Biography:

Kathleen Lamaute EdD, FNP-BC, NEA-BC, CNE, MA, MS, RN is a Professor of Nursing at Molloy College Barbara Hagan School of Nursing in Rockville Centre, New York. She has given numerous national and international presentations Dr. Lamaute has designed, developed and implemented numerous courses offered within the college curriculum: These courses include: Family nurse practitioner program- all courses, Genetics and Genomics: Implications for Nursing Practice, Leadership focus on global issues, Vulnerable Populations, Nursing Focus on the Post Katrina Environment: Homelessness and Humanism, Leadership and Management.

She is past Chairperson American Nurses Association Individual Member Division. She is the President of the Board of Directors Rota Care- a free clinic for the uninsured in Uniondale New York.

She is an active researcher currently working on nutritional and agricultural community empowerment programs in Haiti.

Abstract:

There are many reports on the state of malnutrition in Haiti. Exacerbated by the 2010 earthquake, conditions such as poverty, lack of access to food, clean water and medical care are threatening many Haitians, particularly children. Haiti does not have enough food. It relies heavily on imported food. Extreme poverty prevents many Haitians from adequate nutritional intake. Experience in the development and implementation of a ready-to-use-therapeutic food program for malnourished children age 6 months to 5 years in a small medical clinic in Carrefour made it evident that this intervention was not sustainable due to the cost of supplying Medika Mamba. In addition, the program did not address all of the village people suffering from malnutrition. Pregnant women are of particular concern due to the increase in caloric needs. The ongoing nutrition problem prompted the investigator to seek a sustainable project that would empower the village population to create an agricultural project that would improve nutrition in the area.

PURPOSE: The purpose of this study was to empower the village population to create an agricultural project that would improve nutrition in Carrefour, Haiti. RESEARCH DESIGN: Community based collaborative action research was the framework for this project. Initial phase involving inquiry and inviting participation was completed. Ongoing transcultural issues related to this project are explored.

SAMPLE: Purposive sampling was used.

METHODS: The data collection plan includes: minutes from nutrition committee meetings, participant observation, in depth individual interviews, focus group interviews.

ANALYSIS: The findings of this study are not generalizeable beyond the population of the study. Exploration of the development, implementation, monitoring and evaluation of a sustainable agricultural and food distribution program in Carrefour will be presented. Transcultural issues will be addressed.

Biography:

Dr. Mitchell is a professor at the University of Pittsburgh School of Nursing. Dr. Mitchell is currently the Project Director (PI) on two HRSA-funded grants designed to teach Screening, Brief Intervention, and Referral to Treatment (SBIRT) to Emergency Department Registered Nurses (EDRN) and Interprofessional Groups of Anesthesia Students (InGAS). She is also funded by SAMHSA to integrate SBIRT training into the Nurse Practitioner curriculum, addressing substance use across the lifespan. Lastly, she is working with the CDC on two projects to incorporate Alcohol Screening and Brief Intervention (Alcohol SBI) into nursing practice with the ultimate goal of preventing Fetal Alcohol Spectrum Disorders (FASD).

Abstract:

Background Worldwide, over 3 million deaths result from harmful use of alcohol. Alcohol, tobacco, and other drug use and misuse are a public health problem resulting in high healthcare and societal costs. This presentation will review the implementation of screening, brief intervention, and referral to treatment (SBIRT) across multiple groups of students and settings. These include: an undergraduate nursing school curricula, five emergency departments, and within two advanced practice graduate nursing school curricula. Results of multiple measures including improvements in knowledge, skills, and attitudes will be presented. Methods A mixed-method approach was used to measure the effects of training and curriculum infusion of SBIRT into three nursing educational settings: undergraduate, professional continuing education, and advanced practice. Pre-to-post attitude surveys of nurses and nursing students towards working with individuals with alcohol or other drug problems were measured as well as knowledge post training. Results SBIRT training and education positively influenced participants attitudes towards working with individuals with alcohol or drug problems. SBIRT training and education had the most pronounced significant effect on indicators of Role Security, including role adequacy and role legitimacy (p<.05) across all types of settings. Effects on indicators of Therapeutic Commitment, including motivation and role support, varied depending upon setting. Knowledge surveys indicated a significant increase in post-training knowledge of SBIRT across all settings (p<.05). Conclusions SBIRT training and education infused into multiple settings has positive effects on nurses’ role adequacy, legitimacy, and work satisfaction. These results have policy implications, suggesting that training and educating nurses in an evidenced-based practice such as SBIRT can increase their role adequacy for providing care to individuals with alcohol and other drug use problems.

Biography:

Dr. Debra Parker received her Doctor of Nursing Practice from Indiana Wesleyan University in the USA after working as a Nurse educator for 6 years and working as a critical care registered nurse for 34 years in management and at the bedside. She is happily married to Phil and they have 5 children and 15 grandchildren. Debra loves spending time alone with God, praying and reading her Bible and she loves spending time with her family. Her hobbies include: traveling, walking on a sandy beach and/or watching classic movies.

Abstract:

Retention of classroom learning is foundational to clinical reasoning and adequate practice for student nurses particularly when confronted with critical clinical situations such as acute stroke. Simulation has been successful in developing clinical reasoning, however little is known if it helps retention of key classroom material This cross-sectional interventional project examined the use of simulation to improve knowledge retention in junior-level BSN students of classroom material about stroke. The intervention group was exposed to a simulation scenario along with usual classroom lecture and reading. Retention of classroom material was assessed in intervention and control groups by pretest and repeated post-test at one and six weeks. 141 participants were enrolled from a gerontology course taught over fall and spring semesters. Mean delayed post-test scores of the intervention group (n=76, m=15.64, SD 2.62) were significantly higher than the control group (n=65,m =14.35,SD 2.35), (t(139) =-.3054, p=.003), with a moderate effect size Cohen's d= .52, indicating the simulation experience increased retention of classroom didactic material. Sample demographics revealed the older the student, the higher the delayed post-test mean score (rho=.220, p=.009), traditional students had lower mean scores overall than Transition to Nursing (TTN) students (r = -.193, p = .022). There was a significant difference (p<.05) between delayed mean post-test scores between traditional (n=110) and TTN students (n=31), however due to inequality in numbers this must be interpreted with caution. Use of simulation increased retention of classroom learning in BSN students.

Biography:

Dr Joy Penman holds bachelor and master's degrees in Nursing and Pharmacy. She completed her doctoral studies in palliative care. Joy teaches at the School of Nursing and Midwifery, Whyalla Campus. She has over thirty years teaching experience locally and abroad and many years nursing experience in various health care facilities. Joy has extensive experience in research and community engagement as well. In recognition of her contributions, she has been a recipient of various teaching, research and community service awards. Joy has earned internal and external research funding for various collaborative projects. She is well published in peer reviewed and non-peer reviewed journals, conferences and books.

Abstract:

The recruitment and retention of qualified mental health nurses is a concern with an aging mental health workforce in Australia. It is a challenge because mental health nursing is not a popular career path for most nurses entering the workforce. Mental health nursing is one of the least desirable career options. It is important to determine the factors that may divert or attract students/nurses to mental health nursing. The aims of the study are to determine the factors that motivate nurses in rural and regional South Australia to pursue mental health nursing, and to identify the strategies that might entice students/nurses to pursue mental health nursing as a professional career. A descriptive qualitative study design with semi-structured interviews was used. Ethics approval was obtained from the university and the Country Health. Key individuals were approached in various hospitals and community health centres to distribute information letters and promote the study. Fifteen (15) face to face interviews were conducted, transcripts transcribed verbatim, and content analysis undertaken. The majority of the interviewees were in the 50-year age range. Thirteen (13) were females and two (2) were males. The majority had varied nursing backgrounds before going into mental health nursing. The factors that motivated the participants to pursue mental health nursing were complex, multifactorial and may be categorised as intrinsic and/or extrinsic. The strategies that might entice students/nurses to pursue mental health nursing were many, but the most popular suggestion was the provision of high quality meaningful clinical placements in mental health.

Biography:

Professor Kirkhorn completed her PhD at the age of 25 years from Gonzaga University in Spokane, Washington, USA. She has also participated in postdoctoral studies in statistics at University of Michigan-Ann Arbor and at University of North Carolina Chapel Hill for the study of Chronic Illness. She is Professor and Chair of Nursing at Indiana University-Purdue University Fort Wayne. She has co-edited six books on Pathophysiology and she has written many papers regarding chronic illness, ethics, and healthcare in reputed journals throughout the USA.

Abstract:

We often think first of scientific innovations, such as those in the fields of telehealth and telemedicine, however, innovations within the humanities and social sciences also speak to the heart of nursing practice. At Indiana University-Purdue University Fort Wayne (IPFW), baccalaureate nursing students engage in a week-long domestic intercultural immersion with the Lac du Flambeau Band of Lake Superior Chippewa—a federally recognized Ojibwa Native American tribe with an Indian Tribal Settlement in the Wisconsin Northwoods. Development of the experience is facilitated using social media and networking. A private FB group page for Lac du Flambeau Planning Purposes enables coordination of the many details involved in organizing the immersion such as bus/van transportation across three states, forms for confidentiality and HIPAA, and other essential details. Funding is provided by the Nursing Department and Student Government. During the clinical immersive experience, students engage with tribal members, perform a community assessment in partnership with the Native Health Clinic, and they work and serve side by side elders and younger members of the community. Students provide evidence of their ability to assess a community using classic and contemporary community health nursing literature. They work on projects that are of interest to the Tribe, and return home with a greater appreciation of some of the challenges and opportunities for Native Americans residing on a reservation. At the conclusion of the immersion, students de-brief with their professors and on the nine (9) hour bus trip home, share insights about American Indians and Indigenous People worldwide.

Biography:

Author: Dr Ali M AlShehri, Chairman, Community and Environmental Health and Associate Professor at King Saud bin Abdulaziz University for Health Science. Well known national figure in public health, primary care, medical education and healthcare management in KSA. She has more than 50 publications in peer reviewed scientific journals and many international presentations.

Abstract:

Nursing education in Kingdom of Saudi Arabia (KSA) dates back to 1958 when a diploma program offered in collaboration between Ministry of Health (MoH) and World Health Organization (WHO). Since then, however, major transitions and challenges took place that require careful attention to learn from the past, reflect on the present and plan for the future. This paper explains major challenges in nursing education and practice in KSA and presents a developmental model that may be helpful in facing these challenges.

Biography:

Venise Bryan has completed a Master of Science in Nursing Education from the University of the West Indies in 2011. Currently she is pursuing a PhD in Educational Leadership at the University of Calgary. She has been a faculty member at the University of the West Indies School of Nursing and at the University of Calgary. Her area of interest is in nursing education with special interest in interpersonal relations from a teaching and learning context and authentic leadership. She is involved in mission groups that take healthcare to people living in various countries in Africa and the Caribbean. She is passionate about nursing and her students, as she aims to improve the product of nursing and nursing education.

Abstract:

This session discusses a theory that has at its core “the self”, namely, authentic leadership. Authentic leadership draws upon positive psychological capacities and ethical climates to bring about greater self- awareness and self-development through balanced processing of information and relational transparency on the part of leaders working with followers (Rego, Sousa, Marques, & Cunha, 2012). An authentic leader is described as optimistic, confident, hopeful, strong, ethical, futuristic, goal oriented, aware of core beliefs and values, and are loyal to them exhibiting them in all interactions possible and at every level of the organization (Algera, & Lips-Wiersma, 2012). Leadership in caring professions have been guided by several theories that focus on the behaviour and attributes of the leader, but the person (self) has been ignored. Authentic leadership addresses this great deficiency and promotes self-awareness and self-development. Nursing like many professions of care is relational focus, as such, practicing authentic leadership assists in knowing oneself, and the leader is mindful of others as they help them to know their self and personally develop. Applying authentic leadership in nursing improves nurses’ wellbeing, job satisfaction, and learning. Authentic leadership has far reaching implications for recruitment, retention and effective organizational financial performance

Biography:

Hana Kadhom has 33 years experience in nursing as a practitioner and educator. Her experience has been across the Middle East and UK. She obtained her PhD from the University of Hull (UK) and she has Postgraduate diplomas from British universities (in nursing education and Health & Safety). She is currently a senior Lecturer and Director of a Nursing Degree Bridging program in Bahrain and Saudi Aramco.

Abstract:

In recent years one of Bahrain hospitalhas experienced an acute shortage of qualified nurses. This shortage has been attributed to work shift duties combined with family commitments. This situation has placed issues of recruitment and retention high on the political agenda. The dwindling workforce has led to tensions and stresses within the system. We therefore attempted to measure the levels of work satisfaction among female nurses with different shift duties using a self-administered questionnaire. A quantitative cross-sectional descriptive study survey was performed using scalerelated to satisfaction with irregular working hours. A total of 235 questionnaires were distributed to selected female nurses working in the inpatient unit and outpatient clinics. This was carried out in the second largest hospital at the kingdom of Bahrain. 227 completely answered questionnaires were returned completed with a 96.6 response rate. Our findings revealed that the nurses had neutral satisfaction level, which increases with the age. The overall satisfaction level mean was (3.29). We concluded that the function of the nursing department in hospitals was challenging both physically and spiritually. Hospitalmanagementmust endeavor to assess the nurses' shift work and create job incentives to raise nurse's morale materially and decently as well as to sustain them in the nursing profession.

Biography:

Susette Brynard is currently a lecturer in Education Management at the University Free State, South Africa. Previously she was Head of the Department Natural Sciences, Bloemfontein College of Education. She was born in South Africa and graduated at the University Free State to receive a B. Sc.-degree. While lecturing Biology at an Education College she commenced her studies at the University of the Free State, where she received the B Ed (honors) and M Ed Degrees Cum Laude and then her Ph.D. She received numerous awards during her studies and published two papers on the Education and development of Down syndrome learners. She has been involved in creating opportunities for Down syndrome children and provided support for parents and families with Down syndrome children for many years. She is doing ground-breaking work on the role of parents in the education of Down syndrome learners.

Abstract:

The aim of the paper is to illustrate the important role that parents can play in the education of learners with Down syndrome (DS). A literature review was done to obtain background information on the concept DS and on the history and possibilities of education for learners with DS, as well as on the role of the parent in the education of learners with DS. A qualitative case study, focusing on the narrative approach was implemented to illustrate the management of the educational opportunities and thus, the self-fulfillment of all learners with DS. The educational history of an academically successful girl with DS was followed in order to establish what lay behind her success. From the findings it can be deduced that parents and educators should collaborate to enhance the educational opportunities of learners with DS. The contribution this paper makes is to convey to educators and parents the important role they can play in the advancement of the education of learners with DS, as a possible way to give these learners a better chance to live a meaningful life. The assumption is that if learners with DS receive optimal stimulation and encouragement from their parents and teachers in collaboration with one another, from an early age, their educational skills and self-fulfillment will benefit to a large extent. This will improve their opportunities to become valued human beings.

Biography:

Dr. MacDonald completed a Master’s degree in Nursing at the University of Toronto, Canada and a PhD at the University of Manchester in the UK. Currently she is a Professor in the Faculty of Nursing at the University of New Brunswick (Canada). Dr. MacDonald’s doctoral work examined respite for parents who were caring for children who required complex care. This paper comes from that work. Dr. MacDonald has three children of her own.

Abstract:

In this paper the results of a qualitative study involving 40 women who returned to work after being off for a minimum of three months are presented. Using grounded theory, the researcher recruited and interviewed 40 English speaking women who had a period of time away from work due to depression. These women were interviewed using a conversational approach that encouraged them to tell their story. The interviews were audio recorded, transcribed verbatim and entered into N Vivo. Line by line coding led to the development of categories and themes that described the women’s experiences. Women revealed that they were stigmatized by their co-workers and bosses but at the same time they stigmatized themselves. The women also reported that they wore a mask due to the stigma associated with having a mental illness. Unfortunately wearing this mask further contributed to the feelings of social isolation the women experienced. Women were asked about how depression affected them at work and about their experiences of returning to work. Responses included “I needed a gradual return” and “I had no support – if I had a broken leg there would have been support.” Women return to work for financial reasons, because their sick time has expired and to combat social isolation. Some of the barriers to women returning to work that have emerged from the data include stigma and discrimination, a fear of self-disclosure, and concentration and memory issues. Strategies for combating these barriers will be discussed.

Biography:

Ms. Yael Moshe-Eilon is a registered nurse (RN), is active in promoting nursing standards at Rambam Health Care Campus since 1992. Ms. Eilon first began working in the Spencer School of Nursing and subsequently became one of the founders of the Department of Nursing at Haifa University. Over the years served as a lecturer there on a variety of nursing courses and concurrently worked in the Rambam Health Care Campus in different positions, including coordinator of nursing research. Now she is the hospital Internal auditor.

Abstract:

Nursing role stress effects wellbeing, health and increases burnout. It may impact quality and safety of patient care, organizational outcomes, and overall care costs. Reliable and valid stress measurement scales tailored for specific nursing roles are inadequate. Based on Lazarus' relational theoretical framework of stress, we developed a reliable and valid Israeli tool for measuring actual work place stress as perceived by charge nurses (CN)—the Charge Nurse Stress Questionnaire (CNSQ). Four stress factors were identified and a shortened version was translated into English and validated. A descriptive methodological study was conducted in Israel, Ohio, and Thailand (n=2,616 CNs). Mean stress level of the total sample was moderate. Significant stress level differences were noted: Thai CNs scored the highest and Israeli CNs the lowest stress levels. All stress perceptions were similar (all countries) with "responsibility burden" and "lack of resources" being the most stressful. Thai CNs differed from Israelis and Americans in their perception of stressful situations. Demographic, professional, and cultural differences partially explain these findings. A mathematical model is offered to predict stress levels of CNs in each country. Educational programs should be mandatory for nurses prior to taking on the CN role, which specifically relate to CN role stress, taking into consideration demographic and professional needs and cultural variations. Ongoing training would help CNs develop leadership abilities and cope with role stress. Future research should use the CNSQ in different cross-cultural settings. Further comparative studies and new tools are needed to evaluate stress perceptions of nurses in other roles.

Biography:

Hana Kadhom has 33 years experience in nursing as a practitioner and educator. Her experience has been across the Middle East and UK. She obtained her PhD from the University of Hull (UK) and she has Postgraduate diplomas from British universities (in nursing education and Health & Safety). She is currently a senior Lecturer and Director of a Nursing Degree Bridging program in Bahrain and Saudi Aramco.

Abstract:

Breast cancer is a major health burden in Bahrain. Breast self-examination is one of the screening techniques which aid the early detection of abnormalities. Bahrain has a paucity of educational programs related to screening for breast cancer in schools. Nursing students, and in turn, nursing professionals have a pivotal role and a unique responsibility to protect themselves and the public through information. We performed a study which explored the knowledge level and the attitudes that influence the compliance with recommended practices for breast self-examination, among student nurses. This was a cross-sectional quantitative descriptive study. A total of 348 undergraduate nursing students at a School of Nursing and Midwifery in Bahrain were selected randomly and surveyed using a questionnaire. Our findings showed a positive attitude and a moderate level of knowledge regarding breast self-examination. However, 61.2% of participants did not performing breast self-examination. The main motivating reason for students to carry out regular examination was to become more aware of their breasts (28.7%). The main reason for not performing breast self-examination was because participants had not experienced any symptoms (36.2%). A significant relationship was found between the knowledge score and the attitude (P < 0.05). There was a significant difference in the mean knowledge score between their age, year of study, and sex. There was also, a significant relationship between sex and attitudes. This highlights the need for breast self-examination awareness and the implementation of educational training programs. Improved awareness should improve performance of professional nurses in their role as educators within the community.

Biography:

A D John completed BA from Harvard University and MD from New York Medical College. He has done his Internal Medical Residency from Metro West Medical Center; Framingham, MA and Anesthesia and Critical Care Residency from Johns Hopkins Hospital; Baltimore, MD. He has done Cardiac Anesthesia subspecialty in Johns Hopkins Hospital; Baltimore, MD and Cardiac Anesthesiology Fellowship from Massachusetts General Hospital; Boston, MA. He is an instructor at Harvard Medical School; Boston, MA and also at Johns Hopkins School; Baltimore, MD. He is an Assistant Professor of Anesthesiology and Critical Care Medicine at Johns Hopkins University School of Medicine; Baltimore, MD. He served as a Coeditor with Sancho Rodrigues-Villar for Protocols in Critical Care (in Press) and as an Editor for Anesthesia: Essential Clinical Updates for Provider (in Press)

Abstract:

The Post Anesthesia Care Unit (PACU) is a key element in ensuring a successful operative experience. Recovery from surgery is dependent on a transition from the intensive focus of the operating room to safe care in the hospital ward or home after surgery. The key area of transition is the Post Anesthetic Care Unit. It is in the PACU that the patient ‘awakens’ from anesthesia. Respiratory function has to be maintained and stable vials signs have to be assured. In addition, pain issues as well as postoperative nausea have to be addressed. In an effort to facilitate throughput, each type of surgery is establishing protocols to aid in rapid recovery, minimize pain, increase ambulation, and decrease hospital stay. What are the keys to ensuring patient safety in the PACU?

Biography:

Dr Stephen McNally is a registered nurse and has extensive experience as an academic and is the Director of the Undergraduate Nursing Program at Western Sydney University). Awarded a PhD in 2007, his thesis was titledTriage Education: From Experience toPractice Standards

Abstract:

Apart from anecdotal experiences, little is known about the qualities required from unit coordinator’s to effectively lead and manage a large teaching team within a Bachelor of Nursing course. Much of the research literature related to leadership in university education tends to benon- discipline specific. This is probably because it focuses on senior and not on lower end management levels. Historically, nurse academics have developed the leadership and management skills inherent in the unit coordination role "on the job". Ad hoc skill development is unreliable and inefficient and may have been responsible for the many anecdotal experiences where poor team leadership and management skills have been exhibited by unit coordinators. Peer evaluation is a valuable resource that has been used as a strategy to inform academics about their teaching practices. However, a recent search of the literature did not reveal studies specific to using peer evaluation as a strategy to develop teaching team leadership and management skills.Consequently, a peer evaluation survey was developed toencourage all members of the teaching team to provide their ideas; thoughts and opinions related to the unit leadership, management and the teaching and learning activities associated with the unit. This paper will present the results from thepeer evaluation survey that has provided unit coordinators with empirical evidence related to their leadership and management abilities, which can be used for their personal self-development. In addition, an overview of the workshop that was developed from the peer evaluation survey to enhance the leadership and management skills for unit coordinators will be presented.

Biography:

Seher Ünver,  has completed her PhD from Ä°stanbul University in 2013 and works as an Asst. Prof. at Surgical Nursing Department of Health Sciences Faculty at Trakya University. Her interest areas are pain, wound care, neurosurgery, nursing education and operating room nursing.

Abstract:

Students may have some difficulties about deciding for proper nursing diagnoses, writing down the etiological factors, goals, interventions and outcomes. This study aimed to investigate the effect of group-work on satisfaction and preparing nursing care plans among nursing students. Between June 29th – August 21st 2015, 28 voluntary nursing students took surgical nursing lesson during summer education term and completed their training at university hospital. This study followed two steps. Asurgery patient scenario was prepared by lecturers. NANDA-approved nursing diagnosis cards were given to all the students at the beginning of the study. On the first step, students were told to read this scenario carefully and prepare a nursing care plan individually in 45 minutes. After this step, meal break was given and students were randomly selected into 4 groups. On the second step, students were told to read this scenario carefully and prepare a nursing care plan with all together in 45 minutes. A form was given to students contained 20 items about if they had any difficulties during preparation of the nursing care plan and their satisfaction levels on VAS. Students stated that, understanding the case, writing down the etiology, interventions and outcomes, evaluating the laboratory data were easier with group-work than preparing individually. This difference between group-work and individual preparing satisfaction level was found significantly different (p<0.05). It is recommended to constitute group-works during clinical practicing about preparing the nursing care plans. This may provide 'synergy' and help students to share their knowledge and experiences each other.

Biography:

Cheryl Rockwell is a clinical assistant professor of nursing at Indiana University- Purdue University in Fort Wayne. She have been a full faculty member of the nursing department since 2010 and was a limited term lecturer 6 years prior. She currently teach courses in medical-surgical, critical care, and trauma nursing, and teach in the RN to BS online program. She started my career 27 years ago in the Surgical/Trauma/Neuro Intensive Care Unit and presently still work at the bedside as much as she can in this very unit. Her dedication and vows to always stay current in bedside practice has been a monumental gift and advantage in teaching nursing students and collaborating with fellow faculty members. She had certifications in CCRN and ATCN. She is a member of AACN and have held positions both locally and nationally. She is also an honored member of Sigma Theta Tau and hold a local chapter position.

Abstract:

As nurse educators, we are responsible for ensuring that nursing students have the ability to provide safe patient care to elicit the best outcomes for patients. A first and foremost endeavor that educators have to allow is giving students the theoretical knowledge and transferring that knowledge to the bedside through psychomotor skills. The teaching and development of psychomotor skills begins within in the first semester of the nursing program and this acquisition of knowledge, skills is progressively reiterated throughout the curricula. (Payne, C., Ziegler, M., Baughman, D., & Jones, J. 2015) There is aplethora of literature that addresses the stress experienced by nursing students and the impact this has on their learning. This stress accumulates and follows their clinical experience and these students shut down and are not fully confident in their psychomotor skills at the bedside. One of the important psychomotor skills needing more emphasis is the head to toe assessment and the capability to focus on that assessment. Students need to be proficient to understand the why’s of doing a systematic assessment and also when to intervene appropriately in a complex situation. There are many ways that assists curricula in this competency such as simulation, flipping the classroom so clinical is brought to the didactic classroom, realistic unfolding case scenarios, and of course the hospital based clinical environment itself. For students to become competent and confident, a trauma elective course objective was to build this skill in a different systematic approach and bring the competency to a higher level. To” assess” is to evaluate or estimate the nature, ability, or quality of.This trauma elective course provided the student with the necessary psychomotor systematic approach tools to conduct a head to toe assessment. Ultimately, this reinforced and verified their confidence and ability to do a quality assessment. Therefore, the end result would be safe patient interventions and care. The trauma course elective was a two day eight hour course that focused on the trauma population but specifically focused on how this population was assessed for injuries. The A-I mnemonic and the trauma nurse assessment is the systematic approach in the trauma patients and this course provided the psychomotor skill station to have the opportunity to practice. The students participated in learning the A-I approach to assessing the patient throughout these two days. In the course the students where continually reinforced and practiced their assessment skills through a variety of teaching strategies. The teaching strategies used in the trauma course were critiquing ER videos for proper systematic assessments, group simulations, group case scenarios where the students practiced assessments. The students engaged the different modes of learning because assessment is the key to patient safety and providing holistic care. Even though this systematic A-I approach in the assessment was geared towards the trauma population in the course, the outcome was for the students to be proficient and become intimate with their ability to understand a thorough assessment. Evaluations of the course provided positive feedback to students learning and adapting this assessment modelin their clinical setting. Further thoughts to embedding this type of assessment into other courses with could be relevant just for the mere fact of students needing continuous practice and students becoming comfortable at the bedside with these skills.

Biography:

Stacy is a Registered Nurse and full time academic at Western Sydney University (Australia). Her research interests include vulnerable children and families, child protection and foster care.

Abstract:

Infant Mental Health is based on the understanding that the infant period of development lays the foundation for psychological, emotional and social development. The concept of attachment is fundamental to infant mental health. Loosely defined, attachment refers to an affective relationship between the infant and a particular, preferred individual (usually the infant’s biological mother). It is within this primary attachment relationship that infants develop their ability to emotionally self-regulate and socially interact. There is consistent evidence that compromised or absent attachment in infancy leads to significant social, emotional and psychological sequale in adulthood. Infants who experience prenatal substance exposure often require specialised treatment and extended periods of hospitalisation. Current research and policy regarding infants with prenatal substance exposure focus on symptom relief and physiologic health. There is a scarcity of literature or reference to the importance of promoting the mental health of these infants. Social and health policy acknowledge the significance of the infant primary attachment relationship. However, in current clinical practice little is done to support or faciliate attachment for infants who are prenatally substance exposed. This is particularly problematic as often these infants have limited to no interaction with their mothers due to poor maternal health, maternal issues of addiction and/or the involvement of child protection services. This paper highlights the gaps in current policy, practice and research in relation to the mental health of infants who are prenatally substance exposed. Specifically, it highlights implications for nurses at the infant bedside and makes recommendation for future practice and research.

Biography:

Monica Kvande, RN, MSc, ICN, PhD student. Her research interest is in intensive care nsurse’ clinical competence. She is currently working on her PhD project, which investigates the experiences of intensive care nurses of becoming aware of changes in patient conditions and of how changes are communicated in the ICU team.

Abstract:

Objectives: The aim of this study was to explore the phenomenon of becoming aware of incipient changes in patient condition from the perspectives and experiences of intensive care nurses. Research Methodology: This study involved close observations of and in-depth interviews with 11 experienced intensive care nurses. The text was analyzed using a hermeneutic phenomenological method that was inspired by van Manen. Setting: This study was undertaken at two different high-technology intensive care units (ICUs) in Norwegian university hospitals. Results: Nurses formed images of individual patients composed of signs (of changes in a patient’s condition) that were sensory, measurable, and manifested as the mood of the nurse. The signs may be viewed as separate from and opposed to one another, but they are tightly interwoven and interact with one another. Care situations are powerful stimuli for the patient, and it is of great importance for nurses to become aware of signs in these situations. Nurses also ascribe that following the patient over time is important for becoming aware of signs. Conclusion: An awareness of incipient changes in patient clinical condition requires understanding the ever-changing dynamics of patient condition and dialogic images composed of signs. Care situations and the following of patients through shifts are essential in enabling nurses to detect these signs.