Biography:

Mary T Boylston has completed her Doctorate in Educational Leadership in 2005 at Immaculata University. She is an Advanced Practice Board Certifi ed Holistic nurse, full Professor and End of Life Coordinator and Trainer. She has been appointed by the Collegiate Commission of Nursing Education as a site visitor. She has also worked for the PA Department of Education. While at Eastern University, she has served as Nursing Informatics Coordinator, Faculty Development Director and two stints as Chair of the Department of Nursing and she is the editor of the Nursing Connections magazine.

Abstract:

The current economic climate of the United States has contributed to the crisis in health care delivery services. As a result, an increasing number of individuals present as indigent and vulnerable. Currently, there are 50.7 million uninsured Americans with literature clearly reflecting an association between poverty and ill health. With a number of economic barriers to health care, it has been suggested health care providers’ attitudes and subtle prejudices have also contributed to access. These preconceived negative attitudes can shame and embarrass vulnerable, homeless, immigrant, and impoverished individuals from attempting to access care. This research attempted to identify preconceived attitudes that second degree baccalaureate nursing students possess prior to clinical exposure to indigent and immigrant populations through qualitative and quantitative investigative methods. Senior level community health students preparing to deliver health care at a suburban homeless day shelter were asked to describe their experiences and opinions relative to indigent persons before and after their actual contact with this population. Collected data suggest there are subtle stereotyping and negative attitudes regarding the plight of overtly impoverished individuals before rendering care. After the eight-hour clinical experience with the a fore mentioned population, attitudes toward the vulnerable slightly improved suggesting clinical and didactic exposure to the plight of impoverished populations may assist to sensitize student nurses to exude compassion through a holistic therapeutic nurse-client relationship.

Biography:

Sharon Elizabeth Metcalfe is currently an Associate Professor of Nursing at Western Carolina University in Asheville, North Carolina. For over 8 years, Sharon has been an Associate Professor of Nursing and has had previous academic appointments as a Dean of Nursing for a private and community college. Additionally, she has been an educational grants researcher and has focused on grant funding for partnerships with colleges and medical facilities. Sharon is currently serving on the Board of the North Carolina Nursing Association Foundation from 2010 to the present. Sharon has focused her nursing research agenda on global leadership development for nurses and on mentoring transformational nurse leaders to meet the needs of the future. She additionally has been serving as the Program Director of the NN-CAT Program (Nursing Network-Careers and Technology Program) which is a national program that provides scholarships, stipends, and personal mentors to underrepresented ethnic minority students for guidance for applying to the baccalaureate of nursing education program at Western Carolina University, USA.

Abstract:

Despite the increased diversity and multicultural transformation of the population within the United States, the majority of nurses in the workforce are found to be educated from Caucasian backgrounds. At present, there is the minimal inclusion of students from underrepresented ethnic minorities, as well as students from the rural Appalachian region. This article describes an innovative and creative mentoring program that was implemented at a university to increase the diversity of the student enrollment in nursing. Through the use of specially trained nurses from the community, students received specialized mentoring, guidance and encouragement for academic and social success. Additionally, students received academic scholarships and monthly stipends to help eliminate financial hardships. With the guidance of the nursing mentors with students, there was an increase in the ACCEPTANCE rate of underrepresented ethnic minorities and rural Appalachian students for the School of Nursing program.

Biography:

Karen McQueen is an Associate Professor with the School of Nursing at Lakehead University in Thunder Bay, Ontario and Graduate Coordinator of the Master of Public Health (Nursing) and Primary Health Care Nurse Practitioner Programs. She graduated from the University of Toronto with a PhD in Nursing in 2009. With an extensive background in perinatal nursing and education, Karen's main clinical and research interests include breastfeeding promotion and intervention, the early identification and treatment of mothers with postpartum depression, care of infants with neonatal abstinence syndrome and preceptorship as a strategy to enhance clinical learning.

Abstract:

Preceptorship has been identified as an effective strategy for facilitating clinical learning among diverse health care professionals including nursing students and advanced practice nurses (e.g., Nurse Practitioners). The benefits of preceptor experiences are well documented within the health care student literature; however, barriers to the preceptorship experience have also been identified. Thus, the purpose of this study was to further evaluate the preceptorship experience within the Ontario Primary Health Care Nurse Practitioner (PHCNP) Program where preceptorship is an integral component. The study used a cross sectional design with an online survey and open-ended questions. The sample included 77 preceptees (recent graduates of the PHCNP program) and 169 preceptors from the PHCNP program. Descriptive data from the preceptee and preceptor survey responses were generally positive regarding the preceptorship experience with the preceptors having more favorable responses. While overall responses were positive, approximately 35% of preceptees identified at least one negative clinical experience and preceptors identified challenges to being a preceptor. Common facilitators and barriers to the preceptorship experience were identified. Facilitators included a clinical learning environment that had adequate space and diverse learning opportunities. The common barriers included aspects of the clinical learning environment (too small, too specialized, too slow), time (too busy), unclear expectations and lack of communication. Consideration should be given to addressing the barriers as they are amenable to intervention and could potentially enhance the preceptorship experience.

Biography:

Rita Marie Wi-Mahmoud has completed her PhD from Georgia State University. She is an Assistant Professor at University of West Georgia. She has presented in Spain, Malta, Canada and Philippines.

Abstract:

The objective of this presentation is to describe clinical performance of nursing students studying abroad on caring and cultural diversity aspects. Nursing students who study abroad have personal and professional interests in honing their knowledge and skills in the clinical practice. Students in the study abroad program are required to complete a daily journal and submit a summary of their clinical performance in eight areas. Th e eight areas include: Safety, education, informatics, competency, communication, teamwork and collaboration, critical thinking and reasoning, caring, holism and cultural diversity. Th e students’ journal and clinical evaluation tool serve as a method in eliciting the students’ caring and cultural diversity. Students are expected to adapt and study nursing practice in a diff erent cultural environment. Th e purpose of this presentation is to relate the nursing students’ caring behaviors and cultural diversity awareness while studying in Budapest, Hungary. Th e focus of discussion is on the importance of incorporating study abroad program in the nursing education in order to foster caring and cultural diversity in the students’ professional values. Th e experiences, challenges and issues of a study abroad program among nursing students are worth exploring and sharing thereby upholding nursing education, practice and research.

Biography:

Beth Marquez has completed her Doctor of Nursing Practice from Chamberlain College of Nursing in 2015 and her Master of Science in Nursing and Master of Business Administration with a concentration in Healthcare Management from University of Phoenix. Her Doctoral work focused on the impact of formal preceptor training on nurse satisfaction and role confi dence among nurses serving as preceptors. She has more than 15 years of academic and leadership experience and over 30 years in healthcare including serving as Dean of Academic Operations for the Atlanta campus when it opened in 2012 and as Dean of Academic Affairs since 2013. In her role, she oversees curriculum implementation, delivery of student services, growth and development of regional clinical partnerships and management of dayto- day campus operations. She is a Member of Sigma Theta Tau International, the American Nurses Association and the Georgia Association of Deans and Directors.

Abstract:

Healthcare organizations today are faced with signifi cant operational challenges. Th e substantial transformation of healthcare delivery has resulted in organizations searching for innovative ways to ensure sustainability of their fi nancial and human resources. Stakeholders at all levels are forming expectations of what the future will hold for the provision of quality healthcare services. If the fi nancial implications associated with nurse retention are not convincing on their own merit, the impact of turnover on patient care is a compelling concern as well. Increased turnover has been identifi ed as a factor associated with an increase in sentinel events. Literature reveals that by 2020, half a million nurses will retire resulting in a signifi cant loss of nursing expertise. Retention of existing nursing staff is critical to the fi nancial and operational sustainability of healthcare systems. A key factor impacting retention is nurse satisfaction which is directly impacted by the culture of the healthcare organization. Th e relationship between the new nurse and their preceptor can be a powerful factor in job satisfaction and retention. In the absence of a strong preceptor fi gure, nurses can have signifi cant barriers adjusting to the culture of an organization. Th e presentation will provide an overview of the value formal preceptor training can have on nurse satisfaction and role confi dence. Factors impacting retention, the link between nurse satisfaction and retention and the impact of nurse preceptor programs will be discussed.

Biography:

Tutticci Naomi is a PhD student, Session Academic and Research Assistant in the School of Nursing at the Queensland University of Technology, Brisbane. She has combined her interest in adult education and nursing to explore the role of refl ective thinking in undergraduate nursing programs. Her nursing practice has primarily been in nursing education and cardiac critical care.

Abstract:

Background: Critical refl ection underpins critical thinking, a highly desirable generic nursing graduate capability. To improve the likelihood of critical thinking transferring to clinical practice refl ective thinking and self-effi cacy needs to be measured within the learning space of simulation.
Study Design: This study was divided into two phases: Phase one used interviews and expert panel to address the validity measures of previously untested surveys and Phase two used a post-test only design to address the reliability measures of all instruments used.

Setting & Sample: Th e study was conducted in an Australian metropolitan university. All fi nal year Bachelor of Nursing (BN) students enrolled in the clinical capstone subject were eligible for inclusion.
Data Collection: Phase one data was collected by individual interview using a ‘think aloud’ approach and expert panel to review content validity. Phase two data was collected by an online survey.

Data Analysis: For phase one verbatim comment analysis and grouping of similar responses was undertaken. Expert reviewers rated each item and the content validity index was calculated. For phase two internal consistency using Cronbach’s alpha was measured for each subscale and total scales.

Results: Th e refl ective thinking instrument and self-effi cacy VAS was modifi ed (n=6) and items contextualized to simulation. Expert review confi rmed the instrument and VAS exhibited content validity. Internal consistency was demonstrated by all subscales and the refl ective thinking instrument as a whole (r=0.849). Participant (n=58) responses were positive about the simulation experience.
Discussion/Signifi cance of Impact: Th e research fi ndings demonstrated that the refl ective thinking and simulation satisfaction survey is reliable. Further development of this survey to establish validity is recommended to make it viable.

Biography:

Elizabeth Andersen is an Assistant Professor in the School of Nursing, Faculty of Health and Social Development, University of British Columbia. Her program of research has two streams. The fi rst is focused on exploring specifi c components of nursing home cultural change models and their effects on residents, families and paid caregivers. The second is education particularly undergraduate nursing education, student readiness and acculturation to practice. She is especially interested in the working conditions and expanding roles of more marginalized nursing home employees (care aides).

Abstract:

In this presentation, I describe and demonstrate an activity that clinical nursing instructors can easily use during post conferences to encourage refl ection, inspire, refresh and support nursing students. Th is activity is also comforting for students who are distressed and is congruent with the middle range theory of comfort. Th e activity builds on the role of the unconscious mind, the default network and the concept of distraction. Researchers have found that creative and unique thoughts or ideas occur more oft en to people who are engaged in a distracting activity than to people who are actively engaged in focused, deliberative and conscious eff orts to generate original opinions or ideas. Additionally, those who are pressed to think in situ by someone else (for example by an instructor) will generate only the most readily accessible ideas and perform less creatively than those who are not as focused on the problem at hand. Th e goal of a distracting activity during post conference is to “occupy conscious attention” to allow more divergent and less accessible ideas to surface. Th ese ideas are associated with the default network; regions in the brain that are most active when the brain is allowed to rest and wander. Distracting activities that are enjoyable, not too demanding and can be sustained for more than just a few minutes work better for idea generation and refl ection than demanding, unpleasant distracting tasks that cannot be tolerated for more than a few minutes.

Biography:

Katherine Riegelmann is a Faculty Member at West Coast University of Los Angeles teaching fundamentals and introduction to medical/surgical nursing. Her passion is nursing education and teaching the joy of both the art and science of nursing.

Abstract:

Based on research studies, lateral violence also known as workplace bullying continues to occur within the nursing profession. Having access to bullying policies, procedures and clear avenues on how to report such behaviors on a nursing unit/fl oor increases a nurse’s awareness of this topic. How can this behavior be brought to the forefront of nursing and be eliminated? Exposure of this topic gives nurses a clearer understanding of what is acceptable behavior and what is not. Much of these behaviors are “learned” in nursing school through exposure to poor clinical instruction and nursing mentors on medical fl oors. Many people are leaving the nursing profession aft er 6 months because of such bullying behaviors and lack of support upon reporting. Providing a confi dential third party survey every 6 months to nurses in their work place to safely report bullying behaviors will increase retention, morale and overall job satisfaction. Nurses do not have to accept the statement, “nurses eat their young” nor become part of the problem and perpetuate this behavior. Nurses need to take responsibility of their own behaviors and also know what to accept and not accept from others. Th e survey results can provide a means of education for any healthcare facility to educate staff on this continuing issue in the nursing profession.

Biography:

Marcio Accioly S Fossari has completed his Bachelor’s in Medicine from Pontifi cal Catholic University from the State of Rio Grande do Sul (1997) and Master’s at Medicine in the same University (2003). He has 15 years of experience acting on the following subjects: Child, Preterm Newborn and Neonatology. He is currently working at Department of Health from City of Itajai with a born action plan and multi professional work for better results and reduction of neonatal and infant mortality.

Abstract:

The main objective of our work is to demonstrate how strategic management of people and commitment of services related to the care of the mother and newborn are an essential part in the development of Public Health Policy for prevention, care and knowledge of prematurity in Itajai, Brazil. We will discuss the positive impact of knowledge management and the generation of the commitment of the professionals who work in the care of pregnant women, women in labor and preterm infants bringing results in the short, medium and long-term eff ects on prematurity in regions where the project is adopted. We all are trying a better proposal, making the aft er contact with the primary care units and asking the care for the hierarchical network proposed by the Public Health Policy in Brazil. Th us we need greater interaction between diff erent levels of care for improvement, dissemination and knowledge of current results. Th e public system of care for pregnant woman and her baby works without expected results and lacking alternative proposals for health care for the population of pregnant women and newborns in our region. As the main result forward to creating an integrated model and interrelation between primary care, secondary and even tertiary care in a humanized model, integral and technically suitable for pregnant women in medium and high risk as well as the best possible care to Newborn product of this gestation.

Biography:

Zafar Iqbal Channa has completed his MSc Nursing and additionally did his Diploma in Educational Planning & Management and Diploma in Hospital Administration & HRM. He is currently working as Nursing Superintendent at Pakistan Institute of Medical Sciences, Islamabad. He has two research articles/papers to his credit.

Abstract:

Degree or license is not the end point of education aft er basic nursing study. Apparently, basic nursing education for practice becomes obsolete within fi ve to ten years aft er graduation. Th is obsolescence can lead to the poor performance of nurses in clinical practice. Rapid scientifi c and technological discoveries proved that increased demands of specialized nursing knowledge and skills can be replaced by engaging nurses in a set amount of continuing nursing education (CNE) activities for effi cient and eff ective quality care. Study was designed to investigate most infl uential and predicting barriers impeding nurses’ participation in non-formal CNE programs and suggest strategies to increase nurses’ participation in such activities. Descriptive cross sectional study designed used and data were collected by applying convenience sampling technique of three hundred (n=300) nurses. Modifi ed research instrument “Barriers to Participation Questionnaire (BPQ)” was used to collect data aft er pilot testing α=0.861. Study results showed as “lower the mean score in each type of barrier” higher the barrier is measured. Th erefore, administrative barrier was found higher and most prevalent barrier with the mean score 2.19±0.83 and work-related barrier was found predicting barrier than fi nancial barriers with the mean score of 2.53±0.85. Financial, family and personal barriers were less impending barriers in nurses’ participation of the CNE programs. To keep nurses abreast with advanced knowledge in changing health care environment, more opportunities of non-formal CNE programs should be provided both in and outside of the hospital or organization.

Biography:

Nancy is currently completing her PhD through Central Queensland University in Australia. She is a senior nursing lecturer working in the Postgraduate nursing programme in the Centre for Health and Social Practice at Wintec in New Zealand. She has an interest in simulation in nursing education and has published several papers in reputed journals.

Abstract:

Background: Educating undergraduate nurses in the 21st century provides some very realistic challenges. Decreased government health budgets, increased student numbers and higher patient acuities have resulted in a reduction in the availability and quality of clinical placements. Simulated nursing practice is an innovative strategy designed to address these concerns. A simulation programme was designed for first year undergraduate nursing students to help prepare them for clinical placement.

Aims: The aim of this research is to assess student perspectives and learning from the newly introduced simulation programme

Methods: This study is a descriptive design with Kolb’s experiential theory providing a theoretical framework. 158 first year students taking part in a four day simulation programme chose to complete a questionnaire on programme completion. Students responded to five statements using a likert scale and for the remaining four questions, responses were categorised and merged to form broader categories for discussion.

Results: Students reported significant learning in the areas of basic clinical skills and clinical documentation and collaborative care. 100% of students recommended the programme continue.

Biography:

Miyoung Kim is currently a Doctoral student in College of Nursing, Yonsei University, Korea. She has 9 years of Clinical Experience working at OB/GYN Department in University affi liated Hospitals. Her research interest centers on health promotion of pregnant women. As Graduate Research Assistance, she has been involved in an international research project entitled as “Community Based Family Planning Capacity Building in Arsi Zone, Ethiopia”.

Abstract:

Objectives: This study aimed to identify the content of prenatal education conducted and to examine the level of participation in prenatal education, influencing factors on their knowledge and attitude.

Methods: This cross-sectional, exploratory correlations study recruited 134 nulliparous women living in metropolitan area in South Korea. Survey data reflecting participation experience of prenatal education, resources to get prenatal information, knowledge, and attitude were collected by face to face interviews using structured questionnaire.

Results: The total number of prenatal education contents were 35 items: items for prenatal and delivery were 15, items for postpartum self-care were 10, and items for parenting were 10. Women using books and healthcare provider as the first information source were more likely to participate in prenatal education compared to those preferring internet website or family. Relatively older women were more likely to participate in prenatal education than the younger women. Multiple linear regression showed that knowledge about delivery, postpartum self-care, newborn care among nulliparous women were predicted by levels of participation in prenatal education(β=1.780, p=.007), occupation (β=-.690, p=.044), and income(β=.997, p=.032). An attitude about self- efficacy for delivery, postpartum care, and parenting confidence were predicted by age(β=-.022, p=.042) and income(β=.115, p=.017).

Conclusion: Individual characteristics and participate in prenatal education are critical for the success of preparing nulliparous women as a new mother. The findings of this study suggest that nurses and physicians should emphasize the importance of prenatal education and should establish strategies to improve participation in prenatal education especially for working pregnant women.

Biography:

Irene Kane is an Associate Professor of Nursing with extensive clinical, teaching and research experience in developing and teaching health promotion programs emphasizing disease prevention and health management to improve psychobiological wellbeing. She is a certifi ed Screening Brief Intervention and Referral to Treatment (SBIRT) trainer with over 25 papers published in peer-reviewed journals and share SBIRT training knowledge, skills and outcomes to address substance use identifi cation and brief interventions earlier along the continuum of use, misuse, abuse and dependence.

Abstract:

Background: Substance use is an international public-health priority with 2.5 million deaths from the harmful use of alcohol reported annually (World Health Organization (WHO) 2011 Global Status Report). Further, at least 15.3 million persons have drug use disorders (WHO, 2014). Risks with use of alcohol and other drugs are connected with accidents, violent behavior, and societal/developmental issues. To address substance use risks, an interprofessional (academic-community-health provider) partnership trained Emergency Department Registered Nurses (EDRNs) in four diverse hospital settings to utilize an evidence-based practice (Screening, Brief Intervention and Referral to Treatment: SBIRT). Screening individuals for substance misuse presents opportunity for timely brief interventions to enhance motivation to reduce use or suggest further referral options. Training and curriculum infusion of SBIRT face-to-face sessions, online course review, one-on-one booster guidance, and nurse champion development into EDRN professional continuing education practice required individualized planning and coordination with multiple management level support, buy-in from ED nurses, and flexible training schedules.

Methods: The University of Pittsburgh School of Nursing partnered with a community non-profit organization, the Institute for Research, Education and Training in Addictions (IRETA), and the University of Pittsburgh Medical Center (UPMC) to educate ED nurses in the skills necessary to address substance misuse to improve the quality of care through SBIRT. This interprofessional (academic-community-health provider) partnership trained ED staff in four hospitals located in urban, rural, and low-income communities. SBIRT training implementation required: 1) collaboration and planning with all levels of management; 2) appointment of a nurse champion to support on-site education and ensure ongoing SBIRT competency; 3) detailed discussion of training components and scheduling with ED nurse manager and champion; and 4) implementation of EDRN training with evaluation and consultative return visits by trainers.

Results: Multi-level management coordination and engagement of EDRNs with ensuring flexible SBIRT educational opportunities and timelines ensured successful EDRN training outcomes. Overall, 134 staff RNs demonstrated high rates of effectively engaging patients in the SBIRT process, with 91% conducting effective screens, 73% engaging patients in a negotiated interview, and 70% collaborating with patients to determine next steps. The most frequently cited reasons for not engaging in SBIRT was lack of relevancy to the patient population at the screening stage (N=4), difficulty in connecting use to a patient’s presenting health problem at the brief intervention stage (N=3), because they felt a referral was not necessary (N=2), and waiting to collaborate with a behavioral health/ mental health/ social work colleague at the brief interview (N=1) or referral stage (N=2). Personal discomfort was cited as a reason for not engaging in SBIRT by only two individuals.

Biography:

Ann M Mitchell has completed her PhD from the University of Pittsburgh. She is a Professor of Nursing and Vice Chair for Administration in the Health and Community Systems Department at the University of Pittsburgh; School of Nursing. She is the Project Director or Principal Investigator on two HRSA-funded grants, two CDCfunded grants and a grant through SAMHSA. She has over 50 peer-reviewed publications and sits on the Editorial Boards of a number of journals. She and members of her team received the International Award for Excellence in Evidence-Based Practice Award from Sigma Theta Tau International (STTI), the Honor Society of Nursing.

Abstract:

While health care providers will be required to work interprofessionally upon graduating and entering their field, there is little education or training on this matter. In order to provide patient-centered care with optimum outcomes, health care providers must be provided with the education to work together. This lack of education may contribute to the fact that there are 23 million Americans with substance use problems, yet 83% remain untreated. The focus of this project is on the interprofessional training of anesthesia students. The University of Pittsburgh School of Nursing and Dentistry partnered with the Institute for Research, Education, and Training in Addictions (IRETA) and provided training, including: 1.5 hours of didactic instruction, online booster sessions, simulation at WISER and the Dental Hygiene Clinic, and lastly, interprofessional case conferences. Before and after the training sessions, students completed the Alcohol and Alcohol Problems Perception Questionnaire (AAPPQ), the Drug and Drug Problems Questionnaire (DDPPQ), and a measure of SBIRT and interprofessional knowledge. Several of the AAPPQ and DDPPQ subscales increased significantly from pre- to post-training. Scores on the interprofessional knowledge scale also showed an increase from pre- to post-training. Simulation exercises seemed to make a positive impact on change in scores. The students were exposed to collaborating as a team using SBIRT and was associated with positive changes in knowledge of interprofessional practice as well as the student’s perceptions of alcohol and drug misuse in patients. Interprofessional education and practice should improve patient outcomes by providing more congruent, patient-centered care.

Biography:

Lunic Base Khoza has completed her PhD from the University of South Africa. She is currently serving as Dean and Senior Professor in the School of Health Sciences. Her area of specialty is nursing education, nursing management and health promotion. She has published more than 40 papers in reputed journals and has previously served as an Editorial Board Member of reputed national journal Curationis and involved in peer review of manuscripts for national and international journals. She is a National Research Foundation C3 rated as established researcher.

Abstract:

The Directly Observed Treatment program has been proven to be eff ective in many countries worldwide which is why the World Health Organization is promoting its implementation globally. However, among the nine Tuberculosis high burden countries in Africa, of which South Africa is in position two, seven of these countries have a 100% of the population covered by the strategy but with low cure rates. Th e program is being implemented in Limpopo province, South Africa but there are several challenges that act as barriers to the effi ciency of its implementation. Th e purpose of this study was to critically analyze the eff ectiveness of the existing tuberculosis; Directly Observed Treatment program in Limpopo province, South Africa. Qualitative and descriptive designs were employed. Focus group discussions were conducted with the various groups of Health Care Workers using a semi-structured interview guide. Individual interviews were conducted with the patients. Th e fi ndings indicate that there are gaps such as minimal supervision and monitoring, minimal community support and diff erent health beliefs that were found to be contributing to high defaulter rates, late presentation, low cure rates and development of Multiple Drug Resistant tuberculosis and Extremely Drug Resistant tuberculosis. Based on the fi ndings of the study an adapted program has been developed in order to add value to the existing program for better outcomes.

Biography:

Sonto Maputle has completed her PhD in 2004 on Maternal and Child Health, from the University of Johannesburg, South Africa. She is an Advanced midwife, Professor and the Researcher at the School of Health Sciences, University of Venda in South Africa. She has published more than 50 papers in reputed journals on maternal health issues and a reviewer for reputed journals. Her interests are: Maternal and Child health care, Reproductive Health Care and HIV&AIDS.

Abstract:

The purpose of this study was to explore perceptions of parents regarding sex education of their adolescent children. Th e population comprised of parents aged between 36-55 years to adolescents who were pregnant or delivered within a year during the time of the study. A non-probability snow balling sampling method was used to select five parents and was determined by data saturation. An unstructured interview directed by one question was conducted which was; ‘what are your perceptions regarding sex education of your adolescent children’? Data were analyzed using Tech’s eight-step process. Results revealed that although respondents had prior knowledge on the need and the how-to educate their adolescents on sex-related matters, some respondents chose to shun away from that responsibility, citing their cultural belief system as the main reason. Th e overarching reason for the respondents that chose to engage their adolescents on sex-related education was fear that they would contract HIV/ AIDS or become pregnant before they fi nish their education. It is recommended that parents from rural-based environments should be encouraged and empowered to establish diff erent local sex-education platforms. Th ese platforms should also aim at engaging local traditional leadership in partnership with other stakeholders to initiate and maintain collaborative conversations around sex-related matters geared at negotiating a progressive change around the local cultural belief systems alluded to by respondents in the study. From the data collected it is evident that there are parents who are willing to educate their adolescent child on issues of sex whilst some of the parents perceive educating adolescents on issues of sex as being improper.

Biography:

Seani Adrinah Mulondo have completed Masters Degree in 2010 at the age of 47 years from the University of Venda and presently pursuing Doctoral studies in the same University (UNIVEN). I am a lecturer in the Department of Advanced Nursing Science, School of Health Sciences; fi eld of my research study is midwifery. I have published 5 papers in DHET accredited journals and serving as a reviewer of Health SA Gesondheid journal.

Abstract:

Basic Antenatal Care (BANC) was introduced in all Primary Health Care (PHC) facilities in order to reduce the burden of consistently high maternal and neonatal mortality rate. Pregnant mothers with risk factors such as HIV/AIDS are vulnerable to Tuberculosis (TB). Th e study identifi ed risk factors and described complications associated with TB in pregnant mothers and neonates. A quantitative and descriptive research design was used to collect data at ten selected hospitals in Limpopo province. Sample size of 150 Medical maternity case records were randomly selected from 500 records of discharged pregnant and breastfeeding mothers diagnosed with TB. Records were assessed and analyzed using checklist. Th e fi ndings revealed socioeconomic problems such as poverty and HIV/AIDS infections as the major risk factors associated with TB in pregnancy and neonates. Complications such as pre-eclampsia, eclampsia and low birth weight in mothers and neonates were revealed. Th ere is higher rate of HIV/AIDS infection among pregnant mothers with TB. Emphasis needs to be placed on strengthening the integration and implementation of PMTCT, TB/HIV in BANC services and continue to build on past achievements. Guidelines related to prevention of complications of TB during pregnancy and puerperium should be developed.

Biography:

Mrs Raliphaswa Is associated with University of Venda in south Africa.Her Research interests focuses on Women health and pediatric health.

Abstract:

Admission of a child to the unit has long been recognized as an emotionally charged and highly stressful experience. Th is can be a traumatic experience for the parents because it may force the family to restructure their lives and re-organize their priorities. Th e objectives of the study were to describe the challenges faced by mothers when their children are hospitalized at one public hospital in Vhembe district. Th e qualitative, explorative and descriptive research design was used. Th e population comprised of mothers whose children were admitted for more than 3 days in the pediatric ward of one public hospital, Vhembe district, Limpopo province, South Africa. A non- probability purposive sampling of 10 mothers were sampled. Data were collected through unstructured in-depth interviews before the mother leaves the hospital aft er discharge until saturation was reached. Data were analyzed by open-coding method. Findings revealed two themes namely; care provided by health care professionals and confl icting expectations about participation in child’s care. Th e study had implications for provision of individualized care to mother and child during hospitalization.

Biography:

R A Khosa has completed Master of Public Health at the University of Venda. She is currently working for the Department of Health as a Clinical Nurse Practitioner at Ntlhaveni C Clinic in the Republic of South Africa.

Abstract:

The main objective of the study was to engage members of Ntlhaveni C village and relevant stake holders in exploring factors which contribute to water scarcity and the health implications thereof. Th e study employed qualitative, descriptive approach. Purposive sampling was used to select participants who took part in focus group discussions. 10 focus groups consisted of 8 to 10 people each were conducted. An interview guide with semi-structured questions was designed and used to collect data. Tesch’s eight steps of data analysis were employed to analyze and manage data. Th e fi ndings revealed that water scarcity at Ntlhaveni C village was caused by factors which were either man made or natural. Man-made factors included lack of infrastructure, poor service delivery, political factors which were confl icts amongst local communities and cultural factors. Natural factors such as lack of rain and climate change were also identifi ed. Recommendations included the establishment of community water and sanitation task team.

Biography:

S E Tshivhase has completed her Master of Public Health Degree at the University of Venda, South Africa. She is currently working for the Department of Health as an Operational Manager Specialty for eye and transfer unit at Tshilidzini Hospital in the Republic of South Africa.

Abstract:

South Africa is facing a major challenge of waste management due to an increase in waste generation which has led to littering and dumping of household solid waste around the environment. Th e purpose of this study was to assess the knowledge of Tshisahulu community members regarding solid household waste management. A quantitative approach using a descriptive cross sectional survey was applied. Th e population was comprised of 2090 households and the sample size was comprised of 342 households. Each household was systematically sampled and one adult represented a household in the sample. A selfadministered questionnaire was used to collect data from participants. About (34.2%) of the participants had knowledge on the relationship between burning wastes at home with diseases such as respiratory problems. Th e results further showed that 32.6% of the participants knew that cholera was associated with drinking contaminated water as well as diarrhea (24.9%) and typhoid (14.4%) respectively. Th ere is a need to develop and introduce waste management education programs in all the schools especially at the lower primary level. Local authorities should develop new strategies on the management of solid household in rural villages.

Biography:

Rachel Labese is associated with university of venda in south Africa.she participated in many group discussions and qualitative research projects in south Africa.Her research interests include Sociological Theory,Social Work, Poverty Reduction, Social Care.

Abstract:

HIV epidemic is worsening with almost 5 million new infections in 2003, mostly in developing countries and half of these new infections are among young people aged between 15-24 years. Th is study’s main objective was to explore the perceptions of teenagers on sexual and reproductive health services in selected villages within Greater Giyani Municipality, South Africa. Qualitative, explorative, descriptive designs were used. Th e population included all teenagers both male and female age between 10-19 years old and non-probability purposive sampling technique was used. Data was collected through focus groups using unstructured interviews, observations and fi eld notes. Th e interview was directed by one central question which was, “what are your perceptions on sexual and reproductive health services?” Data was analyzed using the eight steps of Techs’ open coding method. Th e study found that teenagers have negative perception towards sexual and reproductive health services due to perceived barriers that exist which made them not to perceive any benefi ts of going to health facilities and utilize sexual and reproductive health services. Also some had positive perception on sexual and reproductive health services as they had knowledge of the available services at the clinics. Recommendation to the Department of Health, Education, community leaders and further research was made and a conclusion drawn from the results.

Biography:

Vhilinga Mafune is associated with university of venda in south Africa. She participated in many group discussions and qualitative research projects in South Africa. Her research interests include primary and secondary healthcare during the antiretroviral therapy.

Abstract:

Human Immunodefi ciency Virus (HIV)/Acquired Immune Defi ciency Syndrome (AIDS) commonly referred to as HIV/ AIDS has a devastating impact on the lives of African men, women and children. HIV/AIDS decreases the life expectancy of aff ected South Africans and leave many families and children socially and economically vulnerable and socially stigmatized. HIV/AIDS also results in increasing numbers of AIDS orphans and mortality among young adults and in 2007, 12.1 million South African (SA) children were estimated to have been orphaned due to HIV/AIDS. In addition, 300000 SA children were estimated to be in need of antiretroviral (ARV) treatment (ART) in 2010 whilst the estimated ARV coverage was at 36%. Th is study explored and described the challenges experienced by primary and secondary caregivers of children on antiretroviral therapy (ART) at Mutale municipality, Vhembe district in the Limpopo province. Th e study sought to achieve the following objective: Identify the challenges experienced by primary and secondary caregivers of children on ART at Mutale municipality, Vhembe district and to make recommendations to appropriate stakeholders on the basis of challenges identifi ed, how the government may use such challenges to develop further programs to improve the quality of life of caregivers of children on ART. Th e research design was qualitative, explorative, descriptive and contextual using a phenomenological approach. Th e study population consisted of all primary and secondary caregivers of children 0 to 15 years of age on ART at Mutale municipality from April 2013 to March 2014. Non-probability purposive sampling was used to select participants. Th e objectives of the study were met through data collection by means of unstructured phenomenological interviews using an interview guide. One central question was asked and more questions emanated from the discussion. Data collection was done up to 16 female caregivers because no new information was forthcoming from the caregivers. Data from participants were collated into themes and sub-themes. Th ree themes from primary and secondary caregivers emerged from analysis of the raw data namely (THEME-1) challenges faced by caregivers of children on ART, (THEME-2) psychological challenges experienced and (THEME-3) positive perceptions related to caring for children on ART. Th e trust worthiness of the qualitative data was established following four criteria namely credibility, transferability, dependability and conformability. Participant’s rights were respected. Permission to conduct a study was sought from relevant authorities. In addition, freedom from harm was ensured and the right to privacy and right to self-respect were maintained. It is recommended that all primary and secondary caregivers be motivated to participate in community projects to generate income and alleviate poverty. Th e study suggested that the government should develop organizations or community centers that will support and empower caregivers to cope with challenges of caring for children on ART. Th e conclusions were discussed in relation to the objectives of the study.

Biography:

Nesane Kenneth has completed his BCur degree from University of Venda and Masters Studies from University of Venda School of Health Sciences. He is the Professional Nurse at Kutama Sinthumule maximum security prison in South Africa. He has published one paper in Primary Health Care and Med. Journals.

Abstract:

Background: Male partners have a strong infl uence on pregnant partners’ health and their access to care. Th eir involvement is critical in the delivery and uptake of maternal health care services and to improve the maternal and child health outcomes.

Aim: Th e study sought to determine the male partner’s views on their involvement in maternal health care services.

Setting: Makhado B local area, Vhembe District at Kutama, Madombidzha and Vleifontein clinics.

Methods: Qualitative design, which is exploratory, descriptive and contextual in nature, was used. Population consisted of 10 males whose partners were pregnant within the last 2 years. Non-probability, purposive sampling procedure was used. Data was collected through in-depth individual interviews using the voice recorder and the interview schedule guide. Tesch’s open coding method was used to analyse data.

Results: Th e fi ndings revealed one major theme which is maternal health issues are viewed as women matter and three subthemes namely; culture and participation in childbirth, male partners’ employment status and unwillingness to participate on maternal health issues.

Conclusions: Th e recommendations to facilitate promotion of involving male partners in maternal health care services, to policy makers and for further research were proposed.

Biography:

Jayne Skehan RN is the Director of Pediatric Cardiology Services, at New York Presbyterian Hospital in New York City as well as a per diem nursing administrator at Mount Sinai Hospital in NYC. She is published in peer review nursing journals and is completing her Doctoral degree in Nursing Practice (DNP) at Saint Peter’s University.

Abstract:

Workplace bullying has become increasingly prevalent in healthcare and there is significant data to support bullying befalls and carries destruction. The zone of silence that surrounds and insulates this surreptitious behavior is real. In an environment in which bullying is not addressed, it often spreads. Many ramifications of workplace bullying affect employees, as well as patients and can lead to decreased reimbursement, unsafe conditions, and increases in errors in addition to an overall negative reputation for an organization. Recently, studies have suggested there is a direct correlation between professional nursing educational programs and decreased incivility in the workplace. Research studies support that when bullies in the workplace are held accountable, staff are more empowered to come forward and report these events. Through education, prevention and awareness, nursing educational programs can be instrumental in eradicating this behavior both in the academic world and hospital based settings. Undergraduate nursing students in the academic arena could benefit from evidence-based education on ramifications of buying and how to address it in their practice. Hospital based nursing education programs outlining policies and acceptable behaviors are another forum that could help to prevent workplace violence. Researchers agree additional studies are needed in order to examine the effectiveness of nursing educational programs on eliminating covert bullying.

Biography:

Ann M Mitchell has completed her PhD from the University of Pittsburgh. She is a Professor of Nursing and Vice Chair for Administration in the Health and Community Systems Department at the University of Pittsburgh; School of Nursing. She is the Project Director or Principal Investigator on two HRSA-funded grants, two CDC-funded grants and a grant through SAMHSA. She has over 50 peer-reviewed publications and sits on the Editorial Boards of a number of journals. She and members of her team received the International Award for Excellence in Evidence-Based Practice Award from Sigma Theta Tau International (STTI), the Honor Society of Nursing. Irene Kane is an Associate Professor of Nursing with extensive clinical, teaching and research experience in developing and teaching health promotion programs emphasizing disease prevention and health management to improve psychobiological wellbeing. She is a certifi ed Screening Brief Intervention and Referral to Treatment (SBIRT) trainer with over 25 papers published in peer-reviewed journals and share SBIRT training knowledge, skills and outcomes to address substance use identifi cation and brief interventions earlier along the continuum of use, misuse, abuse and dependence.

Abstract:

Alcohol Screening and Brief Intervention (Alcohol SBI) is a public health and evidence-based practice used to identify, reduce and prevent problematic use, abuse and dependence on alcohol. Th e Alcohol SBI model calls for inter professional, widespread and community-based screening for risky alcohol use behaviors to reduce alcohol exposed pregnancies (AEPs), fetal alcohol spectrum disorders (FASDs) and other negative health consequences. Healthcare providers cannot ignore the worldwide statistics which relate that alcohol misuse causes signifi cant morbidity and premature mortality among all patient populations. Th e question is: How can health care professionals assess the potential for or the presence of alcohol use in their patients? Th is workshop for both novice and experienced Alcohol SBI users will provide: An overview of alcohol use worldwide, a review of the Alcohol SBI process and a simulation exercise to practice alcohol screening and a brief intervention for a patient drinking at a risky or hazardous level. Upon completion of the workshop, participants will be able to describe alcohol use worldwide, list the steps in the Alcohol SBI process and discuss the pros and cons of the simulation exercise.

Biography:

Mary Joan Therese Valera has a master’s degree in public health in 2007and a bachelor’s degree in nursing in 1991 from the University of the Philippines Manila (UPM). Her nursing career started in 1992, when she worked as staff nurse in the adult medical-surgical ward of the Philippine General Hospital (PGH). In 1996, she was invited by the UPM College of Nursing (UPM-CN) to join their roster of faculty that same year in June. In May, 1997, she had a seizure while undergoing teacher’s training, and was diagnosed to have low grade brain tumor. After five brain surgeries that left her with right-sided motor deficits, she went back to PGH as research assistant in the Adult Health Section of Medical Research Unit, and at the PGH National Poison Management and Control Center from December, 1999 to April, 2003. She enrolled at UPM College of Public Health in June, 2003, and at the same time rejoined the UPM-CN faculty up to the present.

Prof. Valera is a member of the Community Health Nursing Specialty Group. Among her research works are nursing competencies and clinical learning environment of student nurses. Her published works were community-based studies on fall risks of older persons and poisoning. She has made research presentations across Asia and Europe.

Abstract:

Introduction In nursing, we are interested with learning outcomes of student nurses because they impact on how they would perform as professional nurses. Cognitive, Psychomotor, Affective are the expected aspects in which they are honed as student nurses. The Clinical Learning Environment (CLE) has been shown to be most influential in shaping and directing the development of student nurses (Saarikoski & Kilpi, 2002; Tiwari et al, 2005). CLE encompasses the clinical setting and placement of students studying to become professional nurses, and includes all practitioners that students are exposed to and work with, and the supervision that they receive from ward managers and classroom teachers. Additionally, learner’s characteristics reflect individual differences among student nurses in terms of motivational variables. Intrinsically motivated individuals’ engagement in learning is coupled with pleasure and enjoyment as this can bring challenge and arouse curiosity (Pintrich 1999). Several researches done in higher education showed that a learning climate which involves respect for students, freedom to learn, and teacher enthusiasm encourages a deeper approach to learning.

CLE has been extensively used in most parts of the world. Ferguson's CLE study (2000) concluded that the diversity and complexity of clinical areas and the implications for student learning must be acknowledged. One of the most anxious times for a learner was entering a new clinical situation that they desire to ‘fit in’. And Ferguson's study discovered the importance of the “mentors” role at this time as she/he played an important role in assisting the student to ‘fit in’. And the uniqueness of nursing education in the Philippines is that the teacher in the university is mostly doing the clinical supervision in the hospital wards and other settings. This was evident in the unpublished study of Ramos & Valera (2012) where three factors, namely 1) Supervision in the hospital, 2) Academic Supervision, and 3) Nursing Care in the Ward is being done by the “clinical instructor” who is usually the teacher from the academe. Clinical learning is achieved when the student receives effective hospital and academic supervision, and sees the “teacher” as mentor and model in providing quality and safe nursing care. These enhance the student’s “intrinsic” or innate motivation.

Clinical Learning Environment mirrors external factors, namely academic supervision, supervision in the hospital and nursing care in the ward. Individual factors will be taken into account, which represents the individual differences of nursing students in terms of motivational level in this study. Having both Clinical Learning Environment (external) and learner’s characteristics (internal) will provide us a model of good clinical learning outcomes. Thus, this study will test a model showing the effects of Clinical Learning Environment, Learner’s Characteristics and Clinical learning outcomes using Structural Equation Modelling (SEM).

Methods Research design
This study will use exploratory cross- sectional design (Johnson 2001). This will test the model where Clinical learning Environment, Learner’s Motivational Factor as it affects clinical learning outcomes.

Biography:

Saghi Moosavi is associated with Guilan University in iran. She participated in many group discussions and qualitative research projects in iran. Her research interests include Nursing issues, rhinology and midwifery.

Abstract:

Background: One of the most important principles of education concepts and establishing skills in nursing students is the use of proper goal based educational methods and applicable to operation room conditions. Special attention has to be paid to: practical skills of circulation, scrubbing, preparing instruments and implants. The aim of this study was: Identifying the best educational way for practical skills by nursing students in OR field. This experimental study was conducted to compare the impact of traditional and multimedia independent teaching method on cognitive knowledge and psychomotor skills of 4th year nursing students.

Summary of Work: in an experimental study 38 nursing students participated and were randomly divided into 19 samples of experimental and control groups. The control group was taught by traditional method and the experimental group by multimedia independent (short movie) teaching method. Evaluation method was performed by DOPS for both groups. Comparison of basic specifications of two groups were performed by X2 test. Data normalization were measured by KolmogrovSmirair test. Non parametric Mann-Whitney were used for groups comparison. Also mean and standard deviation were calculated.

Summary of Results: Based on the results of evaluation between two groups’ performance by resemblance evaluation instrument, a significant increase in mean and standard deviation (P<0.0001) was observed in the case group.

Discussion and Conclusions: Analysis of data indicated that cognitive and psychomotor skills were statistically increased in multimedia teaching method. Multimedia teaching will improve cognitive and psychomotor skills of nursing students.

Biography:

Biography Sana Hassan Ali has completed her midwifery in 2002 at Aga Khan Hospital for Women’s Garden and she has completed her Registered Nurse (Diploma) program from Aga Khan University Hospital 2010. She has joined Endocrinology Unit of Aga Khan University Hospital in 2010 and is working as a Diabetes Nurse Educator in Endocrine Clinic & doing her post RN BSCN from St James School of nursing.

Abstract:

Abstract According to current figures in Pakistan 7.1 million people suffer from diabetes, making it the seventh highest population of diabetic patients in the world. Education is the cornerstone of diabetes care. Lack of awareness can lead to patients suffering from diabetes complications. This project was conducted to determine the knowledge and practices of the patients and make them independent through continue education so they can participate their Diabetes management programme. To evaluate the impact and effectiveness of a structured multidisciplinary group education programme for diabetic patients about their disease; psychosocial factors and lifestyle measures. This data was collected from endocrine clinic at the Aga Khan University hospital from year Jan 2012- Jan 2013. A total number of 17 patients, 8 males and 9females, 3 with type-1 and 14 with type-2 diabetes mellitus (DM) were included in the project. Data was retrieved from pre & post questionnaire sheets which were recorded during patients visit in the “Diabetes Modular Classes”. The comparison of pre and post knowledge assessment of approx 17 patients, who attended all four modules, revealed that their pre knowledge score were 67.6% where as their post results after attended all sessions were 87.3%. Comparison of pre & post quiz results shows that multidisciplinary well planned group education programme have better impact on patient’s. The knowledge imparts via these classes make patients independent regarding their self-management of disease process & life style modification.

Biography:

Abstract:

Background I am a nurse educator working in an Intensive Care Unit (ICU) and I am interested in exploring and understanding the actual or potential impact that learning strategies used in practice will have on the relationship between mentees and mentors, particularly within specialised clinical learning environments.

Methodology I have used a qualitative, social constructivist, grounded theory (GT) methodology in this doctoral study as it fits with the study’s interpretative perspective and philosophical assumptions.

Method After obtaining ethical approval, gatekeepers were engaged to gain access, and consent was obtained from participants who met the study’s inclusion criteria. I conducted semi structured, in-depth taped interviews with 17 mentors and mentees, working in Intensive Care Units and Midwifery areas. In keeping with the tenets of GT, I systematically coded the interview scripts after each interview using NVivo. Constant comparison enabled me to develop my interview skills and recruit participants until I achieved data saturation (no new properties or any further theoretical insights emerge). I also kept memos through the data collection period to maintain reflexivity, aid with the development of the emerging codes and augment the understanding of the context of the research process.

Data Analysis GT data handling of the interviews scripts produced five axial codes: two (2) major codes and three (3) minor codes.

Study Outcome A substantial pedagogical theory has emerged from this study related to the mentoring relationship in specialised clinical learning environments.

Impact of Study The GT concepts of ‘Fit’, ‘Relevance’, ‘Workability’ and ‘Modifiability’ have been applied in my reflection on the theory’s impact on clinical practice, teaching & learning, epistemology, society, policy development and economics. The challenges of being an insider researcher, power relations and validity have augmented my development as a reflexive practitioner. I was also able to ‘find my voice’ in the research journey.

Biography:

Cathy has been a Lecturer at the University of Western Sydney for the past 11 years. Having been inspired by her international students’ stories and determination to succeed, she completed a Doctor of Nursing in 2013 answering the research question, What is the nature of learning to nurse in the Australian clinical environment for international culturally and linguistically different students? Cathy is rapidly developing a profile as an expert regarding international nursing students receiving many requests for presentations both nationally and internationally.

Abstract:

International students comprise some if not the majority of undergraduate nursing cohorts in countries such as Australia, The United States of America and the United Kingdom. As nursing is a socially constructed enterprise, there are notable variations in the professional status and role of the registered nurse between countries. International students who come to study nursing bring with them culturally derived conceptions about the profession of nursing and its practice, often creating a dissonance between expected and actual roles. This dissonance needs to be negotiated by the student themselves so that they develop into competent practitioners, as deemed by local registration standards. This presentation will focus on the findings of an interpretive descriptive study that revealed the complex process undertaken by the participants whilst on clinical placement to become an Australian nurse. As motivated and active players in their own learning journey, waiting and watching and seeking and finding were some of the strategies used in the process of learning to nurse in the clinical environment. This process will be of global interest to all sectors of nurse education from policy development to clinical practice.

Biography:

Ms. W. C. Wong is the Lecturer (Division of Nursing and Health Studies) of The Open University of Hong Kong. She is a Registered Nurse and Registered Psychiatric Nurse. She had worked in many different clinical areas, including acute care unit and psychiatric unit before joining the university. Her research interests include mental health nursing and nursing education. Dr. Mimi Tiu is the Assistant Professor (Division of nursing and Health Studies) of The Open University of Hong Kong. She is a Registered Nurse in Hong Kong and in Canada. Her research interests include quality of care, nursing ethics and nursing education. Dr. C W Tam is the Assistant Professor of the Division of Nursing & Health Studies, the Open University of Hong Kong. He has been actively engaging in chronic illnesses and rehabilitation research. Currently, he is conducting studies to explore any effective ways for the treatment/ prevention of prostate cancer.

Abstract:

Abstract: A comprehensive nursing education nurtures competent nurses. Apart from designed nursing curriculum, extra-curricular activities (ECAs), which are believed to enhance perceived social support, are appraised for a comprehensive development of University students. None of previous studies, however, investigated the influences of ECAs among undergraduate nursing students. This study aimed to examine the influences of ECAs on perceived social support of undergraduate nursing students in Hong Kong. Ethical approval was gained from the research University. A cross-sectional survey was employed. Convenience samples of all full-time, Bachelor of nursing students in a local University were recruited. A self-administrative questionnaire was used to collect the hours involved in ECAs and assess perceived social support of subjects. An independent samples t-test was conducted to compare the perceived social support scores between subjects spending different hours on ECAs per week. There was a significant difference in perceived social support scores for spending less than 5 hours per week (M=48.4, SD=6.07) and spending more than 5 hours on ECAs per week (M=50.13, SD=4.76; t (15) =-1.98, p=0.05, two-tailed) among female students. For the male students, no significant difference was manifested. Female students mostly take part in the ECAs that involve others, such as social club. Female students experienced and perceived more support in the interactive human relationship in ECAs. Hence, female students, who spent more time on ECAs, had perceived better social support than those spent less time on them. ECA exerts positive influence on perceived social support among female undergraduate nursing students. Better perceived social support enhances the development of competent nurse. It is suggested that ECAs, exclusively those involve others, should be promoted in nursing education.

Biography:

Lunic Base Khoza has completed her Ph.D. from the University of South Africa. She is currently serving as Dean, Senior Professor in the School of Health Sciences. Her area of specialty is nursing education, nursing management and health promotion. She has published more than 40 papers in reputed journals and has previously served as an editorial board member of reputed national Journal Curationis and involved in peer review of manuscripts for national and international journals. She is a National Research Foundation C3 rated as established researcher.

Abstract:

The Directly Observed Treatment programme has been proven to be effective in many countries worldwide, which is why the World Health Organization is promoting its implementation globally. However, among the nine Tuberculosis high burden countries in Africa, of which South Africa is in position two, seven of these countries have a 100% of the population covered by the strategy but with low cure rates. The programme is being implemented in Limpopo Province, South Africa but there are several challenges that act as barriers to the efficiency of its implementation

The purpose of this study was to critically analyse the effectiveness of the existing tuberculosis Directly Observed Treatment programme in Limpopo Province, South Africa. Qualitative and descriptive designs were employed. Focus group discussions were conducted with the various groups of Health Care Workers, using a semi-structured interview guide. Individual interviews were conducted with the patients.

The findings indicate that there are gaps such as minimal supervision and monitoring, minimal community support and different health beliefs that were found to be contributing to high defaulter rates, late presentation, low cure rates and development of Multiple Drug Resistant tuberculosis and Extremely Drug Resistant tuberculosis. Based on the findings of the study an adapted programme has been developed in order to add value to the existing programme for better outcomes.

Biography:

Dr. Abeer Al-Hazmi was an Assistant professor in department of nursing at King Abdulaziz University, Jeddah, Sauidi Arabia.

Abstract:

Introduction: Clinical education is considered a significant part of the learning process for nurses and nursing students. However, recruiting high- caliber individuals to train them to be tomorrow’s educators/teachers has been a recurrent challenge. One of the troubling challenges in this field is the absent of prober training programmes to train educators to be future education professionals and leaders. Aim: To explore the impact of a stage 1 and stage 2 clinical instructor courses on developing leadership skills for nurses as educators. Theoretical Framework: Informed by a symbolic interactionist framework, this research explored the Impact of stage 1 and stage 2 clinical instructor courses on nurses' knowledge, attitudes, and leadership skills. Method: Using Glaserian grounded theory method the data were derived from 3 focus groups and 15 in-depth interviews with nurse educators/ clinical instructors and nurses who attended stage 1 and stage 2 clinical instructor courses at King Abdu-Aziz University Hospital (KAUH). Findings: The findings of the research are represented in the core category Exploring new Identity as educator and its two constituent categories Accepting change, and Constructing educator Identity. The core and sub- categories were generated through a theoretical exploration of the development of educator’s identity throughout stage 1 and stage 2 clinical instructor courses. Conclusion: The social identity of the nurse educators was developed and changed during and after attending stage 1 and stage 2 clinical instructor courses. In light of an increased understanding of the development process of educators identity and role, the research presents implications and recommendations that may contribute to the development of nursing educators in general and in Saudi Arabia in specific.

Biography:

Noor hanita binti zaini is a lecture and works at faculty of medicine, university of malaya. She graduated from the universiti putra malaysia of malaysia and did her master at the s university of malaya. She is also the member of national heart association of malaysia, associate member, nursing research steering group (nrsg), malaysian nursing board.

Abstract:

The use of applications (app) has already been shown to be a useful method and an essential mechanism to guide the patient towards healthcare knowledge. Apps used in healthcare are emerging as an adjunct to assist patients in self-management. Patients who undergo open cardiac surgery face a difficult recovery process. Studies have shown that nursing education can improve health outcomes and reduce the risk of new cardiac events. Despite this, there are no guidelines or standards for how to best educate cardiovascular surgical patients. The use of medical apps is increasing in frequency however locally there are only limited applications available in healthcare sector. Objective: To develop My Education: CABG as a learning tool for Coronary Bypass Graft Surgery (CABG) patients. Methodology: The development process of app is based on systematic instructional model (assessment, design, development, implementation and evaluation). The level of satisfaction and helpfulness of app were assessed by an adapted questionnaire completed by 30 patients undergoing CABG. Result: The application of My Education: CABG was developed through review of literatures associated with education given to CABG patient. After review by experts, the app finally was developed and evaluated by patients who reported that they were satisfied with the usefulness of My Education: CABG app. Conclusion: My Education: CABG is designed to help CABG patients in the pre and post-surgery process, creating a patient-sided driver of successful recovery. This app is beneficial for healthcare providers in educating CABG patients and preventing secondary complications.

Biography:

Ms. Salima is a PhD candidate in Faculty of Nursing, University of Alberta. Her research interest are Early Child Development and Care. She has published many research papers in reputed journals and attended many national and international conferences.

Abstract:

In the nursing profession critical thinking (CT) has increasingly been the focus of investigation for the past several years. CT dispositions and skills are valuable in nursing practice. Nurses need complex thinking skills to effectively manage the fast-paced and constantly changing health care environments in which they work. CT is also vital in developing evidence-based nursing practice. Currently, no published studies could be located that specifically examined CT dispositions and research utilization of undergraduate nursing students. In this presentation we report on early findings about research utilization behaviors and critical thinking dispositions of a sample of undergraduate nursing students enrolled in the Bachelor of Science in Nursing (BScN) program at a major university located in Western Canada (n=181). Descriptive statistics and correlations were compiled for the research utilization and critical thinking dispositions measures. The majority of participants (69%) scored below the target score of 280 on the California Critical Thinking Dispositions Inventory. This indicates an overall deficiency in critical thinking depositions. However, participants scored high on overall research utilization (mean=3.4/5) on research utilization survey questionnaire. At this point in our analysis we are reflecting on factors that may have impacted the lower CT disposition scores and the role that nursing educators in assisting students to develop their critical thinking skills.

Biography:

Lunic Base Khoza has completed her Ph.D. from the University of South Africa. She is currently serving as Dean, Senior Professor in the School of Health Sciences. Her area of specialty is nursing education, nursing management and health promotion. She has published more than 40 papers in reputed journals and has previously served as an editorial board member of reputed national Journal Curationis and involved in peer review of manuscripts for national and international journals. She is a National Research Foundation C3 rated as established researcher.

Abstract:

The purpose of this study was to obtain the nursing students’ perceptions of clinical learning experiences. Nursing students following the course leading to registration as a nurse general, psychiatric and community) and midwife at the University of Venda constituted the target population. The study used a qualitative descriptive survey to provide insight into the situation. The population was all students studying at the University of Venda and following the four year degree in nursing science. A non-probability purposive sampling was employed to sample 45 participants variably from each level of study. Data was collected from the students through focus group interviews. Participation was voluntary as the study was not interested in obtaining information about a particular clinical setting where learning experiences occur.

Findings indicate that nursing students are aware of the value of the contribution that clinical learning experiences make to their development of professional socialisation. Nursing students regard a patient as the central focus of their clinical learning experiences, they are able to identify those factors which could promote and enhance and those which could hinder or be detrimental to their learning in the clinical setting. However, proper guidance and support from their superiors appears to fall short. There appears to be a need to assist both students and clinical nurse practitioners to increase their understanding with regard to their roles and mutual expectations in the clinical field.

Biography:

Abstract:

Introduction:
Throughout the nursing course, students will be encountering a lot of difficulties and challenges that will require motivation. Unfortunately, not all who applied for BS Nursing considered this course as their first choice. This gave the researchers the idea of using a motivational video as an intervention to inspire them to take nursing as their career. This study determined the effect of motivational video in increasing the level of self-motivation among first year nursing students to pursue their nursing career.
Methods:
quantitative quasi experimental one-group pretest-posttest research design was used and purposive sampling technique was utilized. Motivation for Choosing Nursing as a Career Questionnaire was used in determining the level of motivation before and after using the motivational video. The motivational video entitled, “Testimonials from Nurses” was used as the intervention wherein testimonials from successful Thomasian nursing graduates was considered and viewed by the students. The subjects are nursing students who obtained a score ranging from 21-40 in the questionnaire. Before the viewing, the researchers provided a brief introduction and background. After which, debriefing was done. The data gathered was analyzed using the Paired T-Test using SPSS version 21.0. The Pre-test and Post-test scores were compared, which further statistically, differentiated by mean, standard deviation and t-test scores.
Results:
The t-test value is -17.221 and p value of 0.00<0.05 which indicates that there is a statistically significant change in the level of self-motivation of first year nursing students before and after viewing the motivational video.
Discussion:
The result of the study showed an increase in their level of self-motivation. Indicates that motivational video entitled, “Testimonials from Nurses is an effective intervention in increasing the level of self-motivation of first year nursing students to pursue their nursing career.

Biography:

Dr. Pratum Soivong is an Assistant Professor in Faculty of Nursing, Chiang Mai University, Thailand

Abstract:

This pilot study aimed to develop and explore the feasibility of the evaluation model for medical, nursing comprehensive practice using Objective Structure Clinical Examination (OSCE) in Senior Nursing Students to Promote Nursing Students’ Competency Based on Thai Qualifications Framework for Higher Education (TQF). Data were collected in two phases. Phase I, development of the evaluation model using OSCE. It included the development of questions and quality testing. Phase II, implementation to test the evaluation model with 7 senior nursing students. The feasibility of using the model through OSCE was obtained through satisfaction questionnaire and focus group discussion. Data were analyzed using frequency and content analysis. The evaluation model using OSCE consisted of 8 stations. Each station required 15 minutes to finish each scenario. The duration of an examination was 2 hours. Three students rated their satisfaction to the model at 70 percent, the other 4 students rated at higher than 80 percent. In the focus group, students expressed that the scenarios and duration spending in an examination were appropriate. This model was feasible to evaluate students’ skills and competency based on TQF. This evaluation model may be used as one part of the medical, nursing comprehensive practice course evaluation. The evaluation model using OSCE should be used to evaluate senior nursing students in the medical, nursing comprehensive practice course base on TQF. It would lead students’ competency evaluation to be reliable and valid. Thus, nursing students will have guides for self-improvement after graduation.

Biography:

Ali Kavosi has completed his MSc of nursing in 2011 from Tarbiat Modarres University Tehran. He has published more than 15 scientific papers in Iranian journals. And more than 40 papers presented at conferences and seminars in Iran. He has cooperated with three Iranian Journal as referee. He has 4-year membership in Research Council the Golestan University of Medical Sciences and Neyshabur University of Medical Sciences in Iran

Abstract:

Introduction: Human being is a multidimensional creature, with the spiritual dimension as the central dimension which is effective in achieving health and feeling of satisfaction. In fact, spirituality is a well-known concept of holistic nursing care and midwifery is care provided in a holistic focus on spiritual and religious. Therefore, the aim of this study is nurses and midwifery attitude to spirituality and spiritual care in hospitals to neyshabur city in 2014. Methods: In this descriptive and analytical study, 30 midwifery with Census method and 200 nurses of hospitals to neyshabour city were recruited randomly into the study. Data were collected using questionnaire Spirituality & Spiritual Care Rating Scale (SSCRS) in two parts, demographic information and questions related to the research objectives. Data were collected and analyzed using SPSS19 software and doing descriptive (Frequency, mean, standard deviation) and inferential statistics (T Test, Anova) and considering levels of significance (P <0.05). Results: The results showed that Mean and standard deviation is nurses attitude to spirituality and spiritual care (3.55±0.47) and midwifery (3.55±0.72). The T-test, did not show any significant differences between mean scores between nurses and midwives (p>0.05). The result did not show significant differences between attitude to spirituality and spiritual care and Demographic data in nurses and midwifery (p>0.05). Conclusions: Midwives and nurses have positive attitude to spirituality and tend to spiritual care. Therefore, providing the perfect platform to provide this care and implement at the maternity is recommended.

Biography:

Mary Joan Therese Valera is currently enrolled in the Doctor of Communications degree in the University of the Philippines Open University. She has a master’s degree in public health in 2007, with specialty in Health Promotion and Education, and a bachelor’s degree in nursing in 1991 from the University of the Philippines Manila (UPM). Her nursing career started in 1992, when she worked as staff nurse in the adult medical-surgical ward of the Philippine General Hospital (PGH). In 1996, she was invited by the UPM College of Nursing (UPM-CN), and joined their roster of faculty that same year in June. In May, 1997, she had a seizure while undergoing teacher’s training, and was diagnosed to have low grade brain tumor. After five brain surgeries that left her with right-sided motor deficits, she went back to PGH as research assistant in the Adult Health Section of Medical Research Unit, and the National Poison Management and Control Center from December, 1999 to April, 2003. Prof Valera enrolled at UPM College of Public Health in June, 2003, and at the same time rejoined the UPM-CN faculty and is still currently teaching there.

Abstract:

Introduction
In nursing, we are interested with learning outcomes of student nurses because these impact on how students would perform as professional nurses. Cognitive, Psychomotor, Affective are the expected aspects for which they are honed as student nurses. The Clinical Learning Environment (CLE) has been shown to be most influential in shaping and directing the development of student nurses (Saarikoski & Kilpi, 2002; Tiwari et al, 2005). CLE encompasses the clinical setting and placement of students studying to become professional nurses, and includes all practitioners that students are exposed to and work with, and the supervision that they receive from ward managers and classroom teachers. Additionally, learner’s characteristics reflect individual differences among student nurses in terms of motivational variables. Intrinsically motivated individuals’ engagement in learning is coupled with pleasure and enjoyment as this can bring challenge and arouse curiosity (Pintrich, 1999). Several researches done in higher education showed that a learning climate which involves respect for students, freedom to learn, and teacher enthusiasm encourages a deeper approach to learning.
CLE has been extensively used in most parts of the world. Ferguson's CLE study (2000) concluded that the diversity and complexity of clinical areas and the implications for student learning must be acknowledged. One of the most anxious times for a learner was entering a new clinical situation that they desire to ‘fit in’. And Ferguson's study discovered the importance of the “mentors” role at this time as she/he played an important role in assisting the student to ‘fit in’. And the uniqueness of nursing education in the Philippines is that the teacher in the university is mostly doing the clinical supervision in the hospital wards and other settings. This was evident in the unpublished study of Ramos & Valera (2012) where three factors, namely 1) Supervision in the hospital, 2) Academic Supervision, and 3) Nursing Care in the Ward is being done by the “clinical instructor” who is usually the teacher from the academe. Clinical learning is achieved when the student receives effective hospital and academic supervision, and sees the “teacher” as mentor and model in providing quality and safe nursing care. These enhance the student’s “intrinsic” or innate motivation.

CLE mirrors external factors namely academic supervision, supervision in the hospital and nursing care in the ward. The individual factors will be taken into account which represents the individual differences of nursing students in terms of motivational level in this study. Having both Clinical Learning Environment (external) and learner’s characteristics (internal) will provide us a model of good clinical learning outcomes. Thus, this study will test a model showing the effects of Clinical Learning Environment, Learner’s Characteristics and Clinical learning outcomes using Structural Equation Modelling (SEM).

Methods Research design This study will use exploratory cross- sectional design (Johnson 2001). This will test the model where Clinical learning Environment, Learner’s Motivational Factor as it affects clinical learning outcomes.

Biography:

Rita Ramos is an Assistant Professor of the Faculty of Management and Development Studies in the UP Open University. She finished her Bachelor of Science in Nursing from San Juan De Dios College. She obtained her Master of Arts in Nursing from the University of the Philippines Manila. Her research interests include Item Response Theory; Classical Test Theory; tool validation; motivation in distance education; achievement goals in education; self-regulation; clinical learning environment; dignified dying; and aggression. She is taking her PhD in Educational Psychology, major in Quantitative Methods in De La Salle University Manila, currently on dissertation writing.

Abstract:

Introduction

In nursing, we are interested with learning outcomes of student nurses because they impact on how they would perform as professional nurses. Cognitive, Psychomotor, Affective are the expected aspect to which they are honed for as a student nurse. The Clinical Learning Environment (CLE) has been shown to be most influential in shaping and directing the development of student nurses (Saarikoski & Kilpi, 2002; Tiwari et al, 2005 ;). CLE encompasses the clinical setting and placement of students studying to become professional nurses, and includes all practitioners that students are exposed to and work with, and the supervision that they receive from ward managers and classroom teachers. Additionally, learner’s characteristics reflect individual differences among student nurses in terms of motivational variables. Intrinsically motivated individuals’ engagement in learning is coupled with pleasure and enjoyment as this can bring challenge and arouse curiosity (Pintrich 1999).Several researchers done in higher education showed that a learning climate which involves respect for students, freedom to learn, and teacher enthusiasm encourages a deeper approach to learning.

CLE has been extensively used in most parts of the world. Ferguson's CLE study (2000) concluded that the diversity and complexity of clinical areas and the implications for student learning must be acknowledged. One of the most anxious times for a learner was entering a new clinical situation that they desire to ‘fit in’. And Ferguson's study discovered the importance of the “mentors” role at this time as she/he played an important role in assisting the student to ‘fit in’. And the uniqueness of nursing education in the Philippines is that the teacher in the university is mostly doing the clinical supervision in the hospital wards and other settings. This was evident in the unpublished study of Ramos & Valera (2012) where three factors, namely 1) Supervision in the hospital, 2) Academic Supervision, and 3) Nursing Care in the Ward is being done by the “clinical instructor” who is usually the teacher from the academe. Clinical learning is achieved when the student receives effective hospital and academic supervision, and sees the “teacher” as mentor and model in providing quality and safe nursing care. These enhance the student’s “intrinsic” or innate motivation.

Clinical Learning Environment mirrors external factors namely academic supervision, supervision in the hospital and nursing care in the ward. The individual factors will be taken into account which represents the individual differences of nursing students in terms of motivational level in this study. Having both Clinical Learning Environment (external) and learner’s characteristics (internal) will provide us a model of good clinical learning outcomes. Thus, this study will test a model showing the effects of Clinical Learning Environment, Learner’s Characteristics and Clinical learning outcomes using Structural Equation Modelling (SEM).

Methods Research design This study will use exploratory cross- sectional design (Johnson 2001). This will test the model where Clinical learning Environment, Learner’s Motivational Factor as it affects clinical learning outcomes.

Biography:

Anju Rani is Research Scholar with Indian Nursing Council, INDIA. She has completed Graduation from Indian Nursing Council and worked at Nidhi Sanduja Maternity Hospital for more than one year. She has published more than 10 research papers in reputed journals and has been serving as an editorial board member of repute.

Abstract:

Social media use can have a significant impact on the health of nurses, both at the individual level and in the workplace. There are positive and negative consequences of facebook, twitter, whatsapp and any other social media use for nurses, including potential health consequences. This Research paper provide an extensive and brief overview of social media and then explores nursing health and social media and risks for nurses. Social media use also extends to healthcare organizations; with implications for consumers of healthcare delivery. A variety of emerging best practices can guide social media use for nurses. The authors also discuss suggestions for using facebook, watsup and twitter or any other social media carefully, and future directions for research.

Biography:

Zafar Iqbal Channa has completed his MSc Nursing and additionally did his Diploma in Educational Planning & Management and Diploma in Hospital Administration & HRM. He is working as Nursing Superintendent at Pakistan Institute of Medical Sciences, Islamabad. He has two research articles/ papers at his credit.

Abstract:

Degree or license is not the end point of education after basic nursing study. Apparently, basic nursing education for practice becomes obsolete within five to ten years after graduation. This obsolescence can lead to the poor performance of nurses in clinical practice. Rapid scientific and technological discoveries proved that increased demands of specialized nursing knowledge and skills can be replaced by engaging nurses in a set amount of continuing nursing education (CNE) activities for efficient and effective quality care. Study was designed to investigate most influential and predicting barriers impeding nurses’ participation in non-formal CNE programs and suggest strategies to increase nurses’ participation in such activities. Descriptive cross sectional study designed used and data were collected by applying convenience sampling technique of three hundred (n=300) nurses. Modified research instrument “Barriers to Participation Questionnaire (BPQ)” was used to collect data after pilot testing 0.861. Study results showed as “lower the mean score in each type of barrier higher the barrier is measured. Therefore, administrative barrier was found higher and most prevalent barrier with the mean score 2.19 ± 0.83 and work-related barrier was found predicting barrier than financial barriers with the mean score of 2.53 ± 0.85. Financial, family and personal barriers were less impending barriers in nurses’ participation of the CNE programs. To keep nurses abreast with advanced knowledge in changing health care environment, more opportunities of non-formal CNE programs should be provided both in and outside of the hospital or organization.