Looking beyond the traditional: integrating a new curriculum design into an immersion practicum evaluation tool
Denise Brown, MSN, RNC-OB; Kathleen D. Black, PhD, RNC-OB; Maureen Fitzgerald, MSN, RNC-NIC; Tara Flood, MSN, CBC; Maureen Kane, MSN, RN, CEN; and Laura Roettger, MSN, CPNP-PC
Changes in health care delivery and recent reports from the Institute of Medicine (IOM, 2010) call for nurse educators to reconstruct the way they prepare nursing students for practice in the 21st century. Health care delivery continues to shift from the acute care to outpatient and transitional settings, therefore faculty must assure that graduates are prepared to practice in those environments. In order to address these changes, the Jefferson College of Nursing at Thomas Jefferson University embarked on a mission to redesign their undergraduate curriculum. The new clinical courses, now referred to as Immersion Practicums, were designed to allow students the opportunity to provide care in more diverse community and transitional settings, as well as in acute care facilities. Since the immersions are different from the traditional clinical experience, faculty recognized the need to change the clinical evaluation tool. The purpose of this poster is to describe the process used to develop the immersion evaluation tool, the challenges faculty faced, and the lessons learned.
Perceptions of Accelerated Bachelor of Science in Nursing Program Graduates Regarding Andragogical Practices Employed by Faculty
Mary Hanson-Zalot, EdD, MSN, RN, AOCN, CNE
This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates’ perceptions of the andragogical practices employed by faculty that prepared students best to begin practice as entry level professional nurses. Through listening to the voices of graduates an emic perspective of the perceptions of the second-degree graduates emerged. Six key themes were identified related to the educational experience.
Treatment-Related Decisional Conflict, Quality of Life, and Comorbid Illness in Older Adults with Cancer
Jeannette Kates, PhD, MSN, GNP-BC
As the aging population in the nation increases, cancer diagnoses in this age group will also increase. The many chronic medical conditions associated with older adults are confounded by a diagnosis of cancer. Older adults with cancer are at risk for physical, psychological, and functional decline as a result of not only the cancer, but also the cancer treatment. In their current research agenda, the Oncology Nursing Society identified the need for research related to multiple comorbidities in older adults with cancer. This study utilized a cross-sectional, descriptive, correlational study design to explore the relationships between and among treatment-related decisional conflict, quality of life, and comorbidity in older adults with cancer. Oncology nurses recruited a sample size of 200 for this study from outpatient medical oncology, radiation oncology, and palliative care practices. Using an anonymous survey method, participants completed three psychometrically-sound instruments, including the Decisional Conflict Scale, Self-Administered Comorbidity Questionnaire, and the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire. Bivariate relationships existed between increased levels of decisional conflict and increased quality of life (p = .009) and quality of life and comorbidity (p = .001). All six regression models achieved significance (p < .001). Statistically significant relationships were identified in each of the six regression models. Positive relationships existed between decisional conflict and financial problems, physical function, and global health status/quality of life. Increased emotional function may be predictive of decreased decisional conflict in all of the regression models. Other negative relationships existed between decisional conflict and cognitive function, diarrhea, spiritual support, insomnia, year diagnosed, fatigue, and nausea/vomiting. With their focus on patient-centered care, oncology nurses are a crucial component of the multidisciplinary cancer team that can empower older cancer patients to communicate their values and preferences regarding cancer treatment. Additionally, this study underscores the importance of oncology nurses being prepared to provide high-quality care to geriatric patients with multiple comorbidities. Given the paucity of research on the impact of cancer and its treatment on older adults, there are no published studies that address all of these variables. In light of the regression analyses, further research is needed with regard to emotional function, spiritual support, and symptom management in the setting of decision making in older adults with cancer.
Poster presented at: Oncology Nursing Society 42nd Annual Congress in Denver, CO
Infection Prevention and Control in Baccalaureate Nursing Education: Identifying Content, Teaching Strategies and Gaps
Mary Lou Manning, PhD, CRNP, CIC, FAAN and Monika Pogorzelska-Maziarz, PhD, MPH, CIC
Healthcare-associated infections (HAI) are a major risk to patient safety. In the US, on any given day, 1 of every 25 inpatients has at least one HAI, resulting in significant health, social, and economic consequences.1 It is estimated that up to 70% of some types of HAIs are preventable through improved infection prevention and control (IPC) practices of health care providers.2
Additionally, antibiotic resistant infections and emerging and re-emerging infectious diseases represent ongoing threats to population health.
Integrating IPC concepts and content in baccalaureate nursing education is crucial to ensure that nurses have the essential knowledge, skills and abilities to recognize, prevent and manage simple to complex infections across a variety of situations and settings.
It is important to understand how nursing students are being prepared for contemporary IPC practice. We conducted a review of the literature to identify IPC curricular concepts and content in prelicensure baccalaureate nursing education programs.
Susan Egger, MSN, RN; Mary Bouchaud, PhD, RN; Beth Ann Swan, PhD, CRNP, FAAN; and Ann Phalen, PhD, APRN, NNP-BC
The focus on traditional acute, hospital-based health care is being replaced with a new paradigm aimed at providing primary care, care of populations, and care across transitions and providers. As changes unfold, nursing education is challenged to prepare graduates who can effectively function in new healthcare environments of the 21st century. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. Advised by a curriculum consultant, a group of nine faculty and six key stakeholders (known as the Curriculum Navigators) created ‘The H.E.R.E© Curricular Model’ which provides a framework for a nursing curriculum that is forward thinking and contemporary.
The four major themes of the H.E.R.E© model, Interprofessional Collaboration, Innovation, Population Health and Practice Excellence, are the foundation for the curriculum model as well as the curriculum’s organizing framework statement, Promoting Health and Quality of Life along the Care Continuum. A concept-based approach based on Giddens book (2013) organizes the curriculum concepts. Traditional clinical experiences were replaced with “Immersions” that encompass objectives from concurrent courses and connect didactic concepts to patient care experiences across the health care continuum and settings.
The Jefferson Teamwork Observation Guide: Reliability and Validity for Use in Education and Practice
June Andrews Horowitz,; Elizabeth T. Speakman, EdD, RN, FNAP, ANEF; and Shoshana Sicks, MEd
Background & Purpose
- Interprofessional education (IPE) is fast becoming an integral part of the education of health professions students. To meet this aim, it is important to provide students with the skills needed for interprofessional success, but also to use reliable and valid measures to help students and clinicians to recognize characteristics of well-functioning teams.
- The Jefferson Teamwork Observation Guide (JTOG) was created for health professions students to evaluate teams in action by rating behaviors indicative of good team work.
- The JTOG, mapped to the 2011 Interprofessional Education Collaborative Expert Panel (IPEC) core competencies, was developed over two years to help health professions students understand the characteristics of high functioning teams and to fill a gap in the literature around validated, competency-based assessment tools. The tool contains 14 Likert scale items and three qualitative items.
- The purpose of this presentation is to describe the JTOG’s reliability and validity to support its use in education and practice.
Poster presented at NLN Education Summit in Orlando Florida.
Fostering the Development of Emotional Intelligence among Health Science Students: Empowering Students to Impact Institutional Culture
Julia Ward, PhD, RN; Mary Hanson-Zalot, MSN, RN, AOCN; and Collleen Dempsey, MS, RT(R)
Identify challenges of navigating institutional culture for students interacting in a variety of clinical settings
Discuss the importance of integrating concepts of emotional intelligence throughout curricular plans of study
Consider contemporary research findings in the health science literature regarding emotional intelligence among students.