1 Concurrent Session: F F- 1 If I Only Had a Brain: Use of Brain Rules to Inform Educational Design & Technology Pershing North Nancy P. Davis, MSN, RN, CNOR, Product Manager, American Nurses Association Center for Continuing Education & Professional Development, Silver Spring, MD; Theresa A. Gaffney, MPA, BSN, RN, Senior Director, American Nurses Association, Silver Spring, MD
2 If I Only Had a Brain: Use of Brain Rules to Inform Educational Design & Technology Name of Primary Presenter and Credentials: Nancy Davis, MSN, RN, CNOR Affiliation/Organization: American Nurses Association City/State: Silver Spring, MD ABSTRACT Today s fast-paced and technologically driven world has created the need for nurse educators to design and implement creative strategies for delivering high quality continuing nursing education. This presentation will describe how the American Nurses Association Center for Continuing Education and Professional Development has used John Medina s Brain Rules to inform, design, and implement continuing nursing education activities targeted to a technologically-driven generation. The presentation will describe the current state of continuing nursing education and the rationale for required creativity in CNE programming in today s environment. The authors will discuss the Brain Rules and their influence on participant learning and the instructional design, and describe the design and implementation of an educational activity in podcast and twitter format created to boost brain power, command learners attention, and leverage visual learning, the dominant sense for human. Challenges experienced during the planning, design and implementation will be described and strategies for overcoming obstacles will be identified. Learner feedback and outcomes will be discussed.
3 F- 2 Preparing Nurse Leaders Pershing East Mary Rodgers Schubert, MPM, BSN, RN, Director Continuing Nursing Education, University of Pittsburgh School of Nursing, Pittsburgh, PA
4 Preparing Nurse Leaders Title of Abstract Name of Primary Presenter and Credentials: Mary Rodgers Schubert, MPM, BSN, RN Affiliation/Organization: University of Pittsburgh School of Nursing City, State: Pittsburgh, PA ABSTRACT The 2011 report from the Institute of Medicine (IOM) and the Robert Wood Johnson (RWJ) Foundation: The Future of Nursing: Leading Change, Advancing Health provided four key messages: (1)nurses should practice to the full extent of their education and training, (2) nurses should achieve higher levels of education and training trough an improved education system that promotes seamless academic progression, (3) nurses should be full partners, with physicians and other health care professionals, in redesigning health care systems in the United States, and (4) effective workforce planning and policy making require better data collection and improved information infrastructure (IOM, 2011). While these messages address all nurses, they also serve as a catalyst for nursing leaders to change the way they lead. Nursing leaders need to be able to: synchronize what nurses do with the public need; redirect the focus from acute care to prevention and primary care; navigate the shifting reimbursement models; support and promote scope of practice expectations; work with funding limitations under health reform; and implement transitional care models (Institute of Medicine 2011). To be successful in today s complex health care environment, nursing leaders need new or retooled competencies, skills, and behaviors that they may not have mastered in previous educational or experiential endeavors (Fralic 2010). In an effort to ensure nurse leaders are prepared to be successful the University of Pittsburgh School of Nursing and the University of Pittsburgh Medical Center (UPMC) joined forces to assess the learning needs of UPMC s nurse leaders, identify knowledge gaps, and create continuing education activities to address the identified needs. The American Organization of Nurse Executives (AONE) Nurse Executive Competencies were used as a framework to identify the knowledge gaps of current nurse leaders. The purpose of this presentation is to describe how the University of Pittsburgh School of Nursing and UPMC created a successful learning partnership to enhance the leadership knowledge and skill of UPMC s nurse leaders. References Fralic, M. F. (2010). Contemporary nurse executive practice: one framework, one dozen cautions. Nursing Clinics of North America, 45, Institute of Medicine. (2011). The future of nursing: leading change, advancing health. Washington, DC: The National Academies Press.
5 F- 3 Effects of High Stakes Testing and Remediation on Nursing School Success Pershing West Mary L. McHugh, PhD, MSN, RN, Professor of Nursing and Director, Nursing Graduate Programs, National University, Long Beach, CA
6 Effects of High Stakes Testing and Remediation on Nursing School Success Title of Abstract Name of Primary Presenter and Credentials: Mary L. McHugh, PhD, RN Affiliation/Organization: National University City, State: San Diego, California ABSTRACT Due to a variety of factors, including increasing rigor of the NCLEX exam, and student expectancy of effort and time investment required to succeed in nursing school, declining NCLEX pass rates have become a problem for a few nursing schools. In states with minimum pass rates, these schools are threatened with closure due to poor NCLEX pass rates of their graduates. This study reports outcomes of implementation of an NCLEX pass rate improvement program in six nursing programs that were in jeopardy of closure due to low NCLEX pass rates. Sample: Six generic BSN nursing programs. Design: Action research defined as implementation of a basic program with minor adjustments as needed by the individual schools. Methods: The same NCLEX success program was implemented in the nursing cohorts in schools with serious problems with students passing the NCLEX. One year after implementation, pass rates were compared with pre-implementation pass rates. Data Analysis: Descriptive statistics. Results: All programs improved their NCLEX pass rates within one year of program implementation. School 1: Annual NCLEX pass rate increased from below 75% to an average of 98% over 3 years. School 2: Pass rates increased from 40% to 100%, School 3: Pass rate increased from 80% to 91%, School 4: Pass rate increased from 64% to 95%, School 5: Pass rate increased from 80% to 100%, School 6: Pass rate increased from to 60% 85%. Conclusions: Pass rates are a function of several factors, with the most significant being the rigor of the program. Attrition rates can be managed to no more than 12% with a program of early recognition of academic decline and intervention to support student success with a program of tutoring and dedicated on-campus study time.
7 F- 4 Support, Network, Inspire: Implementation of an Inter- Professional Residency Program Century Ballroom A Beth A. Hankamer, MSN, BS, RN, CAPA, Clinical Education Specialist, St. Louis Children s Hospital, St. Louis, MO
8 Support, Network, Inspire: Implementation of an Inter-Professional Residency Program Title of Abstract Name of Primary Presenter and Credentials: Beth Hankamer, MSN, BS, RN, CAPA Affiliation/Organization: St. Louis Children s Hospital City, State: St. Louis, MO. ABSTRACT Based on the 2010 Institute of Medicine s and Robert Wood Johnson Foundation s The Future of Nursing initiative, a pediatric teaching hospital has committed to focusing efforts on implementing an innovative, inter-professional residency program aimed at fostering interdisciplinary teamwork and collaboration, improving patient care coordination and enhancing new graduate professionals transition into practice. The hospital supports interdisciplinary Unit Based Joint Practice Teams aimed at improving patient safety and care, a successful Shared Leadership model that promotes communication and decision-making by front line staff across all professional disciplines within Patient Care Services resulting in improved patient care outcomes. Traditionally, nursing residency programs have been implemented to support graduate nurses transition into practice. These programs vary in length, goals, outcome measures and content. Inter-professional education has been limited within these programs. A growing body of research suggests that interprofessional education can lead to the breakdown of silos and increase teamwork and collaboration. In addition, academic institutions throughout Canada and the United States are beginning to incorporate core curriculums for students enrolled in all health professions. The development of an inter-professional residency provides the foundation into the organization s inter-professional patient care model while integrating education from academia to clinical practice. An inter-professional residency program is innovative in several significant ways: 1) Provides transition into practice for new graduates of all health care professions; 2) Advances inter-professional education; 3) Creates partnerships that encourages teamwork, collaboration and collegiality between departments and disciplines from the time of initial employment; and 4) Incorporates inter-professional group mentoring with professional development to engage and empower staff to function in their professional roles. This residency is comprised of a core component for staff in Patient Care Services, specific orientation for role in the department/unit, precepting with experienced department/unit staff and ongoing, structured professional development for the first year post orientation. Innovative components of the residency include inter-professional patient care scenarios in our state of the art simulation center with physician and parent actor involvement during orientation and individual professional progression planning for two to five years following residency completion. The Inter-professional residency program was implemented in January Specific aims of the interprofessional residency program are the impact on teamwork, collaboration and patient safety. Secondary outcomes that are being collected include transition into leadership roles and staff turnover rates. The Casey-Fink Graduate Nurse Experience Survey, a validated and reliable measurement instrument, has been used to measure support, patient safety, stress, communication/leadership and professional satisfaction in nursing residency programs. The instrument developers have given permission to modify this instrument for use in the inter-professional residency program. New graduate professionals are surveyed at beginning of employment, six months and one year after hire. Six month data has shown an improvement in communication/leadership and patient safety of the graduate health care professional.
9 F- 5 Peer Coaching: Empowering the Next Generation of Nurses Pershing South Linda Smith McQuiston, PhD, RN, Assistant Professor, Indiana State University, Terre Haute, IN
10 Peer Coaching: Empowering the Next Generation of Nurses Title of Abstract Name of Primary Presenter and Credentials: Linda McQuiston, PhD, RN Affiliation/Organization: Indiana State University City, State: Terre Haute, IN ABSTRACT The complexity of patient care challenges nurse educators to develop new approaches to clinical education that foster communication, decision-making and critical reasoning skills of students. A student peer coaching program, carried out within clinical courses for an undergraduate baccalaureate nursing program will be presented. The program has demonstrated through self-evaluation and student comments enhanced: communication, delegation skills, clinical judgment, clinical reasoning, and professionalism for first-semester clinical nursing students and graduating senior nursing students. The aforementioned areas address key elements of the American Association of Colleges of Nursing (AACN) Essentials for Baccalaureate Education (2008). Skillful communication between teammates and co-workers is becoming less effective among novice and experienced nurses. Each semester the peer coaching program consists of clinical groups of eight first-semester baccalaureate nursing students, a faculty instructor, and one to three graduating senior nursing students. A coaching model versus a mentoring model was selected related to the definition stated by Zerwekh and Zerwekh-Garneau (2012) which states that Coaching is an approach of assisting an individual s growth through partnership with a colleague or other individual who is an equal (p. 48). Under the supervision of a faculty member, senior nursing students coach junior level nursing students during patient care. Faculty members report favorable outcomes associated with the peer coaching program. During this presentation, details of the program and findings will be discussed. Participants will have the opportunity to ask questions and interject new ideas for further development of this peer coaching program. Zerwekh, J. & Zerwekh-Garneau, A. (2012). Nursing Today: Transition and trends (7 th ed.). St. Louis, MO: Elsevier.
11 F- 6 Perceptions of Structural Empowerment in Student Nurses Century Ballroom B Shelley C. Moore, PhD, MSN, RN, Assistant, Middle Tennessee State University, Mt. Juliet, TN
12 Perceptions of Structural Empowerment in Student Nurses Title of Abstract Name of Primary Presenter and Credentials: Shelley C. Moore, PhD, MSN, RN Affiliation/Organization: Middle Tennessee State University City, State:Murfreesboro, TN ABSTRACT In 2004 the Institute of Medicine declared that the quality of patient care is directly associated with the degree to which nurses are empowered to act in their patients behalf (Institute of Medicine [IOM], 2004). Empowered nurses are better able to make effective decisions, take appropriate action, problem solve, and perform in today s rapid-paced, complex, and high-stress healthcare environment than non-empowered nurses. Frontline nurse caregivers have a direct impact on the quality and safety of patient care. They are at the bedside the greatest concentration of time and are often the last individual to assure that an intervention is administered safely or that an error is prevented. They also monitor patients responses to treatments and progress toward improvement. Researchers have been studying the status of nursing empowerment for many years. The literature indicates that perceptions of empowerment are linked to nurses job satisfaction, perceived care quality, feelings of autonomy and control over practice, patient safety, organizational trust and commitment, productivity, work effectiveness, accountability, and intent to stay with an organization. There is very little research indicating levels of empowerment in student nurses. In order to cultivate empowerment in practicing nurses, schools of nursing should facilitate an effective learning environment for student nurses. Part one of a two part cross-sectional, correlation study explored 203 student nurses perceptions of empowerment, based on Rosabeth Kanter s theory of structural empowerment (1977, 1993). The Conditions of Learning Effectiveness Questionnaire (CLEQ) was used to collect data on empowerment (Siu, Laschinger, & Vingilis, 2005). Descriptive data will be presented as well as differences among groups according to age, gender, ethnicity, semester in program, grade point average, and amount of healthcare experience. Part two of the study examined which variables influenced 53 of these students critical thinking scores as measured by the Health Sciences Reasoning Test (California Academic Press/Insight Assessment, 2012). This presentation will discuss implications to practice in the academic education setting using evidence from the current study, as well as make recommendations for future research.