Day 1 :
Keynote Forum
Shirley Girouard
SUNY Downstate College of Nursing, USA
Keynote: Addressing adverse childhood experiences (adverse childhood experiences) in nursing education to improve practice and professional well-being: Opportunities and challenges
Time : 09:30-10:15
Biography:
Shirley Girouard has been instrumental in promoting research among student nurses, seeking evidence for education & practice, & advocating for healthcare system change that best meets population health needs & addresses the social determinants of health. She has demonstrated strong leadership & made significant contributions in many areas including direct services for children & families; research; teaching; workforce development; & health policy reform & advocacy. She has recently published a commentary on the importance of addressing ACEs in nursing in a special supplement of Academic Pediatrics (September 2017), one of only a handful of articles on ACEs in nursing.
Abstract:
SUNY Downstate College of Nursing seeks to integrate interprofessional education (IPE) of adverse childhood experiences (ACEs) into the nursing curriculum to provide knowledge, skills, and training for nurses to address ACEs in practice and promote professional wellbeing through self-awareness of their own ACEs and the potential impact of ACEs on practice. ACEs are childhood events that produce toxic stress and can result in poor health, social and economic outcomes in adulthood, including poor work performance, absenteeism, burnout, and lower quality of patient care. Many providers lack knowledge about ACEs and consequently do not ask their patients about them. It is thus imperative that nurses be trained to identify and screen their patients for ACEs and that nurses are aware of their own needs for self-care related to ACEs. Opportunities: To date, knowledge about ACEs has not translated into health professions education and little is known about ACEs prevalence among student or practicing nurses. ACEs IPE represents innovation and can fill major gaps in nursing preparation. There are numerous pathways for integrating IPE ACEs in the nursing curriculum. Faculty and students have shown great interest in learning about ACEs and are beginning to develop ACEs research projects. Students’ reactions to pilot assessment activities further demonstrates a compelling need for ACEs training, skill building, and increasing students’ capacity for self-knowledge. Challenges: ACEs is a highly sensitive topic. Integration of ACEs into curriculum and studies to assess ACEs among nurses must carefully balance educational needs with ethical considerations in education and research.
Keynote Forum
Robyn Fox
Metro North Hospital and Health Service & The Queensland University of Technology Brisbane, Australia
Keynote: Changing practice through negotiation and engagement
Biography:
Robyn Fox completed her PhD in 2013 and is an Adjunct Professor Queensland University of Technology, Adjunct Associate Professor University of Queensland and Clinical Associate Professor Australian Catholic University. Robyn is the Nursing and Midwifery Director Education Royal Brisbane and Women’s Hospital with delegated portfolios for Education, Workforce Development, and Credentialing across Metro North Hospital and Health Service. Robyn has extensive experience in senior nursing positions and in leading nursing and midwifery initiatives and projects across Queensland. Her research and professional interests focus on industry nursing and midwifery education, workforce development, and fostering a culture of learning.
Abstract:
The research was undertaken to explore the role of the public-sector hospital-employed nurse educator in the Australian setting as the research context was one of ambiguity surrounding this role in the development of a culture of learning in nursing. National and international literature provide evidence of a lack of role clarity and variable role-enactment. An interpretative design was adopted with the theoretical tenets of symbolic interactionism informing data collection and analysis with a grounded theory approach of Corbin and Strauss undertaken. Data analysis led to the development of the theoretical understanding of negotiating boundaries, which explains how nurse educators negotiated social, political and symbolic boundaries to establish order by which they were accepted as a resource safety net, and a champion of practice standards within health care organizations. This concept presents a way of interpreting the world that explains the complexities and tensions of the nurse educator role within industry practice, and the implications for the role in fulfilling continuing education needs in an environment where clinical care takes precedence. Additionally, these nurse educators were found to generally act as an adaptable and tolerant workplace resource who reflects on and interprets behaviors, actions, and emotions to accommodate the expectations of the majority. As such, the concept has been used to energize, engage and modify nursing and midwifery education services to foster practice change, enhanced engagement and conclusive outcomes across a Hospital and Health Service comprising over eight thousand nurses and midwives. Governance, action plans, models, workshops, career pathways and other strategies coupled with increased nurse educator and nursing and midwifery workforce support processes for all classifications have been implemented with positive effect. Outcomes to date include enhanced interaction, innovation, reduced duplication of effort, and less contradictory dimensions of the contemporary role of the nurse educator in the industry environment. This has resulted in increases in human, fiscal and physical resources and articulated appreciation of the role, engagement, and service outcomes. Moreover, many of the resources and strategies devised and applied have been adopted for statewide use. As such, the approaches taken have been determined by the profession to have creditably and transportability resulting in increased executive sponsored opportunity to influence practice change, and foster engagement in scholarly pursuits, and culture of ongoing learning.
Keynote Forum
Laura Mylott
Bouve College Northeastern University, USA
Keynote: Impact of online peer discussion on leadership development in graduate nurses
Biography:
Laura Mylott is Clinical Professor at the School of Nursing, in the Bouve College of Health Care Science, Northeastern University and Program Director for the Graduate Nursing Administration and Leadership program since 2013 and the newly developed Nursing Informatics Graduate Certificate. Laura received her BSN from Salve Regina University, an MSN from Yale University and a PhD from Boston College. After serving in executive, program-based and advanced practice clinical nursing leadership roles in acute and critical care for 25 plus years, Laura brought her experience in leadership, outcomes-driven practice and acute healthcare service delivery to the classroom. Laura’s research interests include leadership development using innovative teaching strategies and role transition. Laura is a member of the American Nurses Association, American Association of Nurse Executives, the Organization of Nurse Leaders and the National Honor Society, Gamma Epsilon Chapter.
Abstract:
Graduate nursing students must develop their professional leadership capacity. There is growing evidence that leadership development should extend beyond teaching traditional knowledge, skills, and attitudes (KSA), and target the growth of leadership efficacy and identity. Structured, reflective peer discussions about past leadership experiences may enhance insight, develop confidence and re-frame assumptions about oneself and one’s capacity to lead. Reflecting on one’s leadership experience is critical for developing self-efficacy and leadership identity. Experience-based nursing peer discussions offer the benefit of peer feedback and require the ongoing engagement of the participants. This pilot study aimed to assess the impact of the educational intervention “Looking for Leadership”, a semi-structured web-based, peer discussion activity about first-person leadership experiences on self-reported levels of leadership self-efficacy. Forty-three students participated in a two group; pretest-posttest evaluation and leadership self-efficacy were measured using the 22 items Leadership Self Efficacy Questionnaire developed by Hannah and colleagues. Students in the intervention group (n=27) reported higher levels of Total Leader Self-Efficacy and significantly higher Leader Means Efficacy (p=.010). Leader means efficacy is the extent to which leaders believe that they can rely on others in their work environment to enhance their effectiveness as a leader. The use of structured, reflective peer discussion was effective in developing leadership capacity. Additional research is needed regarding the effectiveness of this approach using larger samples.
Location: Frederick
Chair
Monica Carpendale
Kutenai Art Therapy Institute, Canada
Session Introduction
Claire Felix Baptiste
London South Bank University, UK
Title: Cracking the code nurse educators learning from the experiences of newly qualifed black social workers from the United Kingdom
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.
Munira Aden
Sidra Medicine, Qatar
Title: Patients clinical registry and epidemiology study of tuberous sclerosis in Qatar
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.
Maria Donnelley
University of Texas, USA
Title: Health stewardship: A concept for best health outcomes
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
David Foley
Case Western Reserve University, USA
Title: Student evaluation of the effectiveness of low vs high fidelity interactive learning scenarios in the psychiatric mental health nursing classroom
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.
Zeliha Cengiz
Inonu University, Turkey
Title: The relationship between care requirements and life satisfaction of cancer patients receiving chemotherapy treatment
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.
Yafa Haron
Yezreel Valley College, Israel
Title: The role and function of the palliative care nurse practitioner in Israel
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.