Drexel University, USA
The COVID-19 pandemic has created unprecedented challenges for nursing students, including those students in Drexel Universityʼs psychiatric-mental health nurse practitioner program. Clinical education is a critical aspect of the learning process. Not only does it allow the student to apply new learning to clinical scenarios, it also allows clinical nursing experts to observe and critique the learner, assuring the quality of program graduates. With many hospitals and office-based practices preventing students from participating in learning activities in their facilities, redesigning the delivery of clinical education was essential. This involved hiring professional actors to assume the role of patients, whom the faculty provided extensive education on disease-specific diagnostic criteria. The actors then studied the actual way a patient with a particular disorder may present. The psychiatric evaluations were conducted using Zoom. Because the sessions were recorded, the clinical faculty were able to review and critique the studentʼs performance. Further, students were able to review their own recordings, allowing them to engage in self-reflection and personal critique. The attainment of course learning outcomes was confirmed and students provided favorable feedback regarding the experience.
Biography:
Kimberly Garcia is an assistant clinical professor and the director of the psychiatric-mental health nurse practitioner program at Drexel University. She completed her Doctor of Nursing Practice degree at Columbia University, New York City. She received her BSN, MSN in nursing education and post-masterʼs certificate in family nurse practitioner studies from Duquesne University, Pittsburgh, PA. Her post-masterʼs certificate in psychiatric-mental health nurse practitioner studies was completed at the University of Virginia in Charlottesville. She is a DNP-to-PhD student at Indiana University of Pennsylvania. Dr. Garcia is board-certified as a family, gerontological and psychiatric-mental health nurse practitioner.
Marjorie K. Unterberg School of Nursing, Monmouth University, USA
The incidence of diabetes in the United States is approximately30.3 million people. Diabetes is likely the third leading cause of death in the United. Diabetes is a disease fraught with serious complications. Cardiovascular disease, retinal damage, blindness, kidney failure and neuropathy are common sequela of persistently elevated blood sugar levels. Glycated hemoglobin (HGBA1c) analysis is critical to the evaluation of long-term glycemic control. The information gleaned from a single measurement is invaluable for the diagnosis of diabetes, diabetes disease management and is a prognosticator of disease progression. The American Diabetes Association recommends routine HGBA1c testing for all diabetic patients. The integration of point-of-care testing HGBA1c testing into comprehensive diabetes care has been demonstrated to improve clinical outcomes. An evidence-based quality improvement project was implemented. The goal of this quality improvement project was to increase point-of-care HGBA1c testing rates in underserved populations who are at high risk for both the development of diabetes and the devastating consequences of persistent hyperglycemia.
Results: HGBA1c point-of-Care testing utilization increased by 5.7% over the three-month study period
Keywords: Diabetes Mellitus, HGBA1c, Point of Care Testing
Biography:
Dempsey is a Specialist Professor at Monmouth University, located in W. Long Branch NJ. Dr. Dempsey received her BSN from Monmouth University, her MS from Rutgers University and her DNP from Quinnipiac University. Dr. Dempsey has practiced as an Advanced Practice Nurse for the past twenty-five years. Dr. Dempseyʼs clinical areas of expertise include emergency and primary care. Dr. Dempsey is a member of Sigma Theta Tau and was recently recognized by Lamba Delta as Community Educator of the Year. Dr. Dempseyʼs areas scientific inquiry includes pediatric immunization and diabetes care management.
Inova Fairfax Hospital, USA
The American Heart Association (AHA) ranks cardiovascular disease as the leading global cause of death. In developing countries like Nepal, cardiopulmonary resuscitation (CPR) intervention for cardiac failure in public is rare resulting to a high mortality rate. Most sudden cardiac arrest (SCA) incidents occur outside the hospital where the probability of survival decreases by 7 to 10% for every minute the CPR is delayed. This makes training for bystander-administered CPR extremely important. Nurses are the backbone of healthcare system in any country. With a mission of using “train-the-trainer” approach, the current study was carried out in Nepal where an AHA certified instructor trained about 100 Nurses from Kathmandu Valley on CPR, automated external defibrillator (AED), and choking intervention skills. The participantsʼ learning before and after the training was measured using the questionnaires adopted from AHA provider manual. The gain score was evaluated by considering the factors such as Nursesʼ work experience and level of education. While the gain score was significantly higher in all three categories, the biggest gain was observed in AED category. The CPR hands-on experience on manikins with feedback device, demonstration of training AED, and choking intervention using choking vest boosted the participantsʼ confidence on handling cardiopulmonary emergency situations fearlessly.
The findings from this study suggest that training healthcare workers with critical skills such as timely CPR, appropriate use of AED, and choking intervention can greatly improve their expertise thereby reducing the cardiovascular mortality rate. This study has implications for capacity building of resource person with CPR training and spreading the awareness among public. Training programs described in this study transfer the skills and establish empowered culture for Nurses to conduct similar programs in any developing countries thereby preparing general public to take the most appropriate action in emergency situations such as SCA and choking.
Keywords: Cardiopulmonary Resuscitation (CPR), Automated External Defibrillator(AED), Choking, Sudden Cardiac Arrest(SCA), Training
Biography:
Shanta P. Subedi has been working as a Registered Nurse at the Inova Fairfax Hospital in Washington, DC, USA since 2008. She holds MS degree in Nursing Science from University of Phoenix, USA. Shanta is a certified Medical Surgical Nurse, and also an AHA instructor for BLS and heart saver related courses. She has been involved in providing trainings and volunteering to bring the CPR awareness atboth national and international levels for over three years.
Valparaiso University, USA
To ensure the best possible clinical experiences for nursing students, the clinical instructor (CI) must be well prepared. A literature search was performed, university clinical coordinators across the Midwest were consulted and students were surveyed to determine the best preparation needed. Clinical Instructor preparation needs to include three areas: university support of the CI, CI support of the students and CI partnership with the facility. University support of the CI is found in the college of nursingʼs teaching philosophy and objectives. The principles of adult learning need to be applied to clinical interactions between student and CI. Support from faculty and clinical coordinators is paramount and must be available in real time. Support of the student requires the CI to be a role model and to establish professional relationships with individual students in the facility. CI partnership with the facility requires proficiency in related clinical skills, advocacy for the students and professional relationships with the nurse manager. Full support of the clinical instructor throughout the semester is the foundation for the best student clinical experiences.
Biography:
Cynthia Felton is from MSN – Indiana University, BSN – Valparaiso University. After becoming clinically competent in critical care nursing, she started teaching critical care concepts as a hospital educator in an Associated Degree program and then as a clinical instructor at Valparaiso University. In 2006, she established the clinical coordinator role and have since developed an education model for our Clinical Instructors.
City of New York at Lehman College, Sigma Theta Tau, USA
Nurse educators are at the forefront of preparing the professional nurse working force of tomorrow. One teaching tool increasingly used across the nation in baccalaureate education is high-fidelity patient (HPS) simulation. The availability of HPS contrasted with a pervasive under-utilization of this invaluable tool is an enigma explored by this research. Critical issues perceived by nurse educators as barriers to the use of HPS emerged through analysis of nurse educatorsʼ perceptions, views and opinions, as well as how perceived barriers are prioritized in the collective nurse educatorsʼ subjective view. The research consisted of a mixed quantitative and qualitative design approach and utilized a purposive sample of nurse educator faculty. Faculty of nine undergraduate baccalaureate programs of nursing and consenting members of the International Nursing Association for Clinical Simulation and Learning participated in the research. Analysis and conclusions drawn from the collected data provided insight into factors, which serve as barriers to optimal use of HPS. Positioned at the forefront of the values expressed by nurse educators is the need for more time to prepare and integrate HPS in course structures, dedicated simulation faculty, technical support, buy-in expressed concretely by administration and peers, as well as the need for faculty training. Data drawn from the purposive sample can serve as a foundation for future program and faculty development tailored to nurse educatorsʼ expressed needs.
Biography:
Margaret Clifton is an educator and Simulation expert currently lecturing as part of the faculty of the Department of Nursing at Lehman College of the City University of New York. Dr. Clifton has worked in various professional roles throughout her nursing career in New York City which spans more than three decades. Dr. Cliftonʼs most recent professional activities have included several years as the Director of Nursing Patient Simulation at Downstate Medical Center. Currently Dr. Clifton uses her expertise in the use of the tool of Patient Simulation to instruct nursing students across the curriculum at Lehman College.
Penn State University, USA
Background: Patient satisfaction scores are one of the measurements of performance and quality of care. Hospitals are facing up to two percent reward or penalty of their total Medicare reimbursement based on the results of clinical processes and patient experience measures.
Local Problem: The staff addressed the lack of standardized care experience behaviors to facilitate and enhance nurse communication.
Methods: Lewinʼs Change Theory is the theoretical framework used for this project.
Intervention: Behavior standards were developed and implemented on a 50-bed medical-surgical unit from August 25 to November 25, 2020, to support caring efficacy in nurses through standardization of communication.
Results: Forty-eight nurses participated in this quality improvement project. A statistically significant difference was found between the pre-and post-Caring Efficacy Scale (CES) scores after the implementation of the behavior standards (p = 3.8475E-10).
Conclusion: The use of standardized behavior standards was an effective intervention to improve the nursing communication process. The intervention can be easily replicated and sustained in a strategic care experience program while ensuring better patient outcomes and strategically improving nurse and patient satisfaction.
Keywords: Patient satisfaction, behavior standards, nursing communications, HCAHPS scores.
University of Arkansas Fort Smith, USA
This paper explores incivility among nursing faculty employed in a mid-size, public university located in Northwest Arkansas. The survey identified common incivility behaviors among nursing faculty and the perception that nursing faculty believe incivility is psychologically and emotionally harmful. Resources and support for nursing faculty is discussed and faculty indicate that incivility training could better prepare them to navigate incivility in the workplace.
Keywords: Nursing incivility, nursing faculty incivility, academic incivility, incivility behaviors
Biography:
Susie Wynn is an Instructor at the University of Arkansas – Fort Smith. In this role, Susie Wynn teaches clinical and didactic in Bachelor level nursing. Also, in this role scholarship and research is encouraged on a yearly professional development plan. To meet the scholarship requirements, Susie Wynn has worked with Dr. Cheryl Holden in research on incivility. Susie Wynn Holds a Bachelor in Nursing, a Masters in Nursing and a Doctorate in Nursing. Dr. Wynn considers her significant accomplishments to be her education, teaching and her ability to pay it forward to others with her knowledge. Dr. Holden is currently the Executive Director of the Master of Science in Healthcare Administration program at the University of Arkansas – Fort Smith. She oversees the quality and strength of the program, manages faculty, students, support strategies and resources to provide student success. Before joining University of Arkansas-Fort Smith, Dr. Holden enjoyed a successful, 25-year career with Mercy Health Systems, where she held various roles and responsibilities. She considers one of her most significant accomplishments to be the implementation of Epic in multiple hospitals and clinics across Mercy Health Systems. Dr. Holden has a passion for teaching, healthcare, mentoring and serving others.
University of Houston College of Nursing, USA
According to World Health Organization (WHO), gaming disorder is a pattern of persistent or recurrent gaming behavior, digital or video, in which people lose control of their gaming behavior and prioritize gaming over other interests and activities. Seventy-five million of the world's population suffers from gaming disorder, impacting their families, relationship and daily functioning. Video games can promote learning, problem-solving, fine motor skills and coordination; moreover, they enhance connectivity, especially during the pandemic. Using online platforms for course delivery due to COVID-19 made it more convenient for gamers to play as needed. These games are a click away for children and adults, making it worse due to easy access. Children start playing video games to relax, connect with friends and enjoy a challenge. Unfortunately, for some players, this can escalate into an addictive disorder. The literature says that these Video games are designed to be addictive and one in 10 gamers gets addicted to video games. Game playing is associated with dopamine release similar in magnitude to that of substance abuse. Instant gratification is another reason behind gaming disorder.
Gaming addiction has physical, psychological and academic implications; this presentation focuses on gaming disorder's psychosocial and academic implications. Studies show an association between excessive gaming, sleep deprivation in children, irritability, eating irregularities, poor personal hygiene, poor academic performances, deterioration of interpersonal relationships, family conflicts, violence, anxiety and depressive symptoms.
United Nations calls video-game addiction a public health crisis and researchers agree that it is a worldwide phenomenon. WHO included gaming disorder in the 11th revision of the International Classification of Diseases (ICD 11) to bring more attention to the issue and raise the treatment visibility. Recovery from these addictions is much harder than substance addiction due to easy access.
Rapidly expanding and existing specialty clinics to manage gaming addiction in Holland, China, Korea and the United States show the problem's magnitude. However, general practitioners and parents are unaware of this addiction's severity or even aware of such a diagnosis. The purpose of this presentation is to raise awareness of this new diagnosis among health care providers through current research and recommendations to improve the health and well-being of the next generation globally.
Biography:
Shainy Varghese is an associate professor of nursing at the University of Houston College of Nursing. She is a pediatric nurse practitioner. She got her Bachelor of Nursing and Midwifery from India, master's from the University of Texas and earned her doctorate in nursing from the University of Texas Medical Branch Galveston. Dr. Varghese's research focuses on Telehealth, Vitamin D Deficiency in Children, Gaming Addiction in Children. Dr. Varghese enjoys teaching research, pediatrics and evidence-based practice. Dr. Varghese enjoys cooking, listening to music, traveling, spending time with family and friends. She was theTexas region winner for Giving Excellence Meaning (GEM), awed by nurse.com in Home, Community and Ambulatory. She has done local, national and international presentations.
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