Concurrent Session: D D- 1 Infusing Nursing Theory and Evidence- based Practice into Baccalaureate Undergraduate Curriculum Pershing South Loretta Bond, PhD, RN, CNE, Assistant Professor of Nursing, Belmont University School of Nursing Nashville, TN; Lynne Shores, PhD, RN, Professor, Adult Health Nursing, Belmont University School of Nursing, Nashville, TN
Infusing Nursing Theory and Evidence-based Practice into Baccalaureate Undergraduate Curriculum Title of Abstract Name of Primary Presenter and Credentials: Loretta Bond, PhD, RN, CNE Affiliation/Organization: Belmont University School of Nursing City, State: Nashville, Tennessee ABSTRACT Evidence-based practice has become an essential element of nursing practice. The rapid proliferation of research knowledge necessitates skills in research appraisal and evidence synthesis to enhance optimal patient outcomes. These skills need to be learned and applied in a rapidly changing clinical setting where innovations in care require up-to-date clinical knowledge. Many undergraduate programs are aligning nursing curriculum to match the practice arena to assure that students have the skills to evaluate practice research and apply best evidence to the practice arena. Additionally, with the application of evidence, nurses need to be critically aware of the nursing knowledge which undergirds clinical practice. Nursing theories provide the foundational girthing in the implementation of evidence-based practice. The purpose of this presentation is to describe an innovative curriculum strategy which incorporates evidence-based knowledge with theoretical foundations. Using the Baccalaureate Essentials and QSEN competences as a guiding framework for undergraduate practice competencies, an evidence-based course was developed to replace the BSN research course at Belmont University School of Nursing in Nashville, Tennessee. The new evidence-based course design is comprised of six modules which focus on skills essential to the identification and implementation of practice evidence. Each course module highlights a nursing theorist and includes practice applications of the theoretical concepts/constructs to nursing practice. The course culminates in group presentations of PICO formatted practice situations encapsulated in concepts from a nursing theorist as a framework for clinical implementation. The faculty at Belmont University School of Nursing concur that the expanded theory content in the evidence-based course better prepares students to address the critical skills needed to synthesize nursing research for evidence-based practice.
D- 2 Transforming Oz to Enhance Student Engagement and Success: Trading Traditional Academic Office Hours for Faculty- Led Collaborative Tutoring Sessions Pershing East Laurie J. Palmer, MS, RN, AOCN, Professor, Monroe Community College, Rochester, NY; Jacqueline Sayre Dorsey, MS, RN, ANP, Assistant Professor, Monroe Community College, Rochester, NY
Transforming Oz to Enhance Student Engagement and Success: Trading Traditional Academic Office Hours for Faculty-Led Collaborative Tutoring Sessions Name of Primary Presenter and Credentials: Laurie Palmer, RN, MS, AOCN Affiliation/Organization: Monroe Community College City, State: Rochester, NY ABSTRACT Background: Research related to effective learning in higher education establishes active and collaborative learning, both inside and outside the classroom, as a consistent predictor of student engagement. The evidence also clearly demonstrates that student engagement improves such learning outcomes such as academic retention and progression. Although faculty incorporate active and collaborative learning strategies in the classroom setting, outside of the classroom, faculty continue to adhere to the traditional model of academic office hours as a primary method of student engagement. Purpose: A Faculty-Led Collaborative Tutoring Program was implemented in a first year medical-surgical nursing course at Monroe Community College to explore if this model improved engagement of nursing students outside the classroom and improved retention and progression rates. Methods: Five faculty-led collaborative tutoring sessions were offered, weekly, in lieu of five hours of traditional academic office hours. Each of the five faulty continued to provide four hours of traditional academic office hours. A drop-in approach to accommodate students various schedules was utilized for the tutoring sessions. Each session sought to identify the gaps in the students learning, incorporated active and collaborative strategies to foster understanding of classroom and clinical learning, and promoted the use of cognitive and metacognitive strategies to enhance deep learning. Peer-to-peer interaction was emphasized throughout the session. Results: A follow-up student survey validated that the majority of students actively participated in faculty-led collaborative tutoring sessions and the students consistently ranked the sessions as very helpful or extremely helpful to their learning. A majority of students reported minimal participation in traditional office hours with 25% of those students reporting it as unhelpful or only somewhat helpful to their learning. Improvement in course retention rates and course evaluations further support continued use of this strategy of engagement. Conclusions: A faculty-led collaborative tutoring program promoted student engagement outside of the classroom and demonstrated positive learning outcomes for students enrolled in a first year medical-surgical nursing course in an Associate Degree Nursing program.
D- 3 Building the Yellow Brick Road: Utilization of Preceptor Best Practices Pershing North Sue Bugsch, MSN, RNC-NIC, Manager Education, Newborn and Infant Critical Care Unit, Children s Hospital Los Angeles, Palmdale, CA; Cindy Rowlett, BSN, RN, PHN, Education Manger, Pediatric Intensive Care Unit, Children s Hospital Los Angeles, Canyon Country, CA; Jessica L. Klaristenfeld, BSN, RN-BC, Residency Manager, Children s Hospital Los Angeles, Los Angeles, CA; Frances Blayney, MS, RN-BC, CCRN, Education Manager PICU, Children s Hospital Los Angeles, Los Angeles, CA
Building the Yellow Brick Road: Utilization of Preceptor Best Practices Title of Abstract Name of Primary Presenter and Credentials: Sue Bugsch, MSN, RNC-NIC Affiliation/Organization: Children s Hospital Los Angeles City, State: Los Angeles, CA ABSTRACT It has been well documented in the literature that a preceptor plays a major role in the success of a new graduate nurse. Preceptors need the brain of the Scarecrow, the heart of the Tin Man, and the courage of the Cowardly Lion to successfully transition a new graduate nurse into clinical practice. Excellent precepting is not an inherent quality. Socializing a new graduate nurse to the unit culture, teaching hands-on skills, facilitating critical thinking, assisting in the accomplishment of learning goals, and role-modeling ideal nursing behaviors are all responsibilities of a preceptor. A less skilled and unprepared preceptor can consequently create a negative, stressful, and dissatisfying experience. It is essential that the preceptor is provided with best practices to guide them as they teach, role model, and support the new graduate nurse. This presentation will identify these data driven preceptor best practices, which can be used by educators to enhance preceptor development and enable the new graduate nurse to develop a strong foundation that will guide them down the yellow brick road to a successful nursing career.
D- 4 Challenges to Academic Success for Ethnoculturally Diverse Nursing Students Pershing West Elizabeth J. Diener, PhD, RN, CPNP, CNE, Chair, Graduate Programs and Associate Professor, Kramer School of Nursing, Oklahoma City University, Oklahoma City, OK
Title: Challenges to Academic Success for Ethnoculturally Diverse Nursing Students Name of Primary Presenter and Credentials: Elizabeth J. Diener, PhD, RN, CPNP, CNE Affiliation/Organization: Kramer School of Nursing; Oklahoma City University City, State: NSE 142, Oklahoma Project Summary: Recruitment and retention of ethnoculturally diverse nursing students has been identified as problematic for nursing education programs across the United States. Previous studies have identified factors that contribute to the attrition of these students, including language and financial difficulties, perceived discriminatory practices and lack of social support. Failure to address these problems contributes to a widening cultural divide between nurses and the individuals for whom they provide care. A mixed methods approach was utilized to identify specific factors impeding successful completion of a traditional baccalaureate nursing degree for nursing students self-identifying as ethnoculturally diverse. Quantitative data was collected using Seago, Wong, Keane,& Grumbach s (2007) Institutional, Dispositional, and Situational Scales Survey (internal consistency reliabilities ranging 0.72-0.90 for scales). Construct validity had been previously established. Significant findings (p<0.002 to p<0.05) from this research included the need for faculty and student support in understanding written, lecture, and assigned readings. Additionally, family obligations significantly (p<0.002) contributed to a higher rate of absenteeism for ethnoculturally diverse students. A final questions asked ethnoculturally diverse students to consider participating in a qualitative focus group. Subsequently 8 (eight) ethnoculturally diverse senior students participated in a qualitative focus group which sought to richly describe the significant findings of quantitative measures and explore the strategies these students employed to successfully complete their nursing program. The most frequently mentioned themes emerging from the qualitative analysis included; a need for identification of key faculty ethnoculturally diverse students could access with questions related to course content, a need for establishment of associations for ethnocultural students in nursing to provide social support, and the perception that a lingering sense of discrimination leads to a division between the hegemonic student population and ethnoculturally diverse students. Implications: This work is significant for nursing education and nursing practice. Student experiences and concerns from this study highlight the need for faculty to work diligently to build a culture of nursing education that mirrors the culture of nursing care. Suggested interventions include the formation of ethnic and culturally specific student associations while pursuing an educationally supportive format by creating an environment of caring. Regardless of the reasons for program attrition, the loss of any ethnoculturally diverse nursing student influences the delivery of culturally competent care. Conference Objectives: After attending this presentation, attendees will be able to: 1) Create practices and open dialogue in their nursing programs to support ethnoculturally diverse students; and 2) Contribute to the development of a cohesive culture of nursing education. Marketing Description: This mixed methods research reports the causes leading to high attrition rates of ethnoculturally diverse students in nursing educational programs. Significantly longer preparation time for classes, family obligations, lack of social and educational support as well as a sense of discrimination toward ethnoculturally diverse students was identified.
D- 5 Engaging Clinical Faculty: Using QSEN to Connect Classroom and Clinical Learning Century Ballroom Virginia Ginny Wangerin, MSN, PhD(c), RN, CNE, Nurse Educator and Consultant, NurseTim, Inc. and Upper Iowa University, Clive, IA
D- 6 Returning to School as Experienced by Associate Degree Registered Nurses Roanoke Marie Mangin Adorno, PhD, APRN, C, Professor of Nursing, Our Lady of Holy Cross College, New Orleans, LA
Returning to School as Experienced by Associate Degree Registered Nurses Name of Primary Presenter and Credentials: Marie Mangin Adorno, PhD, APRN, C Affiliation/Organization: Our Lady of Holy Cross College City, State: New Orleans, Louisiana ABSTRACT The Institute of Medicine [IOM] (2010) issued a report in which it recommended that the proportion of nurses in the United States who hold at least baccalaureate degrees be increased from its current level of 50% to 80% by 2020. While some strides have been made in elevating the level of education among registered nurses, data from the American Association of Colleges of Nursing [AACN] (2010) indicated that less than half (47.2 %) of the total RN population hold baccalaureate degrees. Several researchers have demonstrated the significance to patient care of establishing the goal of a better educated nursing workforce (Estabrooks, Midodzi, Cummings, Ricker, & Giovannetti, 2005). Aiken, Clarke, Cheung, Sloane, and Silber (2005) also reinforced the importance of educational preparation on quality patient care by demonstrating a correlation between nursing education and patient outcomes. Despite this need for a more educated nursing workforce, only about 15-16% of RNs prepared in associate degree programs return to school to obtain the BSN (Megginson, 2008). A qualitative phenomenological research design was conducted to explore the lived experiences of associate degree RNs who chose to pursue BSN degrees. Twelve RNs who returned to school to pursue the BSN degree were interviewed for approximately 45 minutes each. The specific purpose of this research was to study the lived experiences of registered nurses who obtained an associate degree in nursing and, while working in a health-care setting, returned to school to attain a baccalaureate degree in nursing (BSN). The research questions included: (1) What are the perceived personal and professional benefits for associate degree RNs to obtain BSN degrees?; (2) Do the actual benefits of obtaining a BSN degree differ from what was expected?; (3) What are the barriers that associate degree RNs encounter during the decision-making process of returning to school?; and (4) What are the barriers that associate degree RNs encounter while completing BSN degrees? Data gathered during individual interviews provided insights into what the participants described as the benefits of attaining a BSN as well as what they considered to be barriers that associate degree RNs must overcome to pursue a BSN education. Data analysis included using as a guide the process described by Moustakas (1994).This analytical process assisted in identifying themes associated with the lived experiences of RNs who returned to school to attain BSNs after achieving their ADN degrees. The seven themes that emerged after analysis of the data from the 12 interviews were: support, professionalism, role strain, personal fulfillment, fear of failure, career mobility, and financial barriers. All of the participants voiced the value of overcoming barriers to complete the BSN. This research study focused on the lived experiences of the 12 participants who originally obtained an ADN degree and overcame barriers to balance their current roles and responsibilities in order to complete the BSN. Results of this phenomenological study have provided insights into associate degree RNs perceptions of professional and personal benefits associated with returning to the collegiate setting to attain BSN degrees.