Day 3 :
Keynote Forum
Kimberly Adams Tufts
Old Dominion University, USA
Keynote: Inter-professional education and collaborative practice: Nursing’s place at the table
Time : 09:00-09:30
Biography:
Kimberly Adams Tufts is Professor and Assistant Dean for inter-professional education at the College of Health Sciences. She is a nurse and specializes in women’s health care. She has a solid history of working in policy arena to secure accessible and available quality health care for vulnerable populations including children, unserved urban dwelling persons, and the elderly and ethnic minorities. She also has more than two decades of experience in higher education administration and has held faculty roles in both school of nursing and medicine.
Abstract:
Collaboration, teamwork, effective communication and ethical decision-making are essential to effective inter-professional collaborative practice (IPCP). IPCP has been associated with better individual and population health outcomes. Engaging patients, families, and communities in mutual goal-setting around health, quality of life, and enhanced viability is foundational to IPCP. However, health professionals’ ability to engage in the inter-professional collaborative practice and to transforming health care systems is dependent upon their being exposed to and engaged in an inter-professional culture during their formative professional years. Inter-professional education (IPE) is the method for engaging students in IPCP during their formative years. Notably, Nursing has a well-established history of valuing the voices of others and of collaboration with other health professionals and patients/families. Therefore, the profession has the potential to assume a leadership role in an environment wherein educational institutions, health systems, professional organizations, and policy makers coalesce around issues of how best to integrate IPE into established educational programs and how to support the integration of IPCP into systems of care. Hence, it is essential that Nursing faculty strategically a) engage in professional development efforts to enhance our capacity for using IPE methodologies to teach nursing and other health professions students, b) lead curricula transformation efforts on our respective campuses, and c) work externally to shape educational policy and accreditation standards that support the integration of IPE across curricula. Moving forth quickly with this agenda will secure Nursing’s place at the health care transformation table and solidify our continued legacy of success.
Keynote Forum
Renee Martin
Riverside City College, USA
Keynote: A correlational study on the cultural awareness among graduating associate degree nursing students
Time : 09:30-10:00
Biography:
Renee Martin is a tenure-track nursing Professor at the College of the Desert. She holds Master degrees in nursing and health care management. She obtained her PhD from University of Phoenix-School of Advanced Studies in 2014. She has 28 years of nursing experience, which includes 3 years as an Officer in the Army Nurse Corps. She maintains California Board of Registered Nursing instructor approvals in the following subjects: Obstetrics, Pediatrics, Gerontology, and Medical/Surgical. She presented the topic of “Cultural Competence in Nursing” to the California Vocational Nursing Educators in 2010. Her research interests include health disparieties, maternal-child issues, cultural awareness, transcultural nursing, nursing education, and simulation in nursing.
Abstract:
Researchers have developed strategies used in nursing programs to promote cultural awareness. Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student’s level of cultural awareness. The associate degree-nursing program accreditation, statistical, and benchmark reports mandated the integration of diversity content, local, national, and worldwide perspectives in the curricula (NLN, 2008). Additionally societal and cultural patterns must be integrated across the entire nursing school curricula. A correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles. The Cultural Awareness Scale (CAS) was used to survey the participants. Based on the findings of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing students learning style, perception of faculty, personal experiences, and cultural encounters may also contribute to the cultural awareness level. Analysis of variance results revealed no statistically significant difference on the CAS total or subscale scores based on gender, age, and ethnicity. The outcome of this study may encourage academic affairs leaders to emphasize cultural awareness as a significant student-learning outcome for nursing educational programs.
- Critical care and Emergency Nursing
Midwifery Nursing
Types of nursing
Cancer and tumour nursing
Nursing Practice
Location: Westminster Ball Room
Chair
Sandra Kundrik Leh
Cedar Crest College, USA
Co-Chair
Ewa Smoleń
Medical University of Lublin, Poland