not know how to cope. I made a lot of mistakes and I lost a lot of friends. Things were not going well. One morning in 2014, when I was 20years old I walked out of my house hoping to come back lifeless. I reached the end line but I did not cross it. I sought for help as I needed it as I was heading nowhere. Its 4years now, and I am doing considerably well. In July 2015, the cancer NGO my father was associated with called for an essay competition for caregivers which I wrote and won. Since then, I knew I had a passion for writing and I started jotting down my feelings and emotions. My writing is not motivational nor positive, instead, it is empathetic. I published 2 books, 'Key to Acceptance' and 'Echoes in my Attic' in 2017 and 2018 respectively. Sometimes, in June 2018, I had a Eureka moment when I realized I need to start spreading awareness of mental health. I started giving talks. I began sharing my story publicly hoping to inspire people to seek help at the right time. I put out my weakness and fears to the society to talk about with just one intention of having the hope that at one will seek help at the right time and would not wait till the end like me. The reason for the first 4 taglines is because of my mental illnesses. Today I would not be where I am without my mental illness. I am proud to be a mental health patient, but I replace the word patient with the word survivor because on my journey from 2014 till today I know the progress I have made.

Biography:

Anna has completed her social service worker diploma and is currently studying for her bachelor's degree in mental health. She has worked in daycares, schools and is currently working in the field at a youth shelter supporting homeless youth. She plans to obtain her PhD and open her own practice. She is married and has a 4year old son who she loves dearly. She has written many essays in her educational career and has many years of experience working with youth. She is very passionate about her career and mental health and hopes to make changes for society and the lives of youth. 

Abstract:

The purpose of this paper is to explore and educate on the importance of teaching emotional intelligence and coping skills to individuals and having these programs be a mandatory part of the school curriculum. If children are taught and understand their emotions, they will be able to develop healthy coping skills and manage life stressors in more positive and healthy ways. Several studies suggest unhealthy coping is related to delinquent behavior in youth; individuals with avoidant coping skills may distract themselves from problems or stress with criminal behavior and substance use. However, if individuals are never taught about emotions how can we expect them to understand emotions, handle stress and develop healthy coping skills. Throughout our lives, we experience many emotions daily and sometimes we are not able to accurately describe what we are feeling, or we don’t know what to do to help ourselves feel better. We are expected to know our emotions and how to cope in healthy ways without ever being taught. The way society is constructed makes expressing and understanding emotions almost impossible which leads to unhealthy coping methods, poor health, and other issues in society such as mental health issues and crime. Emotions are a crucial and constant part of individuals lives from birth, we are taught everything from walking to eating, yet no one teaches how to cope and understand emotions. Children are vulnerable and constantly learning about themselves and the world around them, their emotions and the way they perceive things is what develops their world schema. The schema that they develop is what is the foundation of their lives and determines their future success it is important that we teach and guide them to prepare them for healthy and successful lives; children are our future and it is our job to support and guide them. It is crucial to educate children on emotions and how to cope and therefore should be included as a mandatory requirement of the school curriculum. There has been a lot of research around child development and emotional intelligence and research shows that an interactive relationship between children’s emotional and cognitive development. Emotional intelligence has been found to be a critical aspect of children’s early development, learning, and relationship building. Emotions are a part of life from birth throughout our entire lives and stress is a constant part of life. Every individual experience many emotions and will experience stress daily, yet no one is taught about emotions or coping skills. Individuals are left on their own to figure out emotions and find their own ways to cope and often individuals facing a great deal of stress turn to unhealthy ways to cope. The world is constantly changing and evolving yet our school system has remained the same and is structured to teach academics like Math and English but doesn’t teach essential life skills such as coping. The world and society are structured to teach individuals to suppress emotions and that negative emotions are bad, and that being vulnerable is uncomfortable, bad and embarrassing. This further causes individuals to suppress their emotions and leaves them lost for ways to cope with life. Many studies and research show that teaching emotional intelligence and coping skills has countless benefits. Emotional intelligence and coping skills increase academic performance, creates better relationships, reduces anxiety, depression, increases problem-solving skills and reduce crime and bullying. Research shows that teaching these skills to children in their early years is crucial to their development and later outcomes in life. This highlights the need, importance, and effectiveness of teaching emotional intelligence and coping skills to children in school. By teaching children this in school we ensure that they are getting the knowledge and skills they need to lead healthy and productive lives and to be prepared for their lives. It is our job to guide, teach and prepare our children for life and emotions are a critical part of life; we need to teach children about emotions and healthy ways to cope. We are failing as a society by leaving children to learn about emotions and find ways to cope on their own. Teaching emotional intelligence and coping skills in school is crucial and a change that is necessary for society. Children only learn what they are taught so it is critical to teach them about emotions and healthy ways to cope in order for them to lead successful, productive, and healthy lives overall.

Biography:

Gulsen Kilinc is a PhD student in the Psychiatric Nursing. She has more than 7years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing. She has his expertise in psychiatric nursing

Abstract:

Background: Nursing education contains both theoretical and practical training processes. Clinical training is the basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning environment.

Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing students and the difficulties they experience during this process.

Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing students in a university located in the east of Turkey, constituting three focus groups. The questions directed to the students during the focus group interviews were as follows: What do you think about your clinical training? How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What kind of difficulties are you experiencing in clinical practices?

Results: The data were interpreted using the method of content analysis. Most of the students reported that theoretical information they received was excessive, their ability to put most of this information into practice was weak, and they lacked the courage to touch patients for fear of implementing procedures incorrectly. As a result of the analysis of the data, five main themes were determined: clinical training, guidance, and communication, hospital environment and expectations.

Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed that nursing students experienced various issues in clinical practices. In order to fix these issues and achieve an effective clinical training environment, collaboration should be achieved among nursing instructors, nurses, nursing school and hospital management. Additionally, the number of nursing educators should be increased and training programs should be provided regarding effective clinical training methods.

Biography:

Zeliha Cengiz is a PhD student in the Fundamentals of Nursing. She has more than 8years of history in nursing prefession. She is currently working research assistans at Inonu University Facult of Nursing

Abstract:

Aim: This study was conducted in order to develop the “rational drug use scale”.

Material and Method: The research was carried out methodologically. The population of the study was composed of all the patients (n=396) receiving hemodialysis treatment in the dialysis units where the study was conducted. After determining the scale items and taking expert opinions, the final scale was created. A total of 325 patients were reached for validity and reliability analysis of the scale.

Results: According to the exploratory and confirmatory factor analysis, rational drug use scale has 21 items and a single factor. This factor measures whether patients use effective, reliable, appropriate and cheap drugs. A Cronbach’s alpha coefficient was 0.84.

Conclusion: According to these results, RDUS is a valid and reliable scale for measuring rational drug use. It is recommended that RDUS be used to determine rational drug use in different patient groups and use before and after trainings for rational drug use. In addition, it is recommended to determine whether the factor structure is maintained by conducting validity and reliability studies in different cultures.

Biography:

Savvidou Maria completed her Bachelor degree in Psychology at the Faculty of Philosophy, Aristotle University of Thessaloniki (Greece). She has specialized in Career Counseling, certified by the Greek State and School of Pedagogical and Technological Education (ASPETE). Now she is attending seminars on Neuroscience. She has worked as a teacher/ researcher for 4 years in various private educational centers, helping university students carrying out their research projects. She is genuinely passionate about research, because she believes that it can contribute to the development of critical thinking and improvement of our everyday life. She thinks that the basic tool for promoting research is questioning and doubt. 

Abstract:

The present study is mainly a pilot survey using quantitative methods that aims to examine all the factors affecting career choice during adolescence. There are different views in the relative literature. Therefore, in one respect, career choice is supposed to be a long-term procedure with often unpredictable developments that never ends. On the other hand, it is generally accepted that career choice is a developmental process that starts from early childhood and is basically expressed during adolescence when students are obligated to take a decision related with their career structure. Based on the second point of view, it was chosen that all sampled students should be at the age that is close in time to the most important decision about their working life (upper secondary school). The basic assumption that was originally made is that, in the current period the socio-economic context in Greece presents much more unfavorable working conditions than a decade ago and we expect this to turn teenagers towards different professional orientations and behaviors than we have so far observed. The findings of the investigation showed that further research is necessary, especially nowadays that socio-economic factors are changing rapidly. Research in the Greek field should be re-evaluated, as the working framework changes every year and consequently the factors influencing career choice during adolescence are formulated within another framework.