33^rd Nursing and Healthcare Congress October 23-25, 2017 Toronto, Canada

Biography:

Renae Lynn Dougal is a Registered Nurse since 1983, currently a full-time Clinical Assistant Professor and Doctoral student at Idaho State University, USA. Her experiences include teaching in undergraduate and graduate level programs and also worked in Research (Cardiology, Neurology) Phase III & IV studies. She has authored and co-authored publications and manuscripts disseminating research. She has co-authored and contributed to 5 textbooks, 2 book chapters, manuscripts and revises nurse refresher programs for the IALN. In 2016, she has received Top Nurse in Boise, ID Award by the INA spotlighting Worldwide Leaders in Healthcare.

Abstract:

Providers anecdotally report greater sensitivity to risks following personal experience with errors or preventable adverse events (AEs). Research indicates the greater the perceived consequences associated with a missed event, the higher the likelihood the event will be detected. We sought to evaluate the impact of different characteristics of error situation simulations on perception of risk amongst nursing students and Registered Nurses (RNs). Nine-simulation scenarios using mixed methods were designed to demonstrate human fallibility with routine tasks. Presentation factors varied for adult and pediatric patients, type of and number of embedded errors. Post-simulation qualitative discussions identified factors that may influence whether the simulation experience provided a lasting impact on patient safety risk perception attitudes and behaviors. Participants were surveyed post-simulation regarding perceived realism and changes in attitudes regarding error likelihood, prevention behaviors and consequences. For those scenarios completed, 27% were team effort, 73% were carried out alone. Survey responses regarding memorability of the experience, reflected mean scores of 7.2 to 8.3 on a scale of 1-10. Realism and attitudes towards potential risk were measured. Most participants failed to identify and appropriately manage at least one embedded error. In post-simulation debriefings, participants believed completing two scenarios added to the impact of the experience. Participants perceived value in reading real-life stories of errors along with simulations. Findings showed it did not appear to impact the participants’ perception of the experience if they had been told there were embedded errors. It is recommended using periodic errors in simulations to maintain awareness of risk for students and RNs.

Biography:

Dr. Rolle, a nurse educator for nineteen years, is an assistant Professor of Nursing at the University of St. Thomas Carol and Odis Peavy School of Nursing (PSON).  She completed her Doctor of Nursing Practice (DNP) degree in Health Care System Leadership from Chamberlain College of Nursing online.  For her DNP clinical evidence based practice project, she implemented a project to promote postpartum depression education and screening.  She went on to present her DNP project findings at the Sigma Theta Tau 27th International Congress in Cape Town, South Africa July 21st, 2016.

Abstract:

The digital age has had a significant impact on nursing education delivery models.  Nurse educators have identified the need to revolutionize nursing education for active engagement for the digitally savvy generation of nursing students.  Blended learning integrates multiple interactive teaching modalities with multimedia methods outside the classroom and face-to-face interaction inside the classroom.  An evaluation was done to explore the effectiveness of the use of blended learning strategies to facilitate course delivery for an undergraduate course in nursing research.  The blended learning strategies utilized were in class and online activities.  Students were engaged utilizing role play, presentations, online and classroom discussions, internet searches, and case studies.  Course objectives, outcomes, exams, and learning activities were closely aligned.  The effectiveness of the course was evaluated by outcomes related to students’ surveys scores and course grades.  The expectation was that 50% of the 37 students enrolled in the course would complete the student surveys. Sixty-two percent of the students completed the surveys. Another expectation was that 90% of the students enrolled in the course would successfully complete the course.  The lowest grade was 83% and 100% of the students successfully completed the course.  The last outcome focused on favorable students comment with a mean of 3.0 or more by students on a scale of 1-5 with one being the least favorable and 5 the most favorable.  The students completed survey mean scores ranged from 3.0 to 4.0. Those findings demonstrated that blended learning was effective for this group of nursing students.

Biography:

Saman Khalesi has completed his PhD in Medicine with a focus on Community Health and Nutrition at Griffith University. He is a registered nutritionist and a lecturer in Nutrition at Central Queensland University, Australia. His interests are chronic diseases, dietary patterns and probiotics. He has published more than 17 papers in reputed journals and has been serving as an editorial board member and reviewer for reputable journals. 

Abstract:

Nursing studies are complex with a heavy workload and demanding clinical placements. As a result, nursing students feel constant anxiety and stress regarding their academic performance, which can affect their mental and physical health. Exacerbating this issue, nursing students usually struggle with following a healthy lifestyle (e.g. nutrient-rich diet, physical activity and quality sleep), due to shift work, haphazard meal and sleep patterns. All of these factors can influence their perception of health and quality of life (QoL). This cross-sectional pilot study of a sample of nursing students (n=150) examined QoL (using Short Form Health Survey (SF-12, V2) and  associations with dietary intake Mental Health, General Health and Vitality score of QoL were < 70%. Vitality had the lowest QoL score (48%). Other domains of QoL scores were >70%. Lower daily intakes (mean serve ± SD) of vegetables (3.4 ± 2.8) and grains (1.4 ± 1.5), and higher discretionary foods (4.5 ± 2.9) compared to the Australian Dietary Guidelines were also observed. Significant positive associations between vegetable intake and Role Limitation Because of Physical Problems (β=2.1, 95% CI: 0.4 to 3.8) and General Health (β=1.5, 95% CI: 0.06 to 3.2) were observed. Associations between other food groups and QoL domains were not significant. Overall, the dietary intake and its potential link to QoL suggest a need for further investigation and development of interventions that improve healthy eating (especially vegetable intake) and QoL in nursing students. These interventions will ultimately improve nurse’s wellbeing and improve their retention in the nursing workforce.

Biography:

Maria Sheilla Membrebe is an Assistant Professor at the Community College of Baltimore County, USA. She has worked as a Clinical Registered Nurse for over 15 years. She has served in the US Army Reserve Nurse Corps. She has obtained her Bachelor of Science in Nursing from University of Santo Tomas in Manila, Philippines and Master of Science in Nursing Education from University of Phoenix. Her passion is to bring out the best in her students.

Abstract:

The Community College of Baltimore County (CCBC) through the Global Education Advisory Board offered a Faculty International Travel (FIT) grant in 2015. The goal of CCBC’s Faculty International Travel (FIT) grants is to provide full or partial financial support for international trips that will strengthen the college’s global education initiative by providing faculty with international experiences. The FIT grant was awarded to two School of Health Professions (SHP) Nursing faculty members who developed an elective global education opportunity focused on developing cultural competence in health professions students at CCBC. Through a partnership with an international volunteer agency, a sustainable model was developed to provide a consistent interprofessional and multicultural global health education experience for students. The model is intended for students to travel with a faculty member from CCBC to a different culture for 1 week to explore health care issues. Students will reflect on the 7 principles of caring, spirit of inquiry, teamwork, innovation, problem solving, assessing community needs and cultural competence during the health care experience. The first group of students successfully made their trip in January 2017. At present, the nursing faculty is working with the CCBC Global education department to make another arrangement for another group of students to travel in January 2018.

Biography:

Abstract:

High Dose Rate (HDR) Brachytherapy is used for cancer patients. In our country’s prospect only cervices and breast cancer treatment is done by using HDR. The air kerma rate in air at a reference distance of less than a meter from the source is the recommended quantity for the specification of gamma ray source Ir-192 in brachytherapy. The absorbed dose for patients is directly proportional to the air kerma rate. Therefore the air kerma rate should be determined before the first use of the source on patients by qualified medical physicist who is independent from the source manufacturer. The air kerma rate will then be applied in the calculation of the dose delivered to patients in their planning systems. In practice, high dose rate (HDR) Ir-192 afterloader machines are mostly used in brachytherapy treatment. Currently HDR-Co-60 increasingly comes into operation too. The essential advantage of the use of Co-60 sources is its longer half-life compared to Ir-192. The use of HDR Co-60 afterloading machines is also quite interesting for developing countries. This work describes the dosimetry at HDR afterloading machines according to the protocols IAEA-TECDOC-1274 (2002) with the nuclides Ir-192 and Co-60. We have used 3 different measurement methods (with a ring chamber, with a solid phantom and in free air, and with a well chamber) in dependence of each of the protocols. We have shown that the standard deviations of the measured air kerma rate for the Co-60 source are generally larger than those of the Ir-192 source. The measurements with the well chamber had the lowest deviation from the certificate value. In all protocols and methods the deviations stood for both nuclides by a maximum of about 1% for Ir-192 and 2.5% for Co-60-Sources, respectively.

Biography:

Nan Smith-Blair has completed a BSN from Texas Christian University, MSN from Northwestern State University and a PhD from the University of Kansas. She currently holds a position of an Associate Professor in the Eleanor Mann School of Nursing at the University of Arkansas-Fayetteville where she is the Director of the nursing honors program. She is a Distinguished Fellow in the National Academies of Practice. She currently serves as the President of the Southern Nursing Research Society and serves on the Leadership Council for the Council for the Advancement of Nursing Science. Her research focus is transitional care in high risk patient populations.

Abstract:

With major changes proposed by health care reform the impact on the environment in which nurses and other health care disciplines practice will certainly be impacted and changed. There is an emerging focus on primary care, transitional care and accountability by healthcare organizations which will impact nursing education. The traditional nursing educational model in which clinical training is focused in the acute care setting may not prepare our students adequately for future practice arenas. The IOM’s Future of Nursing: Leading Change, Advancing Health (2011) clearly outlines changes that need to occur in nursing education if we hope to prepare nurses with the competencies and skills required to practice in the future health care system. Traditional clinical education delivered in a “silo” will not serve the profession well. An innovative clinical education model will be presented that diminishes fragmentation of the clinical education model and provides the student a focus on the transition of patients throughout various healthcare environments. The transitional care model implemented in this project spans three semesters in which students are exposed patient’s care which shifts from one setting of care to another. This presentation will discuss this novel model that provides students with learning experiences in patient-centered environments spanning the care continuum. It will explore how inter-professional collaborations in health professions education and partnership building with healthcare providers can provide a rich educational experience for nursing students which has impacted patient care outcomes. These unique partnerships will become increasingly important to leverage the expertise and resources of both academic and practice settings required to address the complexity of patient care needs faced in our country.

Biography:

Yvette Rolle is an Assistant Professor of Nursing at the University of St. Thomas Carol and Odis Peavy School of Nursing (PSON). She has completed her Doctor of Nursing Practice (DNP) degree in Health Care System Leadership from Chamberlain College of Nursing online. She has received her Master of Science degree in Nursing (MSN), specializing in the nurse practitioner perinatal nursing program and a Bachelor of Science in Nursing (BSN) from the University of Texas, School of Nursing, Houston. She has taught student nurses, supervised clinical rotations and simulations in maternity/women’s health nursing, pharmacology, fundamental nursing and medical surgical nursing.

Abstract:

At the microsystem level of care prior to the discharge of the postpartum patient, comprehensive education or screening for depressive symptoms is uncommon (Leahy-Warren, McCarthy, & Corcoran, 2012; Marsh, J. (2013). An evidence based practice project was developed and implemented to support a practice that facilitated patient and family web-mediated postpartum depression education in addition to routine postpartum discharge instructions. Patient self-screening for depressive symptoms was also offered prior to discharge. This project was implemented on an inpatient postpartum unit at a hospital. Thirty-five postpartum patients were directed to use a smart phone for postpartum depression education. They also received routine postpartum discharge instructions. A second group with the same number of patients only received routine discharge instructions. Both cohorts were surveyed for postpartum depression symptom recognition. The Edinburgh Postpartum Depression scale was completed by all patients to screen for early indicators of postpartum depression. The group who received both interventions scored higher in postpartum depression symptom recognition and had lower postpartum depression scores on the Edinburgh Postpartum Depression scale. No significant early indicators of postpartum depression were identified.

Biography:

Abstract:

Background: The use of physical restraints is a major challenge in all healthcare systems throughout the world. The present study aimed to investigate the knowledge, attitude, and performance of intensive care unit nurses toward the use of physical restraints and to determine the factors affecting the mentioned variables.

Methods: In this descriptive-analytical research, the study population included nurses working in intensive care units of teaching hospitals in Hamadan, Iran. Questionnaires containing demographic characteristics and knowledge, attitude, and self-report practice of physical restraint usage were developed to collect data. Descriptive and inferential statistics were used to analyze the data in SPSS/16.

Result: Most nurses were female (81.7%), aged 31-40 years (58.5%), and held a Bachelor’s degree in nursing (90.0%). Moreover, 87.8% of the participants had an experience of physical restraint use and facing its complications. The nurses’ mean scores of knowledge, attitude, and practice were 6.65 ± 1.73 (out of 13), 26.32 ± 4.94 (out of 52), and 20.79 ± 4.17 (out of 30). Knowledge and attitude were significantly related with education and practice. Furthermore, significant positive relationships were observed between of gender and practice and also practice and attending an educational course.

Conclusion: Nurses did not show acceptable levels of knowledge, attitude, and practice of physical restraint use. Therefore, nurse education programs need to pay more attention to the significant issue of physical restraint usage.

Biography:

Mahboobeh Namnabati has completed her PhD from Isfahan University of Medical Sciences, Iran. She is an Academic Member in Nursing Faculty. She has published more than 32 papers about pain management, home care, infants and pediatric and published two books.

Abstract:

Introduction & Aim: Peer education is an effective innovation in medical science especially in nursing, due to nurses’ daily professional roles. The learners play the role of teachers or teacher assistants in this training and accelerate the learning of other colleagues. The infants are exposed to too high noise level in NICUs that adversely affect their growth and development. Therefore, peer education was conducted in this study aiming to reduce noise levels in neonatal intensive care unit and improve the performance of the staff.

Materials & Methods: A quasi-experimental design was used for this study. All participants are NICU nurses in an educational hospital of Isfahan University. Sound pressure levels were measured before and after the intervention (Peer Education Program). The staff performance on noise management was evaluated by the questionnaire before and after the intervention.

Results: The results of the study showed that the mean noise level decreased significantly from 68.2-48.50 dB in NICU after the intervention. The mean score of the staff performance was 74.6 before the intervention and reached to 83 aftermath (P<0.001).

Conclusions: The results of this study showed that peer-education is a useful way of making changes in nursing. However, the noise in the unit was still higher than the standard level. Therefore, these trainings should be continued in order to create a suitable environment for the growth and development of premature infants or the fetus outside the uterus.