School of Nursing Faculty Papers & Presentations Copyright (c) 2013 Thomas Jefferson University All rights reserved. http://jdc.jefferson.edu/nursfp Recent documents in School of Nursing Faculty Papers & Presentations en-us Wed, 22 May 2013 01:37:59 PDT 3600 Op-ed: After hospital care, the test begins. Even for a healthcare professional, a patient's care following discharge can be overwhelming. http://jdc.jefferson.edu/nursfp/64 http://jdc.jefferson.edu/nursfp/64 Mon, 20 May 2013 07:29:37 PDT In 2011, my husband, Eric, a trial attorney, was felled by a brain stem stroke just before he was to board a flight at O'Hare in Chicago. He was just 53 years old with no prior health conditions or problems. From the outset, we knew his recovery and rehabilitation would be long and difficult. We didn't know that his transition to post-hospital medical care would be just as challenging.

I'm the dean and a professor at the Jefferson School of Nursing at Thomas Jefferson University in Philadelphia, and I'm a registered nurse. I thought my training and access to resources would aid in managing my husband's care. Instead, our experience showed me the many flaws in the world of medical "care coordination" and "transition management." And it made me more concerned about how anyone can deal with the demands put on them by our healthcare system.

]]> Beth Ann Swan Advancing the Future of Nursing: A Report by the Building Academic Geriatric Nursing http://jdc.jefferson.edu/nursfp/63 http://jdc.jefferson.edu/nursfp/63 Fri, 15 Feb 2013 07:15:53 PST

In the United States, the number of older adults will double during the next 25 years (United States Census Bureau, 2008). This dramatic demographic shift is changing the landscape of health care practice as more people live longer with multiple chronic conditions. To better prepare nurses to care for this future population, the John A. Hartford Foundation partnered with the American Academy of Nursing in 2000 to launch the Building Academic Geriatric Nursing Capacity (BAGNC) program. Since that time, 251 scholarships and fellowships have been awarded to nurses to advance geriatric nursing education, research, and practice. In 2009, the BAGNC nurse scholars and fellows formed an alumni organization to expand and continue their leadership development through peer networking and mentored policy initiatives. The BAGNC Alumni organization represents an elite set of new leaders in gerontological nursing to advance geriatric nursing education, research, and practice (Fagin, 2012).

To this end, at the 2011 Council for Advancement of Nursing Science's Special Topics Meeting, the BAGNC Alumni presented their ongoing and completed projects that relate to the Institute of Medicine (2011) (IOM) report The Future of Nursing: Leading Change, Advancing Health. Summaries of the individual presentations from this panel addressed the four key IOM messages and are presented in this article to highlight the action of these scholars and fellows.

]]> Jennifer L. Bellot et al. Taking care of Tootsie: Making a place for nurses. http://jdc.jefferson.edu/nursfp/62 http://jdc.jefferson.edu/nursfp/62 Fri, 15 Feb 2013 06:20:48 PST Theresa “Tootsie” Smoder, better known as my grandma, always seemed larger than life. She bore eight children in nine years (The “Crazy Eights”), raised them almost single-handedly when her husband died and managed a 160 acre farm. Doing whatever it took to create security and stability for her family, Tootsie worked multiple jobs to feed her brood. She was a social butterfly who always tended to others and modeled the value of caring throughout her life.

]]> Jennifer L. Bellot et al. Developing Ambulatory Care Registered Nurse Competencies for Care Coordination and Transition Management http://jdc.jefferson.edu/nursfp/61 http://jdc.jefferson.edu/nursfp/61 Thu, 14 Feb 2013 12:41:24 PST The need for care coordination and management of transitions between Patient-Centered Medical Home providers, outpatient and community settings, including the Accountable Care Organization is often overlooked, episodic, and accountability for coordinating care and managing transitions between providers and services is lacking.

]]> Sheila Haas et al. Chapter: The Advanced Practice Nurse in the Community http://jdc.jefferson.edu/nursfp/60 http://jdc.jefferson.edu/nursfp/60 Mon, 21 Jan 2013 08:20:56 PST Objectives

After reading this chapter, the student should be able to do the following:

1. Briefly discuss the historical development of the roles of the advanced public health nurse and the nurse practitioner

2. Describe the educational requirements for population-focused advanced practice nurses

3. Discuss credentialing mechanisms in nursing as they relate to the role of the advanced practice nurse

4. Compare and contrast the various role functions of population-focused advanced practice nurses

5. Identify potential arenas of practice

6. Explore current issues and concerns related to practice

7. Identify five stressors that may affect nurses in expanded roles

]]> Kellie Smith et al. A nurse learns firsthand that you may fend for yourself after a hospital stay. http://jdc.jefferson.edu/nursfp/59 http://jdc.jefferson.edu/nursfp/59 Wed, 28 Nov 2012 11:27:37 PST Following her husband's stroke, it falls to a registered nurse and nursing school dean to coordinate care and manage her recovering spouse's transitions among several hospitals and home.

]]> Beth Ann Swan Enhancing teaching and learning: Integrating technology and nursing education http://jdc.jefferson.edu/nursfp/58 http://jdc.jefferson.edu/nursfp/58 Thu, 27 Sep 2012 06:49:08 PDT Enhancing teaching and learning: Integrating technology and nursing education. Jefferson School of Nursing Faculty Development Day: Understanding scholarship: The Boyer model and career development. Philadelphia, PA (podium)

15 PowerPoint slides.

]]> Kellie Smith, EdD, RN et al. Online Teaching Preparedness: What about Faculty? http://jdc.jefferson.edu/nursfp/57 http://jdc.jefferson.edu/nursfp/57 Thu, 27 Sep 2012 06:45:31 PDT Faculty development and online teaching: What about faculty? Drexel University’s e-learning 2.0 conference. Philadelphia, PA (podium presentation).

18 PowerPoint slides.

]]> Elizabeth Elkind, RNC, MSN, MBA, PhD(c) et al. Nursing Faculty Development and Satisfaction with Online Teaching http://jdc.jefferson.edu/nursfp/56 http://jdc.jefferson.edu/nursfp/56 Thu, 27 Sep 2012 06:40:39 PDT Faculty development and online teaching. Pennsylvania Higher Education Nursing Association Annual Fall Meeting. Harrisburg, PA. (podium).

19 PowerPoint slides.

]]> Kellie Smith, EdD, RN et al. A Teaching-Learning Initiative with Tablet Computing http://jdc.jefferson.edu/nursfp/55 http://jdc.jefferson.edu/nursfp/55 Fri, 21 Sep 2012 10:49:47 PDT Mobile computing and electronic books are the top emerging technologies to impact higher education.1 The rapid expansion of technology in the health care setting has created a growing recognition that there is a need for adoption of a sound set of innovative teaching-learning strategies related to information management and technology applications in undergraduate nursing curriculum. Success in these technology-related strategies will rest on the degree to which schools comprehensively integrate technology with teaching-learning strategies in the undergraduate nursing curriculum.

Tablet computing has the potential to enhance educational experiences by providing a delivery option for teaching and learning practices that enable learners to interact with content, and each other, in immediate and seamless ways.2 The literature that exists on integrating tablet computers in the health professions focuses on the use of tablet computing for teaching medical students and enhancing resident clinical rotations.3-6 This paper describes the stages of a tablet computing integration initiative in a school of nursing including: 1) creating the infrastructure; 2) planning technology requirements; 3) designing faculty development sessions focused on curricular integration; and 4) building ongoing communication and support for students.

]]> Beth Ann Swan, PhD, CRNP, FAAN et al. Online Teaching Preparedness: What about our Faculty? http://jdc.jefferson.edu/nursfp/54 http://jdc.jefferson.edu/nursfp/54 Thu, 20 Sep 2012 11:08:04 PDT Rutgers Twenty-Sixth Annual International Nursing Computer and Technology Conference. Las Vegas, NV. (podium presentation).

22 PowerPoint slides.

]]> Kellie Smith, EdD, RN et al. Planning and integrating tablet computing in an accelerated nursing curriculum. http://jdc.jefferson.edu/nursfp/53 http://jdc.jefferson.edu/nursfp/53 Thu, 20 Sep 2012 08:25:29 PDT Podium presentation at Rutgers Thirtieth Annual International Interprofessional Technology Conference, New Brunswick, NJ.

32 PowerPoint slides.

]]> Anthony J. Frisby, PhD et al. JSN iPad2 Intergration Project: Sharing Strategies http://jdc.jefferson.edu/nursfp/52 http://jdc.jefferson.edu/nursfp/52 Thu, 20 Sep 2012 08:19:38 PDT Podium presentation at Thomas Jefferson University’s Fourth Annual Faculty Days, Philadelphia, PA.

24 PowerPoint slides.

]]> Kellie Smith, EdD, RN et al. Global to Local: APIC chapters build community awareness for IIPW in their communities http://jdc.jefferson.edu/nursfp/51 http://jdc.jefferson.edu/nursfp/51 Thu, 19 Jul 2012 13:06:30 PDT Janiene Torch Bohannon et al. A progressive postresection walking program significantly improves fatigue and health-related quality of life in pancreas and periampullary cancer patients. http://jdc.jefferson.edu/nursfp/50 http://jdc.jefferson.edu/nursfp/50 Tue, 03 Apr 2012 11:26:33 PDT BACKGROUND: As patients with pancreas and periampullary cancer (PPC) experience improved survival rates and longevity, the focus shifts toward living life while surviving cancer. Fatigue is the most commonly reported symptom in all cancer patients. Exercise has been found to effectively decrease fatigue levels and improve physical functioning in cancer patients.

STUDY DESIGN: One hundred two patients with resected PPC consented to participate in this study and were randomized to either an intervention group (IG) or a usual care group (UCG). Subjects completed visual analog scales, the FACIT-Fatigue Scale and the Short Form-36v2 after surgery and again 3 to 6 months after hospital discharge.

RESULTS: Patients in the IG and UCG were comparable with regard to demographics, comorbidities, cancer type and staging, type of resection, preoperative fatigue and pain levels, adjuvant therapy, and baseline walking distance. Patients in the IG had significantly improved scores on the FACIT-Fatigue Scale at study completion, improved fatigue and pain scores, as well as overall physical functioning and mental health composite scores. At study completion, participants in the IG were walking twice as far and were significantly more likely to have continued walking or another form of exercise as compared with the UCG. Using hierarchical cluster analysis, 3 mutually exclusive symptom groupings were identified in the cohort. Kaplan-Meier survival analysis did not indicate an overall survival benefit for the IG.

CONCLUSIONS: This is the first prospective, randomized controlled trial to report that participation in a home walking program confers a significant benefit in resected PPC patients with regard to fatigue levels, physical functioning, and health-related quality of life.

]]> Theresa Yeo et al. Factors Influencing the Implementation of a Point-of-Care Screening Tool for Delirium http://jdc.jefferson.edu/nursfp/49 http://jdc.jefferson.edu/nursfp/49 Fri, 13 Jan 2012 11:16:24 PST Given the ample evidence delirium in hospitalized older adults is under diagnosed and not recognized by nurses up to 85% of the time, interventions are needed at the point of care to assist nurses in recognizing delirium. In this qualitative study, factors that might influence the implementation of a point-of-care screening tool for delirium were examined.

]]> Beth Ann Swan, PhD, CRNP, FAAN et al. Health Care Reform: Current Updates and Future Initiatives for Ambulatory Care Nursing http://jdc.jefferson.edu/nursfp/48 http://jdc.jefferson.edu/nursfp/48 Fri, 13 Jan 2012 11:00:18 PST Executive Summary:
  • While the signing of the Patient Protection and Affordable Care Act was a historical event marking the beginning of health care reform in the United States, it signaled the start of a golden age for ambulatory care nursing.
  • Ambulatory care RNs are well-positioned to fully participate in health care reform initiatives.
  • RNs are well-positioned to lead, facilitate, and/or participate in all patient care medical homes' and accountable care organizations'quality and safety initiatives through enhanced use of major ambulatory care RN role dimensions such as advocacy, telehealth, patient education, care coordination and transitional care, and community outreach.
  • RNs are also well-positioned to provide patient-centered care, coordinate care, and manage transitions across ambulatory care settings.
  • For the golden age of ambulatory care nursing to become a reality, initiatives surround competencies, education modules, and leadership must be addressed immediately.

]]> Beth Ann Swan, PhD, CRNP, FAAN et al. Navigating the Digital Divide: A Teaching-Learning Initiative with the iPad2 http://jdc.jefferson.edu/nursfp/47 http://jdc.jefferson.edu/nursfp/47 Tue, 15 Nov 2011 13:01:56 PST Background/ Rationale: It has been established that Interprofessional Education (IPE) offers a solution to foster teamwork and improve patient care and should be implemented early in professional role development. Thomas Jefferson University has been providing IPE to interprofessional healthcare students for over 5 years. A long term strategic goal was identified to “create innovative learning environments that support interprofessional education including state-of-the-art technologies”. In actualizing this goal, the curriculum was enhanced with technology supported collaborative learning techniques to assist in group processing and reflection. Combining traditional IPE activities with technology supported components incorporated the advantages of both delivery methods, such as the richness face to face interactions promote and the ease of engagement, depth of discussion, and time on task that technology supported interactions encourage. Technology-mediated communication afforded students greater flexibility, additional reflection time, and encouraged enhanced collaboration among students.

Description: This demo will explore how integrating innovative technology into an IPE curriculum can encourage collaboration and facilitate IPE using the media of 1) asynchronous online discussions for reflection, 2) social network wiki sites to assist in the completion and collaboration of group assignments, and 3) online survey data collection to evaluate effective group functioning. The technology tools to enhance collaborative learning outcomes included features of a Learning Management System (Blackboard®) such as:

1. an asynchronous discussion board that enabled students to participate by posting messages to multiple and concurrent topics of discussion,

2. a wiki tool that allowed students to complete, edit, and view assignments and projects,

3. an online team performance survey that assessed team performance to encourage effective group processing and team building.

Brief overview: The demonstration will involve showcasing the web based Blackboard course shell used as the platform for the technologies. Examples of completed wiki’s, discussion forums, surveys, and data will be reviewed and shared.

]]> Beth Ann Swan et al. How to Organizationally Embed the Magnet Culture http://jdc.jefferson.edu/nursfp/46 http://jdc.jefferson.edu/nursfp/46 Wed, 22 Jun 2011 11:52:57 PDT PowerPoint presentation given at 2010 National Magnet Conference in Phoenix Arizona.

]]> Rachel Behrendt, DNP, RN, ACONS et al. Multimethod teaching strategies to integrate selected QSEN competencies in a Doctor of Nursing Practice distance education program http://jdc.jefferson.edu/nursfp/45 http://jdc.jefferson.edu/nursfp/45 Wed, 25 May 2011 13:15:31 PDT The Quality and Safety Education for Nurses (QSEN) initiative identified 6 competencies for the education of nurses (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) and the related knowledge, skills, and attitudes (KSAs) for each competency. The initial QSEN focus was on competency development during prelicensure nursing education, with subsequent attention on adapting the KSAs for graduate programs that prepare advanced practice nurses for clinical roles. Description of successful QSEN competency integration in Doctor of Nursing Practice (DNP) programs is limited. Although the ultimate goal is executing DNP programs where quality and safety is thoroughly integrated throughout the curricula, the focus of this article is on multimethod teaching strategies to integrate selected QSEN KSAs into an existing online post-master’s DNP quality and safety course.

]]> Mary Lou Manning, PhD, CRNP et al.