ohio league for nursing nursing education summit, … · 2018-04-03 · nursing education summit,...
TRANSCRIPT
OHIO LEAGUE FOR NURSING
NURSING EDUCATION SUMMIT, OHIO 2018
Poster Presenters
OHIO LEAGUE FOR NURSING
NURSING EDUCATION SUMMIT, OHIO 2018
POSTERS and PRESENTERS
An Undergraduate Interprofessional Course: Theoretical and Simulation Experiences for
Accelerated BSN Students
Kathy McLain, MS, RN, Mt Carmel College of Nursing
Kelli West, MSN, RN, PCCN, Mt Carmel College of Nursing
Pam Welshon, MS, RN, CNS, Mt Carmel College of Nursing
Dale Hilty, PhD, Mt Carmel College of Nursing
Changing Student Presence at the Bedside Using an HD Camera Enhanced Patient
Communication Simulator
Robin Wagner, MSN, RN, CNS, University of Cincinnati College of Nursing
Eileen Werdman, DNP, APRN, University of Cincinnati College of Nursing
Communication Simulation Using Livestreaming
Nicole Lawrence, MSN, RN-BC, CNE, Firelands Regional Medical Center SON
Michelle Bussard, PhD, RN, ACNS-BC, CNE, Firelands Regional Medical Center SON
Data Driven Decision Making
Nancy Urrutia, EdD, MSN, RN, CNE, Lorain County Community College
Judy Pulito, EdD, MSN, RN, Lorain County Community College
Designing and Implementing a Patient Education Skill Training for BSN Nursing Students
Jody Gill-Rocha, MS, RN, Mt Carmel College of Nursing
Kathryn Ross, MSN, RN, Mt Carmel College of Nursing
Dale Hilty, PhD, Mt Carmel College of Nursing
Experiences Teaching Korean Nursing Students: Faculty Perspective
Gail Baumlein, PhD, MSN, RN, CNE, ANEF, Franklin University
Mary Beth Kaylor, PhD, MSN, RN, Urbana University
Faculty Incivility in the Online Classroom: Implementation of Civility Policy and
Procedures
Jennie Pattison, DNP, RN, Chamberlain College of Nursing
From Nursing Student to Educator: Mentorship with Meaning in a Digital World
Peggy Shaw, MSN/Ed, BSN, RN, Mt Carmel College of Nursing
Miriam Abbott, MA, Mt Carmel College of Nursing
Health Informatics in Associate Degree Nursing Programs: A National Study
Hope Moon, DNP, RN, CNS, Lorain County Community College
Joyce Fitzpatrick, PhD, MBA, RN, FAAN, Case Western Reserve University
Elizabeth Madigan, PhD, RN, FAAN, Case Western Reserve University
Kezia Lilly, DNP, RN, Southwest Baptist University
Implementation of Revised Clinical Evaluation Performance Tool in a Baccalaureate
Nursing Program
Frieda Gill, MS, RN, CCRN, Mt Carmel College of Nursing
Dale Hilty, PhD, Mt Carmel College of Nursing
Erin Dougherty, MSN, RN, CPNP, Mt Carmel College of Nursing
Implementing a Strategic Education Plan to Improve ECG Competency in New Caregivers
Vivian Kotchman, MSN, RN, Cleveland Clinic
Incorporating Multiple High-Fidelity Simulations and Simulation Assessment into Nursing
Courses
Lori Catalano, PhD (c), JD, MSN, RN, CCNS, PCCN, University of Cincinnati College
of Nursing
Eileen Werdman, DNP, RN, University of Cincinnati College of Nursing
Increasing Accessibility in Distance Education Courses
Missy Mohler, MS, RN, Mt Carmel College of Nursing
Innovative Strategies for Teaching Evidence Based Practice Through Gaming
Cindy Zellefrow, DNP, MSEd, RN, LSN, PHNA-BC, The Helene Fuld Trust National
Institute for Evidence-based Practice in Nursing and Healthcare at The Ohio State
University College of Nursing
Tim Nunn, Student, The Ohio State University College of Education & Human Ecology
Integrating Community Health Worker Roles in the Curriculum for PreLicensure Nursing
Students
Toni Chops, MSN, RN, CNE, Mt Carmel College of Nursing
Interprofessional Service Learning Experience in the Dominican Republic to Promote
IPEC Competencies
Megan Lieb, MSN, RN, Ohio Northern University
Christina Liebrecht, DNP, RN, Ohio Northern University
In the Shadow of Trauma: A Nursing Student’s Path
Amanda Henry, Student Nurse, Ursuline College of Nursing
Kathleen Hackett, RN, BSN, University Hospital
Laura Goliat, DNP, RN, FNP-BC, Ursuline College of Nursing
Multicultural Student Resource Group for Nursing Students
Sharon Pittard, MSN, RNC, Good Samaritan College of Nursing & Health Science
Pedagogical Approaches: Keeping Up With Millennials in a Digital World
Peggy Shaw, MSN/Ed, BSN, RN, Mt Carmel College of Nursing
Miriam Abbott, MA, Mt Carmel College of Nursing
Promoting NCLEX Success: Simulation Technology Across the Curriculum
Debbie Trotta, MSN, MEd, RN-BC, CHSE, University of Cincinnati Blue Ash College
Carla Henderson, DNP, MSN, RN, CNE, CHSE, University of Cincinnati Blue Ash
College
Redesigning a Clinical Practice Model for Nursing Students
Pamela Sealover, RN, MSN, CNE, Ohio University Zanesville
Susan Farus-Brown, RN, DNP, CNP, FNP-BC, Ohio University Zanesville
Mathew Fox, RN, MSN, Ohio University Zanesville
Christie Eckelbarger, RN, BSN, Ohio University Zanesville
Sarah Pierce, RN, BSN, Ohio University Zanesville
Situational Awareness
Marianne Carvour, MSN, RN, CNOR, Lorain County Community College
Tammie Ferguson, MSN, RN, CNE, Lorain County Community College
Cheryl Shultz, MSN, RN, CCRN, Lorain County Community College
“Success Gives You Courage” The Lived Experience of a Group of ESL Learners
Karen Hughes, PhD, RN, CNE, Otterbein University
The Flipped Classroom Approach to Leadership Development
Julie Moody, MSN, MEd, RN, Cincinnati Children’s
Sarah Herrle, PhD, MPH, RN, CPN, Cincinnati Children’s
The Use of Role Play for the Identification and Assessment of Human Trafficking
Lara Wilken, MSN, RN, Firelands Regional Medical Center SON
Using Diffusion of Innovations Theory to Facilitate a Transition to Concept-Based
Curriculum
Nancy Trokan-Mathison, DNP, RN, CNE, Christ College of Nursing
Cara Rigby, DNP, RN, CMS, RN, Christ College of Nursing
Utilizing Evidence & Synergy Model to Create Standardized Orientation Tools
Susan Hale, MSN, RN, C-EFM, The Ohio State Wexner Medical Center
Kristi Bulkowski, MSN-Ed, RN, The Ohio State Wexner Medical Center
Jodi Doney, MS, RN-BC, CNL, The Ohio State Wexner Medical Center
Anna Jaso, MSN, RN, The Ohio State Wexner Medical Center
Utilizing Scavenger Hunt Activities to Engage Students in Infection Control & CMS
Quality Initiatives
Dawn Wikel, MSN, RN, CNE, Firelands Regional Medical Center SON
Amy Rockwell, MSN, RN, Firelands Regional Medical Center SON
AN UNDERGRADUATE INTERPROFESSIONAL COURSE: THEORETICAL AND
SIMULATION EXPERIENCES FOR ACCELERATED BSN STUDENTS
Kathy McLain, MS, RN, Kelli West, MSN, RN, PCCN,
Pam Welshon, MS, RN, CNS & Dale Hilty, PhD
Behavioral Outcome: Distinguish and comprehend the structure of the interprofessional course
and be able to replicate the course experience at their academic institution.
Interdisciplinary collaboration is an integral component of the ever changing face of healthcare.
This collaboration has been found to prevent medical errors, prevent adverse effects to patients,
decrease lengths of stay, increase the satisfaction of the members of the healthcare team, and
optimize resources available. This teamwork has been proven to save lives. The American
Association of Critical Care Nurses use collaboration as a cog in their Synergy Model for Patient
Care. This shows the importance this competency has on the care of our patients.
Our undergraduate college program requires accelerated nursing students to take an
interdisciplinary course. First, students select a healthcare professional and write a term paper
focusing the historical basis, education, training, legislative concerns, holistic specialization , and
license/certification. Second, the students give small group class presentation on one of the
following 11 healthcare professionals: Advanced Practice Nurse, Chaplin, Ethicist, Interpreter,
Occupational & Physical Therapist, Pharmacist, Radiographer/Sonographer, Registered
Dietitian, Respiratory Therapist, Social Worker, and Physician. Third, a guest speaker from
each discipline gives a class presentation on the scope of practice, unique contributions, working
relationships with Registered Nurses, and holistic recommendations. Fourth, an
interprofessional simulation includes the patient, family, and all licensed professionals.
During the first day of class, 70 accelerated nursing students completed approximately 84
questions measuring the cognitive knowledge of the 11 healthcare professionals and 30 affective
questions regarding the learning process. By the end of the course, the students have completed
the 84 and 30 questions a second time. Some of the questions were completed following the
term paper presentation, the guest speakers presentations, and the interprofessional simulation.
All Dependent t-test analyses of the accelerated students pre- and post-test responses to the
knowledge and affective questions were statistically significant (p=.001). Behavioral assessment
measures (e.g., term paper) revealed a majority of the accelerated students were very successful
in completing the course objectives.
CHANGING STUDENT PRESENCE AT THE BEDSIDE USING AN HD CAMERA
ENHANCED PATIENT COMUNICATION SIMULATOR
Robin Wagner, MSN, RN, CNS & Eileen Werdman, DNP, APRN
Behavioral Outcome: After completion of the program the learner will be able to generate ideas
to address professional presence in simulation scenarios in their institutions.
Abstract:
It is well established that professional nursing practice is both an art and a science and both
components are necessary for patient healing and positive outcomes. The art of nursing is
however, a “soft skill” that is fundamental to patient care but seemingly not as valued as the
“hard skills” of patient care. An integral part of the professional presence is building a
therapeutic nurse-patient relationship which is key to developing the therapeutic environment
necessary for patient healing to occur. Racheed (2015) identified self-awareness as key to
building that therapeutic relationship. As an educator, the question then becomes how can the
soft skill of professional presence be taught to nursing student using active and innovative
teaching strategies? To address this question, a group of second degree students in their
fundamentals of nursing practice course will be using a high fidelity patient communication
simulator (PCS) with HD iris camera video capability during their medication administration
simulation. After completion of the scenario the “patient’s perspective” PCS video is reviewed
during the debriefing to allow the student the opportunity to critique their presence at the
bedside.
COMMUNICATION SIMULATION USING LIVESTREAMING
Nicole Lawrence, MSN, RN-BC, CNE & Michelle Bussard, PhD, RN, ACNS-BC, CNE
Behavioral outcome:
Identify how livestream simulation can be used as an effective strategy for teaching
communication and professionalism in pre-licensure nursing students.
Abstract:
Purpose: The purpose of this study was to recognize therapeutic communication and
professionalism during a livestream simulation for pre-licensure nursing students.
Method: The research method for this study was a non-experimental descriptive study. The
sample size was 25 pre-licensure, diploma nursing students enrolled in a Nursing Fundamentals
course. Two simulation scenarios were livestreamed to the classroom. The first scenario
involved the nurse using therapeutic communication and displaying professional behaviors. The
second scenario involved the nurse using nontherapeutic communication and displaying
unprofessional behaviors. Following the livestreamed simulation, debriefing occurred with the
students using the Debriefing for Meaningful Learning® method. At the completion of the
simulated activity, students were given a survey to complete. The survey contained seven
questions using a 5-point Likert Scale to evaluate the student’s perception of therapeutic
communication and professionalism. The survey also included five open-ended questions
regarding what the student noticed during the livestreamed simulation. Additionally, the
students described how this simulation was beneficial to their learning.
Results: 100% of respondents agree or strongly agree that the livestream communication
simulation scenario was effective in helping them identify therapeutic and nontherapeutic
communication, as well as professional and unprofessional behavior. Qualitative themes
identified that influenced effective communication included sitting with the patient, therapeutic
touch, and tone of voice. Themes identified regarding qualities that displayed professionalism
included the nurse being knowledgeable, prepared, an advocate, and involving the patient in the
plan of care. Themes identified that were barriers to effective communication included poor
nonverbal communication, inattentive listening, false reassurance, and failure to provide clear
information. Themes identified regarding unprofessional behaviors included placing blame,
inappropriate cellphone use and body language, chewing gum, unpreparedness, and poor
appearance.
Conclusion: The livestreamed simulation helped pre-licensure nursing students recognize
therapeutic communication and professionalism in patient interactions.
DATA DRIVEN DECISION MAKING
Nancy Urrutia, EdD, MSN, RN, CNE & Judy Pulito, EdD, MSN, RN
Behavioral Outcome: Evaluate the usefulness of a student cohort research utility based system
(SCRUBS) as a model to drive nursing program data collection and decision making.
Abstract: Data-driven decision making is increasingly important in nursing education. The
utilization of historical or descriptive data is being supplemented by forecasted and predictive
measures helping nurse educators make evidenced-based decisions within their program. In other
words, performance metrics coupled with other supporting data, will offer nursing educators a
way to oversee ongoing curriculum evaluation and discernment of program outcomes. In
addition to needing a mechanism to evaluate curriculums and program outcomes, regulatory and
accrediting agencies are also requiring trended data and benchmarking as evidence of standards
compliance. In an effort to meet these demands, the development of dashboard reporting is seen
as a favorable solution. The concept of dashboard reporting is viewed as a strategy for gathering
data from multiple information sources to create reports useful for monitoring nursing
curriculums, program outcomes, and evidenced-based initiatives. This approach can foster the
organization of key measures, data sources, and timeframes. Another benefit of dashboard data
collection is that it enables users to view information from a variety of sources in a single place,
significantly reducing the time spent by faculty collecting, collating, and analyzing program data.
Lastly, dashboards can provide a quick snapshot of summative data which can lay the foundation
for strategic planning and continued program success. In this case, SCRUBS is a dashboard
model that contains: 1) general student data, e. g. pre-admission data, demographics; 2) a student
input module, 3) external test input module, and 4) program input, e. g. alignment of concepts,
achievement of course outcomes. This dashboard project can be applied as a means to monitor a
dynamic nursing curriculum and proffer a systematic way to learn from past experiences while,
at the same time, drive evidenced-based changes and continued program improvements.
DESIGNING AND IMPLEMENTING A PATIENT EDUCATION SKILL TRAINING
FOR BSN NURSING STUDENTS
Jody Gill-Rocha, MS, RN, Kathryn Ross, MSN, RN, & Dale Hilty, PhD
Behavioral Outcome: Distinguish and comprehend the impact of the patient education
intervention on student learning, measured by cognitive, affective, and behavioral changes.
For many years, nursing has stressed the importance of patient education directed at individual
needs and preferences. Patient teaching should be delivered in a holistic approach throughout the
hospital stay and discharge. Nursing students frequently are not presented with the opportunity
to develop and deliver patient education in the acute care setting. The student experience usually
is limited to observation of teaching behaviors and theory-based coursework. The American
Association of Colleges of Nursing has been transforming nursing education using the Essentials
of Baccalaureate Education for Professional Nursing. These essentials confirm the importance
of health awareness and preventive teaching, supporting that nurses are caretakers and educators,
signifying the importance to design inventive teaching strategies to prepare prelicensure nursing
students to become more confident and effective patient educators upon graduation.
In a preliminary educational investigation, the purpose was to create a patient education
experience for senior level students in a BSN program based on faculty lectures, faculty
laboratory demonstration, and student demonstration of skill in a simulation laboratory. The
patient education curriculum emphasized the following topics: heart failure, MI/stent, open heart
surgery/equipment lines, sepsis/shock/MODS, ventilators/ARDS, traumatic brain injury, and
burns. Prior to the skill demonstration in the simulation laboratory, students selected one of the
eight topics and submitted a term paper summarizing the topic and created a communication
script describing how the information would be presented to the patient.
ANOVA Repeated Measures analyzed student responses to nine cognitive questions from week
one, five, and eight. The ANOVA analysis found eight statistically significant (p=.001-.004)
main effects and 21 post hoc effects (p=.001-.009). A Dependent t-test compared week five and
eight responses to the Affective Domain Questionnaire (3rd ed.) based on Krathwohl, Bloom,
and Masia's (1964) taxonomy. Eleven statistically significant effects (p=.001-.031) were found
which demonstrated the positive self-reported affective changes by the nursing students. Alpha
reliability estimates ranged from .758 to .907. The Wooden Competitive Greatness (CG) scale
was used to differentiate high versus moderate/low performances on cognitive, affective, and
behavioral measures. Students scoring high on CG had statistically significant (p<.01) positive
associations with cognitive, affective, and behavioral measures.
EXPERIENCES TEACHING KOREAN NURSING STUDENTS: FACULTY
PERSPECTIVE
Gail Baumlein, PhD, MSN, RN, CNE, ANEF, & Mary Beth Kaylor, PhD, MSN, RN
Behavior Objective: Attendees will be able to describe faculty experiences in teaching Korean
students in an online RN-BSN program.
One school in Ohio has developed and implemented a successful model for South Korean
nursing students to complete their RN-BSN online. While students reside in S. Korea during
their university studies, their ultimate goal is to migrate to the U.S. to work. Having a BSN from
a U.S. program enhances their ability to obtain a job in the U.S. With over 100 students enrolled
in the program during the past three years, the faculty have learned a great deal about supporting
their learning journey. This poster/presentation describes the faculty perspective of this
initiative.
Some barriers were anticipated, while others surfaced as the program was implemented. Online
instruction in general has not been implemented in Korea, and there is a sense of unease and
discomfort with this delivery method, much as occurred in the U.S. when distance learning was
first initiated.
The RN-BSN program is offered in English, and initially faculty had concerns about the ability
of students to complete course work through online methods with a perceived language barrier.
In order to mitigate this concern, faculty travel to S. Korea for the first course, Learning
Strategies, to offer face to face instruction and orientation to the university, nursing program,
academic policies, and the learning management system. This orientation has proven to be a key
element in a successful start in the program. The students have an opportunity to actually get to
know the faculty, interact with each other in a classroom setting, and practice with the software.
Faculty have had an overwhelmingly positive response to the Korean cohorts. There is a waiting
list of faculty who want to travel to Korea for the first course, and it is considered to be a plum
assignment. Their comments include, “this has been my best experience at the university,” and
“I would do it again in a heartbeat,” and “I hope you can schedule me for another Korean
section.”
FACULTY INCIVILITY IN THE ONLINE CLASSROOM: IMPLEMENTATION OF
CIVILITY POLICY AND PROCEDURES
Jennie Pattison, DNP, RN
Behavioral Outcome: Online nursing faculty recognize both intentional and unintentional
uncivil behaviors resulting in improved faculty knowledge acquisition, potential to develop skills
and attitudes relevant to the prevention of faculty incivility behaviors.
Abstract:
Faculty in online nursing education programs have an ethical responsibility to maintain civility
in their virtual classrooms. In a profession known to exhibit compassion for others, nursing has
an obligation to reduce student stress unnecessarily produced by the effects of faculty behaviors.
At one online nursing program, a policy is designed to promote faculty awareness of intentional
and unintentional uncivil behaviors. The guiding principles from Swanson’s Theory of Caring as
a theoretical framework and Kirkpatrick Models are used in policy and procedure development.
A case study approach asks faculty to read three peer-reviewed journal articles pertaining to
incivility and caring interventions. Information in the articles describe caring interventions and
both written and action behaviors which have the potential for students to perceive as faculty
incivility. Responses from a pre-reading case study and post-reading case study indicate an
improvement in faculty knowledge acquisition, potential to develop skills and attitudes relevant
to the prevention of faculty incivility behaviors in online nursing education.
FROM NURSING STUDENT TO EDUCATOR: MENTORSHIP WITH MEANING IN A
DIGITAL WORLD
Peggy Shaw, MSN/Ed, BSN, RN & Miriam Abbott, MA
Behavioral Outcome: The audience will be equipped to launch a pro-active mentorship
program to foster faculty retention.
Significance & Background: New faculty often land teaching positions immediately after their
master’s program where they move from student to educator with minimal hands-on teaching
experience. Unwelcoming environments and feelings of incompetence and isolation drive faculty
away. According to Carlson (2016), feeling supported is a primary determiner to retention, as
well as perceived teaching expertise (Candela, Gutierrez, & Keating, 2015). Typically, mentors
serve as a resource to only answer questions. Therefore, it can be described as a “reactive”
process because the mentor reacts to the mentee.
As nursing education moves forward in a digital world, the expectations of novice faculty have
grown exponentially. Responsibilities range from developing and implementing coursework,
creating exams and assignments to mastering the Learning Management System (LMS) and
digital applications such as email, Google documents/hangouts, Skype, Microsoft Office, and
Prezi. Novice faculty must also navigate through policies, procedures, and politics in both
educational and health care institutions.
Interventions: A pro-active mentorship protocol to welcome/teach/train a novice educator:
1) Pair faculty based on ability to collaborate; establish compatibility through informal
meetings/luncheons. 2) Mentor is a role model. 3) Mentor socializes mentee to new environment.
4) Mentor proactively reviews mentee’s workload responsibilities. 5) Mentor assists and
oversees set-up of course in LMS, syllabus, course content/delivery, and student assessments, as
well as analyzing exam statistics. 6) Mentor meets with mentee weekly at minimum. 7) Mentor
attends classes/clinical to guide lectures, hospital protocol, pre/post conferences, and clinical
day. 8) Mentor counsels on and assists with digital communication and managing difficult
people/situations. 9) Mentor responds to mentee’s questions/concerns immediately. 10) Mentor
evaluates mentee’s performance, and provides constructive feedback.
Evaluation: The findings of this rigorous, pro-active mentorship indicate that such a program
yields results consistent with faculty success and retention. The new educator reported a greater
perception of both support and teaching competence, as well as improved student outcomes.
HEALTH INFORMATICS IN ASSOCIATE DEGREE NURSING PROGRAMS: A
NATIONAL STUDY
Hope Moon, DNP, RN, CNS, Joyce Fitzpatrick, PhD, MBA, RN, FAAN, Elizabeth Madigan,
PhD, RN, FAAN, & Kezia Lilly, DNP, RN
Behavioral Outcome: Describe the current status of health informatics integration into
Associate Degree Nursing Programs
Abstract:
Background:
Pre- licensure nursing education programs are expected to deliver a curriculum that
reflects current standards of practice and produce a graduate who is competent to practice in the
current health care environment. The Accrediting Commission for Education for Nursing
(ACEN) requires nursing programs to incorporate professional standards; guidelines, and
competencies. These include the Quality & Safety Education for Nursing Institute (QSEN)
competencies that contains informatics as one of the six core competencies for nurses
Methods:
A descriptive, cross sectional design was used utilizing the Information Technology Education in
Nursing Curricula Survey (ITENCS). The survey was sent to 694 ACEN pre-licensure associate
degree nursing accredited program directors in the United States. After sixty days a return rate
of 30% was achieved. Data analysis was completed using Qualtrics Survey Software ®.
Percentages were determined for each core content area of information technology. Responses to
open ended questions were categorized for similarities. Demographic data were analyzed for
frequencies including current position, state geographic region and regional nursing information
technology education.
Summary:
The most frequently reported content areas were the computer-based patient record (93%);
ethical use of information/information systems (93%); legislative issues (91%); accessing
electronic resources (87%); expected information technology for nurses (74%), roles of health
care members (72%). Greater than 50% reported including definitions (69%); implications for
practice (57%); National health databases (57%), types of applications of information systems
(55%). Less than 50% reported including types/applications of telehealth systems (44%); types/
functions of hardware/software (41%); standardized language/classifications systems (40%);
information processing frameworks/research (35%); adoption of innovation/change theories
(34%); legislative issues of telehealth (31%); state of science (27%); historical development
(26%); General Systems Theory (27%).; network configuration and usage (23%); The Unified
Medical Language System (15%); ergonomics (16%); planning, designing, implementing,
evaluating and upgrading a system (11%); Data Set Evaluation Center (NIDSEC) Standards
Systems (1.0%); American Society for Testing Materials (ASTM); American National
Standards Institute (ANSI), Health Level 7 or other standards (0%). Lack of program directors
knowledge was also identified.
This study indicates that ADN programs are currently not integrating the appropriate curricular
content to produce a graduate competent in health informatics.
IMPLEMENTATION OF REVISED CLINICAL EVALUATION PERFORMANCE
TOOL IN A BACCALAUREATE NURSING PROGRAM
Frieda Gill, MS, RN, CCRN, Dale Hilty, PhD & Erin Dougherty, MSN, RN, CPNP
Behavioral Outcome: Distinguish and comprehend the process of transforming a Clinical
Performance Evaluation Tool (CPE) measuring both conceptual objectives and operationally
defined competency behaviors.
Evaluation of a nursing student's clinical performance is an important component of a clinical
instructor’s role and responsibility (DeBrew & LeWallen, 2014, Bonnel in Billings & Halstead,
2016). Literature supports that clinical evaluation is a multifaceted process for identifying
student areas of strengths and improvements. Research findings recommend an evaluation tool
with clearly defined objectives, measurable clinical behaviors, standardized criterion-based
scales, formative/summative feedback, and student self-reflection (Billings & Halstead, 2016;
Cronenwett et al., 2007; Krautscheid, Stragnell, & Manthey, 2014; Koharchik, Weideman, &
Walters, 2015; McSweeney, 2014; Taylor-Haslip, 2009, 2010). Faculty and students reported
that completing the old CPE tool was difficult, inconsistent, and time consuming.
To support literature recommendations and address the faculty and students reported obstacles, a
committee was formed to revise the old CPE tool. The new revised CPE tool was piloted in the
spring of 2017 in two nursing courses at the sophomore and senior levels. The first step was to
have faculty and students evaluate the old and new revised CPE tool via Survey Monkey with 5-
point Likert scale (strongly agree to strongly disagree). The second step was to use a semantic
differential format where faculty and students evaluated the old and new revised CPE tools. All
participants were informed their responses were confidential.
Survey Monkey findings (N=165) comparing the two CPE tools revealed favorable results
supported the transition to move from the old to the new revised CPE tool. A majority of on-line
responses were recorded as strongly agree to agree. Dependent t-test found twelve (12) of the 14
semantic differential “feedback” comparisons to be statistically significant (p=.001 to
p=.046). The twelve feedback adjectives were: nonjudgmental, respectful, giving right amount
of feedback, suggesting ideas for improvement, meaningful, specific, goal based, relevant to
nursing, useful, feedback significant for career, feedback did build my confidence, & feedback
did increase my knowledge. The statistically significant findings supported the new CPE tool to
be an effective CPE tool providing fair and safe, objective feedback.
IMPLEMENTING A STRATEGIC EDUCATION PLAN TO IMPROVE ECG
COMPETENCY IN NEW CAREGIVERS
Vivian Kotchman, MSN, RN
Behavioral Outcome: Incorporate innovative teaching strategies and technology into existing
curriculum to improve Caregiver competency
Abstract:
Accurate ECG interpretation is an essential part of competent nursing care. An ECG
interpretation class is offered to all new nursing Caregivers during orientation. Minimal
competency is demonstrated with a passing score of 80% on an ECG exam, given approximately
6 weeks after the class. A strategic education plan was implemented to engage learners during
class and sustain learning throughout a Caregivers orientation period. An Audience Response
System (ARS) was integrated throughout the 8 hour class, providing the instructor immediate
learning and comprehension feedback. Real time curriculum adjustments are then made,
targeting areas students have difficulty with. The online Plickers system is a low cost option and
does not require students to utilize personal electronic devices. To sustain learning throughout
orientation, Caregivers are sent weekly case studies via email. The case studies include 2
arrhythmia interpretations and critical thinking questions. The case study is reviewed with their
coach/preceptor and nurse educator during orientation meetings. First time pass rate was 76%
prior to implementation of Plickers ARS and the weekly case studies. First time pass rate has
improved to 87% after implementation of this strategic plan. This improvement supports
continued use and additional investment. Next steps include transitioning case studies into a
Learning Content Management System for improved access and tracking of data.
INCORPORATING MULTIPLE HIGH-FIDELITY SIMULATIONS AND
SIMULATION ASSESSMENT INTO NURSING COURSES
Lori Catalano, PhD (c), JD, MSN, RN, CCNS, PCCN, & Eileen Werdman, DNP, RN
Behavioral Outcome: The learner will understand nontraditional ways to incorporate high-
fidelity simulation and unfolding video simulation into nursing courses.
Abstract:
High-fidelity simulations were incorporated into medical/surgical and critical-care courses as
part of module learning activities. Each module was designed to have initial class discussion
about nursing care of patients with selected priority problems, then move to the simulation
laboratory. Students worked in groups of four to provide nursing care in a simulated scenario.
After each simulation, students debriefed with faculty, focusing not only upon the simulation
itself, but also on similar patient problems. Students identified the priority concerns and
interventions in each simulation. The following class meeting, students worked on complex case
scenarios designed by the instructor to build upon the concepts practiced during the simulation.
The mental status changes simulation was done as unfolding videotaped scenarios performed by
former students. The scenarios all featured mental status changes, but these changes were caused
by hypoglycemia, then an ischemic stroke, then a hemorrhagic stroke. The video method was
selected in order to allow each student to see each scenario, rather than only one. Students were
questioned about care priorities as the scenarios unfolded. They were also asked to critique the
actions of the performers. Although traditional post-simulation debriefing did not occur, the
unfolding method allowed for continual reflection on the part of the students.
The final simulation involved multiple patients, each with a primary problem and a secondary
distractor (fall, visitor complaint, medication error, confusion). This simulation also included
two standardized patients to increase the psychological fidelity. Students again worked as a team
to care for the patients and then underwent debriefing.
A high-stakes assessment was also incorporated at the end of the course. Students randomly
selected a common medical/ surgical patient problem, including hypotension, hypertension, and
hypoxia. Students then individually cared for the patient, incorporating diagnostic and
assessment data into their care. Students were graded based on safety, communication, critical
thinking, and patient education.
INCREASING ACCESSIBILITY IN DISTANCE EDUCATION COURSES
Missy Mohler, MS, RN
Behavioral Outcome: Recognize the principles of accessibility in distance education courses to
promote success for all learners despite disability.
Abstract:
Accessibility in distance education courses is crucial to the success of this diverse population of
learners. Students with disabilities are more likely to enroll in distance education courses than
traditional face to face courses. The Americans with Disabilities Act (ADA) of 1990 and the
Americans with Disabilities Act Amendments Act (ADAAA) of 2008 prohibits discrimination
based on disability and requires colleges to provide reasonable accommodations. Yet,
accessibility of online courses for students with disabilities remains a challenge for many
colleges (Williams & Zirkle, 2015).
This presentation will explain how faculty and/or instructional designers can assure online
courses are accessible for all learners. Using best practice principles, the presentation will
identify specific examples of accessibility options for those students who may have either visual
or auditory impairments. The presentation will also detail a variety of ways in which the basic
principles of accessibility can be assured and maintained within the distance education field.
Williams, S., and Zirkle, K. (2015). Balancing pedagogy, student readiness and accessibility: A
case study in collaborative online course development. Internet and Higher Education, 28, 1-7.
INNOVATIVE STRATEGIES FOR TEACHING EVIDENCE BASED PRACTICE
THROUGH GAMING
Cindy Zellefrow, DNP, MSEd, RN, LSN, PHNA-BC & Tim Nunn, Student
Behavioral Outcome: At the end of this presentation, learners will be able to describe the value
and opportunities to enhance nursing instruction through gaming.
Abstract:
Gaming technology has uncovered new opportunities for educators to engage learners in fun,
interactive, real-world scenarios. It develops critical thinking and problem-solving skills as
learners receive immediate feedback based on their choices as they navigate the game.
Through this interactive presentation, participants will explore “In Search of The Sneezer”, an
interactive educational game designed to introduce, review and remediate concepts of PICO(T)
questions; a key skill in evidence based practice.
Evidence-based practice is integrated into the essentials of nursing education at every level and is
a fundamental competency for all practicing nurses (Melnyk, 2015). Yet much confusion around
what EBP is and how to teach it remains. Utilizing gaming technology provides educators with
an innovative approach to presenting content that has been created through sound educational
strategies, addressing the needs of various types of learners. Through self-paced experiences,
gaming encourages repeated exposure to the content, resulting in strengthened skill.
INTEGRATING COMMUNITY HEALTH WORKER ROLES IN THE
CURRICULUM FOR PRELICENSURE NURSING STUDENTS
Toni Chops, MSN, RN, CNE
Behavioral Outcome: Summarize the interprofessional collaboration for the integration of the
role of community health workers (CHW’s) in a population health curriculum for prelicensure
nursing students.
Abstract: According to the American Association of Colleges of Nursing (2013), the
recommended competencies and curricular guidelines for public health nursing suggest teaching
strategies that contribute to the development of knowledge for the empowerment of professional
nurses to support healthy lifestyles in the community. An understanding of the relationship of the
individual to the family and the community can be used to identify ways to promote health and
to prevent the development of illness states. A care delivery model using CHW’s has been
identified as one strategy to meet health needs in the community.
The American Public Health Association defines a community health worker as “A community
health worker is a frontline public health worker who is a trusted member of and/or has an
unusually close understanding of the community served. This trusting relationship enables the
worker to serve as a liaison/link/intermediary between health/social services and the community
to facilitate access to services and improve the quality and cultural competence of service
delivery.” Using CHW’s is a cost effective way to facilitate access to services and to improve
outcomes of care. The professional nurse needs to be aware of trends in workforce development
to effectively manage social determinants of health and to identify the best ways to support
healthy lifestyles.
Curriculum design for integrating the role of the CHW in the curriculum will be addressed and
active learning strategies shared. Interprofessional collaboration strategies will be explored.
Exposing the students to multiple health roles within the community helps to enhances an
understanding of the teamwork necessary to effectively manage the health of aggregates.
Measurement of learning outcomes related to terminology, principles, and role function of the
topic of CHW’s will be identified. Student feedback and self - reflection will be provided.
By incorporating this topic in the curriculum, faculty will contribute to student understanding of
the application of public health principles and focused efforts of an interdisciplinary team to
address complex health disparities.
INTERPROFESSIONAL SERVICE LEARNING EXPERIENCE IN THE DOMINICAN
REPUBLIC TO PROMOTE IPEC COMPETENCIES
Megan Lieb, MSN, RN & Christina Liebrecht, DNP, RN
Learner will recognize interprofessional international experiences as an educational opportunity
which allows students to work in partnership with learners from other health related disciplines.
According to the Institute of Medicine, “all health professionals should be educated to deliver
patient-centered care as members of an interdisciplinary team”. Patient care is multifaceted,
transcending any one discipline. The key to improved patient outcomes is collaborative practice.
Service learning is one educational opportunity which allows students to work in partnership with
learners from other health related disciplines to deliver care in underserved communities, and
develop much needed competency in interprofessional collaboration. A mixed methods study was
conducted to determine if participation in an interprofessional service learning experience will
positively affect student achievement of interprofessional competencies. The IPEC Competency
Self-Assessment survey was used in a one-group pretest-posttest design with a sample of students
who participated in an international, interprofessional service learning experience in the
Dominican Republic. Significant differences were identified in both the interaction domain and
values domain, supporting the use of service learning to develop interprofessional competencies.
IN THE SHADOW OF TRAUMA: A NURSING STUDENT’S PATH
Amanda Henry, Student Nurse, Kathleen Hackett, RN, BSN & Laura Goliat, DNP, RN, FNP-BC
Behavioral Outcome:
The learner will be able identify therapeutic communication techniques and skills needed for
the management of care for patients who have experienced trauma.
Abstract:
Approximately 51% of the general population has experienced some degree of trauma since
childhood and that number is growing as the threat of violence increases. Trauma-informed care
(TIC) is healthcare delivery that recognizes the significant neurological, biological,
psychological and social effects that trauma and violence can have on individuals. Providing TIC
may assist health care professionals in engaging their patients more effectively and has the
potential for improving outcomes while reducing healthcare and social service costs. Lack of
proper TIC skills may cause unintentional re-trauma for victims. Increasing awareness and
providing the next generation of nurses with the knowledge and skills necessary for managing
patients who have experienced trauma is of utmost importance to deliver care that is effective,
efficient, timely, respectful and person-centered. Upon graduation, nursing students typically
possess a robust core set of technical and communication skills. However, most students have
had minimal training in TIC. Exposure to the necessary resources and communication techniques
is essential to care for the growing patient population that future nurses will care for that have
experienced some form of trauma.
The aim of this presentation is to provide key highlights from a student-sponsored TIC
Workshop delivered by a professionally-trained TIC nurse and attended by nursing students
throughout northeast Ohio.
MULTICULTURAL STUDENT RESOURCE GROUP FOR NURSING STUDENTS
Sharon Pittard, MSN, RNC
BEHAVORIAL OBJECTIVE: Describe how a multicultural support group at a nursing
college is implemented to support the needs of culturally
diverse students
This poster describes how the MultiCultural Student Resource Group (MCSRG) was
developed for culturally diverse nursing students at a private, not-for-profit institution of higher
education in the Midwestern area of the United States. Nursing programs could facilitate
interventions such as having support groups which contribute to improving retention and
graduation rates of minority nursing students, and thereby increasing minority representation in
the nursing workforce. The purpose of the group is to provide a nurturing and safe environment
for professional socialization for diverse students. The goals of the MCSRG include: 1) enhance
and facilitate the educational process of cultural diverse students; 2) provide a mechanism for
sharing information, resources, and cultural similarities and differences; and 3) promote personal
and professional development required for successful entry into the nursing profession.
Strategies utilized to encourage student attendance include: 1) MCSRG booth at the
annual college fair; 2) advertisement on the college communication board; 3) placing flyers at
the receptionist desk; 4) GSC weekly newsletters in student designated areas; 5) sending emails
to all multicultural students at the College; and 6) networking with students in the halls.
Meetings are scheduled monthly for one hour during the universal meeting time.
Attendance has averaged eight students from the General Education program and all nursing
courses. Topics have included: 1) study habits; 2) test-taking strategies; 3) cultural differences
among faculty and peers in classroom and clinical settings; 4) balance of work and family
schedules; 5) financial concerns; 6) financial aid assistance; 7) discrimination; and 8) resume
development and interviewing techniques for senior students.
The MCSRG has been a valuable asset for its members and nursing faculty facilitators.
Student participation has been extremely positive and contributed to the academic progress and
success in completing the GSC nursing program and becoming competent nurses. It is
recommended that other nursing colleges recognize the importance of developing this type of
support group for their culturally diverse student population.
PEDAGOGICAL APPROACHES: KEEPING UP WITH MILLENNIALS IN A
DIGITAL WORLD
Peggy Shaw, MSN/Ed, BSN, RN & Miriam Abbott, MA
Behavioral Outcome: The audience will learn teaching strategies to meet the needs of millennial first-
year nursing students.
Abstract: The Millennial generation refers to the segment of the population born between 1981 and 2014.
As such, they comprise the bulk of the current nursing student population. Millennial students have been
depicted as self-centered, unmotivated, disrespectful and disloyal. They are also described as
technologically savvy, creative, innovative, and capable multi-taskers. As students, this population brings
both its strengths and weaknesses into the classroom. For educators, millennial’s introduce new
responsibilities for student engagement. To teach the next generation of nurses, educators must identify
tools and resources to effectively engage and educate millennial students.
Successfully educating millennial students, and preparing them for patient care begins by understanding
their cognitive needs. Classroom surveys indicate that such students may be categorized as active
learners, demonstrating preferences for hands-on experiences and group learning activities. At the same
time, such students also appear to struggle with critical thinking tasks, favoring memorization over
reasoning.
While millennial’s reliance on technology for both learning and communication is often seen as a
detractor, in fact, it is reflective of general societal trends. Hospitals frequently use mobile
communication devices and applications to provide excellent patient care. While hospitals embrace
technology, and millennial’s embrace technology, there remains a gap during the educational process
wherein technology is underutilized.
The authors suggest the following tools and resources to better meet the needs of millennial learners. 1)
Maximize the Learning Management System (LMS) to its fullest to supplement face-to-face classes, 2)
Google documents for note-taking, 3) Chat rooms in the LMS, 4) Frequently Asked Questions (FAQ) in
the LMS, so students can post questions in real time, 5) Text availability to instructor for immediate
assistance, 6) Animation software such as Powtoon for humor, 7) Response Technology like Poll
Everywhere and Clickers to practice NCLEX style questions that are integrated into content, 8) Voice
recorded feedback to assignments in the LMS, 9) Quizzes on smartphones, 10) Personal laptops in the
classroom to create an active learning experience in paper formatting, 11) Class discussions over
lectures.
PROMOTING NCLEX SUCCESS: SIMULATION TECHNOLOGY ACROSS THE
CURRICULUM
Debbie Trotta, MSN, MEd, RN-BC, CHSE & Carla Henderson, DNP, MSN, RN, CNE, CHSE
Behavioral Outcome: Examine evidence-based simulation technology interventions to promote
success on NCLEX
Abstract:
In recent years, more and more pre-licensure nursing programs are adding innovative teaching
strategies to the curriculum to enhance nursing education. Educators are utilizing simulation
technology to provide rich learning experiences in preparation for clinical practice. The Joint
Commission and the Institute of Medicine encourage the use of simulation technology in nursing
education to enhance patient safety and prevent errors in the clinical setting. Nursing simulation
technology allows undergraduate students to gain and improve skills in critical thinking, decision
making, and team work. Positive outcomes are expected when simulation is integrated in all
courses of the curriculum (Smith, 2009). The NCSBN National Simulation Study (2014)
emphasizes the importance of nursing programs responsibility to assure the Board of Nursing in
their respective state that faculty is committed to ensure high quality simulation based on best
practices. Simulation requires dedicated faculty members who are committed to simulation and
know how to level simulation content from simple to complex (INACSL, 2013). At the
undergraduate nursing program faculty have collaborated with the Simulation Coordinator to add
low and mid fidelity simulations in each nursing course. Each course simulation relates to the
didactic portion of the course. This year, each simulation was evaluated for level of simulation
(low, mid, high) and distribution of 2016 NCLEX RN categories and subcategories. A template
was created that allows faculty and the simulation coordinator to identify concepts being used for
each scenario. Completing the template for each scenario provides an overview which concepts
receive extensive attention, which concepts receive minimal attention, and which concepts are
not covered in simulation. According to Jeffreys (2007), this provides an opportunity for faculty
to not only evaluate the simulation built into the curriculum, but also to identify areas of
opportunity to add additional scenarios into the curriculum based on data from the templates.
Simulation that demonstrates effectiveness of learning increases positive outcomes. Integration
of simulation technology will help produce well rounded health professionals who are able to
function competently in a fast paced health care environment.
REDESIGNING A CLINCIAL PRACTICE MODEL FOR NURSING STUDENTS
Pamela Sealover, RN, MSN, CNE, Susan Farus-Brown, RN, DNP, CNP, FNP-BC,
Mathew Fox, RN, MSN, Christie Eckelbarger, RN, BSN, & Sarah Pierce, RN, BSN
Behavioral Outcome: The participant will discuss the benefits and challenges to changing the
clinical practice mode used for clinical education of nursing students.
In nursing education, traditionally a Clinical Instructor takes a group of eight to ten students to a
clinical unit. Students are given a patient assignment and their Clinical Instructor provides
supervision. This has been the clinical model for years with success; however, the healthcare
environment has evolved greatly expanding the gap between nursing education and clinical
practice. How do educators better prepare nurses for today’s dynamic and challenging
healthcare environment?
A survey completed by nurses, nurse administrators, and nursing faculty regarding the traditional
clinical practice model revealed they wanted students to have more quality clinical time and
hands on experience. They want students to spend less time “hanging around” the desk,
breakrooms or hallways, and more time for students to see the “big picture”. They wanted
students to pass meds and complete tasks in a timelier manner and wanted students to display
positive attitudes to be more respectful of staff.
Students surveyed, identified they wanted a more welcoming environment and staff to be more
willing to teach and answer questions. They verbalized the desire to experience a typical day as
a nurse, to have more clinical time and to have more hands on experience and time to practice
and learn nursing skills.
To address the outcomes of the surveys, a taskforce of nursing faculty, staff nurses and nursing
administrators worked together to design a new clinical practice for nursing students using the
concept of a dedication education unit. The committee planned changes on the clinical unit to
provide a more welcoming environment that would help socialize the students to the healthcare
team. Education resources on the unit were enhanced and identified staff nurses were oriented to
the role of clinical coach. In this new clinical practice mode, nursing students work along-side
trained nursing staff in collaboration with university faculty. This model allows for increased
supervision of nursing students, more time to model professional behaviors and more time to
foster critical thinking. Ultimately, this “leaning” culture on the clinical unit enhances patient
care, staff education and collaboration of the healthcare team.
SITUATIONAL AWARENESS
Marianne Carvour, MSN, RN, CNOR, Tammie Ferguson, MSN, RN, CNE, &
Cheryl Shultz, MSN, RN, CCRN
Behavioral Outcome: The participants will demonstrate an understanding of how to utilize
situational awareness from the point of computerized bedside report/handoff communication to
teach students to improve patient care outcomes in the clinical setting.
Abstract:
The advent of the digital age has transformed nursing practice at the bedside. Computers,
hand held devices, and electronic charting systems have streamlined access improving the upload
of real time patient data. In the healthcare environment where emphasis is placed on the use of
such technology, it is important for nursing to remember that these are tools and no substitute for
situational awareness. A nurses’ innate ability to utilize their senses to ensure patient safety may
start with computerized bedside report/handoff communication.
Providing computerized bedside report/handoff communication, initiates a staffing brief
to start the situational awareness exercise. Having nursing faculty experience situational
awareness through an observational skills exercise enhances their foundational knowledge of the
environment. The skill of astutely using one’s senses, noting and observing all that one can,
enables nurses to safely and holistically care for patients optimizing sound positive patient care
outcomes. Computerized bedside report/handoff communication may facilitate nurses to
collaborate, list, prioritize, analyze, and evaluate nursing care.
Debriefing, after a situational awareness exercise, facilitates new or reinforces existing
nursing knowledge reminding nursing to keep the patient first and foremost at the front of all
care. A written reflection exercise demonstrates professional growth. As nursing faculty, we
must impart to our nursing students the importance of their environment and that of the patients
so as to ultimately ensure safety.
The hypothesis is that as situational awareness skills improve so does safe environmental
outcomes for the patients and the nurses. Post-exercise survey reflected a significant
improvement in situational awareness skills for the nursing faculty and the desire for faculty to
infuse the practice across the nursing curriculum. Future testing will be on the situational
awareness infused clinical course exercises with pre- and post-student exercise testing.
“SUCCESS GIVES YOU COURGE”: THE LIVED EXPERIENCE OF A GROUP OF
ESL LEARNERS.
Karen Hughes, PhD, RN, CNE
Behavioral objective: The participant of this program will evaluate personal and professional
bias regarding inclusion of diverse ESL students discuss inclusive strategies.
While professional and governing bodies of nursing education discuss the need for nursing
education to increase the diversity of the student body to better reflect the changing face of the
nation, many nurse educators feel ill at ease as to how to best assist an English as Second
Language (ESL) or culturally diverse learner. This small qualitative study examines the
successes and challenges of a group of diverse ESL learners at a small liberal arts university; and
how faculty both helped and hindered the learning process. Barriers to inclusion and success
included use of colloquialisms, feelings of not being recognized as an adult professional, and
difficulty in trying to adjust cultural upbringing to Americanized version of acceptability. Areas
that supported the ESL learner included technology and use of medical terminology as it created
a more level playing field. Other support included simply taking the time to get involved. As
educators, we are immersed in “cultural sensitivity” yet may lack basic preparation on how we
might better serve the diverse learner. The experience of these ESL learners can be utilized as a
spring board for self-evaluation, confidence in approaching others of different backgrounds, and
further conversation on shared humanity.
THE FLIPPED CLASSROOM APPROACH TO LEADERSHIP DEVELOPMENT
Julie Moody, MSN, MEd, RN & Sarah Herrle, PhD, MPH, RN, CPN
Behavioral Outcome: The learner will be able to design a leadership program combining an
electronic platform with classroom learning.
Abstract
As the current workforce ages, effective succession planning becomes a crucial business strategy
for solvency. Healthcare leaders face increasingly complex challenges in the practice
environment, making the transition from clinical staff to leadership more demanding.
Deliberate onboarding of internal personnel through focused leadership education is one method
of ensuring a seamless, successful transition, and promotes sustainable organizational success.
This Leadership Development team implemented a flipped classroom format to successfully
educate a pool of Emerging Leaders who are fully prepared to transition into formal leadership
positions.
During the seven month Emerging Leader course, participants complete modules presented on an
electronic platform and attend one monthly classroom session. Information presented each month
is based upon the AONE Nurse Manager Skills Inventory and aligns with Kouzes and Posner’s
leadership criteria. The course begins with an in class orientation that outlines the curriculum, the
electronic platform, and other course components. The following day, the electronic platform
opens with the online educational activities for the month. During the month, participants
complete online assignments and participate in multiple discussion boards. The month
culminates with a six hour classroom meeting. Class time opens with debriefing online content.
This flipped classroom approach offers the opportunity for future leaders to access a wide variety
of leadership content, more than could be reviewed during classroom time alone. The multi-
modal class day reinforces the material using various educational strategies including: expert
speakers, gaming, scenario based learning and facilitated discussions. This unique approach
exposes emerging leader to situations which effectively prepares them for future healthcare
management and leadership roles.
THE USE OF ROLE PLAY FOR THE IDENTIFICATION AND ASSESSMENT OF
HUMAN TRAFFICKING
Lara Wilken, MSN, RN
Behavioral Outcome: Explore a role play scenario to improve the identification and assessment
of human trafficking victims.
Abstract:
Research has revealed that nearly 84% of victims recovered from the life of human trafficking
stated during their time of captivity that they were seen and treated by a health care provider and
human trafficking was never recognized. The goal of this project was to help both health care
providers and students better identify the signs of human trafficking through role play. Benefits
to role play include, mimicking human behaviors, human to human interaction, integrating
learning skills and enhancing communication skills. In this study, a group of nurse educators
(N=32) were given a pretest to determine their prior knowledge of human trafficking and their
views on the use of role play simulation. The educators then viewed a pre-recorded two part
simulated human trafficking scenario in which four senior level pre-licensure senior level RN
students played the unscripted roles of two traffickers, an ER nurse and a radiology technician.
The instructor played the role of the human trafficking victim. The students prepared for the
roles based on the simulation objectives and an EBP article on human trafficking provided by the
instructor. After viewing the simulated scenario, the educators debriefed on the following topics
such as identification of victim behaviors, assessment and intervention for a human trafficking
victim; the learning experience concluded with the completion of a post-test. The pre-test and
post-test utilized a 5 point Likert scale as well as open ended questions. Themes identified in the
post-test included an increased confidence in the ability to identify and assess (pre 9%
confidence, post 65% confidence) as well as increased awareness to human trafficking.
Participants found the simulation to be informative, thought provoking and eye opening. Lastly,
participants agreed that role playing is an effective and beneficial way to teach the topic of
human trafficking (post 97% agreed). Findings of this study revealed that role play can be
beneficial for teaching this topic.
USING DIFFUSION OF INNOVATIONS THEORY TO FACILITATE A TRANSITION
TO CONCEPT-BASED CURRICULUM
Nancy Trokan-Mathison, DNP, RN, CNE & Cara Rigby, DNP, RN, CMS, RN
Behavioral Outcome: Participants will be able to identify how Rogers’ Diffusion of Innovations
theory is used in facilitating a transition from content-based to concept-based curriculum.
Abstract:
Concept-based curriculum is gaining acceptance by pre-licensure nursing education
programs in response to content saturation and the explosion of technology within healthcare
(Giddens & Brady, 2007; Goodman, 2014). Adoption of an innovative concept-based curriculum
occurs over time through a creative transition process. According to Abell and Keaster (2012)
developing a shared vision underlies successful change. The decision to adopt a concept-based
curriculum is best made by consensus among program faculty and administration who share a
vision for improving nursing education delivery. Once the decision to adopt the new curriculum
has been made within the organization, a complete transition will most likely involve barriers.
Administrative barriers to change in organizations, cited by Hall and Hord (2006) include
unclear vision, lack of continual assistance, and not supporting professional learning. Faculty
turnover may occur during the transition process. According to Forbes & Hickey (2009), barriers
inherent in curriculum transition include faculty resistance to change and faculty inexperience in
curriculum development. Hendricks & Wangerin (2017) also describe changing faculty role and
fear of failure as barriers. Rogers’ Diffusion of Innovations theory (2003) provides a structure
useful in overcoming barriers inherent in the transition from content-based to concept-based
curriculum. According to Rogers (2003), diffusion is the process through which nursing faculty
gain knowledge of, form an attitude toward, and make decisions to adopt, implement and
maintain a concept-based curriculum. The diffusion process occurs via communication channels
facilitated by change leaders over a period of time. Five sequential stages comprise the process.
This poster will examine how each of these stages occurred within a nursing program. The poster
may prove beneficial to those leading a transition to concept-based curriculum by prompting the
discovery of strategies useful in facilitating the five diffusion stages within the organization and
amongst individual faculty.
UTILIZING EVIDENCE & SYNERGY MODEL TO CREATE STANDARDIZED
ORIENTATION TOOLS
Susan Hale, MSN, RN, C-EFM, Kristi Bulkowski, MSN-Ed, RN,
Jodi Doney, MS, RN-BC, CNL, & Anna Jaso, MSN, RN
Behavioral Outcome: To identify a standardized approach to orientation paperwork that will
improve transitions to practice for new hire nurses in a health system.
Abstract:
As a large academic medical center, our nursing professional development (NPD) group worked
in silos for many years. One area this affected was onboarding. The NPD group identified
inconsistencies in orientation tools throughout the organization. A collaborative subcommittee of
educators from different specialty areas volunteered to evaluate the current orientation tools,
search the literature, and create a standardized template that can be implemented system-wide.
Evidence supports standardizing orientation tools. This group of educators developed tools using
the health system’s current professional practice model and personalized performance plan. To
implement, preceptors will be educated on the use of the new tools. Ongoing education will
occur during touch base meetings and will be integrated into the current preceptor class.
Nursing educators identified inconsistencies in orientation tools throughout the organization
including many different versions. Float pool staff were cross training to areas with different
paperwork. There was no process to review and update the orientation tools. Finally, there was a
lack of clear theoretical framework embedded in the current tools.
The NPD workgroup standardized orientation documents using nursing theory and nursing
competencies. This group will then survey experienced preceptors who have used the current
unit-specific tools within the last three months and compare these results with surveys three
months post-implementation.
The tools will create a foundation from which specialty areas can build upon. The goal is to
improve transitions to practice for the new hire nurses to the health system. The tools will be
shared in an updated preceptor class for the organization.
UTILIZING SCAVENGER HUNT ACTIVITIES TO ENGAGE STUDENTS IN
INFECTION CONTROL & CMS QUALITY INITIATIVES
Dawn Wikel, MSN, RN, CNE & Amy Rockwell, MSN, RN
Behavioral Outcome:
The learner will be able to identify the benefit of utilizing a scavenger hunt activity for the
collection and interpretation of infection control and quality initiatives.
Abstract:
Even though students learn about different infection control processes and preventative
measures, they often do not understand the significance it has on patient outcomes and the
healthcare organization as a whole. The Centers for Medicare & Medicaid Services (CMS)
establish quality initiatives that are intended to benefit patient well-being within four domains.
In collaboration with Infection Control and the Quality Nursing Departments at a local medical
center, junior and senior level RN students complete clinical experiences related to components
in the CMS Safety Domain. The junior level RN students participate in a clinical experience
with the Director of Infection Control & Patient Safety. During this clinical, students complete
an independent scavenger hunt to explore the importance of proper identification,
implementation, monitoring, and reporting of infection control precautions. Students review the
electronic health record and observe for staff compliance of the indicated precautions. When
students’ progress into the management of patient care and critical care concepts during the
senior year, they build upon this foundation and look at specific quality components related to
Ventilator-Associated Pneumonia (VAP), Central Line-Associated Bloodstream Infection
(CLABSI), and Catheter-Associated Urinary Tract Infection (CAUTI). Each senior student
independently completes an advanced scavenger hunt reviewing the facilities policies and care
bundles, critical care patient electronic health records, and assesses for appropriate
implementation and compliance of the indicated measures. Findings from each scavenger hunt
are reported to the Director of Infection Control & Patient Safety and the Quality Nursing
Departments; which are utilized in various medical center committees to improve patient care.
Student evaluations of these clinical experiences indicate a greater understanding of the
importance of each quality initiative component and how it relates to safe patient care and
improved outcomes.