Bridging the Practice Gap: Interprofessional Collaboration as a Component of Undergraduate Nursing Education Julie Hopkins 2, Gail Bromley 1

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1 Bridging the Practice Gap: Interprofessional Collaboration as a Component of Undergraduate Nursing Education Julie Hopkins 2, Gail Bromley 1 1 University Hospitals of Cleveland, Cleveland OH USA 2 Case Western Reserve University, Cleveland OH USA Background: The purpose of this project was to identify factors regarding nurse manager and experienced staff nurse satisfaction with new graduate nurses' clinical and non-clinical skills, including their preparedness to collaborate as a member of the interprofessional team. New graduates report their education-practice transition as challenging as they must manage competing demands, demonstrate increased clinical competence, and care for complex patient conditions. New nurses identify interprofessional collaboration, prioritization, and delegation as competency gaps where the education-practice transition can be enhanced. Methods: In a cross-sectional survey design study of 149 nurse leaders and staff nurses conducted at a Midwest academic medical center, perceptions of new graduates' competence were compared to national data from the 2007 landmark study using the Nurse Executive Center's Nursing Practice Readiness Tool. The study examined demographic data and satisfaction ratings on 36 competencies deemed necessary for practice, with responses grouped by years of experience, unit type, and job title. Results: Satisfaction of new graduates' competencies by nurse managers and staff nurses were rated higher in each category compared to the national study, with 63% of nurse leaders satisfied with new graduates' ability to communicate with the interprofessional team, compared to the national average of 38%. Subjects reported 56% satisfaction in new graduates' ability to work as a member of the care team, as compared to 37% reported in the national study. Conclusions: Although satisfaction ratings of new graduates' performance competencies at the Midwest academic medical center were higher than the national data, limitations related to their interprofessional collaboration, prioritization, and delegation skills were identified. As such, nursing programs can incorporate interprofessional teamwork as a requisite component of the curriculum. Integrating a discussion of scenarios where nurses collaborate with other professionals may foster stronger interprofessional communication skills. Engaging nursing, medical, social work, and nutrition students in simulation exercises where each participates in developing a patient's plan of care may also improve interprofessional relationships.

2 Constructivist Theory and Concept Based Learning in Professional Nursing Ethics: Implications for Nurse Educators Edith A West 1 1 Indiana University of Pennsylvania, Indiana PA USA #2 Aim/Design The purpose is to discuss the benefits of using constructivist theory and concept based learning strategies to teach professional nursing ethics to junior level nursing students, to present implications for nurse educators that will help them foster/improve student's critical thinking and increase their mastery and global integration of the complex abstract concepts often associated with professional nursing ethics. Background Traditional methods of teaching professional nursing ethics in the classroom have translated into limited success in clinical practice. Students don't perceive an integration of classroom professional nursing ethics education to practical clinical training, while educators have grappled with a lack of perceived 'excellence of moral character' in their students when they are taught intellectual virtues and theoretical wisdom in the classroom setting that is designed to foster their moral insights and expertise as well as their practice of these virtues in the clinical setting. Discussion Faculty noted that as the course progressed, students were able to think faster, formulate their thoughts using relevant evidence to substantiate their positions consistently, apply professional ethical principles and approaches appropriately to a variety of different clinical situations both domestic and global, while simultaneously improving their writing skills using constructivist and concept learning approaches. Conclusions Faculty found that the use of constructivist theory and concept based learning, which allowed the students to make the relational connections of theory to practice via ethical case scenarios through time and reflective writing in the classroom setting allowed them to identify professional nursing ethics as a 'skill' that is necessary to practice.

3 #4 Strengthening Quality in Nursing Education Using the L.O.V.E. Approach Kathy Holloway 1 1 Ameritech College, Draper UT USA Nursing education and leadership must rapidly change as healthcare organizations are reorganizing into detailed 21st century multi-faceted systems to provide care for complex conditions. If nursing faculty incorporate the L.O.V.E. approach into their daily interactions with registered nurse (RN) students, the students will benefit as will the patients that they care for and the staff that they lead. Using the L.O.V.E. approach teaches and models professionalism, leadership, civility, ethics, and caring, which should be the framework of professional nursing at its best, especially in these current times when quality of care and services drives healthcare organizations. Nursing programs are emphasizing and exposing students to many different evidence-based tools to help improve and maintain quality in nursing practice. However, faculty needs to be role models for students by providing high quality engagement with them in the process of learning. This modeling of quality will hopefully transfer to the nurse as he/she becomes a leader in the profession and mentors and role models to staff. Description of the Approach The L.O.V.E. acronym stands for the following: legitimize, optimize, validate and empower. Legitimize their education by creating a social presence (Cobb, 2011) that is sincere and authentic, and by setting appropriate benchmarks for the busy working RN student. Optimize their education by building on their current knowledge and providing opportunities for personal and professional growth that are most advantageous to each student related to their learning styles, current and long-term professional goals (Smith, 2010). Validate their current level of nursing practice expertise and previous education by using it as a framework for practice application and service learning opportunities that stimulate critical thinking and clinical judgment (Worrell, McGinn, Black, Holloway & Ney, 1996). Empower them to be leaders in the profession through knowledge attainment, and by being a professional role model of high ethical and moral comportment that is active in professional nursing organizations (Shekleton, Preston, & Good, 2010). Through the practice of this affective teaching model, students receive personalized support and recognition which may foster cognitive empowerment and allow them to fully engage in the process of learning which can then be transferred into the practice environment. As students are motivated to perform in academia, likewise they will be able to motivate others within the practice area to provide high quality services by adhering to this model.

4 #5 An Online Self-Paced Faculty Mentoring Program to Reinforce Best Practices in Teaching and Learning Kathy Holloway 1 1 Ameritech College, Draper UT USA Mentoring is a "buzz word" in today's professional world. There are mentors for students in various degree programs, mentors for new registered nurses in hospitals, and mentors for faculty in higher education. Usually the mentor-mentee relationship is face to face and the mentor guides and coaches the mentee through orientation to a new role, new environment, or how processes or systems work. This poster will present how one college developed an online, self-paced faculty mentoring program for nursing and allied health faculty members to encourage best practices in teaching and learning strategies. The first step was to choose a theoretical framework for the program. The author chose Dr. Patricia Benner's Novice to Expert model (1984) to guide program development. Bloom's Taxonomy (1956) (different intellectual levels that are important in learning) and the three domains of learning are also integral to this program. Advice from two authors, Ken Bain (What the Best College Teachers Do, 2004) and Mary Ellen Weimer (Learner-centered Teaching: Five Key Changes to Practice, 2013) is interspersed throughout the program. The completely online mentoring program is user-friendly and divided into six modules that include creative teaching and learning strategies such as drop and drag technology, PowerPoint slide presentations with voice narration, videos, and assignments in each module that coincide with what the module content is focused on. Each participant can base their assignments on the areas in which they teach to make the work more meaningful. The participants post a current CV and their personal teaching philosophy to begin the course. The mentoring program is divided into these six categories based on Benner's work: Module I: Novice Module II: Advanced Beginner Module III: Competent Module IV: Proficient Module V: Expert Module VI: Putting it all together Upon completion of the final module, the participants receive a certificate which can be placed in their faculty file. Each module also has a survey that is completed prior to the next module opening to collect data for continuous program quality improvement. In today's busy world, this nontraditional mentoring program introduces, supports, and encourages best practices in teaching and learning in an online platform that can be completed when the participant's schedule allows.

5 #9 Student and Faculty Perceptions of Integrating Technology in Advanced Health Assessment in On-Line and Face to Face Nursing Courses Paula Bylaska-Davies 1, Danielle Yocom 1 1 MCPHS University, Worcester MA USA Background We evaluated the perceptions by faculty and students regarding the two options offered to students for performance appraisal of the physical exam executed by graduate students enrolled in an advanced health assessment course. We explored the advantages and challenges of utilizing technology to enhance active learning versus the traditional method of return demonstration of the physical exam technique. Utilization of technology and learning management systems are essential components of on-line and face to face nursing courses (Wink, 2011). Methods This health sciences university offers both on-line and traditional programs of study to the nurse practitioner student. Opportunities were provided to each student for faculty evaluation utilizing videotaping of body system assessments in preparation for the final face to face physical assessment return demonstration. Students enrolled in the on-line program were required biweekly to videotape the assessment of one body system and upload the content onto Blackboard, the learning management system utilized by the university. Students enrolled in the face to face program were offered a choice in technique, either to videotape the body system assessment or to complete the assessment in the university lab environment with a faculty member present to provide feedback. Upon completion of the course, all students performed a full head to toe assessment for final evaluation in the traditional lab environment. Results Technology involved the use of a video recording device, internet connection, and the learning management system. Anecdotally, students described primarily positive reports including selfdirected and active learning of physical assessment techniques, flexible time management related to personal and professional commitments, and consistent communication with clinical faculty throughout the semester. Challenges included inexperience with the use of the learning management system technology and a perceived prolonged time and effort to produce the electronic version of the assignment. Faculty feedback reflected the positive student reports and indicated proficiency of the student to perform a thorough physical assessment. Conclusion The use of technology in the classroom is perceived as a positive enhancement to the teaching and learning process. The utilization of technology in an advanced health assessment course enhances the readiness of the student to perform in the role of the nurse practitioner. Recommendations for future research include the continued use of this teaching strategy with faculty revisions to be utilized as an active learning strategy.

6 Development of a School of Nursing Rubric Jessica L Naber 1 1 Murray State University, Murray KY #10 Rubrics have been used as guides to establish and communicate standards to students when developing a paper or project. The standards set by the rubric assure course objectives are met and nursing standards of practice are integrated. This article will detail the necessary components of the rubric for nursing assignments, both didactic and clinical. In addition, the importance of using rubrics will be emphasized. The issues associated with developing and utilizing rubrics in nursing education will be described and discussed. Specific rubrics will be explored and provided, and the Murray State University School of Nursing rubrics will be shared and critiqued. Rubrics have been used as guides to establish and communicate standards to students when developing a paper or project. The standards set by the rubric assure course objectives are met and nursing standards of practice are integrated. This article will detail the necessary components of the rubric for nursing assignments, both didactic and clinical. In addition, the importance of using rubrics will be emphasized. The issues associated with developing and utilizing rubrics in nursing education will be described and discussed. Specific rubrics will be explored and provided, and the Murray State University School of Nursing rubrics will be shared and critiqued.

7 Effects of an International Studies Nursing Program on Cultural Competency: Philippines Gigi Melendez 1 1 Chamberlain College of Nursing, Downers Grove IL USA #11 The United States census predicts that the rate of Hispanic and other minority populations including patients will increase significantly while the nursing workforce remains mostly Caucasian/non-Hispanic. Governmental agencies recognize that these trends will further widen the increasing gap in health disparities. Imbedding cultural competency into healthcare organizations is one way healthcare professionals can meet the needs of the changing population. This project offers one avenue to meet this goal by providing a cultural immersion international experience to senior level nursing students in a baccalaureate nursing school prior to entering the nursing workforce. The aim of the project was twofold: To validate and enhance the current international studies nursing program in which senior level nursing students participate To describe the effects of a cultural immersion experience in the Philippines on nursing students By using a mixed method, the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV) self-assessment tool, two questionnaires, and reflective journals. IAPCC-SV findings revealed a positive trend in selfperceived cultural competencies which was statistically significant. The qualitative results revealed three major themes and 13 subthemes: (1) the cultural immersion experience inspired the students to develop communication, collaboration, and teamwork skills to use in their future practice, especially with cultural understanding; (2) the cultural experience affected the students' personal growth positively with lessons learned such as confidence, selflessness, and humility; and (3) the cultural experience was a life-changing event that affirmed the students' decision to become nurses. As future healthcare professionals, these students realized how blessed they were to have had the opportunity to create change in the world by sharing their knowledge, experience, and culture with others. Although the effects from the experience varied for each student, they now see life through a more culturally sensitive set of lenses. With advancing technology, globalization, and an increasingly diverse population, a professional nurse must also be a global citizen. This role requires that a nurse to be fully aware of the issues that will affect his/her local healthcare. Participation in an international cultural immersion experience is an effective, valuable avenue to eliminate health disparities; therefore, this author recommends the inclusion of this type of cultural experiential learning into nursing curriculum.

8 #13 Dress Rehearsal: Simulation in the Classroom Asma Taha 1 1 California State University, Fullerton, Fullerton CA USA Background: Innovations in technology have expanded the options for teaching and learning in nursing education (Kardong-Edgren, Adamson & Fitzgerald, 2010). The use of simulation is widely used as a means of expanding or replacing clinical experiences. In our study, we used simulation to supplement classroom instruction. The lecture was transformed to include an overview of theory followed by direct application of the concepts under study in an undergraduate pediatric nursing class. Purpose: The purpose of this study was: 1) to evaluate student learning where simulation was introduced as part of classroom instruction. 2) To determine if there was a difference in group outcomes between one group having simulation versus a group that did not. Methodology: Classrooms were randomly assigned to one of two groups located on separate campuses. Group A received four hours of traditional instruction including lecture and use of audio-visual materials, while Group B received two hours of lecture followed by 2 hours of simulation using case studies and debriefing. ATI scores were used to compare student outcomes. Student feedback narratives provided qualitative data. Results Group B did significantly better than Group A on ATI outcome parameters. Students reported improved understanding of lecture material, increased confidence when facing real world clinical situations and wanted simulation continued throughout the program. Skill gaps were identified in a safe, non-threatening environment. IMPLICATIONS Simulation is considered an innovative teaching strategy, encouraging the learning process (Jeffries & Rizzolo, 2006). Introducing simulation to classroom settings allows different types of learners to retain and apply knowledge. Faculty must be comfortable with simulation as a teaching strategy to competently prepare the next generation of nurses (Jeffries & Rogers, 2007). Simulation supports the IOM recommendation to transform nursing education.

9 #14 Self-Directed Simulation : Student directed videos to demonstrate competency in performance of psychomotor skills creates a culture of high quality, safe, educated, reflective, and autonomous professional nursing practice. Kristen L Needler 1 1 Indiana University School of Nursing, Indianapolis IN USA Background. The aim of this article is to describe the effectiveness of using a self-directed learning activity to assess student competency in performing psychomotor nursing skills in a sophomore fundamental nursing course. The pedagogy used in this research was videography with the use of an ipad or smartphone in which the student was given brief objectives without a skills checklist to be followed. Typically skills are taught with the use of a standardized checklist. Videos were then uploaded to a cloud based storage and the files were shared with faculty and or classmates for peer reviewing. Each student was responsible for uploading a total of seven videos. Teaching psychomotor skills is a fundamental nursing curriculum requirement in any nursing program. Multiple methods of teaching skills and demonstration of competency are used. There is not a current standard of practice. Additionally, no set evaluation standard exists in nursing curriculum to evaluate competency of psychomotor skill performance. Method. A review of the literature on psychomotor skills was completed along with a review of multiple sets of student evaluations and verbal feedback from semesters dating back to spring of Verbal reflections obtained from twenty sophomores in a Bachelor of Science nursing (BSN) program was used to assess individual learning. Faculty used the student reflections to determine themes and success of the implemented pedagogy. Faculty reviewed videography to determine competency of the skill for each student. Results. Reflection from the students determined that the pedagogy was effective and preferred over other methods previously used in their nursing courses. Students created their own simulation scenarios and developed several new ideas with use of standardized patients and or moderate fidelity simulators to increase the overall fidelity of their videos, which in turn enhanced their learning experiences. Faculty reflections determined that students were able to demonstrate skills more effectively and were more readily practicing skills and taking greater responsibility for learning skills compared with prior methods. Conclusion. Self-Directed Simulation and use of videography was demonstrated to improve student nurse practice in performance of psychomotor nursing skills. Further studies need to be conducted to determine best methods of evaluation and practice implementation with use of Self- Directed Simulation techniques.

10 #15 Student Perceptions of Unfolding Case Studies in the Nursing Classroom Janet M Reed 1 1 Kent State University at Stark, North Canton OH USA The Carnegie Foundation for the Advancement of Teaching's national study of nursing education (2009) calls for radical change in how we teach nursing; citing specific problems such as isolation between classroom, lab, and clinical, and lecture-heavy dense content in the nursing classroom with little coaching on how to use the knowledge in real clinical situations. The intent of this project was to gain insight into student's perceptions of using unfolding case studies in the nursing classroom and how these affect student learning. A literature review was performed in order to define what exactly an "unfolding case study" is and what outcomes have already been linked to unfolding cases studies. The researcher designed unfolding case studies for each unit of content to be used in the nursing classroom, including innovative techniques such as patient monologues from the NLN ACES cases, and Lippincott's Docucare to present the unfolding cases in a simulated electronic health record form. Students' perceptions were measured via a brief survey with a Likert scale and student comments at the end of the semester. Preliminary results indicated 80% of students surveys believed unfolding case studies increased their learning of the content, and 87% of students agreed that the use of unfolding case studies made them think differently about patient centered care. Qualitative data from students' comments revealed additional benefits of unfolding cases. In conclusion, nursing classrooms should consider development of unfolding case studies as an inexpensive technique to promote active learning, clinical reasoning and decision making skills in nursing students.