Biography:

Elenita Forsberg has completed her PhD in 2014 at Karolinska Institutet, Stockholm. The titel of the thesis is Virtual Patients for assessment of clinical reasoning. She works as a senior lecturer in nursing at Halmstad University.

Abstract:

In nursing education, in semester four of six, in the course of 10 weeks clinical practice the final individual exam has developed. The aim was to deepen the clinical reasoning and make it more visible. The aim was also to give the student the possibility to reflect on the learning objectives, to identify additional knowledge needs and progression, which is a kind of learning recommended by higher education in Sweden. The academic reflection should have a clear purpose and show evidence of learning. Such a reflection requires that the student can use theory from the education to describe, explain and discuss critical events and their importance to future professional practice. Two classes with 75 nursing students participated in the study. One pair of students conducted a complex scenario in simulated environment during one hour including feedback. Another pair observed the scenario for identifying clinical reasoning, patient safety and team work. Then the pairs changed roles. Afterwards the students were instructed to make an academic reflection on their learning and progression based on seven open questions in a learning platform survey. Qualitative content analysis was used for data analysis. Students expressed that the scenarios trained the ability to manage acute situations, team communication, plan and prioritize nursing actions and prepare for future profession. The students felt that it was an excellent form of examination as the academic reflection forced the student to be aware of individual strengths and weaknesses and on the basis of this identify lack of knowledge.

Biography:

Stephanie Merck has been a Nurse for over 40 years in a variety of settings including the acute hospital environment and private practice. She recently completed studies and successfully defended her dissertation for a PhD in Nursing with University of Phoenix School Of Advanced Studies. She is actively employed within a suburban, multispecialty, Internal Medicine Practice for the last 22 years. She provides direct care to all patients within this practice. Additionally, she regularly precepts Nurse Practitioner students, holds an Adjunct Faculty position at Yale School of Nursing, and facilitates courses in the Undergraduate On-Line Nursing Program at University of Phoenix.

Abstract:

The 21^st century holds many challenges for primary care providers, chronic disease management is one. Chronic disease and conditions are among the most common, costly and preventable of all health problems (Centers for Disease Control [CDC], 2016). The incidence of one chronic disease, diabetes, is expected to explode within the next five years. While preventions and education programs have documented improvement in outcomes, the success is difficult to maintain in daily life. Chronic illness requires different approaches and conversations. The disease is managed and not cured. Much of the management of chronic illness occurs outside of the provider’s office and within the daily lives of those affected by the disease. Providers, who seek different strategies to support the patient’s self-management of their chronic illness, may improve outcomes. Incorporating the information provided by technology may improve self-management skills and lead to collaborative provider/patient conversations. Technology may provide the tool necessary to improve both self-management behaviors and outcomes. Primary care providers, who understand the daily struggles of those diagnosed with a chronic illness, can offer realistic strategies for an individual to develop the necessary self-management skills to manage their chronic disease.

Biography:

Phan Thi Dung has been working at Viet Duc University Hospital for 36 years, 27 years’ experience in Operating Theater Nurse and 10 years of ORs Head Nurse and 8 years of Hospital Chief Nurse. Currently, she is working at Education and Training Center. She has completed her Master of Hospital Management program in 2012 and PhD of Public Health in 2016 at Hanoi University of Public Health (HUPH). She has published several articles in well-reputed journals such as Journal of Vietnamese Studies and Nursing Education Today Journal, The Thai Journal of Surgical, British Journal of Nursing and contributed presentations in: scientific conference in Barcelona, Spain in 2011; Nursing conference on wound care in 2014 in UK; World Congress on Nursing in 2015, Dubai, UAE; American Professional Wound Care Association 2016 Conference in Philadelphia, US.

Abstract:

This study aims to review the impacts of the nursing training program on the knowledge, skills and attitude among nurses working in seven clinical departments at Viet Duc University Hospital one year after the intervention program was conducted. It was conducted in 2014 and 2015 with the participation of 145 nurses. The data collection tool was a 16-item wound care observation checklist with four sections, namely identification, planning, implementation and evaluation. The maximum score for practice competencies was 381 points; 70% of which (or 266.7 points) is considered as adequate. For the sake of statistical analysis, the five response categories are given numerical values: highly disagree, 1 point; disagree, 2 points; neither agree nor disagree, 3 points; agree, 4 points; and highly agree, 5 points. The practice competency score is the combination of knowledge, skill and attitude scores. Data were entered into Epidata 3.1 and analyzed with SPSS 18.0. T-tests were used to make comparisons about knowledge, skills and attitude before and one year after the nursing training program was launched. Additionally Chi-square tests and p values were used to describe the differences in the proportions of variables before and after training. The study results showed that the post-training rate of nurses with adequate practice competencies increased from the pre-training survey (p<0.001). The effectiveness indicators relating to the competencies of identification, planning, plan implementation and evaluation were 31.9%; 43.3%; 71.3% and 28.3% (p<0.001). Wound care training program based on nursing competencies standards has proved to be effective.

Biography:

Shilpee Raturi has received her training in Pediatrics from Sarojini Naidu Medical College, Agra, India. She has completed her Fellowship in Neonatal Intensive Care from Manipal Hospital, Bangalore, India. Her prior work experiences include working at Bombay Hospital, India, Ummeed Child Development Centre (a non-profit organization based in Mumbai, India) and Department of Neonatology, KK Women’s and Children’s Hospital, Singapore. Currently, she is working at the Department of Child Development, KK Women’s and Children’s Hospital, Singapore, undergoing Fellowship training in Developmental and Behavioral Pediatrics.

Abstract:

Aims: The aims of this study were to describe nutritional practices among preterm extremely low birth weight (ELBW) infants and their impact on growth and to compare differences in nutritional intervention and co-morbidities between those with limited growth velocity (GV<25^th percentile) and those with GV³25^th percentile.

Methods: A prospective cohort study was conducted to assess total protein and energy intake for week 1, days 14, 21 and 28 of life. Post-natal growth was calculated by measuring GV using an exponential model. Univariable analysis was applied to identify the potential risk factors associated with poor GV at day 28 and at discharge from hospital.

Results: The median GV from birth to day 28 was 9.84g/kg/day and 11.87g/kg/day for GV from birth to discharge. Increased protein and energy intake was associated with higher GV at discharge. Hypotension needing inotropes, necrotizing enterocolitis (NEC), patent ductus arteriosus and chronic lung disease were significantly associated with reduced GV at discharge. Infants with NEC, hypotension needing inotropes and sepsis took a significantly longer time to achieve full enteral nutrition. A longer time to attain full enteral feeds was associated with slower GV at discharge. Small-for-gestational-age babies increased from 22% at birth to 66.6% at discharge.

Conclusions: GV at discharge was positively correlated with increasing protein and energy intake in the first 28 days and adversely affected by the presence of neonatal morbidities. There was strong evidence of extra-uterine growth restriction, with the majority of preterm ELBW infants having lower z scores at discharge compared to at birth.

Biography:

Zuzana Balazsiova is Senior Lecturer in the Medical Faculty, Comenius University in Bratislava, Slovak Republic. In 2012, she has defended dissertation on the topic: "The conception of teaching biophysics in the Nursing Bachelor´s degree program" at Comenius University in Bratislava. Currently, she works on the project - Optimization of Physics curriculum in medical and non-medical study programs. She is a co-author of five scientific monographs and four university textbooks.

Abstract:

The aim of the work was to identify factors that affect the effectiveness of teaching and the level of physical knowledge of nurses. Inline, our previous research, there were identified these basic factors: Student attitude - negative attitude and fears of the subject (often before starting the study). The teacher should demonstrate to the students that it is not possible to study and understand other nursing subjects (Physiology, Nursing Skills and Techniques) without elementary knowledge of Physics. If the nurse´s physical knowledge is insufficient, nurse may acquire incorrect skills for nursing care and ultimately the health of the patient or nurse may be impaired (for example, when positioning the patient); Teacher's attitude – work under time pressure, requirement students to have too abstract knowledge. In the teaching of biophysics, examples from nursing practice should be used. Transfer of knowledge and their explanation should be in the direction from nursing/medical to the physical knowledge. It is necessary to teach (bio)physics with respect to the initial level of student knowledge, carefully consider the content of lessons (less is sometimes more), to use such teaching forms and methods so that the resulting teaching effect is as high as possible; Despite the recommendations of WHO, biophysics often absents in prerequisites for study and completion clinical and preclinical subjects. Unless biophysics absents in the prerequisites for taught subjects, it will remain unclear and "unnecessary" not only for students but also for teachers and practitioners.

Biography:

Phan Thi Dung has been working at Viet Duc University Hospital for 36 years, 27 years’ experience in Operating Theater Nurse and 10 years of ORs Head Nurse and 8 years of Hospital Chief Nurse. Currently, she is working at Education and Training Center. She has completed her Master of Hospital Management program in 2012 and PhD of Public Health in 2016 at Hanoi University of Public Health (HUPH). She has published several articles in well-reputed journals such as Journal of Vietnamese Studies and Nurse Education Today Journal, The Thai Journal of Surgical, British Journal of Nursing and contributed presentations in: scientific conference in Barcelona, Spain in 2011; Nursing conference on wound care in 2014 in UK; World Congress on Nursing in 2015, Dubai, UAE and American Professional Wound Care Association 2016 Conference in Philadelphia, US.

Abstract:

Objective: The objective of this study was to assess newly graduated nurses based on the Vietnamese basic nursing competency standards.

Methods: This descriptive cross-sectional study was conducted in September 2015 and December 2016 with the participation of 590 nurses at 43 health facilities in Hanoi city and four provinces in Vietnam. Those nurses completed clinical practice courses at the selected health facilities after graduating from universities, colleges and medical secondary schools. A self-administered questionnaire was designed on the basis of the Vietnamese nursing competency standards and used for data collection. The study assessed three groups of indicators, including nurses’ demographic characteristics (independent variables), competencies (dependent variables) and the associations between competencies and some factors. Data were entered into EpiData ver. 3.1 and then analyzed with SPSS ver. 17.0.

Results: Newly graduate nurses had a mean practice score of 58 points. Only 0.3% of the surveyed nurses met the Vietnamese basic nursing competency standards, 0.8% met the competency standards of care in nursing, 1.7% met the competency standards of occupational management and development, and 37.1% met the competency standards of legal professional practice and ethics.

Conclusion: Newly graduate nurses meeting the Vietnamese basic nursing competency standards accounted for a minimal proportion.

Biography:

Cordelia Obizoba, an Assistant Professor of Nursing at Bowie State University believes in transformative student-centered educational learning activities. Such activities enable the learner through active participation in his/her own learning to acquire adequate knowledge for lifelong learning and work experiences. She has presented at national and international conferences. Her research interests include assessment and evaluation of clinical competences.

Denise Jarboe is a native Washingtonian with over 31 years of nursing experience. For over 25 years she practiced as a critical care nurse in a variety of settings, transitioning to academia in 2010. She has been working as an Assistant Professor of Nursing at Bowie State University. Striving to be a decisive visionary who can inspire and motivate students to the highest level of achievement possible, her primary objective as an educator is to help nursing students learn to integrate theoretical knowledge in clinical situations.

Abstract:

Active teaching and learning strategies that integrate clinical experiences into didactic instructions is a trending teaching strategy in nursing with positive impact on NCLEX and nursing practice. NCLEX is all about clinical and students need quality clinical experiences for successful NCLEX outcome. Competition for and lack of enough/adequate clinical sites result in students not obtaining the required amount and quality clinical experiences. Even the ones that go to clinical do not all have the same quality patient care experiences due to the varied opportunities and regulations in different healthcare settings. In addition, there are variations in the teaching philosophy and orientation of the individual clinical instructor. Integrating clinical into didactic instructions augment both classroom and clinical learning by providing unified evidence-based patient-centered instructions for optimal student outcomes.

The proposed trending active teaching and learning model, involves technology-based, true-to-life, clinical and simulation experiences as well as in and out-of-class activities for an active, self-directed, student centered teaching and learning. In a 3-hour credit clinical course, trending active learning strategies planned to be integrated into our curriculum include the following: recording lecture to enable students prepare prior to coming to class, pre-class quiz to motivate accountability, one-hour participatory lecture discussion with case studies for active participation, and dividing students into small groups for small activities based on real life clinical experience disease process that aligns with class discussion. These activities completed within the next one-hour with 30 minutes debriefing makes the teaching/learning significantly more active and student-centered. In this way, students will be learning nursing by doing nursing activities.