3^rd World Congress on Nursing Education, Practice & Research May 16-17, 2018 Montreal, Canada

Biography:

Anne Gallen is the Director of Nursing and Midwifery Planning and Development for the Health Service Executive in the North West of Ireland. This role entails the strategic development of nursing and midwifery, enabling professional and practice development; and building the capacity and leadership of nurses, midwives and healthcare support staff. She previously held roles in the area of workforce planning, nursing management and part-time lecturing. She has led on and supported the development of a range of key national nursing and midwifery initiatives for the HSE. She also contributes to the development of nursing policy in the Department of Health and to regulatory governance with the Nursing and Midwifery Board of Ireland. She has recently completed her Doctorate in Governance and her research examined the preparedness and participation of nurses and midwives in quality and safety.

Abstract:

Background: Due to the complex nature of healthcare, measurement of the contribution of nurses and midwives to care has historically been challenging. In Ireland, the HSE National Office of Nursing and Midwifery Services have addressed this challenge by undertaking robust research to determine the important aspects of nursing and midwifery care processes that should be measured to enable improvement in the quality and safety of patient care.

Aim: The aim of this study was to develop seven suites of nursing and midwifery quality care process metrics and associated indicators specific to Acute Hospital Care, Midwifery, Children’s Nursing, Older Persons Nursing, Community and Public Health Nursing, Mental Health Nursing, and Intellectual Disability Nursing.

Design: A four phase study design approach consisting of a systematic review of the literature, a two-stage e-Delphi process and face to face final consensus meetings.

Findings: Seven suites of Quality Care Metrics and associated indictors have been identified. The new suites will be uploaded to the online audit system entitled “Test Your Care” and will be available for national roll out to all publicly funded HSE nursing and midwifery locations in quarter 3 2018.

Conclusions:  Consensus methodology and a systematic review of the literature was a successful strategy to identify nursing and midwifery Quality Care Metrics.

Biography:

Dr Geraldine Shaw BA, MA, Adjunct Associate Professor University College Dublin (UCD) School of Nursing, Midwifery and Health Systems is a highly experienced senior member of the National Office of Nursing & Midwifery Services Director’s (ONMSD) leadership team as well as the Clinical Strategy and Programmes Division, Health Service Executive, Republic of Ireland. Actively contributes at a national strategic level to position the nursing & midwifery contribution within the wider service context aligned to the mission and objectives of the Health Service Executive (HSE). A strategic thinker with good influencing and communication skills.

Abstract:

services with valuable information to inform future reform, strategic planning and national clinical program implementation.

Biography:

Dr. Hughes is Senior Editor for the Canadian Journal of Community Mental Health. She is also Research Mentor for Peer 126, Horizon Health, St. John, NB and holds an appointment with the IWK Health Centre (Research Scientist, Psychiatry). Her research and publications concentrate on marginalized populations with a focus on mental health issues and are funded by a number of Federal and Provincial sources. Her research employs multiple methods (quantitative, qualitative), large administrative datasets and is interdisciplinary, community-based, and participatory in nature. Her research also includes expertise from a range of disciplines and sectors (community, government, NGO and university sectors), and integrates diverse research designs to enable a holistic exploration of phenomena.

Abstract:

Youth between the ages of 16 and 24 are considered one of the fastest growing segments of the homeless population. Research shows that the street youth population is diverse, complex and heterogeneous, and includes a number of subcultures including hard-core street entrenched young people, group home kids, refugees and immigrants, and young single mothers. Relative to the large body of work examining the risks associated with pathways into youth homelessness and the risks associated with living on the streets, a limited amount of research has concentrated on pathways out of homelessness. The exiting street life study was designed to address this gap by carrying out an in-depth, longitudinal, mixed-methods examination of 51 young people as they tried to transition away from homelessness in Canada’s largest city (Toronto) and a medium sized city (Halifax). One critical area of study was the trajectory out of homelessness by mothers: (4 Toronto and 9 Halifax). The primary question focused on: What are the lived experiences of homeless young mothers as they negotiate the individual, sociocultural, and economic tensions of transitioning out of homeless and street contexts and cultures? This presentation focuses on the critical factors that assisted mothers in making positive gains. The paper also examines how the findings can mobilize changes in education and policy – both in nursing and beyond?

Biography:

Reezena H Malaska is a Summa cum Laude graduate of the Doctor of Nursing Practice program (DNP, Healthcare Systems Leadership, Dec 18, 2016), Chamberlain College of Nursing; Trauma Critical Care RN and Adjunct Clinical Instructor/Faculty for BSN/ADN/LPN programs. She is a graduate of the RGN program from Oxford Brookes University, MSN from American Sentinel University, BSN from Chamberlain College of Nursing (former Deaconess College of Nursing) and Critical Care Certification (CCRN) from American Association of Critical Care Nursing. She is a Trauma Critical Care RN and has worked consistently at the bedside whilst teaching as Adjunct Nursing Instructor, Program Manager and LPN Instructor for a private college January to September 30, 2017. She has two publications with a peer reviewed journal and several E-Radio blog interviews with iNurse radio (International Nurses Association, 2015) on various topics and issues in nursing. She was a Guest Speaker at the 12^th annual Observation Management Physician’s Summit Conference, Chicago, April 2015 (World Congress/NAPA) and Guest Speaker/Moderator at the International Nursing Conference October 3-5^th, 2016 (World Congress) held in Vancouver, Canada.

Abstract:

Nursing is considered an art and science and as a nursing educator, I have the responsibility of making sure I teach student nurses in a manner reflective of the same. I consider teaching clinical instruction and didactic as an art and science (Malaska, 2015). What I have found in my seven years of teaching relates to instructor behaviors, poor quality teaching and a negative learning environment result in poor student outcomes demonstrated by students’ anxieties, stress, tests and exams scores. In addition, didactic instruction is lacking in relevant clinical scenarios to illustrate the concepts combined with limited clinical experiences students have a difficult time understanding the material. The gap must be bridged consistently between didactic and clinical. Students become anxious which compounds their stresses in juggling nursing school, work, family, and studies in an accelerated nursing program. Anxieties and test anxieties are real and assigning blame to the student is not helping the situation. A degree in teaching does not automatically make one an effective instructor. I have given much thought to this. I use a combination of strategies including the nursing process and a concept map to diagnose the learning issues from the student’s perspective, plan the interventions with the student and execute same using a timeline as a guide. Educators must commit to using insight, self-reflection to determine whether behaviors, communication, listening, and body language skills portrayed is conducive to a positive learning environment. Using the same teaching skills for the same subjects/class year after year does not guarantee successful student learning. Effective teaching is not a one size fits all. Teaching, nursing education must employ reflective practice to improve student nurses outcomes (Horton-Deutsch & Sherwood, 2016). The focus must shift to creating a nurturing learning environment, inspirational to the students similar to the therapeutic healing environment, we create for the patient. Consider the student who has test anxieties, experiences with instructors who did not teach the content, lack of instructor accountability, and no one is listening. We cannot give up on students who are invested in learning, struggling to learn what was not even taught, just like we do not give up on patients when they seem uninterested or have difficulty understanding their care and treatment. We must exercise self-awareness, internal reflection and review whether strategies used in the past is effective with current semester group. We must rewire our thinking, use a combination of skills and strategies including emotional intelligence, mindfulness, maintain competencies using evidence-based practice teaching skills, listening and therapeutic communication and provide the appropriate learning and testing environment to prepare the student nurse for the 21^st century of healthcare delivery. I will discuss the strategies used for one student with test anxiety and other anxieties from lack of education instruction and perceived lack of support in one month and her successes in retaking and passing four courses’ final HESI exams within the month. Her reflections will support the strategies employed that helped her and her subsequent success in passing the EXIT HESI six weeks later.

Biography:

Dr. Rega has been a board-certified emergency physician for over thirty years until his recent retirement. Currently, Dr. Rega’s activities have been concentrated in education and research at The University of Toledo.  His focus has centered on innovative educational methods to teach about pandemics, global health, and disasters.  He has made extensive use of simulation (Table-top and Functional exercises, High-Fidelity Simulations, Hybrid simulations, etc.) to enhance a multidisciplinary group of students and healthcare professionals. He has also published in peer-reviewed journals and books associated with disaster medicine, simulation medicine, and pandemic preparedness and response. 

Abstract:

Serious medical gaming is a technique that employs the concepts, rules, and regulations of traditional, recreational games to enhance the education, skill acquisition, and critical decision-making of healthcare professionals.  However, for gaming to occupy a critical niche in the continuing education of emergency nurses it must be: 1) Economical; 2) Expeditious; 3) Focused on low-probability, acute-onset, high-impact events; and 4) A bridge between the text and the drill.  The purpose of this presentation is to describe three serious games that are targeted to the emergency department.  They can easily be developed at low-cost, delivered with minimal planning, and played virtually anywhere.  Game #1 is an Active Shooter game that places the nurse in a patient’s room at the time of the assault.  One objective is to develop an action plan for player and patient.  Game #2 is an Emergency Evacuation game when the destruction of the ED is imminent due to an intentional, accidental, or natural event.  One objective is to prioritize the evacuation of ED patients with and without resources.  Game #3 is a Botulism Mass Casualty Event associated with the on-going arrival of dozens of botulism patients.  One objective is to assess patients in need of immediate airway stabilization.  Each of these games are economical (playing cards, dice, blackboard) and expeditious (duration: 1 -1.5 hours).  Player feedback during pilot-testing has been uniformly positive.  The attributes of these games allow for constant repetition which lends itself to greater competence, confidence, and crisis leadership skills.

Biography:

Pamela Preston is an Assistant Professor at Saint Anselm College Department of Nursing in Manchester, New Hampshire. She has received her Doctor of Nursing Practice from Rush University in Chicago. She is currently teaching Community/Public Health Nursing.

Abstract:

Current trends in healthcare emphasize a shift from acute care to community-based settings. It is challenging to provide appropriate community clinical learning experiences as programs compete for placements as resources are understaffed and overworked. As a result, Saint Anselm College, a traditional four-year baccalaureate college in New England, began incorporating a variety of diverse community/public health sites into the clinical rotation for the community/public health nursing course. Sites include urgent care centers, ambulatory care centers, wound centers, pain management, prisons, homeless clinics, cancer centers, parish nursing, department of health offices and visiting nurse programs. Second-year Junior and senior nursing students were randomly assigned to spend 10 clinical days at 1 or 2 clinical sites. The students participated in, planned and conducted diverse nursing and educational activities. At the end of the experience, the students completed evaluations consisting of a Likert scale and open-ended questions to rate the experience. The purpose of this study was to compare the student perceptions of the value of experiences and impact on learning outcomes.

Biography:

Abstract:

Critical thinking is a cognitive process and critical skill in education. Globally, accreditation processes evaluate critical thinking evidence. Critical thinking skills can lessen deception, misconception, and fallacies. Yet, instruments for measuring critical thinking skills in nursing are limited. A Critical Thinking Self-Assessment Scale (CTSAS) was developed and tested to: establish content validity, construct validity, reliability, and convergent validity. American Philosophical Association’s (APA) definition of critical thinking skills was used to draw a conceptual framework for this scale. The initial 196 items included six cores and 16 sub skills were developed from this conceptual framework. These items were peer reviewed and content validated by 18 experts from various disciplines. Aiken’s (1985) validity coefficient VI_k 0.73 for 14 items, (value of 0.66 for 17 experts), I-CVI Validity Index of ≥ 0.78 was used for the rejection region, facilitated the content validation (reducing the 196 items to 115). These 115 items were tested for construct validity on two groups of nursing students (India 887) using exploratory factor analysis (EFA) which reduced CTSAS to 90 items. A further confirmatory factor analysis (CFA) of the 90 items on Canadian (144) sample using path diagrams in AMOS to establish model fit. The CFA confirmed a best fit of four core skills. The final CTSAS met high reliability (α=.960, for India and α=.975 for Canada) and convergent validity (α=.831). While our findings indicate that CTSAS met psychometrics, additional studies are needed to support social reliability, cultural sensitivity and refinement of the tool.

Biography:

Ruby Z Chu has graduated at the University of Phoenix with a degree in Doctor of Philosophy in Nursing. Currently, she is working as an Adjunct Faculty, Clinical Nurse Educator, and Program Director of Resuscitation Education Initiative. She is a peer reviewer in nursing journals and had published articles related to nursing practice. Her line of expertise is in critical care nursing.

Abstract:

Novice registered nurses (NRNs) start their professional career in acute or long-term health care settings to replace the decreasing supply of experienced nurses. NRNs who have limited knowledge and experience in end-of-life care are ill to care for death and dying. The lack of preparation could result to negative attitudes, death anxiety, and refusal to care for death and dying. The purpose of the study was to explore the lived experiences of NRNs’ who provided care in EOL to understand the meaning of their experience. A qualitative hermeneutic phenomenology approach was used. NRNs were recruited from American Association of Critical-Care Nurses professional nursing organization via Critical Care eNewsline. Purposive and snowball sampling captured the unique experiences of 14 NRNs who cared for dying patients. Individual telephone semi- structured interviews were digitally recorded and transcribed verbatim. Colaizzi’s (1978) framework was used to analyze the data which included returning the transcript to participants for validation. Data analysis identified three major emergent themes and 12 subthemes. The following major themes included: obstacles in end-of-life care, EOL care challenges, and coping strategies. Within each theme, subthemes emerged from the analysis of findings. The findings of the study provided insight into NRNs experiences caring for patients in EOL. The current study has implications to professional nursing practice and education to educate and prepare inexperience NRNs in EOL care. Future research is suggested regarding a larger population.

Biography:

Abstract:

Pre-registration nursing requires students to critically evaluate and reflect upon own and others learning and teaching skills (Nursing and Midwifery Council (NMC) (2010). As nurse educators, we are exploring innovative approaches to improve both student nurses' experience and their fitness for practice. This study explores the viability of student nurses as teachers of ‘basic life support’ (BLS) in local schools and to ascertain the value of such an initiative. We know the United Kingdom currently has reduced input from bystanders in cardiac arrest situations compared to most other European countries and improving survival rates is a major priority. Evidenced based interventions such as recognition, calling for help and initiating cardiac compressions are known to improve survival if implemented by bystanders at the scene before emergency help arrives. This initiative will add strength to this national campaign to improve the survival rate following cardiac arrest in the community. This project involved four student nurses working as academic partners with lecturers to teach basic life support to a class of 30 primary school children aged between 9 and 10 years of age. Initial evaluations from all participants are positive and the authors are optimistic that a successful feasibility study could embed this initiative into the school curriculum and go some way to creating a future generation who are desensitized to the extreme situation of finding a collapsed individual who needs help.

Biography:

Abstract:

Pre-registration nursing requires students to critically evaluate and reflect upon own and others learning and teaching skills (Nursing and Midwifery Council (NMC) (2010). As nurse educators, we are exploring innovative approaches to improve both student nurses' experience and their fitness for practice. This study explores the viability of student nurses as teachers of ‘basic life support’ (BLS) in local schools and to ascertain the value of such an initiative. We know the United Kingdom currently has reduced input from bystanders in cardiac arrest situations compared to most other European countries and improving survival rates is a major priority. Evidenced based interventions such as recognition, calling for help and initiating cardiac compressions are known to improve survival if implemented by bystanders at the scene before emergency help arrives. This initiative will add strength to this national campaign to improve the survival rate following cardiac arrest in the community. This project involved four student nurses working as academic partners with lecturers to teach basic life support to a class of 30 primary school children aged between 9 and 10 years of age. Initial evaluations from all participants are positive and the authors are optimistic that a successful feasibility study could embed this initiative into the school curriculum and go some way to creating a future generation who are desensitized to the extreme situation of finding a collapsed individual who needs help.

Biography:

Mildred Edet John is a Professor of Nursing with over thirty years’ experience in teaching nurses. She has acquired knowledge, skills and disposition for capacity building and mentoring. She has served as the Head of Department, Dean of Faculty and Member of the Board of the Nursing and Midwifery Council of Nigeria. She is the current President of the Association of University Nursing programs in Nigeria. She has 60 publications in reputed journals.

Abstract:

Mentoring plays a key role in clinical placement for learning experiences in nursing education. Both faculty- and hospital-based mentors are important during students' clinical placements. This study explored and described the perception and clinical mentoring experiences of Baccalaureate nursing students of the University of Calabar Nigeria, in relation to enhancement of attitudes and competencies. The study utilized mixed method design (concurrent triangulation). Sixty students from Level 300 to 500 of the program on clinical placement were purposively recruited. Ethical approval was obtained from the State Health Research Ethics Committee. Focus group discussion and recorded diary (for 4 weeks) were used to explore the perception and mentoring experiences of nursing students. Elicited data were recorded on audio-tapes and field notes, transcribed verbatim, and analyzed through Atlas-ti 7.0. Participants also completed structured questionnaire to verify qualitative data and obtain additional information on benefits and effects of clinical mentoring. Quantitative data were analyzed using SPSS 18.0. Participants reported that clinical mentoring, especially by faculty-based mentors, empowers students to apply theoretical knowledge in practice (93.3%), strengthens professional competence (86.7%); enhances positive attitudes (86.7%); builds confidence (81.7%); and improves clinical efficiency (78.3%). Reported benefits significantly correlated with level of training (p=0.01). Emerging themes were "Enhanced communication"; "Inspiration through mutually defined goals"; "Commitment to the process"; "Motivation through feedback". Results however revealed that hospital-based mentors were too busy to provide adequate mentoring to students. Clinical mentoring is beneficial, and hospital-based strategies should be implemented to enhance mentoring by nurse clinicians.

Biography:

Allin A C is the Dean of Academic Affairs in La Source, School of Nursing, Lausanne. She is a Nurse Educator and she has completed her Master and Diploma of Advanced Studies in Education Sciences at the University of Geneva (Switzerland) in 1993 and at the University of Lyon (France) in 1998. She has published several books in nursing education, addressing nursing students for some and nursing faculty for others.

Abstract:

Problem-based learning (PBL) has been used in nursing education since the 1980s’. PBL may be defined as the “Learning that results from the process of working toward the understanding or resolution of a problem”. PBL aims at enabling learners to develop complex reasoning skills. The problem is a clinical situation that allows students to acquire specific skills, knowledge and abilities in order to solve the problem. Working in the context of authentic situations facilitates the activation of prior learning, thus enhancing the learning process. After conducting a systematic review of the qualitative literature on student’s satisfaction with PBL that highlighted the lack of studies on individual learning strategies that help nursing students to Master the PBL method, the research team conducted a qualitative study on beliefs, attitudes and learning behaviors of 15 Bachelor nursing students in a school of University of applied sciences of Western Switzerland. The grounded theory methodology developed by Strauss and Corbin informed both data collection and interpretation. The presentation will focus on the results of this qualitative study. The study allowed to develop a modelling of the students’ experience of PBL. In PBL, students have to navigate the paradox of having to succeed by himself while acknowledging that success is only possible through effective teamwork. The modelling of our central theme, drawing from the navigation vocabulary, highlights three key notions: orientation tools, - the iterative journey of learning with PBL; - the ports of destination. The presentation will develop these main themes.