University of Texas at Arlington, USA
1. Discuss leadership strategies used to advance professional development plans
2. Compare strategies for increasing professional circle of influence and networking
3. Develop blueprints for blueprint for personal / professional leadership journey based on variety of leadership styles
Designing professional advancement plan to highlight personal strengths is an art that needs to incorporate in professional advancement blueprints and portfolios. The oral presentation is designed for nurses and healthcare professional and will include topics of leadership development plan, SMART strategies to attain professional leadership goals and development of blueprint for personal / professional leadership journey. The presenter will discuss considerations in defining and advancing professional circles of influence and networking. Value clarification and reflection as strategies for both personal growth and professional advancement in relationship to the blue print for success will be discussed. Professional advancement Toolkit will be discussed with emphasis on its essential components for an effective professional portfolio. Tips and tricks of avoiding conflict and distractions on path to attaining professional goals will be discussed including topics for acceptable behaviors and the ability to discern opportunities hidden in challenges we face as professionals. The author will share her professional journey experience in developing a charismatic professional image and creating dynamic environments for advancement.
Dr. Michael has been a Registered Nurse since 1988 and Womenʼs Health Nurse Practitioner since 1993. She is a Clinical Assistant Professor at the University of Texas at Arlington College of Nursing, where she enjoys designing and teaching Advanced Health Assessment Graduate Program. She has designed and taught Holistic Health Assessment and Capstone courses in the RN-BSN Undergraduate Program and Vulnerable population and health disparities topics for the DNP Program. She practices as a Womenʼs Health Care Nurse Practitioner and Nurse Colposcopist. Her leadership includes Advisory Board Chair (2-19-2020), President of Texas Nurses Association District 4 and the National Association of Indian Nurses of America (2017-2018), President of Texas Nurses Association Dist. 4 and Mock-Trial Planning Committee Chair and Sigma Theta Tau International Honor Society of Nursing in the CRTF (Governance Committee) and is the Delta Theta Chapter Past-President. She has served as a Mentor in the STTI and Elsevier Foundationʼs NFLA program.
Madonna University, USA
This presentation was developed from dissertation research on sudden death conducted in the emergency department in a large urban area in the U.S. and given to nursing students through the lens of a nurse anthropologist, who is a college professor and a bereaved parent. This case study format was delivered to illustrate how to provide anthropologically oriented pedagogy to nursing students and healthcare providers so that they might consider broader implications of clinically applied anthropological education. The researcher will conclude with making an argument for why such approaches are urgently needed to educate 21st century health care providers on contemporary ideas within the current social context of death and dying.
Dr. Mary Eleanor Mitsch is a Nurse Anthropologist and Professor at Madonna University. She is Chair of the Health Sciences Department and the lead faculty in the area of population health care management. She is an end-of-life researcher presenting her data nationally and internationally related to meaning making during sudden death events. Her other research interests include auto ethnography and narrative. Committed to service, Dr. Mitsch serves on advisory committees and a review board. At Madonna University, she has received two awards: The Faculty Excellence Award for Teaching Effectiveness and Innovation and the coveted Faculty Excellence Award from Graduating Seniors.
University of Detroit Mercy, USA
The purpose of discussion and study are to examine the influence of spiritual self-care practices, resilience and stress on perceived well-being of nursing students, nursing faculty and those that provide direct patient care. This discussion will focus on the state of nurses in the profession both national and globally. Nursing students may not be prepared to adequately cope and adapt to the demands of nursing school and can become overwhelmed leading to attrition. In the United States, nursing student attrition rates are approximately 27% to 50% annually. The rigor of the courses and concerns about finances, family obligations and employment can add to the stress. Examining factors that could contribute to improving coping skills of nursing students to reduce attrition rates is important. One factor that could influence student resilience to remain in nursing programs is spiritual self-care practices. Spirituality is the belief that people hold related to their subjective sense of existential connectedness including beliefs that reflect relationships with others, acknowledgement of a higher power and recognition that an individualʼs place in the world can lead to spiritual practices. Spiritual self-care is a set of spirituality-based practices in which people engage to promote continued personal development and well-being in times of stress. Examples of spiritual self-care practices include prayer, worship, meditation and interacting with others. Spiritual beliefs and self-care practices (for example prayer or meditation) often overlap, making it difficult to distinguish between the two. The results of this study provide support that practicing spiritual self-care can help nursing students adapt to the stress associated with taking classes, doing homework, completing tests and doing clinical rotations in hospital settings. The demands of technology and meeting the needs of the student and faculty preparedness in the academic arena. Are we addressing the needs of our profession and what can we do to ensure a healthy nursing workforce globally?
As a result of this activity, participants will understand Whiteʼs theory of spirituality and spiritual self-care that was substructed from Oremʼs self-care deficit theory, how spiritual self-care can help nursing students cope with stress associated with their nursing programs and the role of spirituality self-care in building resilience. Participants will discuss strategies and shared “Best Practices” on ensuring nurses can meet the demands of the profession and how to mitigate and ensure a healthy nursing workforce globally.
Dr. Mary L. White is a tenured professor at McAuley School of Nursing, University of Detroit Mercy since 2002. Dr. White published research on self-care and spiritual self-care practices in patients with chronic illness, women and cardiovascular disease and evidence-based practice in pediatrics. She developed a valid, reliable instrument to measure spiritual self-care practices based on her midrange theory of Spiritual Self-Care. Dr. White presented her research on spirituality self-care practices at international, national and regional conferences. She is president of the International Orem Society and co-editor of the Self-Care, Dependent-Care & Nursing Journal of the International Orem Society.
Northwest University, USA
The United States (US) is projected to be more racially and ethnically diverse in the years to come. More than half of all Americans in 2044 will belong to a minority group and by 2060 almost one in five of the total population will be foreign born (Colby & Ortman, 2015). The changing ethnic demographics of the US will directly impact nurses in all areas of healthcare as they strive to provide culturally competent care for all clients. Nurse educators have a responsibility to provide education for students to help them become culturally competent practitioners who provide more effective care and better outcomes for their clients (American Association of Colleges of Nursing, 2008 b). Cultural immersion experiences can provide students with experiential learning. Experiential learning is a well-recognized method used to change attitudes, an essential component of cultural competence (Ballestas & Roller, 2013). The project was conducted to determine whether there was a difference in cultural competence among baccalaureate nursing students after a required four week cultural immersion experience abroad. The sample included 4th semester senior nursing students at a small, private university in the Seattle area. The study used the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV) before the cultural immersion experience and upon return. It was based on the model developed by Dr. Campinha-Bacote, The Process of Cultural Competence in the Delivery of Healthcare Services. The null hypothesis was rejected. There was a statistically significant increase in IAPCC-SV total scores from the participantʼs pretest (M = 63.70, SD = 5.74) to the studentʼs post test of the cultural immersion experience (M = 68.74, SD = 5.60, t (42) = - 6.97, p < .001, two-tailed). The mean increase in IAPCC-SV total scores was -5.04 with a 95% confidence interval ranging from -6.50 to -3.58.
Erin-Joy Bjorge is the Dean of the Buntain School of Nursing at Northwest University in Kirkland, WA. Erin-Joy has been a nurse for over 30 years and a nurse educator for 25 years at the baccalaureate level. She is a Certified Nurse Educator and a Certified Online Instructor. Erin-Joyʼs passion in nursing are global health and transcultural nursing. She recently completed her Doctorate of Nursing Practice in Educational Leadership. Her research measured the impact of a required cultural immersion experience on cultural competence among baccalaureate nursing students. She has travelled extensively and her most recent presentations were in Cuba and Kazakhstan.