OHIO LEAGUE FOR NURSING

NURSING EDUCATION SUMMIT, OHIO 2017

Poster Presenters

OHIO LEAGUE FOR NURSING

NURSING EDUCATION SUMMIT, OHIO 2017

POSTERS and PRESENTERS

A Purposeful Strategy for Student Remediation to Improve Outcomes in a Medical

Surgical Nursing Course

Rebecca Taulbee, EdD(c), MSN, MBA, RN, Assistant Professor, Chamberlain College

of Nursing

Taryn Hill, PhD, MSN, RN, Dean of Academics, Chamberlain College of Nursing

Caring and Collaborative Strategies to Increase First Course RNBSN Student Persistence

Cecilia Jane Maier, MS, RN, CNE, Assistant Professor, Chamberlain College of Nursing

Valerie DeVaughn, MSN, RN, CRRN, Associate Dean of Faculty, Chamberlain College

of Nursing

Margaret Wheeler, PhD, RN, CNE, Director RNBSN Option, Chamberlain College of

Nursing

Clinical Pharmacology Application: Let the Learning Begin!

Dana Morgan, MSN, RN, CMSRN, Assistant Nursing Professor, University of Cincinnati

Blue Ash College

Elevating Communication with High Fidelity Simulation

Nancy Berman, MSN, RN, Professional Practice Clinician, Lorain County Community

College

Mary Grady, MSN, RN, CCNE, CHSE, Assistant Professor, Lorain County Community

College

Donna Lupinski, MSN, RN, FNP, Assistant Professor, Lorain County Community

College

Barbara Morrison Wilford, DNP, RN, MBA/HCA, Associate Professor, Lorain

Community College

Engaging Nursing Students Utilizing Collaborative Testing

Theresa Jackson, PhD, RN, Associate Professor Department of Nursing, Shawnee State

University

Healthy Heroes Male Nursing Students Role Model Wellness and Professionalism

Kelly Sutch, MSN, CNE, CPN, RN, Nursing Instructor, Chamberlain College of Nursing

Matthew Reynolds, Student, Chamberlain College of Nursing

Aman Kharia, Student, Chamberlain College of Nursing

Casey Marion, Student, Chamberlain College of Nursing

Implementing a Successful International Student Led Service Learning Experience

Sheryl House, DNP, RN, CNS, Associate Professor of Nursing, Ohio University

Zanesville

Susan Dowell, MSN, MBA, RN-C, Assistant Professor of Nursing, Ohio University

Zanesville

Christy Vickers, MS, RN, CPNP, Assistant Professor of Nursing, Ohio University

Zanesville

Improving Pass Rates in Nursing Skills Lab Test Outs

Deena Collins, MSN, RN, CNS, CNE, Nursing Laboratory Coordinator, Lorain County

Community College

Inspiring Student Nurses with a Spirit of Inquiry in Clinical Pediatric Nursing

Hannah O’Handley, MSN, CPNP, RN, Assistant Professor, Mt Carmel College of

Nursing

Barbara Rettig, BSN, RN, CPN, Assistant Instructor, Mt Carmel College of Nursing

Integrating Foodborne Illness in a Curriculum for Accelerated Second Degree Prelicensure

Nursing Students

Toni Chops, MS, RN, CNE, Assistant Professor of Nursing, Mt Carmel College of

Nursing

Interrelating Perfusion and Oxygenation Concepts Through a Simulated Anatomy &

Physiology Scenario

Kathleen Gordon, MSN, RN, CNS, CNE, CHSE, Simulation Lab Coordinator, Aultman

College of Nursing & Health Sciences

Jennifer Hillyer, MS, Assistant Professor, Biology, Aultman College of Nursing &

Health Sciences

Literature Review: Exploring Effects of Interprofessionalism Collaboration & Service

Learning

Megan Lieb, Professor, Ohio Northern University

Maternal Child Comprehensive Interprofessional Simulation

Kelly Ammanniti, MSN, RN, Faculty, Firelands Regional Medical Center SON

Kristin Mulica, MSN, Teaching Assistant, Firelands Regional Medical Center SON

Holly Myers, MSN, RN, CNE, Faculty, Firelands Regional Medical Center SON

Brian Seitz, MSN, RN, Faculty, Firelands Regional Medical Center SON

Orienting and Educating Student Nurses in Clinical Care of Child and Family

Hannah O’Handley, MSN, CPNP, RN, Assistant Professor, Mt Carmel College of

Nursing

Heidi Frymier, MSN, RN, CPN, Instructor, Mt Carmel College of Nursing

Meghan Hixenbaugh, MSN, RN, CPN, CPNP, Special Instructor, Mt Carmel College of

Nursing

Erin Wilson, BSN, RN, Instructor, Mt Carmel College of Nursing

Post De-Briefing Activities Following Simulation

Michelle Bussard, PhD, RN, ACNS-BC, CNE, Faculty, Firelands Regional Medical

Center SON

Project Belly A Creative Solution to Developing Empathy

Holly Myers, MSN, RN, CNE, Faculty, Firelands Regional Medical Center SON

Promoting Academic Success for Students (PASS) at Ursuline College

Mary Ann Podlogar, MA Ed, Student Nurse, Ursuline College

Student Outcomes After Innovative Teaching Methods on Select All Questions

Hannah O’Handley, MSN, CPNP, RN, Assistant Professor, Mt Carmel College of

Nursing

Teaching Caring and Compassion to Nursing Students with the Utilization of Innovative

Community Sites

Stacie Sweet, DNP, WHNP, RNC, Associate Professor of Nursing, Ohio University

Zanesville

Susan Farus Brown, DNP, FNP-BC, RNC, Assistant Professor of Nursing, Ohio

University Zanesville

Claire Tibero, MSN, RN, Senior Lecturer of Nursing, Ohio University Zanesville

Using Simulation to Prepare Undergraduate Nursing Students for Professional Practice

Matthew Fox, RN, BC, MSN, RN, Assistant Professor of Nursing, Ohio University

Judean LeRoy, MSN, RN, CNP, Lecturer of Nursing, Ohio University

Carol Schaumleffel, MSN, RN, Lecturer of Nursing, Ohio University

What Can You See When you Look Through the Looking Glass

Robin Wagner, MSN, RN, CNS, Assistant Professor, University of Cincinnati College of

Nursing

Eileen Werdman, DNP, RN, CNS, Associate Professor, University of Cincinnati College

of Nursing

A PURPOSEFUL STRATEGY FOR STUDENT REMEDIATION TO IMPROVE

OUTCOMES IN A MEDICAL SURGICAL NURSING COURSE

Rebecca Taulbee, EdD(c), MSN, MBA, RN & Taryn Hill, PhD, MSN, RN

Outcome: Application of improved student remediation and study techniques to increase

individual student success on in class examinations through reflective, purposeful and active

remediation to enhance student learning.

Current nursing education literature declares that purposeful and active remediation by the

students’ faculty member is paramount to the success of learning in a pre-licensure nursing

education program. The strategy discussed uses concept review following in class examinations

to include the identification of a Top 10 concepts missed process. Faculty at a local college of

nursing utilizes exam software statistics to evaluate the top 10 nursing concepts most frequently

missed from each examination. The students are held accountable to identify three salient points

from each of the top 10 concepts after self-reflection of their own exam performance. This

process is required for successful remediation with the course faculty. Students are expected to

write these out by hand to improve knowledge and retention of the material, using both the visual

and kinesthetic styles of learning. By handwriting this information, students can be completely

present and active with the concepts, allowing for both remembering and understanding to be

cultivated for further application of learned material. This skill allows students to thoughtfully

review each concept. By having the students select the three most salient points, the faculty can

identify where the students need additional instruction for mastery of the concepts. This process

further builds a more substantial relationship between the faculty and the student. The meeting

between faculty and student provides an avenue for building a trusting relationship where faculty

can better understand the specific needs of each student, and not just the student group as a

whole. This process helps students understand the strategies that are needed in order to engage

in a successful study session that enables them to move past studying for memorization to

studying for a deeper understanding of concepts related to higher level application, analysis, and

synthesis of the information. This process is well received by students and faculty. Students

identify having an increased knowledge and understanding of nursing concepts in a Medical

Surgical Nursing course that they are able to apply in future courses based on this deeper level of

concept review.

CARING AND COLLABORATIVE STRATEGIES TO INCREASE FIRST COURSE

RNBSN STUDENT PERSISTENCE

Cecilia Jane Maier, MS, RN, CNE, Valerie DeVaughn, MSN, RN, CRRN &

Margaret Wheeler, PhD, RN, CNE

Behavioral Outcome: The learner will describe caring and collaborative strategies to promote

persistence in RNBSN students in the first course.

Persistence (defined as the opposite of attrition by Sandler in 2000) is measured by one large

RNBSN online program option by continuous student enrollment session to session. This results

in a smooth flow of courses and rapid progress to obtaining the BSN. Tinto and Pusser (2006)

claimed that translating the theory of persistence into actions to promote student persistence

needs much work. One online RNBSN program option has carefully developed strategies for that

purpose. Increased persistence is reflective of student engagement, success, and focus on

achieving the BSN.

Reported barriers to persistence include student personal and family issues, late enrollment to the

course, no access to Preview Week, student technology issues, not taking advantage of success

resources provided by the college, and increased workload in Week 1 of the 8-week course.

The RNBSN online program option Director, Associate Dean of Faculty, and Course Leader

work collaboratively to implement persistence strategies. Since caring is deeply integrated into

the culture of the college, it is well reflected in persistence interventions. Strategies to increase

persistence include caring and compassionate faculty communication to students, extended Week

1 submission deadlines for late enrolled students, New Student Orientation required early in or

before the first course, success resources, decreased number of deliverables in Week 1, Meet &

Greet webinars every session for first course, early intervention for at risk students, and proactive

intervention in case of natural disasters. These all serve to promote social connectedness,

support, and institutional commitment that Hart’s (2014) literature search reported to be of great

value in improving persistence.

One new persistence intervention is identified and added each session to increase and/or improve

student success and persistence. Data is then collected and results reviewed to evaluate if the

persistence interventions were successful in improving persistence.

Additionally, the RNBSN Director, Associate Dean of Faculty, and Course Leader collaborate

with other departments to increase student persistence in the first course. Some of these

departments include Student Services, Admissions, Recruitment, Marketing, and the Library. All

individuals in the college play a role in student persistence.

CLINICAL PHARMACOLOGY APPLICATION:

LET THE LEARNING BEGIN!

Dana Morgan, MSN, RN, CMSRN

Behavioral Outcome:

Discuss how the clinical active learning activities can be incorporated (or modified) to reflect

your nursing content and enhance student critical thinking and retention.

Abstract:

Nurse educators must prepare today’s undergraduate nursing students for a fast paced, ever

changing health care environment. Nursing students are required to be active learners, critically

think, and ultimately provide safe patient care (NLN, 2011; Halstead, 2014). The ability to

provide safe, quality care for patients is dependent upon a student nurses ability to critically think

and reason. This can be severely limited by the lack of pharmacological knowledge and their

ability to apply that basic knowledge as it relates to the patient diagnosis and outcome.

Several different learning/critical thinking activities were created that would incorporate

pharmacology and providing safe and effective care to the patient. Utilizing medication packages

that can be saved during the student medication pass is a beneficial and cost effective way to

provide students with examples for clinical practice and study. These packages can be used in a

variety of creative ways in the clinical setting to stimulate critical thinking skills. Through

utilizing these materials, students were able to create 3D concept maps allowing them to link the

medications to the patient diagnoses. The medication packages assisted the nursing student with

understanding the relationship between the medications and how they function in the body.

Pharmacology was introduced throughout several post conference activities such as real live

patient case studies where the students examine the patient (medications, tests, health history,

current diagnoses) as they progress from the ER to the ICU/Med-Surg unit and throughout

discharge. Other strategies included categorizing of medication packages (by priority for

administration, drug class, systems effected), and a game that I created called “Your patient’s got

WHAT!!!” The students developed a better understanding of the role that the medications play

throughout the body and begin to learn and remember the commonly prescribed doses for those

medications. Developing this deeper knowledge allows the student nurse to anticipate patient’s

needs and potential problems that may arise when providing care (Benner et al., 2008).

ELEVATING COMMUNICATION WITH HIGH FIDELITY SIMULATION

Nancy Berman, MSN, RN, Mary Grady, MSN, RN, CCNE, CHSE,

Donna Lupinski, MSN, RN, FNP & Barbara Morrison Wilford, DNP, RN, MBA/HCA

Students will be able to apply a variety of communication skills when caring for a high fidelity

manikin in a controlled scenario.

The use of high fidelity simulation has been proven to improve critical thinking and clinical

decision making in nursing students while controlling for patient variables. The purpose of this

project was to provide the students with opportunities to engage in patient communication in the

controlled simulation environment.

Multiple students from different levels were recruited to perform previously learned skills on a

high fidelity manikin. Scenarios were developed for each semester level with the following

skills included: first semester oral medication administration, second semester intravenous

catheter insertion, third semester intravenous medication administration via push and fourth

semester continuous intravenous medication administration.

Each student was videotaped during their scenario which provided opportunity for detailed

viewing by more than one evaluator. As a form of self-critique students were asked to complete

a one-page summary of their strengths and weaknesses after viewing their video. Additionally,

formative evaluation and feedback was provided to the student by the evaluators.

The poster presentation will provide details of scenarios and tips for implementation to increase

student success with communication.

ENGAGING NURSING STUDENTS UTILIZING COLLABORATIVE TESTING

Theresa Jackson, PhD, RN

Behavioral Outcome: Upon completion of the presentation participants will be able to articulate

questions that stimulate discussion specific to engaging students utilizing a collaborative testing

strategy.

Abstract

Purpose: The purpose of this research was to determine if students who participate in

collaborative testing in the classroom have decreased attrition and increased levels of academic

achievement and engagement than do students who do not participate in a collaborative testing

process. Background: Approximately 20% to 42% of students leave nursing programs after the

first year. It is recommended that nurse educators utilize new approaches to engage students in

the classroom; however, nursing lacks evidence that one method of teaching is more effective

than another or that there is a relationship between learning outcomes and teaching strategies.

Theoretical Framework: The educational theory used to guide this investigation was Bandura’s

social cognitive theory. Method: A quasi-experimental, after-only, nonequivalent control group

design was used. Health Education Systems Incorporated–Specialty Exams (HESI-SE) were

utilized to measure academic achievement and a Survey of Student Engagement to measure

student engagement. Results: No statistical significance was found, however the small group

sizes (n=153; control group, n=83; experimental group, n=70) used in this study may have

impacted the probability level. Additionally, the research design included a strategy to determine

if academic superiority existed between the control and experimental groups. Findings indicated

the control group was academically superior to the experimental group. Despite this finding, the

traditional students in the experimental group were five times more likely to pass the HESI-SE

than traditional students in the control group. The experimental group had a 7% higher course

pass rate than the control group (points received during collaborative testing participation were

not included in the analysis.) Results indicated non-traditional students, in either the control or

experimental group, were approximately thirteen times more likely to pass the HESI-SE exams

than traditional students. Nursing faculty can use the analysis results and the information to

guide them in making a decision to, or not to, utilize this teaching strategy. Conclusion: Further

research, with larger group sizes, is needed to determine the effect of collaborative testing and its

impact on student engagement of both traditional and non-traditional students.

HEALTHY HEROES: MALE NURSING STUDENTS ROLE MODEL WELLNESS

AND PROFESSIONALISM

Kelly Sutch MSN CNE CPN RN, Students : Matthew Reynolds, Aman Kharia, & Casey Marion

Behavioral Outcome: Intent of this poster presentation is to inform nursing educators about

clinical opportunities that exposure of the nursing profession. Educators will be informed of the

influence of minority and males clinical faculty and students can have on encourage the next

generation of potential nurses to become more diverse.

The clinical project of discussion is entitled “Healthy Heroes: Pediatric Wellness Program”.

Eight senior level nursing students in a bachelor’s degree program with guidance from clinical

faculty created a wellness curriculum taught in the Hilliard City public school system. This

immersion based clinical allowed students to see pediatric clients in all levels of care via

collaboration with school districts. Over 800 children received educational concepts on nutrition,

hand hygiene, lice prevention, and exercise. Survey results upon completion of the program

showed young males grades K-5 exposed to male nursing student role models in the schools

expressed a desire and interest in the profession themselves. Responses from youth included such

statements as” I never knew boys could be nurses.” and “ I liked learning about taking care of

myself from another guy, I think being a nurse is cool.” Nursing students provided care and

education in a pediatric community setting resulting in elementary aged students being exposed

to nursing students of diverse ages, races, and backgrounds. This program’s exposure resulted in

increased awareness about the children’s health but also career opportunities in the profession.

IMPLEMENTING A SUCCESSFUL INTERNATIONAL STUDENT LED SERVICE

LEARNING EXPERIENCE

Sheryl House, DNP, RN, CNS, Susan Dowell, MSN, MBA, RN-C, &

Christy Vickers, MS, RN, CPNP

Behavioral Outcome: Participants will be able to identify strategies that can be applied with their

nursing student population to implement a successful international student led service learning

experience.

Nursing students view clinical placement abroad as very beneficial to their learning (Kent-

Wilkinson, Leurer, Luimes, Ferguson, and Murray, 2015). International experiences for nursing

students can be complex to arrange and implement (Kulbok, Mitchell, Glick, & Greiner, 2012).

This can be even more complex and difficult to arrange for students who attend small regional

universities or community colleges.

The National Association of Foreign Student Advisers (NAFSA, 2016) describes unmotivated

faculty, demanding curricula, financial constraints, and lack of diversity as the most common

barriers that impact students’ opportunities for study abroad. All of these barriers, except faculty

motivation, applied to a group of Bachelor of Science in Nursing (BSN) students at a regional

university in Southern Ohio.

This group of nursing students were able to overcome these barriers and participate in an

international service learning experience that they organized and implemented. The group of

students communicated to faculty early in their BSN program the desire to organize a service

learning opportunity to enhance their nursing education experience. An international service

learning experience for nursing students had never occurred at this university. These factors

provided strong motivation for faculty to assist the students in making the experience a reality.

With the assistance from faculty, the students took the lead in researching various approaches to

completing an international student learning experience prior to finishing their nursing education.

It was determined by the students that using an agency outside of the university would better

meet their needs and did not pose the financial barrier encountered when participating in a study

abroad program through the university. The students coordinated all aspects of the program with

faculty input. They organized fundraising projects and the collection of donations for the

agencies served during the experience.

Eight students and three faculty members successfully participated in the experience that

promoted caring, compassion, and collaboration. Students were able to develop a new

perspective on the nurse’s role in providing care and compassion for patients from diverse

backgrounds. Collaboration skills of the students were greatly enhanced through their leadership

in planning and implementing the international service learning experience.

IMPROVING PASS RATES IN NURSING SKILLS LAB TEST OUTS

Deena Collins, MSN, RN, CNS, CNE

Behavioral Outcome: The participants will demonstrate an understanding of the variables

affecting pass rates in skills labs.

Abstract

While in the midst of clinical skill test outs in the skills lab, it always seems to the

instructors that an inordinate number of students are failing the skill. We decided to collect data

to determine if that was accurate and if so, what changes could we potentially make to decrease

the failure rate. A year prior to this there had been a change in how we taught lab classes, due to

a belief that lab instructors were inconsistent in teaching the same skill. So, the theory

instructors began teaching the lab skill in the classroom for the first hour of lab time and the lab

instructors reinforced the teaching in the lab, but mostly supervised the students’ practice. Data

was collected regarding this change and the failure rate increased slightly, while student

complaints of inconsistency also increased.

A new concept-based curriculum was implemented Fall of 2016 and the format for

teaching lab classes was altered to address the issues of inconsistency and failure rates. Student

input also contributed to the new lab format. The entire lab class is taught by the lab instructor in

this format. At the same time the current curriculum is still being taught to students who entered

the program prior to August, 2016. Data can therefore be collected to compare the two formats.

Early data suggests that those students in the current curriculum continue to have the

same failure rates as last academic year. Data regarding the new format will be collected

beginning mid-October. Our hypothesis is that the failure rate will be lower and student

satisfaction higher with the new format.

INSPIRING STUDENT NURSES WITH A SPIRIT OF INQUIRY IN CLINICAL

PEDIATRIC NURSING

Hannah O’Handley, MSN, CPNP, RN, & Barbara Rettig, BSN, RN, CPN

BEHAVIOR OUTCOME: Acquire information for inspiring the spirit of inquiry in clinical

students and nursing staff in the Caring for the Child and Family course.

Clinical faculty are challenged to apply Evidence Based Practice (EBP) in the care of pediatric

patients and to excite the spirit of inquiry in student nurses and collaborating staff nurses whose

attitudes are not always positive.

In clinical nursing students and nursing staff, does the inclusion of EBP in care of patients and

families versus no inclusion of (EBP) enhance positive attitudes about EBP over the eight weeks?

Integrating EBP throughout nursing curricula has had little effect in transforming the attitudes of

nursing students (and nurses) toward EBP. Through the creative inclusion of EBP in the clinical

arena, changes to the existing attitudes towards EBP may be seen.

In order to promote practice change students need to seek knowledge about clinical problems and

current treatments that is beyond what is provided in their textbook. Making the spirit of inquiry

a positive and engaging experience enhances understanding of EBP which can lead to important

changes for nursing practice. This knowledge and enthusiasm about best practice inquiry gives

student nurses and staff the courage to pursue change.

Through observations of their patients, suggestions from clinical staff, and guidance from their

instructor, each group of students forms an EBP question. With assistance and encouragement

from their instructor, the students search for, locate and critique EBP articles that answer the

clinical question. Through a poster presentation, the findings are shared with the collaborating unit

nurses.

To assess the final presentations, each instructor uses a standard rubric addressing the question,

literature appraisal, outcomes, and learner enthusiasm; involved staff nurses are also invited to

provide input. The student nurses have been found to be very engaged and have evaluated the EBP

project enjoyable. Instructors and nurses observed an increase in student engagement. Students

rated the EBP learning experience positively on course evaluations. EBP questions were sent to

the Professional Development department for review. Two posters were subsequently presented

at professional meetings.

Teaching EBP by incorporating it into clinical has increased student, faculty and staff nurses’

interest in pursuing EBP and embracing the spirit of inquiry.

INTEGRATING FOODBORNE ILLNESS IN A CURRICULUM FOR ACCELERATED

SECOND DEGREE PRELICENSURE NURSING STUDENTS

Toni Chops, MS, RN, CNE

Behavioral Outcome: At the conclusion of the poster presentation, the attendee will be able to

discuss the process of using interprofessional collaboration for the integration of the topic of

foodborne illness in a population health course for accelerated second degree pre-licensure

students.

According to the Centers for Disease Control and Prevention (2016), approximately 48 million

people get sick, 120,000 are hospitalized and 3,000 people die from foodborne illnesses. The

United States Department of Agriculture Economic Research Service Economic Research

Service (2015) estimates that foodborne illness costs consumers about $6.9 billion annually.

According to the American Association of Colleges of Nursing (2013), the recommended

competencies and curricular guidelines for public health nursing suggest teaching strategies

related to food safety. Population focused nursing has an opportunity to contribute to risk

reduction strategies and illness prevention services in a variety of settings in the community.

This poster presentation will highlight the strategies used to integrate the topic of foodborne

illness in a community health course. Curriculum components will be addressed, common

foodborne organisms identified, and active learning strategies shared. Interprofessional

collaboration strategies will be explored. Exposing the students to multiple health professional

roles within the community setting enhances an understanding of the teamwork necessary to

effectively manage the population’s health regarding foodborne illness.

Knowledge of the clinical syndromes of foodborne disease guides appropriate nursing

interventions. By incorporating this topic in the curriculum, students will gain an understanding

of the application of public health principles and focused efforts of an interdisciplinary team for

food safety from farm to table.

INTERRELATING PERFUSION AND OXYGENATION CONCEPTS THROUGH A

SIMULATED ANATOMY & PHYSIOLOGY SCENARIO

Kathleen Gordon, MSN, RN, CNS, CNE, CHSE, & Jennifer Hillyer, MS

Behavioral Outcome: After participating in this interdisciplinary presentation the learner will be

able to construct a concept-based scenario within the context of a non-nursing course.

Abstract:

Nursing and science disciplines focus upon a set of concepts tailored for each course. Students,

however, are often left to their own devices to make the connections between these

interdisciplinary concepts. To illustrate the relationship between nursing and anatomy and

physiology (A&P) concepts of perfusion and oxygenation, an evolving and scaffolding case

study was developed which culminated in a high-fidelity simulation. Early in the semester

students were given part one of the case study in which they researched a patient’s complete

blood count results and determined physiological reasons for any abnormalities. Next, familial

cardiovascular issues were introduced as the case unfolded and the class researched medications

and risk factors associated with the patient’s condition. One week prior to the high-fidelity

simulation students were given the scenario of a trauma patient with a fractured tibia and fibula

who undergoes surgery. Included in the pre-briefing was a worksheet reviewing interventions

such as RICE (rest, ice, compression, and elevation) and the impact of narcotics on body

systems. Students were apprised of their roles and given the opportunity to establish their own

rules of engagement throughout the simulation. The case study culminated with students

providing care for the post-operative high-fidelity patient simulator which included the

monitoring of any related complications. Debriefing was included at the midpoint of the

simulation to discuss the progress of the patient and physiological reasons for interventions such

as RICE (perfusion) and the effects of the opioid, morphine, on the body (oxygenation). As the

simulation continued the patient started to manifest the signs and symptoms of compartment

syndrome, requiring students to recognize and initiate appropriate interventions. The conclusion

of the simulation scenario was focused upon a final debriefing in which physical manifestations

of compartment syndrome were discussed in relation to oxygenation and perfusion.

LITERATURE REVIEW: EXPLORING EFFECTS OF INTERPROFESSIONAL

COLLABORATION AND SERVICE LEARNING

Megan Lieb

The learner will appreciate the value of interprofessional learning and recognize service learning

as an effective teaching strategy to facilitate development of interprofessional competencies.

According to the Institute of Medicine (IOM), “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 or health care profession. The Interprofessional

Collaborative Practice (IPEC) recognizes the key to improved patient outcomes is collaborative

practice. There is a need to prepare health professions students who are equipped with

interprofessional skills to enter the complex health care environment.

Interprofessional education (IPE) is defined as intervention which allows members from more

than one health care or social discipline to learn together. The explicit goal is to improve

interprofessional collaboration (IPC) or the health and wellbeing of the patient, or both. Service

learning is one educational opportunity which allows nursing students to work in partnership

with learners from other health related disciplines to deliver care in underserved, vulnerable

communities, and develop much needed competency in IPC. Care provided in service learning

experiences maximizes a focus on patient-centered care, occurring in the patient’s community.

A literature review examining original research articles focusing on IPC and service learning

identified seven themes: teamwork, communication, confidence, teamwork, patient-centered

care, patient outcomes, and challenges. The primary studies included various group

compositions: students from physical therapy, nursing, pre-medical, and pre-dentistry.

This review did not identify any studies which applied a theoretical approach. Additionally,

sample sizes were small and comprised of volunteers. No studies were identified that examined

effects of IPC and service learning specifically on nursing students.

Upon consideration of themes identified by this review, similarity is found to core competencies

for interprofessional practice identified by IPEC: values and ethics for interprofessional practice,

roles/responsibilities, interprofessional communication, teams and teamwork. Congruence is also

appreciated in comparison to the five interprofessional competencies identified by IOM: patient-

centered care, quality improvement, employ evidence-based practice, informatics, and

interdisciplinary teamwork.

In summary, findings from the review of literature identify IPEC and IOM competencies related

to IPC are being met through interprofessional learning experiences and support the use of

service learning as an effective avenue to facilitate development of interprofessional

competencies.

MATERNAL CHILD COMPREHENSIVE INTERPROFESSIONAL SIMULATION

Kelly Ammanniti, MSN, RN, Kristin Mulica, MSN, Holly Myers, MSN, RN, CNE,

& Brian Seitz, MSN, RN

Behavioral Outcome: The learner will identify ways to introduce interprofessional collaboration

through implementation of a multifaceted comprehensive simulation scenario.

Abstract:

The landscape of siloed health care education needs to be transformed to meet the needs of a

complex health care system. Interprofessional education (IPE) and collaboration can be utilized

to achieve this goal. Interprofessional education is identified as “students from two or more

professions learn about, from and with each other to enable effective collaboration to improve

health outcomes” (Who, 2010). Simulation is a proven effective learning strategy to provide a

deliberate learning experience in health care education. “Through simulation, the connection of

theory to practice is enhanced” (Youngblood, Zinkan, Tofil, & White, 2012, pg. 55). Linking

IPE and simulation can meet the needs of the ever changing health care system.

“Multidisciplinary simulations allow participants to become more aware of responsibilities of the

different health care providers that may be called upon when a child is dying and the value of

team work in such events” (Youngblood et al., 2012, pg 55).

The purpose of this abstract is to share a comprehensive interprofessional simulation learning

strategy in prelicensure nursing students in a maternal child nursing course. This simulation was

conducted at the end of a maternal child nursing course with senior nursing students and first

year residents from the local medical education program. A combination of confederates, low

fidelity, and high fidelity simulators were utilized. Multiple concepts covered in the maternal

child course were incorporated throughout the scenario. The scenario included a prebrief, three

scenario stations, and a debriefing. This interprofessional collaboration provided a unique

experience for all participants providing the foundation for a life long collaboration between the

physician and the nurse.

Reference

Youngblood, A.Q., Zinkan, J.L., Tofil, N.M., & White, M.L. (2012). Multidisciplinary

simulation in pediatric critical care: The death of a child. Critical Care Nursing, 32(3),

55-61.

World Health Organization (WHO). (2010). Framework for action on interprofessional education

& collaborative practice. Geneva: World Health Organization. Retrieved April 11, 2011

from http://whqlibdoc.who.int/ hq/2010/WHO_HRH_HPN_10.3_eng.pdf

ORIENTING AND EDUCATING STUDENT NURSES IN CLINICAL CARE

OF CHILD AND FAMILY

Hannah O’Handley, MSN, CPNP, RN, Heidi Frymier, MSN, RN, CPN,

Meghan Hixenbaugh, MSN, RN, CPN, CPNP, & Erin Wilson, BSN, RN

Behavioral Outcome: Acquire information on the utilization of a low fidelity simulation in

orienting and teaching clinical pediatric nursing students.

are numerous details required in orienting student nurses to the clinical Care of the Child and

Family course. The students need to be acclimated to a new hospital system including policies,

procedures, informatics, skills, and documentation and medication administration. The purpose

of the low fidelity simulation is to promote safety and comprehensive care of the Child and Family

in the short time frame of this eight week course.

Stimulating pediatric clinical experiences are a constant challenge, due to issues of both discovery

and implementation. There is an increasing number of nursing programs and a decreasing number

of pediatric patients in the pediatric hospitals available for clinical. Clinical faculty utilized a well-

child simulation reviewing health promotion while contrasting this with scenarios for acute care

review.

Faculty created real world patient experiences including Quality Safety Education for Nurses

(QSEN) while practicing pediatric skills including pediatric specific medication administration.

Students’ reviewed policies and procedures and practiced skills on peers, infant and child

manikins. Medication administration scenarios were implemented utilizing the hospital specific

Lexi Comp for drug information.

Students evaluated the simulation as a positive entry into a new course and hospital system. The

students related that their comfort and confidence levels increased following the practice of

approaching families and performing skills. The clinical faculty reported qualitatively that the

simulation improved the student transition into the clinical setting and decreased student anxiety.

The clinical component of the Care of the Child and Family course can be more effective and less

stressful if the educators organize the needed information into a low fidelity comprehensive

simulation. Student nurses and instructors can experience the exchange of clinical information in

a more positive and successful manner through an organized low fidelity simulation.

POST-DEBRIEFING ACTIVITES FOLLOWING SIMULATION

Michelle Bussard, PhD, RN, ACNS-BC, CNE

Behavioral Outcome: The learner will identify two post-debriefing activities following

simulation to promote the development of clinical judgment.

Abstract:

Employers expect nurses to enter the workforce with developed and established clinical

judgment skills. Therefore, nurse educators must utilize teaching/learning strategies that assist

prelicensure nursing students to develop clinical judgment prior to entering the workforce. Over

the last 15 years, high-fidelity simulation (HFS) has become a standard teaching/learning

strategy to educate students in “real-life” clinical scenarios to foster the development of clinical

judgment. Additionally, oral debriefing immediately following the scenario has been proven to

link theory to practice while assisting prelicensure nursing students in developing clinical

judgment.

The purpose of this abstract is to share two post-debriefing activities used at one school of

nursing to assist prelicensure nursing students in developing clinical judgment. These two

activities include viewing of video recorded scenarios and writing a reflective journal. Within the

simulation program at one school of nursing, medical/surgical prelicensure nursing students

participate in four HFS scenarios followed by an oral debriefing session.

As part of the simulation program, each of the scenarios is video recorded using EMS Orion

Software ®. Within two days of completing the HFS scenario, the student is required to view

the video recorded scenario. During this viewing, students are reflecting-on-action. Following

the viewing, they complete a reflective journal with guided questions using Tanner’s Clinical

Judgment Model. The purpose of these two post-debriefing activities is to reflect-on-action.

Reflection is the fourth concept within Tanner’s clinical judgment model (noticing, interpreting,

responding, and reflecting) and is considered the key to developing clinical judgment. Time

spent reflecting on the simulation experience will guide the student in developing new thinking

patterns for future patient encounters.

A nurse educator reviews the reflective journals and provides constructive feedback to the

student. This feedback is used as an additional means of reflecting-on-action and formulating

clinical judgments. Time spent reading the journals and providing feedback is extensive,

however, it is pivotal for students to gain additional insights into their thinking process.

Several qualitative research studies have been conducted by this author. All of the studies

indicate that these two post-debriefing activities facilitate the development of clinical judgment

in prelicensure nursing students.

PROJECT BELLY: A CREATIVE SOLUTION TO DEVELOPING EMPATHY

Holly Myers, MSN, RN, CNE

Behavioral Outcome: The learner will identify a student activity to foster development of

empathy toward the pregnant population.

Abstract:

Empathy is defined as having the capacity for understanding, being aware of, being sensitive to,

and vicariously experiencing the feelings, thoughts, and experiences of another. Empathy is an

essential component of a quality supportive relationship between nurse and patient. Developing

empathy is a learned behavior that can be developed though practice and education. Nursing

students are instructed on the importance of being empathetic, yet are often not taught how to

develop this skill.

The purpose of this abstract is to share a creative solution to developing empathy in prelicensure

nursing students in an obstetrical nursing course. The student activity is based on a low fidelity

simulated experience with the students wearing The Empathy Belly Pregnancy Simulator® while

engaging in everyday activities such as cleaning, sleeping, driving, and going out in public. The

Empathy Belly Pregnancy Simulator® is a multi-component, weighted garment that enables the

wearer to temporarily experience multiple typical symptoms and effects of pregnancy. After

wearing The Empathy Belly Pregnancy Simulator® the student’s self-reflected using empathy

guided questions. Each student submitted their self-reflection to an online discussion board along

with a photo of themselves while wearing The Empathy Belly Pregnancy Simulator®.

Through this simulation, students experience what it feels like to be pregnant, and gain a realistic

understanding of the changes and demands imposed by pregnancy. By wearing the Empathy

Belly and self-reflecting, students significantly increase their understanding and sensitivity about

the pregnant condition equating to the development of empathy.

P.A.S.S. AT URSULINE COLLEGE

(PROMOTING ACADEMIC SUCCESS FOR STUDENTS)

Mary Ann Podlogar, MA Ed

Behavioral Objective: By the end of the abstract, the reader will be able to identify three goals of

the P.A.S.S. peer-mentoring program at Ursuline College, as well understand specific

implications for the program’s development.

Abstract: P.A.S.S. (Promoting Academic Success for Students) at Ursuline, is a newly developed

peer-mentoring initiative aimed at enhancing both the academic and social experience for

Ursuline nursing students. The program allows new student nurses at the freshman and

sophomore levels to access insightful information within the Breen School of nursing from their

more experienced junior and senior level peers, including; academic reviews, nursing skills

practice, social support systems, and networking opportunities. Students will meet both weekly

to discuss individual needs within the curriculum, as well as monthly in a large group to practice

for the NCLEX through games and activities. As a whole, P.A.S.S. is focused on promoting

collaboration among students, with hopes of increasing overall student performance and

satisfaction. Research conducted by Ohio State University, Rutgers, and New York University

has shown that peer-mentoring programs are effective in establishing a sense of security and

community among nursing students. Developed by an ambitious Ursuline student, P.A.S.S.

hopes to achieve these same research goals within the Ursuline nursing community. Participation

estimates for the program at Ursuline were determined through an IRB approved, student-driven

survey, which indicated campus wide interest in a peer-mentoring program. Once analyzed, data

from the surveys will be utilized to compose an academic article regarding the need for, and

effectiveness of a peer-mentoring program at Ursuline College. A training curriculum for student

mentors was developed that outlines both the academic integrity policy and the expectations of a

student mentor; to ensure professional and effective sessions. Student mentors will be rewarded

for their volunteer time through participation certificates, as well as the opportunity for a college

credit. While still new in its development, the P.A.S.S. program at Ursuline College has already

made substantial progress in positively affecting the nursing program and its students. In time, it

is the hope of many that P.A.S.S. will become a functional and routine component of Ursuline’s

nursing program.

STUDENT OUTCOMES AFTER INNOVATIVE TEACHING METHODS ON

SELECT ALL QUESTIONS

Hannah O’Handley, MSN, CPNP, RN

BEHAVIOR OUTCOME: Assimilate strategies for improving student testing skills through

creative use and practice with Select All format exam questions

The purpose of this project was to assist student nurses in test taking—specifically on Select All

format type questions in The Care of Child and Family senior level course. The rationale for this

project is threefold: the high incidence of incorrect answers on Select All questions, increasing

usage percentages of Select All questions in the National Council Licensing Exam (NCLEX), and

the level of difficulty of Select All items on NCLEX.

Scholarly evidence demonstrates students' improved understanding of concepts when taught

using a variety of teaching methods and active learning strategies. Student skills and outcomes

are improved by experiencing and practicing exam strategies in advance. Active learning with

discussion and guidance, compared with memorization, can further improve student test taking

skills and enhance knowledge application to patient scenarios. Student skills and outcomes are

improved by experiencing and practicing exam strategies in advance.

Active learning strategies and practice completing Select All Student creation of questions were

integrated into The Care of Child and the Family course in several ways. The students first

observed a series of videos on testing strategies. Class preparatory questions were administered

in a Select All format. Pediatric topics/concepts were remediated by creating Select All

questions and a narrative shared in clinical conferences. Together faculty and students discussed

how to approach questions, provided rationales, and shared related patient care experiences.

Class quizzes were given in the Select All format and post administration students discussed

rationales and tactics. Guided by faculty, brief discussions of purpose and evaluation of the

activity were conducted in small student groups.

Students and faculty evaluated the experiences positively on both activity and course

evaluations. Students qualitatively reported increased confidence answering Select All questions.

Course exam statistics on Select All Questions improved consistently during the project,

suggesting that the creative implementation of Select All Review Questions is a positive strategy

to enhance student success on NCLEX.

Utilization of Select All Review Questions in class and clinical can increase student and clinical

faculty engagement while improving students' approach to and outcomes on Select All questions.

The creative use of review questions can improve test success for students and may improve

their ability to implement best practices for patients and their families.

TEACHING CARING AND COMPASSION TO NURSING STUDENTS WITH THE

UTILIZATION OF INNOVATIVE COMMUNITY SITES

Stacie Sweet, DNP, WHNP, RNC

Behavioral Outcome: The learner will recognize innovative clinical sites within their learning

community that will serve the educational needs of their students.

Providing clinical sites for nursing students is often problematic. To create new opportunities

requires faculty to be creative and maintain ongoing community collaboration. This poster

describes three successful new learning environments where students and instructors alike

reported shifts in their beliefs of what encompasses a clinical setting while delivering

challenging clinical opportunities.

A federally qualified health center, local Salvation Army and a hospital dedicated education unit

(DEU) offered innovative clinical opportunities. The health center provided opportunities to

work with the obstetrical patients with the new philosophy of Patient Centering Care as well as

pediatric and mental health patients through the Legacy Program. The Salvation Army provided

students with the chance to care for homeless individuals. The DEU modeled collaboration with

academic institutions and healthcare organizations as they partnered to offer nursing students a

unique clinical experience.

During the clinical experiences, students became sensitive to those in need. A pre/post clinical

survey as well as journal entries described how students changed their perspective of providing

compassionate care for at-risk individuals while at the health center and Salvation Army. The

DEU experience fostered collaboration between the nursing student, instructors and professional

nursing staff improving their ability to work with individuals both within and outside their

discipline.

USING SIMULATION TO PREPARE UNDERGRADUATE NURSING STUDENTS FOR

PROFESSIONAL PRACTICE

Matthew Fox, RN, BC, MSN, RN, Judean LeRoy, MSN, RN, CNP, &

Carol Schaumleffel, MSN, RN

Behavioral Outcome: The viewer/learner will learn strategies to utilize high-fidelity simulation to assess

in the final semester of nursing school undergraduate nursing students preparedness for professional

nursing practice.

Abstract: Simulation incorporated into curriculum in undergraduate programs has shown better

performance in clinical practice. There are opportunities for errors and less than beneficial patient care if

a new graduate nurse is put in any of the aforementioned scenarios without the appropriate training. It is

vital for undergraduate students to be able to think critically in stressful patient care events. Simulation

has provided an approach to allow this critical thinking prior to graduation in a safe environment.

The capstone course is organized so that a review of content from throughout the curriculum is tested and

a preceptorship is available. Along with the 126-hour preceptorship in the acute care setting, students in

the undergraduate associate degree in nursing program are given an opportunity to enhance clinical

judgement skills during four simulation experiences in their capstone course. Events such as cardiac

arrests and respiratory depression due to opiate pain medication are stressful clinical situations for a new

graduate nurse to encounter. Simulation can only benefit students and to assist them with handling the

high stress work environment they will encounter when practicing in acute care.

The capstone course has two simulation days that includes the following scenarios: hypoglycemic crisis,

hypotensive emergency, opiate induced respiratory depression, and blood administration. The students

are able to actively participate in the aforementioned high-fidelity simulations prior to graduating from

the nursing program. Area hospitals are appreciative of the critical thinking and clinical judgement skills

our student nurses have instilled within. Students are appreciative and give excellent reviews of the

simulation days.

WHAT CAN YOU SEE WHEN YOU LOOK THROUGH A LOOKING GLASS?

Robin Wagner, MSN, RN, CNS, & Eileen Werdman, DNP, RN, CNS

Learning Outcome: Identify the value of incorporating simulation into the student educational

experience to enhance communication and patient safety.

Immersing the student into the patient care environment is one of the goals of simulation.

Students attend to patient care scenarios that usually represent high risk low frequency

occurrences. Here the faculty can control the environment and allow every student to participate

in like experiences. This strategy has been proven to be effective, the NCSBN study concluded

that as much as 50% of the clinical hours could

be in simulation and the students performed as well as the individuals who participated in the

traditional clinical experience (Hayden, Smiley, Alexander, Kardong-Edgren & Jeffries, 2014)

This is a wonderful intervention for the more tangible skills but what about the non-

tangible…..communication – writing and educating on discharge instructions.

In a Collaboratory Smart House, first semester accelerated students were given an opportunity to

view a live simulation of an elderly woman and her son as they review the documents (discharge

instruction) sent home with the woman when discharged from the hospital earlier that day. The

students are given a glimpse of the difficulties that occur when the words and language used are

not at the patient’s level of understanding. The students have a copy of the discharge instructions

as well as the women’s admission paperwork and MARs from the hospital. This is done so the

student has reference point for the scenario. The simulation was repeated for a total of 5 times to

allow every student to view.

Debriefing occurred it the large group. During the simulation, there were many Ah Ha moments.

The last part of the assignment was for the students to rewrite the discuss instructions based on

the scenario and information learned from seeing the scenario unfold in front of them.