28^th International Conference on Family Nursing and Healthcare September 11-13, 2017 San Antonio,Texas, USA

Biography:

Kathryn M Cacic has completed her DNP with a focus on executive leadership from Rush University in Chicago, Illinois. She is currently an Assistant Professor of Nursing in both the graduate and RN-BS programs. She has a long and varied career primarily in University Teaching Hospitals and spent 31 years with the USAF Reserve. Her Doctoral work focused on the reduction of benzodiazepines in older adults with poster presentations at National NICHE & GAPNA conferences. In addition to teaching, she volunteers her time as a Nurse Practitioner with a local community of Amish and serves on the Board for this Clinic.

Abstract:

A multiple of studies on the use of benzodiazepines in older persons have recently gained attention with changing population demographics. This drug category puts the older person at risk for memory impairment, hypersomnolence, falls, fractures, motor vehicle accidents and potential addiction. This problem is further compounded by the fact that over half of these populations have at least three chronic health problems for which they consume other medications. Together this leads to significant polypharmacy and inappropriate medications. This contributes to a paucity of adverse drug events. The program will discuss use of Beers criteria to reduce inappropriate medications both in the community and acute setting. Dangers of long term use of benzodiazepines results in overall poorer health and the potential harm to quality of life. Nursing must be an active partner in commitment to a multidisciplinary approach for prescribing in older persons. Advocacy for active involvement of the patient and caregivers into the prescribing decisions must be guided by good clinical practice. Non-pharmacological strategies should be encouraged such as sleep hygiene, cognitive behavioral therapy and exercise. Current quality measures focus on extensive drug reviews with reduction strategies to eliminate inappropriate medications. Use of the Beers or STOPP criteria by nursing can make a difference that is patient centered, holistic and involves families will benefit the quality of life for this population. Nursing advocacy for no benzodiazepines contributes to promoting wellness for this population.

Biography:

Sherry L Donaworth is an Assistant Professor of Clinical Nursing at the University of Cincinnati, College of Nursing, USA. She is board certified as both an Adult-Acute Care Nurse Practitioner and a Family Nurse Practitioner. Her extensive clinical practice experience has included critical care, cardiology, geriatrics as well as primary care. She has served as a Content Expert on an ANE HRSA grant for interactive case studies for distance learning students.

Abstract:

Coronary heart disease (CHD) is a major cause of morbidity and mortality in developed countries. Even as mortality rates have declined globally in recent years, one-third or more of all deaths in adults over the age of 35 is attributable to CHD. According to the American Heart Association (AHA) and the Centers for Disease Control (CDC), cardiovascular diseases claim more lives than all forms of cancer combined. Hypertension is a leading risk of heart disease and heart failure and the most common reason for office visits of adults to healthcare providers in the U.S. Aging of the population and improved treatment for CHD has led to an increasing prevalence of heart failure. Prescriptions to treat for cardiovascular disease are among the most commonly prescribed medications for chronic illness. Therefore, it is essential that nurses stay up-to-date regarding these frequently prescribed drug classes. This presentation will review the pathophysiology of heart disease and heart failure, as well as evidence-based treatment modalities. Indications, contraindications and adverse drug effects as well as patient education and monitoring considerations will be discussed.

Biography:

Samantha Pehl has been working as a Nurse since 30 years. She began her practice as an ADN Graduate of Cochise College in Douglas Arizona. She has Bachelors in Liberal Studies Biology, Master in Midwifery, a Postgraduate degree in Family Practice Nursing and finally a Doctorate of Nursing Practice from Frontier Nursing University in 2012. She is an Assistant Professor at Tarleton State University for 16 years, a part-time Nurse Scientist with Texas Health Resources Stephenville for 2 years and a PRN Family Nurse Practitioner with Stephenville Medical-Surgical Clinic for 9 years.

Abstract:

According to the American Association of Colleges of Nursing (AACN) (2012) the entry level enrollment for Baccalaureate nursing programs has risen 82.7% since 2002. The increased enrollment has translated into a need for clinical sites and experiences required to develop skilled, knowledgeable nurses. Nursing schools are looking at advances in technology to help maintain a high standard of education and provide needed clinical opportunities. Current research suggests that the use of high-fidelity simulation is an effective method of preparing nursing students to care for patients. Students can develop teaching, technical and critical thinking skills during the high-fidelity simulations that can be readily transferred to living patients in a standard care situation. This capstone project investigated the premise that simulation experiences are comparable in effectiveness to hospital clinical by comparing pretest/posttest scores and semester exams scores after a four week clinical rotation. Statistical results showed no difference in scores between the test and control groups, thus supporting the literature review and the null hypothesis.

Biography:

Diane Ames is an associate professor in the Family Nurse Practitioner and Adult Gerontology Primary Care tracks at Concordia University. She is also a Co-Director of Graduate Nursing Programs at Concordia University. Her practice hours are at a large mid-western health care system in urgent care. Additionally, she coordinates two interprofesssional primary care projects including Diabetes and Hypertension in an underserved clinic.  

Abstract:

This interprofesssional project was piloted in a mid-western primary care clinic with an underserved African American population. Four conversation maps and facilitators guides were developed and implemented with learners from nursing, medicine, pharmacy, athletic training, nutrition, and art with oversite from faculty and volunteers. The curriculum topics included overview of hypertension, nutrition, medication, and lifestyle interventions including stress, tobacco, and exercise. This project was divided into two phases; the first phase included content on team building, health literacy, racism in medicine, roles, education, and scope of practice for the team members along with patient recruitment. The second phase included implementation of the program which included four educational sessions and one focus group. Thus far, two small cohorts have completed this educational program. The post intervention surveys demonstrated an improvement in quality of life and self-efficacy scores while the biometric data revealed mixed results. 

Biography:

Michelle Sherlin has diverse experience in the use of patient simulation. Currently she works as the Simulation Specialist for the Division of Nursing at Holyoke Community College. She is responsible for center operations, scenario development, data collection and facilitates all simulations occurring in the center. Recently she published an article in the journal Teaching and Learning in Nursing titled “End- of- life patient simulation lessons learned” which describes a different multi-station simulation being successfully implemented in the school of nursing.  She has extensive experience in moulage techniques and works diligently, creatively and effectively to bring realism to the simulation environment.

Abstract:

With increased nursing school enrollments, the anticipated number of retiring nurses working in perinatal nursing and subsequent need to hire newly graduated nurses, it is imperative that student nurses have perinatal educational experiences beyond the classroom. Our Associate Degree (ADN) nursing program at an urban community college was additionally challenged with limited clinical site placements in labor and delivery because of the number of nursing programs in our geographic area and local BSN programs being priotitized for clinical placements. This was the impetus for the implimentation of a four station perinatal simulation experience for all first year ADN students in our program. Utilizing the Gaumard Noelle birthing simulator, Laerdal Vital sims and Gaumard Newborn Hal simulators, each phase of perinatal care is represented. Students spend 30 minutes caring for patients in each of the stages; latent labor, active labor, transition and delivery to 2 hours post partum. They provide guided care for both the mother and baby in each. Staff from a local hospital provided support to students as well as nursing faculty at each station. Perinatal monitoring software enables students to analyze fetal rhythms.  Student feedback has been exceptionally positive and students have successfully achieved learning outcomes over the course of the four years that this simulation has been in place. Students report that this experiential learning opportunity enhances thier understanding and self confidence. Staff at the clinical sites also report that students are better prepared and knoweledgeable about nursing actions in each phase.

Biography:

Teresa Beaudry, MSN, RN is currently a full-time Professor in Nursing Education at Holyoke Community College and adjunct clinical educator for the University of Massachusetts-Amherst. She currently teaches in a combined Practical and Associate Nursing Education Program with additional experience working with the bachelorette and second bachelor’s degree in nursing education. She has been teaching since 2007 with a focus on Women’s, Newborn and Family Health, Pediatrics, and Medical Surgical Acute and Complex Care. She received her BSN and MSN degree from American International College. She has been in the leadership role as course coordinator and program chair. She has participated in nursing program development and facilitating curriculum changes, accreditation with ACEN, and compliance with the MA-BORN, Exam writing success, faculty mentoring and use of simulation in nursing education.  Through her passion to make transitioning in nursing education more fluent she participated in the Massachusetts Higher Education grant in the development of an educational program to promote further education of the Licensed Practical Nurse to Associate of Science in Nursing program and the Associate of Science Nurse to the Bachelorette level. Her teaching philosophy incorporates the importance of the art and science of nursing with an emphasis on critical-thinking, reasoning and problem solving skills.  With the use of advanced technology in education she has integrated the use of high fidelity simulation in the classroom, to enhance student understanding and comprehension of the nurse’s role in clinical nursing practice. This experiential learning style brings clinical into the classroom and has increased student participation, eagerness to learn and ability to apply theory to clinical practice

Abstract:

With increased nursing school enrollments, the anticipated number of retiring nurses working in perinatal nursing and subsequent need to hire newly graduated nurses, it is imperative that student nurses have perinatal educational experiences beyond the classroom. Our Associate Degree (ADN) nursing program at an urban community college was additionally challenged with limited clinical site placements in labor and delivery because of the number of nursing programs in our geographic area and local BSN programs being priotitized for clinical placements. This was the impetus for the implimentation of a four station perinatal simulation experience for all first year ADN students in our program. Utilizing the Gaumard Noelle birthing simulator, Laerdal Vital sims and Gaumard Newborn Hal simulators, each phase of perinatal care is represented. Students spend 30 minutes caring for patients in each of the stages; latent labor, active labor, transition and delivery to 2 hours post partum. They provide guided care for both the mother and baby in each. Staff from a local hospital provided support to students as well as nursing faculty at each station. Perinatal monitoring software enables students to analyze fetal rhythms.  Student feedback has been exceptionally positive and students have successfully achieved learning outcomes over the course of the four years that this simulation has been in place. Students report that this experiential learning opportunity enhances thier understanding and self confidence. Staff at the clinical sites also report that students are better prepared and knoweledgeable about nursing actions in each phase.

Biography:

Olubunmi I. Daramola completed her PhD in Nursing and Masters of Public Health degree from the University of Michigan, Ann Arbor. She is an Assistant Professor at the Wayne State University College of Nursing and board certified Adult /Gerontology Primary Care Nurse Practitioner with expertise in health promotion risk reduction.

Abstract:

This literature review supports development of a theoretical construct that the processes of migration and acculturation in relation to perceptions of hypertension, dietary habits and life style behavior affect the health trajectory of immigrants to the United States and other western nations, specifically African immigrant women. Explanatory models such as the cognitive representation of illness (CR) and Leventhal’s Self-Regulation Model (SRM) are reviewed in relation to perceptions of illness and dietary approaches to health in this population. The purpose is to facilitate understanding and development of culturally relevant preventive program for immigrants.

The discussion will cover traditional African illness representations, which are based on beliefs that include natural and unnatural causes. It is expected these beliefs will influence the CR of hypertension, as well as dietary behavior (DASH Diet) associated with control of hypertension, among African immigrant women. The literature suggests that the process of acculturation exposes African immigrants to new knowledge that will modify their illness representation. A question to ask is if the CR modification is enough to influence coping patterns, adaptive outcomes and subsequent illness management. Programming and formal education are likely needed to modify the SRM in the case of special populations such as African immigrant women.

Biography:

Esther Ampadu has worked as a nursing faculty member for more than 30 years.  Esther started her nursing education in Liberia where she earned her BSN degree and a midwifery certificate. She continued her education at Northeastern University where she earned a master’s degree in nursing in the early 90s. She also completed her PhD in Nursing from Northeastern University a couple of years ago.

Esther taught at Cuttington University for eight years and has been teaching at Laboure for the past 25 years. Her research interests include issues related to nursing faculty. Her main interests as a nursing faculty member is teaching and mentoring students so they achieve success as nurses and future nursing faculty

Abstract:

To maintain sufficient nursing faculty to meet the challenges posed by the 2010 Institute of Medicine (IOM) report, schools of nursing must determine how to decrease faculty job stress, promote job satisfaction, and improve faculty retention. This dissertation’s primary aim is to examine the relationships between job stress, job satisfaction, and intent to remain in academia among nursing faculty with research focused doctoral degree (RFDD), who teach at baccalaureate level or higher. Its secondary aim is to identify predictors of these same phenomena. A tertiary aim is to test the applicability of the effort-reward imbalance (ERI) model to effectively explain the nature of the relationships between job stress, job satisfaction, and intent to remain in academia among RFDD prepared nursing faculty who participated in this study. Responses from 363 nursing faculty members who met the inclusion criteria for this study were analyzed. The questionnaire used included the following components: Effort-Reward Imbalance (ERI) which measured job stress, Job In General (JIG) which measured job satisfaction, Job Descriptive Index (JDI) which measured faculty satisfaction with coworkers, present job, pay, promotion and supervision, and a single question on intent to remain in academia (IRA). Forty-seven percent of faculty reported job stress, 92% (n =326) reported job satisfaction, and 81% (n=275) reported intent to remain in academia. Statistical analysis indicated that demographic factors, such as age, gender, and years as faculty, did not influence job stress, but level of formal education and number of hours worked on the job were influential factors of job stress. A logistic regression showed that job satisfaction was a significant predictor of intent to remain in academia. Job satisfaction also mediated the relationship between intent to remain in academia and job stress. This study indicates that although nursing faculty did report job stress, they also reported job satisfaction and intent to remain in academia.

Biography:

Kim White is a licensed advanced practice nurse and Clinical Associate Professor at Southern Illinois University Edwardsville. She has been the Executive Director of the SIUE WE CARE Clinic for the past four years. She and her team have been responsible for the restructuring of the clinic from a failing endeavor to a growing clinic that is consistently in the black. 

Abstract:

Biography:

Deepti B. Prajapati has completed her BSN at Western Connecticut State University, and her MSN at Southern Connecticut State University.  She is board certified as a Family Nurse Practitioner, and is currently practicing at NYU Langone Medical Center’s Infusion Center at the Center for Musculoskeletal Care (CMC). 

Abstract:

Vedolizumab (Entyvio) is one of several treatment options for the management of Ulcerative Colitis and Crohn's Disease. It is a recombinant humanized anti-alpha-4-beta-7 integrin monoclonal antibody. Integrins are proteins involved in regulating cellular movement, including the migration of leukocytes to the gut.  It is specific to the intestinal tract because it binds to the alpha-4-beta-7 integrin, thereby blocking the interaction of the alpha-4-beta-7 integrin with mucosal addressin cell adhesion molecule-1.  This results in the inhibition of memory T-lymphocytes migrating across the endothelium into inflamed gastrointestinal tissue.  This biologic immunotherapy is utilized in patients who have failed or achieved inadequate response to the different therapies currently available for these disease processes. Certain considerations include monitoring/screening for tuberculosis (TB), progressive multifocal leukoencephalopathy (PML), and liver injury. These are rare adverse effects and occurrences. A protocol for the safe administration of Vedolizumab at NYU's CMC Infusion Center is based on current prescribing guidelines.