Day 1 :
Keynote Forum
Kathleen Flaherty
Concordia College-NY, USA
Keynote: Developing a healing presence and an authentic caring nursing practice
Time : 9:15-09:45
Biography:
Kathleen Flaherty is the Dean and Professor of Nursing at Concordia College-NY. She has expertise in nursing leadership, teaching, curriculum and program development, grant writing, and mentoring. She is nationally certified in rehabilitation nurse and nursing education. She has numerous years of nursing practice in rehabilitation, medical-surgical and pediatric nursing. She has a Doctoral degree from Teachers College, Columbia University and a Master’s Degree from New York University. Her dissertation was “Self-Care Agency and Wellness Behaviors in Baccalaureate Nursing Students†and she continues to have a passion for supporting caring and wellness for caregivers and their patients.rn
Abstract:
Applying theoretical caring concepts from Florence Nightingale and Jean Watson, strategies toward authentic caring and healing presence in nursing practice will be explored and case scenarios will be used to apply these concepts. Before we can create a caring healing presence for our patients and colleagues, we need to develop our own self-awareness and self-care practices. Suggestions toward a reflective nursing practice with strategies toward self-awareness and self-care will be emphasized so that our presence promotes an environment that is conducive toward holistic healing. Mindfulness, creating of intentions, meditation, and centering are among the approaches that facilitate the development of your healing presence and authentic nursing care.rn
Keynote Forum
Heather MacDonald
University of New Brunswick, Canada
Keynote: Getting back into the game: Returning to work after depression
Time : 9:15-09:45
Biography:
Heather MacDonald has completed a Master’s degree in Nursing at the University of Toronto, Canada and a PhD at the University of Manchester in the UK. Currently, she is a Professor in the Faculty of Nursing at the University of New Brunswick (Canada). Her doctoral work examined respite for parents who were caring for children who required complex care and this paper comes from that work.
Abstract:
In this grounded theory study 40 English speaking women from a rural province of Canada were interviewed to learn about their experiences of returning to work after a depression. Women described getting back in the game as being difficult and challenging as they had not completely recovered by the time they returned to work. However, they felt compelled to return to work in order to keep their jobs, in order to resume health and social benefits, and to reinstate their wages. A number of themes emerged from the interview data. These included the presence of stigma, the active pursuit of silence, and battling adversity. Each of these core themes serves to describe the women’s experiences of returning to work. The women described wearing a mask or “putting on a face” to combat the stigma associated with their illness. In this presentation the three themes will be discussed along with a thorough description of wearing a mask. Strategies that employers can employ to ease the transition back to work will be discussed.
Keynote Forum
Andrew G Weinstein, MD
Thomas Jefferson University, USA
Keynote: Asthma adherence pathway app improves adherence, quality of life and outcomes in both children and adults with asthma
Time : 10:45-11:15
Biography:
Andrew G Weinstein MD received his Medical degree from the University of Pennsylvania; residency and allergy and immunology fellowship from Children’s Hospital of Philadelphia; Family Therapy training from the Philadelphia Child Guidance Clinic. He is a “Train the Trainer” in both Motivational Interviewing and Shared Decision Making. He founded Asthma Management Systems LLC., and initiated research funded by the NIH and Merck to test effectiveness of the Asthma Adherence Pathway. He has authored more than 30 articles and chapters in the area of adherence and psychosomatic asthma and is a Leader in the American Academy of Allergy Asthma and Immunology.
Abstract:
Asthma Adherence Pathway (AAP) app enables clinicians to help patients follow through with complex treatment plans. There are three components to this proven effective population healthcare model: The AAP permits identification of reasons (barriers) for not taking asthma medication. Patients then receive in both print and video format the significance of their responses and actions they may take to promote adherence to treatment. Clinicians see the patient’s responses and are given clinical decision support adherence strategies to help the patient follow the treatment plan; Clinicians are trained to use Motivational Interviewing, which helps the patient overcome ambivalence about medication use. Training is provided both in person and online and the curriculum is part of the AAP and; Patients are given Internet enabled electronic monitors that fit onto their metered-dose inhalers (both preventative and rescue) which record date and time of use. Clinicians can: monitor the course of treatment in their clinic and apply the AAP to improve adherence to preventative treatment and reduce the need for rescue medication when needed. The model has been found effective in trials with children and adults with severe asthma. The AAP app has been proven effective to increase adherence and quality of life of adult asthma patients. This model is being tested in controlled trials funded by Merck at Highmark and the National Institutes of Health at Geisinger Health Plan.
- Nursing Education & Research
Chair
Kathleen Flaherty
Concordia College, USA
Co-Chair
Lynn B. Clutter
The University of Tulsa College of Health Sciences
Session Introduction
YeounSoo Kim-Godwin
University of North Carolina Wilmington, USA
Title: Student Perceptions of Group Experience in RN-to-BSN Online Research Course
Time : 11:05-11:25
Biography:
YeounSoo Kim-Godwin completed her Ph.D. at the University of South Carolina. She is a professor in the School of Nursing University of North Carolina Wilmington. She has published over 35 peer reviewed articles in nursing and interdisciplinary journals. She is serving as manuscript reviewer of several health/nursing journals on a regular basis.
Abstract:
Objective: The overall aim of this pilot study was to explore students’ perception of teaching, social, cognitive and learner presence within an RN to BSN asynchronous online nursing research course. Methods: This descriptive correlational study used an online survey. Students’ perceptions of learning effectiveness regarding group size and class size were assessed with the Revised Community of Inquiry (RCOI), which measures the dimensions of Teaching Presence (TP), Social Presence (SP), Cognitive Presence (CP), and Learner Presence (LP). Results: Among the total of 121 enrolled RN to BSN students, 67 students participated in this study (response rate of 55.4%). The findings of ANOVA indicated no statistical differences (p > 0.05) in learning effectiveness among the different group sizes. However, groups with 5 members showed the highest scores of RCOI total (M=149.5), TP (M=36.82), SP (M=35.25), and CP (35.57). In contrast, groups with 3 members showed the lowest scores of RCOI total (M=137.19), TP (M=33.21), and CP (M=32.32). Additionally, the findings of t-tests indicated no statistical differences (p > 0.05) in learning effectiveness between the different group sizes. Conclusions: The findings of the current study imply that learning effectiveness was not associated with group sizes or class sizes. However, the findings suggest that the use of group collaboration promotes teaching, social, cognitive, and learner presence.
Donna Fraysier
King Univeristy, USA
Title: Growing up with Type 1 Diabetes: A Photo Elicitation of Memory
Time : 11:25-11:45
Biography:
Dr. Fraysier is an Advanced Practice Nurse and Certified Diabetes Educator. In 2007, she graduated with a Master’s of Science in Nursing Degree from King University. She completed her Doctor of Nursing Practice Degree in 2013 at Union University. Presently she is employed as Assistant Professor of Nursing at King University in Bristol, Tennessee. She serves on the Board of Directors for the Epsilom Sigma Chapter of the Sigma Theta Tau International Honor Society of Nursing. Diabetes management and education is her passion. Her particular interest is exploring innovative options for providing diabetes education to the pediatric population.
Abstract:
This presentation will discuss the findings of a scholarly project that was completed as a requirement for completion of the Doctor of Nursing Practice Program at Union University in Jackson, Tennessee. The aim of this project was to learn from the lived experiences of those who were diagnosed with type 1diabetes as children. A photo elicitation design was utilized. Participants were chosen from the endocrinology clinic at Holston Medical Group in Kingsport, Tennessee. They were asked to take photographs that illustrated memories of their experiences growing up with type 1 diabetes. The number of photographs taken was left to the discretion of each individual participant. Interviews with each participant were conducted utilizing prepared open-ended questions. Some common themes that emerged are: the perception of a life changing experience; lack of understanding from school staff and coaches; feeling different from friends; embarrassment; no plan or structure during the transition period; belief that education focused more on the negatives; and thoughts that diabetes education tells you what to do, but not how to do it. The information obtained from this project supports the need for education for all individuals who are involved in the life of a child with type 1 diabetes. It also supports the notion that education for children with type 1 diabetes and their parents should be ongoing instead of a one-time event. This project is limited due to the small amount of participants. Further research is needed to help providers give patient centered care to this population
Folake Elizabeth Adelakun
Minneapolis Community and Technical College, USA
Title: The journey of foreign educated nurses integrating in to the American health workforce
Time : 11:45-12:05
Biography:
Folake Elizabeth Adelakun was graduated from Lagos University Teaching Hospital Nigeria with Diploma in Nursing and Midwifery and worked as a Nurse Midwife at Lagos University Teaching Hospital, Nigeria before immigrating to the United States in 2001. She has graduated from Bethel University, St Paul Minnesota with Bachelors in Nursing and University of Phoenix Arizona with Master’s degree in Nursing and Business Administration. She has obtained Doctorate in Nursing Practice in Trans-cultural nursing from Augsburg College, Minneapolis, USA. She has worked in long term care, home care, medical surgical unit, public health department and as Nurse Educator teaching at Associate and Baccalaureate level. She is the chair of the Newsletter Committee of the Association of Nigerian Nurses in North America.
Abstract:
There has been continuous influx of foreign educated Nurses to the United States of America. Even though the flow of immigration of foreign educated nurses has fluctuated over the years, it is evident that with the epileptic shortage of nurses, it will continue to happen. This paper seek to tell the stories of these nurses, their experiences and suggestions about how they can be helped to have a smooth transition in to living and working in the United States of America. Van Manen descriptive interpretative/selective phenomenology approach was used to analyze comments and stories from 10 foreign educated nurses interviewed using semi structured questions. Themes were identified and recommendations proposed.
Cordelia Obizoba
Bowie State University, USA
Title: Exploration of Nursing Faculty Members’ Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education
Time : 12:05-12:25
Biography:
Cordelia Obizoba is an Assistant Professor of Nursing at Bowie State University. She has obtained her PhD in Nursing Education from Capella University, Minnesota in 2014. Her educational development was influenced by the knowledge that education provides the opportunity for an upward social mobility. She has recently presented at the International Conference on the Institutional Leadership, Learning and Teaching (ILLT) in London, UK. She believes in transformative student-centered educational learning activities that enable the learner through active participation in his/her own learning to acquire adequate knowledge for lifelong learning and work experiences.
Abstract:
The effective evaluation of students’ clinical competencies is a challenge to nurse educators due to variations in clinical experiences and the subjectivity of numerous traditional methods. Contrary to the subjectivity of the traditional evaluation method, OSCE is considered a valid, objective and powerful tool in the formative or summative evaluation of students’ clinical competencies. However, OSCE is not frequently used in undergraduate nursing programs due to its high resource intensiveness in terms of the number of faculty, materials and time required for organization and implementation. This study illuminated the lived experiences of the faculty in a nursing program involved in the OSCE evaluation method. Through observations and audio-taped open-ended semi-structured individual interviews, data were collected from ten faculty members, transcribed and analyzed using the Colaizzi’s (1978) 7-step data analysis method. The cluster of themes that emerged showed varied formative and summative OSCE-type evaluation of competencies among clinical courses, driving and restraining forces of OSCE and strategies the faculty use to ameliorate the restraining forces. Implications for nursing education, practice, and research based on the findings of the study included awareness of the drawbacks of an OSCE-type evaluation as a challenge that should not negate its utilization. Furthermore, the results provided recommendations for improvement in strategies to programs utilizing or not utilizing the OSCE method of evaluation of skills competencies.
Biography:
Monika Wild has been the Head of the Health and Social Services Department at the Austrian Red Cross since 1993. She has completed her Master in 1990 and graduated in further studies in Health and Nursing Management as well as in Health Promotion. She publishes on a regular basis and gives presentations at national and international conferences.
Abstract:
In Austria about 5% of the population is in need of long-term care and nursing and about 82% of those in need of care live at home. The majority is cared for only by their family members and about 30 % receive support from professional home care services. The Austrian Red Cross is a big provider of home care in Austria. Together with partners (University of Vienna, Ministry of Health and others) it has developed a curriculum for “Family Health Nursing” based on the WHO concept of the same name. While there is still no overall training for Family Nursing in Austria, individual parts of the curriculum were integrated in further trainings and there are ongoing initiatives to implement the program as a whole. A need for family nurses is shown example by a study on the situation of child and adolescent carers, commissioned by the Federal Ministry of Social Affairs. According to this study, more than 40,000 children and adolescents in Austria regularly have long-term care responsibilities for a family member with a chronic illness. Several projects in this context are being developed currently, example one on counseling of families with a chronically ill family member run by the Austrian Red Cross and the University of Vienna, Institute of Nursing Science. The presentation will provide an overview on the situation of long-term care and home care provision in Austria with a special focus on young carers. Also the curriculum for family health nurses as well as the current project on family counseling will be presented.
Victoria Greenwood
The Sage Colleges, USA
Title: Flipping The Nursing Classroom Without Flipping Out The Students
Time : 12:45-13:05
Biography:
Victoria Greenwood is an assistant professor at The Sage Colleges, USA
Abstract:
Background. Flipping the class has been touted as a method of increasing student participation and improving learning outcomes. According to Bergmann and Sams (2012), the basic premise of this instructional technique is to have students complete at home that which is traditionally done in class, and to complete in class that which is traditionally done as homework. Nursing professors are trying their hand at this educational technique with success. Research Question. Will flipping the classroom positively affect student learning, as evidenced by an increase in test scores? Methodology. A group of baccalaureate nursing students were introduced to the “flipped classroom” at the start of their junior year. As part of the students’ classroom orientation, a brief explanation of “flipping the classroom” was given. In keeping with the philosophy of “flipping the classroom”, narrated Power Points were made available before each class. Students were instructed to watch and listen to the PowerPoint presentations and to be ready to participate in case studies that would enhance their understanding of the material covered in the presentations. Classroom time was used to incorporate additional case studies. Students were divided into groups and each group given a different case study relevant to the material in the narrated presentations. Each case study was accompanied by a series of questions edited to promote increasingly complex levels of student understanding. Using a rotating group leader, students were assigned questions and groups presented to the entire class. Results. When comparing student test scores before (n= 46) and after flipping the classroom (n=169), we found a statistically significant average increase of 8.04 points after the change in instruction (t -6.076, p < .0001). Results of the one way ANOVA to further test the hypothesis that flipping the classroom would improve test scores showed the omnibus F test was statistically significant F (15.852, p = < .0001). Post hoc tests revealed that, as hypothesized, there was a statistically significant difference in the mean test scores of students in the traditional classroom (M= 69.89) and the first semester of the flipped classroom (M= 76.58) and the second semester of the flipped classroom (80.86). Test blueprint was held constant throughout this process. Conclusions. Our hypothesis that flipping the classroom will improve test scores was supported by the data, as outlined above. Test scores progressively improved with each semester of the flipped classroom. Recommendations. Despite the increase in test scores, student satisfaction as noted in anonymous course evaluations declined the first semester of implementation of this strategy. This is consistent with Berrett (2012) and Missildine, Fountain, Summers & Gosselin (2013) who found similar correlation with student satisfaction and the flipped classroom. Instructors should be mindful when initiating this new pedagogy and prepare themselves and the students. Students in subsequent semesters appear significantly more satisfied with this teaching method as compared with first semester students, with minimal negative comments in anonymous course evaluations. Further analysis over several semesters is need to identify trends, including possible effect on student attrition and NCLEX pass rates.
Christiana Nwachukwu
Union County College, USA
Title: Flipped classrooms: A best practice approach for effective global education and training
Time : 13:05-13:25
Biography:
Christiana Nwachukwu has been an Assistant Professor of Nursing at Union County College, New Jersey since 2010. She teaches Adult Health Nursing I & II and does clinical instruction in some of the area's healthcare facilities. She has a passion for teaching her students and enjoys working with them as they transition from the classroom to practice. She implemented a flipped classroom with her nursing students and saw how it positively impacted the students’ transition to practice. She has been a Registered Nurse since 1996 and in 2007, received her Master of Science degree in Nursing from University of Medicine and Dentistry/Ramapo College of New Jersey. Prof. Nwachukwu completed her Doctor of Nursing Practice degree in 2015 from Sacred Heart University, Fairfield, Connecticut.
Abstract:
Background/Introduction: The Education-practice gap remains a barrier to effective nurse training. The evolving complexities of the health care system makes it imperative to re-evaluate the current instruction process, modify and adopt a best practice approach for quality outcomes and professional growth. There is a dire need for educators to keep pace with the changing realities and for nursing to compete effectively with other health care professions. Methods: Using a quantitative, quasi-experimental research design, the researcher evaluated the effects of two instructional methodologies, the flipped instruction model (FIM) and the traditional instruction format (TIF) using the pretest, posttest scores of practical nursing students. The tests were for 3 topics, COPD, diabetes and hypertension. 44 students enrolled in the Adult Health I course, recruited via a convenience sampling method. 23 of these students experienced the TIF, while the other 21 experienced the FIM. A total of 19 participants represented the ESL subgroup. Results/Finding: The results of the statistical analysis using chi-square test did not reveal any statistically significant difference between the 2 classrooms with p-values of (COPD=1.0, DM=0.266, HTN=0.488). Analysis of Covariance (ANCOVA) revealed statistically significant results for the DM unit within the FIM (p=0.001) but not for COPD (p=0.319) and HTN (p=0.692). Analysed test scores for the ESL participants for both groups were not significant. Discussion: The small sample size, pre-class access, non-contributory grade and the length of the study were limitations for this study. Conclusion: The flipped classroom model is a student-centered process. It uses technology and active learning as a best practice approach to enhance transition to practice and ultimately is significant for effective global nurse training.
Ruifang Zhu
Shanxi Medical Periodical Press, China
Title: A Research Report on the Prescription Rights of Chinese Nurses
Biography:
Ruifang Zhu is a Registered Nurse and an Editorial Director of Chinese Nursing Research. Chinese Nursing Research is the first nursing academic English journal in China. She has 3 years of clinical experience, 10 years of editing experience and has studied 1 year in Germany. She has undertaken 2 scientific projects, participated in 5 works and published more than 6 academic papers in reputed journals. She also serves a few societies as Board Member.
Abstract:
Literature review on the relevant articles/material with the contents of the nurse’s right of prescription home and abroad. Semi-structured depth interview method was used to interview 18 experts on whether the nurses can participate in the graded nursing decision and whether nurses with certain ability can make the decision. Using the self-made questionnaire “Nurses involved in graded nursing decision-recognition questionnaire ", 553 nurses completed questionnaires on willingness to nurse decision-making grading. Using the analytic hierarchy process, the 23 experts' judgment on the main body of the graded nursing was rated. Using semi-structured depth interview method, 17 experts were interviewed on the graded nursing quality assessment and training outline. The form of expert personal judgment and the "grading nursing qualification experts predict questionnaire" were used as a preliminary designing tool, 32 experts were asked to predict the graded nursing quality. The relatively important factors that might promote implementation of right of Chinese nurse prescribing weights setting were obtained by analytic hierarchy process. Using Delphi method, 2 rounds of consultation to 291 experts/times were performed, and determined its content on the fields of graded nursing decision, nurses' job description, decision making nurse in graded nursing work process and related management system, decision-making main body of clinical nursing, nurse authority of prescription application qualification, clinical nurses, diabetes specialist nurses, tumor specialist nurses, nurses in emergency department, community nurses in certain circumstances writing prescription, and nursing undergraduate added with nurse authority of prescription related courses.
Fusun Terzioglu
Hacettepe University, Turkey
Title: A new strategy in nursing education: From hybrid simulation to clinical practice
Biography:
Fusun Terzioglu graduated from Hacettepe University in 1989. She won the İhsan Dogramacı Superior Merit Award and Science Incentive Award. She earned her pilot’s license from Republic of Turkey Ministry of Transport. She studied about counseling on assisted reproductive techniques at Liverpool Women’s Hospital Reproductive Medicine Unit in United Kingdom on the British Council Research Scholarship. She earned a certificate in management and leadership in nursing. She is an active member of Thematic Network leadership work group. She studied as a research scholar at Kent State University College of Nursing in 2006 for 3 months. In 2007, she worked on a project named “Development of Leadership Skills in Nursing Doctoral Students†at University of Michigan Faculty of Nursing on an international research scholarship which was supported by International Network for Doctoral Education in Nursing (INDEN) and Sigma Theta Tau and provided to only three people around the world every year. She worked as a Research Assistant at Hacettepe University School of Nursing in the Maternity and Women's Health Nursing Division from 1990 to 1997. She was promoted to Assistant Professor in 1998, Associate Professor in 2006 and Professor in 2012. She worked as a Co-Head of Nursing Department, Erasmus Department Coordinator, Head of Strategic Planning Group and board member of Hacettepe University Women’s Research and Implementation Center (HUWRICH) between 2009 and 2011. Her interest subjects are sexuality and reproductive health and management and leadership. She is a member of national and international nurse’s organizations such as INDEN and Sigma Theta Tau. She has been working as a Director of Nursing Services at Hacettepe University Hospitals since September 2012 and Founding Dean of Faculty of Nursing between 2012- 2013. She has published more than 50 papers, 15 grant projects, eight books as an editor and author, and 90 presentation in the national and international congress. She is also invited speaker for more than 60 congress and symposium.
Abstract:
Background: Various instructional methods and environments are used in nursing education to develop students’ psychomotor skills, communication skills, to reduce their anxiety levels, and to enhance their satisfaction. Objectives: To examine the effect of 3 different instructional environments on the development of the students' psychomotor and communication skills and their levels of anxiety and satisfaction. Design & Methods: A prospective study design was used with a sample of 60 nursing students. Before the implementation of the study, the students' cognitive skills and trait anxiety levels were evaluated. The students were divided into 5 groups and 5 nursing activities (Leopold’s maneuvers, teaching breastfeeding, family planning education, teaching vulvar self-examination and teaching breast self-examination) were specified for each group. They implemented these nursing activities under the supervision of a faculty member in the nursing skills laboratory, standardized patient laboratory and clinical practice environment respectively. In each instructional environment, the students' psychomotor and communication skills, state anxiety levels and satisfactions were evaluated. Results: The median scores for psychomotor skills (Nursing Skills Laboratory=73.1; Standardized Patient Laboratory=81.5; Clinical Practice Environment=88.6) and communication skills (Nursing Skills Laboratory=64.9; Standardized Patient Laboratory=71.6; Clinical Practice Environment=79.0) were found to increase as the students went on practicing in a more complicated environment (p<0.05). Similarly, it was determined that the students' anxiety levels decreased as they were practicing incrementally (Nursing Skills Laboratory=33.0; Standardized Patient Laboratory=32.0; Clinical Practice Environment=31.0). As the instructional environments were getting more similar to the reality, the students' satisfaction levels were found to become higher. Conclusions: Students are supposed to deliberately practice in the instructional environments until they are competent and develop their psychomotor skills while reducing their anxiety levels, and enhancing their communication skills and satisfaction. For that reason, the development of students' competency areas is thought to be effective for the enhancement of patients and healthcare workers’ safety.
Shahid Sheikh
Ohio Sate University College of Medicine, USA
Title: Pediatric Asthma, Diagnosis and Management
Biography:
Shahid Sheikh is an Associate Professor of Clinical Pediatrics at The Ohio State University College of Medicine. Currently, he is working at divisions of Allergy/Immunology and Pediatric Pulmonary Medicine in Department of Pediatrics at Nationwide Children’s Hospital, Columbus Ohio. His major interests are Pediatric Asthma and Cystic Fibrosis. He has published about 50 papers in peer-reviewed journals and has been serving as co-editor in editorial board of seven peer-reviewed journals.
Abstract:
Asthma is the most common chronic childhood disease with increasing prevalence especially in urban minority communities. It is important to identify asthma early in risk groups such as children. In 2011, the lifetime asthma prevalence among children ages 5 to 14 years in the United States was 15.6%. Studies have reported that estimates of the prevalence of undiagnosed asthma among children in the United States were between 14%-17%. Young children with episodes of wheezing, night time cough and/or exercise related limitations are always a dilemma as parents are never certain if their children have asthma or will develop asthma at a later age. It is estimated that about 30% of preschool children with wheezing may have underlying asthma and most of children with asthma develop symptoms in pre-school years. We will discuss difficulties in making a diagnosis of asthma in early age. How can we simplify do the diagnosis so that early therapies can be initiated to decrease morbidity will be discussed.
Jennifer S Hurlbert
Mississippi Gulf Coast Community College-Jefferson Davis Campus, USA
Title: Nursing pharmacology: A comparison of separate course versus integrated concepts in an associate degree nursing program
Biography:
Jennifer S Hurlbert, RN, has completed her PhD from William Carey University in August 2014. She was a speaker at the Mississippi Nurses Convention Fall 2014. She is a Nurse Educator in the Associate Degree Nursing Program at Mississippi Community College. She is a NCC Certified Inpatient Obstetrics Nurse and has worked as a Maternal Child Nurse for 30+ years. She began teaching ADN program at MGCCC in 2002. Currently, she serves as course Coordinator of the separate pharmacology course for the integrated Nursing program at MGCCC.
Abstract:
During the infancy of professional nursing, Florence Nightingale acknowledged in the Notes on Nursing that ignorance of medicinal properties could cause adverse outcomes. In 1919, the National League of Nursing Educators recommended that pharmacology be a part of the standard nursing curriculum. Contemporary nurses need thorough pharmacology knowledge for clinical practice to ensure public safety. Therefore, it is important to discover a teaching methodology in nursing education to enhance retention of pharmacology knowledge. A retrospective, causal, comparative quantitative study was conducted: to determine whether there was a difference in mastery of pharmacology knowledge between students in a separate pharmacology course and those for whom pharmacology concepts were integrated into other nursing courses, and; to determine if there was a difference or relationship between mastery of pharmacology knowledge of ADN graduates and their age, gender, or previous direct healthcare experience. Mastery of concepts was measured by Assessment Technologies Institutes Registered Nurses Comprehensive Predictor Pharmacological and Parenteral Therapies section scores. The results of the research demonstrate that teaching pharmacology, as a separate course as opposed to integrated pharmacologic didactic content did not increase students’ pharmacology scores. The performance scores of the ADN graduates on the Pharmacological section were comparable within and between variables. Educators should focus on delivering the pharmacologic content to all students equally. Finding an effective method of teaching pharmacology that enhances retention for clinical application can reduce medication errors. A graduate that experiences enhanced pharmacology retention for application through effective teaching methodology can benefit the public.
May N. Khoury
American University of Beirut, USA
Title: Coping with the experience of having a child with cancer; a Lebanese perspective
Biography:
Mrs. May Naifeh Khoury earned her BSN from American University of Beirut (AUB) at the age of 22 years, and her MSN at Pennsylvania State University at the age of 27 years. She is a Clinical Assistant Professor at AUB, Hariri School of Nursing, Faculty of Medicine. She the author of 9 publications published in professional reputed journals, her focus is on children and Palliative Care ; “Palliative Care Education in Lebanon: Past Endeavors & Future Outlook.†An “Palliative Care Education in Lebanon: An Update†; Integrating palliative care into health education in Lebanon.;Quality of palliative care in children with cancer in Lebanon; Lebanese parents’ experiences with a child with cancer .
Abstract:
Background: Families with a child with cancer face significant emotional and psychosocial stressors. The frequency of childhood cancer is increasing in Lebanon with more than 282 child diagnosed each year. This condition is reported to evoke a range of challenging emotions for parents, yet no studies reported about Lebanese parents’ coping strategies with a child with cancer. Objectives: the purpose of the study is to gain more in depth understanding of the coping strategies of Lebanese parents with a child with cancer. Methods: the study followed purposeful sampling and saturation principles in which 12 parents (mother or father) of a child were interviewed. Data were analyzed following the Utrecht School of phenomenology. Seven core themes emerged from the data describing the coping strategies of Lebanese parents with a child with cancer: the waiting time and the hospital stay; change in the couple’s relationship; siblings’ rivalry; social / family support; talking about it makes a big difference; dependence on God and communication style of health workers. Conclusions: these results cannot be directly generalized, but they could act as a basis for additional research on which to base a development of a structure for an approach to care that endorses coping processes in Lebanese parents with a child with cancer. Implications for practice: nursing and medical staff need to be conscious of parents’ coping strategies and its impact on the interaction process between the family and the health care team and the family dynamics.
Molly J Bradshaw
Rutgers School of Nursing, USA
Title: Infographics: A novel approach to prescribing education
Biography:
Prescribing medication is an essential part of daily practice for primary care nurse practitioners. However, due to current gaps in prescribing education, competency is not being achieved. The purpose of this project was to develop, implement, and evaluate an innovative intervention for nurse practitioner prescribers utilizing an infographic and the World Health Organization’s Guide to Good Prescribing. Adult Learning Theory and Knowledge Translation were used to guide project development. The infographic, Good Prescribing was piloted in the classroom using a convenience sample of 62 nurse practitioner students. Students were assessed pre and post intervention for knowledge, skill, and level of confidence regarding prescribing. The results demonstrate a positive impact on all outcomes, better description of student concerns, and a vision for improved educational approaches. Findings support use of infographics as a fresh, first-step approach to laying the foundation for prescribing education at Rutgers School of Nursing. The project has made a contribution to a limited body of evidence regarding both nurse practitioner prescribers and the utility of infographics in the nursing classroom.
Abstract:
Molly J Bradshaw is a full-time faculty member in the graduate, advanced-practice nursing division at Rutgers School of Nursing in Newark, New Jersey. She has been a practicing nurse for 17 years, a veteran of the United States Navy Nurse Corp, and in 2014 received the New Jersey Health Foundation Award for Teaching Excellence. For the last 10 years, she has practiced as nurse practitioner. She maintains clinical practice at Cardiac Associates of North Jersey located in Oakland, New Jersey where she is a primary care provider and specializes in treatment of patients with cardio-metabolic disorders.
Ase Boman
University West, Sweden
Title: Diabetes coach to support and to be supported: Parents supporting other parents to children with type-1 diabetes
Biography:
Ase Boman is a Senior Lecturer and the Head of Section for Nursing (Graduate Level) at the University West, Sweden. She has completed her PhD from Nordic School of Public Health, NHV Gothenburg. She is a Specialist in Pediatric Nursing with research interests in health promotion for children and adolescents with type-1 diabetes and gender structures in parenthood. She is a Member of the Board of The Scandinavian Interdisciplinary Researcher’s Network Text, Talk and Tools and of the Center on Salutogenesis, University West. She has published several scientific papers and written chapters in textbooks.
Abstract:
In the project “Diabetes coach†parents of children with well-functioning self-care of type-1 diabetes (T1D) have been recruited as coaches with the aim to support parents (project parents) of newly diagnosed children with T1D in their everyday life. When a child is diagnosed with T1D each family member and the family unit is intimately involved and the child’s health depends on how well the family manage the situation. Guidance was given to both coaching parents and project parents in repeated focus group discussions. The sub-aim was to describe the parents’ process of giving and receiving support and describing obstacles and opportunities in supporting. The coach and the project parents met nine respectively six times. The coach parents argued their participation as a wish to offer the support they had needed themselves in the acute situation. Further they wanted to learn more about the disease and thereby enable their child better health. Obstacles in the process were unclear information when being recruited, difficulties in remaining contact with the project parents, language difficulties and other social problems in the project family. Opportunities were a two-sided learning process and the group-dynamic enabled support and information within the group. The project parents problematized the initial offer of coaching. Their needs were initially support in the first chaos, normalizing their new life and support in their proceeding everyday life. Their final goal was to become a coach parent as a proof of their knowledge and skills.
Biography:
Rebecca Golding completed her Master’s of Nursing at Syracuse University in 1999, with an Adult Health Certification. She returned to receive her Psychiatric Nurse Practitioner Certification in 2005. In 2010, she completed her Post-Master’s in Child and Adolescent Psychiatric Mental Health and in 2015 Doctor of Nursing Practice, developing an evaluation of a National Child Traumatic Stress Network Resource Parent program in conjunction with Duke University, University of Rochester and Hillside Children’s Center. She is currently employed at Hillside Children’s Center, Auburn, New York as a psychiatric provider and as an adjunct Professor in the SUNY Upstate Family Psychiatric Nurse Practitioner Program.
Abstract:
This project evaluation was to determine if the National Child Traumatic Stress Network‘s “Caring for Children Who Have Experienced Trauma: A Workshop for Resource Parents†(RPC) program meets its stated objectives. A pre and post non-experimental design was used with a purposive sample of resource parents (n=9) recruited from the Gaining Resiliency Through Overall Wellness (GROW) Program and the Therapeutic Foster Care (TFC) Program, affiliates of Hillside Family of Agencies, located respectively in Auburn and Syracuse, NY. Project evaluation results indicated that the majority of resource parents rated the project intervention highly and recommended that other resource parents (defined as a non-biological caregiver) be required to participate in the project; 5 out of 7 parents felt that the curriculum assisted in their maintaining traumatized children in their home. The project implementations had a 100% retention rate. Quantitative measures demonstrated moderate effect sizes of resource parent’s trauma-informed knowledge, empathy for their child’s experience, parenting satisfaction and ability to allow a child more autonomy.
Maria Jaquelini Dias dos Santos
University of Sao Paulo, Brazil
Title: Longitudinal outcomes of cochlear implanted children with cerebral palsy
Biography:
Maria Jaquelini Dias dos Santos has completed her MSc from University of São Paulo (USP-Brazil) and pursuing PhD at University of São Paulo, Brazil. She also works in a Clinic with Neonatal Hearing Screening, Audiologic Diagnostic and she is a Tutor and Assistant Professor in Postgraduate e-learning course about Auditory Rehabilitation to Hearing Impaired Children (0 to 3 years old).
Abstract:
Due the safety and encouraging outcomes from auditory rehabilitation through the cochlear implant (CI), the indication process could include children with additional disabilities besides the hearing loss. One of these, are the children with cerebral palsy (CP), who have an intimate relation with hearing loss, due to some risk factors are equal for the both disabilities: hyperbilirubinemia, hypoxia, low Apgar scores. First of all, to analyze the progress of hearing and language in a group of cochlear-implanted children with cerebral palsy (CP) is necessary and holistic approach, to consider their progress in the clinical and functional domains. In this longitudinal study with four evaluations, nine cochlear-implanted children with CP participated, two to ten years old. The assessments undertaken included audiological, language and communication assessments complemented by the assessment of functional abilities and the level of independence evaluated by the Pediatric Evaluation of Disability Inventory (PEDI), Gross Motor Function Classification System (GMFCS) and DENVER-II. The outcomes varied, two children achieved hearing comprehension in open-set evaluations after two years using CI. These children presented the same type of CP, athetosis, but with different functional skills and GMFCS levels (I and IV). Four children had any spoken language, respectively about GMFCS: Two level I, one level IV and one level V. A holistic view of change and development is central to understanding progress made in children with CP who received cochlear implants (CI). The functional evaluation of these children with CP is a useful tool for monitoring their progress and measuring their outcomes with CI.
Donna W Driscoll
Molloy College , USA
Title: Indoor tanning legislation: Shaping policy and nursing practice
Biography:
Donna W Driscoll PhD, RN, CPNP, is a Professor of Nursing in the Division of Nursing at Molloy where she directs the Pediatric Nurse Practitioner Program. Her doctoral studies investigated risk awareness and risk perception of parents related to the use of tanning beds by adolescents. She has presented her research at international conference meetings and workshops including 1st Global Conference for Consensus in Pediatrics & Child Health in Paris, France and Duquesne University – School of Nursing: Exploring Social Justice for Vulnerable Populations: Face of the Child. Additionally, she has written numerous articles in nursing and pediatric health care issues including research focusing upon the adolescent access to tanning beds. She is a graduate of Molloy College (BSN), Stony Brook University (MSN) and TUI University (PHD- Health Sciences).
Abstract:
Legislation exists regulating the use of tanning beds by adolescents, however, the rate at which adolescents use these devices has not been reduced. The purpose of this study was to provide an analysis of indoor tanning bed legislation in the United States specifically related to legal issues and parental consent along with enforcement of current laws. Data were collected via web-based or telephone interview of all 50 states by the investigator. The findings reveal wide variation in legislation related to adolescents’ access to tanning devices and enforcement of violation of legal statutes. Nurses and other health care professionals can play key roles in educating families and adolescents to the dangers from the use of tanning beds along with being role models for proper skin protective behaviors. In addition, nurses should become advocates by supporting legislative efforts that ban tanning salons for all minors with the long term goal of reducing the skin cancer from ultraviolet radiation (UVR) exposure from the use of tanning salons today.
Yabin Shang
Beijing University of Chinese Medicine, China
Title: The relationship between perceived social support and depression in older kidney transplant recipients
Biography:
Yabin Shang has completed her undergraduate from South Medical University (former First Military Medical University) and she is currently a Master’s Student in Beijing University of Chinese Medicine. She has worked in kidney transplantation unit for more than 2 months and has done her Internship in Liver Transplant Follow-Up Clinic for more than 3 months. She is dedicated to research on quality of life in organ transplantation recipients and medication adherence in these individuals.
Abstract:
Background: The prevalence of depression was high among transplant recipients. Depression has been found to have negative impact on recipient outcomes. Purpose: The aim of this study was to investigate the prevalence of depression and assess the relationship between depression and perceived social support in older kidney transplant recipients in China. Methods: The cross sectional study was conducted at one general hospital in China from August to November 2014. Depression was assessed by the Chinese version of the Zung Self-rating Depression Scale (SDS) and perceived social support was measured by Multi-dimensional Scale of Perceived Social Support (MSPSS). The correlation between SDS and MSPSS summary scores was assessed using Pearson correlation coefficient (r). Results: A total of 83 renal transplant recipients (42 male, 41 female) with an average age of 61.23±5.23 were recruited. The average SDS standard score was 50.45±9.85. The prevalence of depression in older renal tranplant recipients were 59.04% (49/83). MSPSS total score, significant others’ support, family support and friends support was 64.72±12.71, 21.02±4.79, 22.40±4.16 and 21.30±4.98 respectively. Perceived social support and its three dimensions correlate significantly with depression (r ranges from -0.480 to -0.343, p>0.05). Conclusion: More than half of the older kidney transplant recipients had depression which indicates that the prevalence of depression in older kidney transplant adults were relatively high. The correlation between perceived social support and depression indicates that the more support the patient perceived, the less chance that they would develop depression.
Xi Cao
Sichuan University, China
Title: The training differences between Master of Nursing Specialist and Master of Science in Nursing: A qualitative study
Biography:
Xi Cao is pursuing her Master’s degree in West China School of Nursing Department Si Chuan University. Her major is Nursing, and the research interest is Nursing Management. She is under the supervision of Ji-Ping Li, who is a doctoral and master tutor and whose research interests include nursing human resource management, continuing education, and professional nursing training.
Abstract:
Objective: To explore the training differences between Master of Nursing Specialist and Master of Science in Nursing, and to provide references for the training model of the Master of Nursing. Methods: Twenty-four interviewees, who were students studying in school and graduating from colleges for master’s degree in nursing, nursing postgraduate tutors and the colleges of nursing leaders were investigated by using semi-structured interview in an attempt to collect their views on the training differences. Then data were analyzed by using Colaizzi’s seven steps of phenomenological studies. Results: The training differences between Master of Nursing Specialist and Master of Science in Nursing included the training objectives, curriculum plan, scientific research ability and clinical ability, and clinical practice period. Moreover, the differences about dissertation were quantity of the published papers, journal level, paper design, and thesis subject selection. Six interviewees thought the dissertation category should been limited, eleven interviewees said no, others said nothing. Conclusion: In order to guarantee the training quality of the Master of Nursing and improve the level of clinical and scientific research, it is important to perfect the training program, establish the authoritative, standard and uniform training system and practice assessment mechanism.
Andrew G Weinstein
Sidney Kimmel Medical College - Thomas Jefferson University, USA
Title: Asthma Adherence Pathway app improves adherence, quality of life and outcomes in both children and adults with asthma
Biography:
Andrew G Weinstein MD received his medical degree from the University of Pennsylvania; residency and allergy and immunology fellowship from Children’s Hospital of Philadelphia; Family Therapy training from the Philadelphia Child Guidance Clinic. He is a “Train the Trainer†in both Motivational Interviewing and Shared Decision Making. He founded Asthma Management Systems LLC. and initiated research funded by the NIH and Merck to test effectiveness of the Asthma Adherence Pathway. He has authored more than 30 articles and chapters in the area of adherence and psychosomatic asthma and is a leader in the American Academy of Allergy Asthma and Immunology.
Abstract:
Asthma Adherence Pathway (AAP) app enables clinicians to help patients follow through with complex treatment plans. There are three components to this proven effective population healthcare model. (J Allergy Clin Immunol: In Practice 2013) 1) The AAP permits identification of reasons (barriers) for not taking asthma medication. Patients then receive in both print and video format the significance of their responses and actions they may take to promote adherence to treatment. Clinicians see the patient’s responses and are given clinical decision support adherence strategies to help the patient follow the treatment plan. 2) Clinicians are trained to use Motivational Interviewing, which helps the patient overcome ambivalence about medication use. Training is provided both in person and online and the curriculum is part of the AAP. 3) Patients are given Internet enabled electronic monitors that fit onto their metered-dose inhalers (both preventative and rescue) which record date and time of use. Clinicians can: 1) monitor the course of treatment in their clinic and 2) and apply the AAP to improve adherence to preventative treatment and reduce the need for rescue medication when needed. The model has been found effective in trials of children and adults with severe asthma. (J Allergy Clin Immunol 1996, 1998) The AAP app has been proven effective to increase adherence and quality of life of adult asthma patients (Annals Allergy 2015, JACI 2016). This model is being tested in controlled trials funded by Merck at Highmark and the National Institutes of Health at Geisinger Health Plan.
Xuelin Wang
Sichuan University, China
Title: Perceived stress and coping styles among Chinese nursing undergraduates during clinical practice
Biography:
Xuelin Wang completed her Bachelor’s from Sichuan University and Master’s from West China School of Medicine in Sichuan University. She has published more than 2 papers in reputed journals and has 2 patents.
Abstract:
Background: Clinical practice is one of the crucial components in nursing education. Studies showed that the initial period of clinical practice can bring high pressure to nursing students, especially the first 5 months. Because of the multiple events, such as exams and new job, stress levels would occur in large fluctuation and it is necessary to give timely interventions. Current studies were to compare undergraduate and college practice nursing students or only for undergraduate nursing students. The key undergraduates are who had higher scores in college entrance examination and belongs to first-class university, while ordinary undergraduates are from second-class university. Objectives: This investigation was to analyse related factors and the correlation between stress level and coping styles among different levels of Chinese nursing undergraduates during clinical practice. Methodology: 52 key and 53 ordinary undergraduates who had finished 5 months clinical practice completed a self-administrative survey including demographics, Nursing Students Stress Scale and Simple Coping Style Questionnaire. Results: Results showed that undergraduates perceived a moderate level of stress, key undergraduates stress (M=2.76, SD=0.70) was higher than ordinary undergraduates (M=2.35, SD=0.69). The most common stressor for key undergraduates was social support and professional identity (M=3.25, SD=0.89), while for ordinary undergraduates was clinical work (M=2.61, SD=1.02). Undergraduates took more positive coping styles such as transference and staying optimistic. Key undergraduates negative coping styles and stress levels were positively correlated (r=0.281, P<0.05), and clinical teaching stress, family registered residence type and whether it is the only child were the influence factors of negative coping styles. For ordinary undergraduates negative coping styles were positively correlated with working environment and interpersonal stress level (r=0.303, P<0.05), positive coping styles and clinical work stress were negatively correlated (r=-0.279, P<0.05). Conclusions/Recommendations: Clinical educators and nursing colleges should pay attention to the difference of the stressors and coping styles among different levels of nursing undergraduates during clinical practice, and take the targeted effective pressure management strategy to improve the stress response and stress management ability of practice nursing students.
- Pediatric Nursing, Psychiatric and Mental Health
Chair
Andrew G Weinstein, MD
Thomas Jefferson University, USA
Co-Chair
YeounSoo Kim-Godwin
University of North Carolina Wilmington, USA
Session Introduction
Elaine F. Martin
Southern Connecticut State University, USA
Title: Content Analysis: Parental Perceptions of Living with a Child with a Behavioral Sleep Problem
Time : 14:05-14:25
Biography:
Dr. Elaine F. Martin has been a Pediatric/NICU Nurse/Pediatric Nurse Practitioner/Family Nurse Practitioner for 30 years. She graduated from the University of Connecticut in 2011 with a PhD in Nursing and a teaching degree in the Pedagogy of Adult Nursing Learners. She completed a pre-doctoral GAANN fellowship. Her areas of expertise include pediatrics, behavioral sleep problems in children, perinatal loss bereavement, digital stories and nursing leadership. She teaches Nursing at Southern Connecticut State University to doctoral, master’s, undergraduates and accelerated second degree nursing students.
Abstract:
A qualitative content analysis was conducted on an open ended question to parents of children who perceived that their child age 1 to 3 had a behavioral sleep problem. Parents were responding to an online survey regarding toddlers with behavioral sleep problems and assessed using the Brief Infant Sleep Questionnaire - Expanded. Parents were asked what it was like to live with a child with a behavioral sleep problem. 115 parent respondents were included writing between one line and 4 pages of responses. Content analysis by Krippendorf’s method was utilized to examine thematic unit and themes in the data that were recurrent in the answers of the parental responses. Content analysis results revealed 8 significant recurring level one themes expressing various levels of distress and denial by the parent when dealing with their child. There were 3 recurring level 2 themes expressing the negative effects on parental relationships, parent-child relationships and family systems disruption. These were further distilled to one overarching level 3 theme expressing that their lives were chaotic and the quality of their lives were adversely affected by living with a child with a behavioral sleep problem.
Sue Lamburne
Southmead Hospital, United Kingdom
Title: An Assessment tool for infants requiring continuous positive airway pressure via Nasal CPAP devices and Nasal high Flow devices
Time : 14:25-14:45
Biography:
Susan Lamburne trained as a Registered General Nurse in 1988. In 1990 she obtained the special and intensive care qualification in the care of the newborn and since then she has worked extensively within Neonatal units in the UK and Bermuda. She has been a research nurse to two multi centre randomised controlled trials,DRIFT and TOBY. She is currently a senior sister/team leader at the Neonatal Intensive Care Unit,Southmead Hospital,Bristol,UK. She has published articles in peer reviewded journals relating to the care of the neonate.
Abstract:
Nasal CPAP devices have the potential to cause tissue break down if used incorrectly. In an effort to prevent nasal scaring an assessment tool was implemented within the Neonatal Intensive Care Unit at Southmead Hospital ,Bristol,UK in 2008. The assessment tool has since been updated and now includes babies who receive Nasal High Flow and babies receiving Nasal CPAP. On an hourly basis the infants nares are scored and the score is documented on the Infants intensive care record chart. This unique visual assessment tool is a simlpe staging system that when used together with the nCPAP care plan/competency and the nasal High flow competency serves as a strategy for prevention and treatment to this iatrogenic and cutaneous event. Following an extensive and scrutinized literature search involving PubMed and CINHAL this Assessment tool has been published in peer review Journals relating to the care of the neonate. The author is currently assisting managed neonatal networks within England in implementing this assessment tool through presentations at conferences and in attending individual neonatal units to support senior nurses in implementing this work.
Eileen O Costello
Mount Wachusett Community College, USA
Title: The lived experience of placing a child into residential care; what parents need you to know
Time : 14:45-15:05
Biography:
Eileen O Costello is a doctorally prepared RN with over 30 years of experience in Pediatric Nursing. She has worked with children requiring complex care and their families for over 20 years, in both acute care and home environment. For the past 18 years, she has provided nursing students with a clinical education experience in a long-term care pediatric facility in Massachusetts. Her DNP research is focused on parents’ experiences of transitioning their medically complex child into residential care.
Abstract:
Advances in healthcare and technology have resulted in the survival of infants and children suffering from prematurity, diseases, disorders and accidents that would have claimed their lives in the past, but now are left with a diagnosis of developmental disability. It is estimated roughly 4.5 million individuals in the United States are diagnosed as having a developmental disability which affects the individual’s mental and/or physical functioning for their entire life. Caring for these children at home places may be stressors on parents and families. When the burden of providing this care becomes overwhelming, parents seek out of home placements. The purpose of this study was to determine how parents negotiate the transition process once the child has been placed. Findings can offer guidance to nurses and other health care professionals to better understand this process and provide insights as to how to best assist parents in the process. This topic was explored using the phenomenological inquiry method of qualitative research. Interviews were conducted with parents of developmentally disabled children within three years of initial residential placement.
Louann McGinty
Pennsylvania College of Health Science, USA
Title: Migraine through the life span: Focus on the child and young adult
Time : 15:05-15:25
Biography:
Louann McGinty MSN, RN, CNRN is a faculty member at Pennsylvania College of Health Science. She has published book chapters and peer reviewed articles. Her most recent podium presentation addressed teaching modalities to facilitate student understanding of the Glasgow Coma Scale at the European Association of Neuroscience Nursing in Belgium. She received both her Bachelor and Master degrees from the University of Pennsylvania.
Abstract:
A World Health Organization (WHO) review of global data found migraine to be one of the most prevalent health disorders worldwide. The goal of this presentation is to provide the learner with an overview of the incidence and presenting scenarios of migraine type headaches during the life span. Studies have identified the peak incidence of migraine is between the ages of fourteen and seventeen years. The peak prevalence is between forty five and sixty four years of age. The pediatric population is often undertreated and stereotyped as being depressed or having school avoidant behavior. Timely and accurate diagnosis of migraine type headaches are vital in choosing appropriate treatments and improving outcomes for affected children. Special attention will be given to neurologically assessing the pediatric client, noting the impact of headache syndromes on developmental goals and family dynamics. The professional, family and community roles are impacted by migraines in the middle aged client. The psychosocial impact on the middle aged client affected by migraine headaches will be discussed along with management strategies. Preventative interventions, nursing management and pharmacological interventions will be addressed for these age groups.
Vicki Hensley
University of Kentucky College of Nursing, USA
Title: Childhood Bullying: Assessment Practices and Predictive Factors Associated with Assessing for Bullying by Health Care Providers
Time : 15:25-15:45
Biography:
Vicki Hensley completed her PhD in 2015 and is a pediatric nurse practitioner at the University of Kentucky. She also has served as a professor at the University of Kentucky College of Nursing for more than 10 years.
Abstract:
Childhood bullying affects over 25% of today’s youth and causes up to 160,000 missed school days per year. Bullying causes short and long term adverse effects to both mental and physical health. Many organizations encourage healthcare providers to take an active role in bullying prevention. However, there has been little research into the role of primary healthcare providers regarding childhood bullying and the effectiveness of different approaches to screening and management. Therefore the purposes of this research were to a) explore childhood bullying and the role of the healthcare provider in bullying prevention, and b) develop and evaluate the psychometric properties of Hensley’s Healthcare Provider’s Practices, Attitudes, Self-confidence, & Knowledge Regarding Bullying Questionnaire. Pediatric healthcare providers were asked to participate in this study if they conducted well-child exams on a weekly basis. Information on the provider’s current bullying assessment practices, attitudes, self-confidence, and knowledge regarding bullying was gathered. Results indicated that approximately one-half (46.6%, n=55) of the healthcare providers reported assessing their patients for bullying behaviors during well-child exams. The strongest predictor of positively assessing for bullying was attitudes, recording an odds ratio of 1.24. This indicated for every one-unit increase in attitudes score, the odds of assessing for bullying will be 24% higher. The odds ratio of self-efficacy or self-confidence was 1.18, indicating that for every one-unit increase in self-efficacy score, the odds of assessing for bullying will be 18% higher.
Huey-Fang Sun
National Defense Medical Center School of Nursing, Taiwan
Title: Relationships between Parenting Attitudes and Stress Coping Strategies of Military Inpatients with Adjustment Disorders in Taiwan
Time : 16:05-16:25
Biography:
Huey-Fang Sun has completed her PhD from Johns Hopkins University School of Public Health. She is an Assistant Professor in School of Nursing, National Defense Medical Center, Taipei, Taiwan. Her research field mainly focused on stress responses and psychosocial adaptation.
Abstract:
The specific aims of this study were to investigate the associations between parenting attitudes (PA) and stress coping strategies (SCS) of military patients with adjustment disorders in Taiwan. The study was conducted in 4 hospitals of northern part of Taiwan from April 1, 2013 to March 31, 2015. Military patients who admitted to psychiatric wards and met the diagnosis of adjustment disorders were included as potential participants. Patients with repeated hospitalizations and illiteracy were excluded from the study. 248 patients enrolled the study after completing the consent forms, and 2 questionnaires including parents bonding instrument (PBI) and COPE inventory were used for measuring variables of PA and SCS respectively. By treating scores of COPE subscales as dependent variables and scores of PBI subscales as independent variables, a series of multiple linear regressions were applied for data analysis. The results showed that after controlling for the variables of education levels and hospital locations, the coping strategy of denial was significantly positively associated with the domain of overprotection (β=0.095, P=0.004); the coping strategy of behavior disengagement was also significantly positively associated with the domain of overprotection (β=0.113, P<0.001) and negatively associated with the domain of care (β=0.057, P=0.028); the rest of stress coping strategies had no significant associations with the variables of PA in the analysis. The study finding provides useful information about the risk factors of adjustment disorders for the military population who are mainly young adults and typically vulnerable to stress environments to facilitate evidence-based mental health intervention.
Jody Russon
Center for Family Intervention Science, Drexel University, USA
Title: Attachment-based family therapy for depressed and suicidal adolescents
Time : 16:25-16:45
Biography:
Jody Russon, PhD is a project manager, Post-doctoral research fellow, and Family Therapist at the Center for Family Intervention Science at Drexel University. She currently oversees the Family Safety Net II research project: an NIMH-funded randomized controlled trial testing the effectiveness of Attachment-Based Family Therapy (ABFT) for depressed and suicidal adolescents. Her research is focused on family intervention and implementation sciences for underprivileged populations. She recently obtained funding to conduct an implementation study for ABFT at an LGBTQIA community center.
Abstract:
Attachment-Based Family Therapy (ABFT) is an empirically-supported treatment for depressed and suicidal adolescents. In this presentation, Dr. Russon will use lecture and PowerPoint to provide an overview of the clinical strategies, and research support for ABFT. In the first 10 minutes of the presentation, the presenter will provide a brief overview of theoretical principles and research support for ABFT. In the next 10 minutes, she will give an overview of the five treatment tasks: reframing therapy to focus on interpersonal development; building alliance with the adolescent; building alliance with the parents; facilitation of conversations to resolve attachment ruptures and; promoting autonomy in the adolescent. Following this, questions will be answered. Participants will be provided with a handout of the PowerPoint slides which detail the model being presented. Learning objectives for participants include: discuss the empirical support for ABFT and; explain the purpose of the five treatment tasks in ABFT. Current and future research will be discussed.
Elaine F. Martin
Southern Connecticut State University, USA
Title: Integrative Review: Behavioral Sleep Problems in Toddlers
Time : 16:45-17:05
Biography:
Dr. Elaine F. Martin has been a Pediatric/NICU Nurse/Pediatric Nurse Practitioner/Family Nurse Practitioner for 30 years. She graduated from the University of Connecticut in 2011 with a PhD in Nursing and a teaching degree in the Pedagogy of Adult Nursing Learners. She completed a pre-doctoral GAANN fellowship. Her areas of expertise include pediatrics, behavioral sleep problems in children, perinatal loss bereavement, digital stories and nursing leadership. She teaches Nursing at Southern Connecticut State University to doctoral, master’s, undergraduates and accelerated second degree nursing students.
Abstract:
The purpose of this integrative review is to detail current state of the science of behavioral sleep problems in toddlers without serious co-morbidity. A systematic integrative literature review focused on children aged 12 months through 36 months. A total of 128 articles published between 1978 and 2015 were identified and 68 articles used. Articles using a quantitative research design using valid, reliable instruments, strong methodology and rigor, survey response rate and adequate sample size were included. Most articles in the exclusion criteria were related to specific sleep disorders such as parasomnias, psychophysiological insomnia and specific populations with co-morbid conditions such as autism, neurodevelopmental delays, specific psychiatric illnesses and chronic medical conditions. Limitations were examined Study results indicate that behavioral sleep problems are a common parental concern and that between 15% and 35% of toddlers exhibit some type of behavioral sleep disturbance and these exist across all cultures. Maternal depression, co-sleeping and inadequate sleep hygiene have been positively linked to behavioral sleep problems in toddlers. Results suggest that toddlers’ behavioral sleep problems are common and persistent despite treatment in infancy. Interventions were reviewed. Current interventions are effective, but each method has its own problems with implementation, some with poor parental compliance.