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College of Nursing Posters

 
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  • Reflecting on Student and Novice Nurses’ Clinical Decision-Making at the Bedside: Considering a Gen Z Influence by Teresa Wenner, EdD, MSN, RN-BC, CNE; Karen Waterfall, MSN, RN-CCRN; Mary Hanson-Zalot, EdD, MSN, RN, CNE; and Julia Ward, PhD, RN

    Reflecting on Student and Novice Nurses’ Clinical Decision-Making at the Bedside: Considering a Gen Z Influence

    Teresa Wenner, EdD, MSN, RN-BC, CNE; Karen Waterfall, MSN, RN-CCRN; Mary Hanson-Zalot, EdD, MSN, RN, CNE; and Julia Ward, PhD, RN

    Introduction: The relationship between nurses’ decision-making and healthcare outcomes is a high priority in nursing research today. Prior studies and nursing theory have indicated that students and novice nurses rely primarily on formal procedures and concrete evidence to make clinical decisions, but with the passage of time and through meaningful experience, decision-making becomes more intuitive in nature. Increased awareness of the decision-making processes among students and novice nurses is needed to improve health outcomes.

  • Implicit Bias Training in Student Registered Nurse Anesthetists by Iteona Roundtree, BSN, RN, SRNA and Jodi-Ann Smith, BSN, RN, SRNA

    Implicit Bias Training in Student Registered Nurse Anesthetists

    Iteona Roundtree, BSN, RN, SRNA and Jodi-Ann Smith, BSN, RN, SRNA

    Research Question:

    In first-year DNP student registered nurse anesthetists (SRNAs), will an implicit bias training activity increase self-awareness and knowledge of implicit bias and its implications in healthcare?

  • The Effect of a Didactic Educational Program with Practical Application on Nursing Knowledge and Empowerment in Antibiotic Stewardship by Eleanor Fitzpatrick, RN, MSN, AG-CNS, ACNP, CCRN

    The Effect of a Didactic Educational Program with Practical Application on Nursing Knowledge and Empowerment in Antibiotic Stewardship

    Eleanor Fitzpatrick, RN, MSN, AG-CNS, ACNP, CCRN

    • Antimicrobial use is a crucial element of patient care but their overuse and misuse have detrimental effects including the growing problem of antimicrobial resistance (AMR).
    • Nurse empowerment and engagement has resulted in improvements in many quality initiatives including enhanced patient safety in the areas of Central Line Associated Bloodstream Infections (CLABSI), Catheter-Associated Urinary Tract Infections (CAUTI) and pressure injuries (Carter, 2016).
    • Enhancing nurse empowerment in AS may be effective in reducing antibiotic misuse.
    • The purpose of this study is to implement an educational program engaging nurses in AS activities and determining the effect of this educational intervention on the knowledge and empowerment of staff nurses.
    • The theoretical framework for this study is the work of Donabedian (2005) on the quality of health care which is divided into structure, process and outcome measures

  • Felty Syndrome by Dorothea Frederick, DNP, FNP-C

    Felty Syndrome

    Dorothea Frederick, DNP, FNP-C

    Take home point: It is important to remember that the diagnosis of FS may be masked in patients who present with infection, since active bacterial infection raises the WBC count to normal or slightly elevated – the neutropenia reappears shortly after successful treatment (Kay, 2017).

  • Experiential Learning and Injury Prevention: A Win-Win by Christine McKeever, MSN, RN; Julia Ward, PhD, RN; Anita Fennessey, DRNP, RN, CNE; and Kathryn M. Shaffer, EdD, RN, MSN, CNE

    Experiential Learning and Injury Prevention: A Win-Win

    Christine McKeever, MSN, RN; Julia Ward, PhD, RN; Anita Fennessey, DRNP, RN, CNE; and Kathryn M. Shaffer, EdD, RN, MSN, CNE

    Purpose

    Experiential learning opportunities help prepare students for patients in crisis management

    Harm reduction by ensuring students become certified in the Stop the Bleed Campaign & Opioid Overdose Narcan Prevention

  • Assessing Knowledge and Perspectives of Pediatric Nurse Practitioners Students After Receiving Trauma Informed Care Training by Laura Roettger, PhD, CRNP and Jane Tobias, DNP, CRNP

    Assessing Knowledge and Perspectives of Pediatric Nurse Practitioners Students After Receiving Trauma Informed Care Training

    Laura Roettger, PhD, CRNP and Jane Tobias, DNP, CRNP

    PNP students showed improved understanding and comfort level in caring and managing children exposed to adverse childhood experiences following two TIC learning sessions.

    Future Implications

    • TIC education should be integrated into curriculum.
    • Interprofessional collaboration among students improves knowledge base and understanding of TIC

  • Reflux, Apnea and the Impact on Discharge by Michele Savin, DNP, NNP-BC; Kaitlin Kenaley, MD; Maureen Moffet, MSN; and Rula Nassar, MD

    Reflux, Apnea and the Impact on Discharge

    Michele Savin, DNP, NNP-BC; Kaitlin Kenaley, MD; Maureen Moffet, MSN; and Rula Nassar, MD

    Decisions made about timing of discharge can be subjective. Definitions of significant bradycardia are multiple, and interventions are variable.

    This necessitates an informed discussion with parents about the natural course of apnea, bradycardia and reflux.

    The physiology of gastroesophageal reflux and respiratory control have intermingled confounding variables.

    Critical thinking is required to educate and support families, however a paucity of research exists. Risks and benefits of pharmacologic and nonpharmacologic interventions should be evaluated.

    Nurses need increased confidence in understanding how to approach the preterm infant with apnea and/or reflux as well as how to interact with families to support discharge planning.

  • Rotating Shifts vs. Fixed Schedules by Sara Vallett, BA, BSN, RN and Dilek Reisoglu, BS, BSN, RN

    Rotating Shifts vs. Fixed Schedules

    Sara Vallett, BA, BSN, RN and Dilek Reisoglu, BS, BSN, RN

    Purpose

    • This EBP project seeks to examine the literature and nurses’ perceptions related to rotating shifts, especially the impact of quick returns on nurses and possible solutions.
    • Nurses struggle to manage rotating shifts with quick turnaround between shifts. Quick returns defined as returning to work a different shift within 24 hrs

    PICO question: What effect does rotating shifts with (quick returns) have on clinical nurses?

  • Understanding Patient Uncertainty as a Driver of Emergency Department Utilization: A Concept Mapping Approach by Angela Gerolamo, PhD, RN; Shannon Doyle, MPH; Rhea E. Powell, MD, MPH; Amanda M.B. Doty, MS; Marianna LaNoue, PhD; and Kristin L. Rising, MD, MSHP

    Understanding Patient Uncertainty as a Driver of Emergency Department Utilization: A Concept Mapping Approach

    Angela Gerolamo, PhD, RN; Shannon Doyle, MPH; Rhea E. Powell, MD, MPH; Amanda M.B. Doty, MS; Marianna LaNoue, PhD; and Kristin L. Rising, MD, MSHP

    Background and Purpose

    • Most previous research regarding factors associated with increased risk of emergency department (ED) use has been done via retrospective review of medical records rather than obtaining patients’ perspectives.
    • Recent research identified patient uncertainty related to symptoms as a primary motivator for seeking ED care, and ongoing uncertainty at the time of ED discharge as an unmet need (Rising et al. 2015; Rising, Hudgins, Reigle, Hollander, & Carr 2016).
    • While providers have limited ability to influence many factors identified by retrospective medical record review (e.g. financial concerns), patient uncertainty can be addressed by providers directly. To do so we must first define domains of uncertainty that patients experience in order to inform targeted interventions to address patient uncertainty.
    • The objective of this research was to engage patients through group concept mapping (GCM) to conceptualize the domains of uncertainty that contribute to decisions to seek care in the ED.

  • Coordinating Care and Managing Transitions for Individuals with Complex Care Needs Using the CCTM RN Model by Sheila Haas, PhD, RN, FAAN; Beth Swan, PhD, CRNP, FAAN; and Traci Haynes, MSN, RN, CEN, CCCTM

    Coordinating Care and Managing Transitions for Individuals with Complex Care Needs Using the CCTM RN Model

    Sheila Haas, PhD, RN, FAAN; Beth Swan, PhD, CRNP, FAAN; and Traci Haynes, MSN, RN, CEN, CCCTM

    Objectives

    • Discuss demand for care transition management for individuals with complex care needs across the care continuum
    • Describe development of the Care Coordination and Transition Management (CCTM) dimensions and competencies
    • Discuss challenges, future directions, and outcomes of the CCTM RN Model in managing care transitions for individuals with complex care needs

  • Development of a Disaster Preparedness Interprofessional Education (IPE) Program for Health Profession Students by Edward Jasper, MD; Mary Bouchaud, PhD, MSN, CNS, RN, CRRN; Dale Berg, MD; Katherine W Berg, MD; and John F McAna, PhD

    Development of a Disaster Preparedness Interprofessional Education (IPE) Program for Health Profession Students

    Edward Jasper, MD; Mary Bouchaud, PhD, MSN, CNS, RN, CRRN; Dale Berg, MD; Katherine W Berg, MD; and John F McAna, PhD

    • Despite numerous attacks and threats both in the US and around the world, there is no standardized disaster preparedness curriculum for health profession students
    • This project is the development and implementation of an IPE disaster preparedness curriculum with both a mandatory component and additional training as an elective at Thomas Jefferson University (TJU) in Philadelphia
    • Upon completion of the elective component, students are Federal Emergency Management Agency (FEMA) Hospital Emergency Response Team (HERT) certified and become part of the hospital’s disaster response and decontamination team

  • Refusing to Let the Dust Settle: Creative Evaluation of a Concept-Based Curriculum by Jeannette Kates, PhD, GNP-BC, RN; Mary Hanson-Zalot, EdD, RN; Julia Ward, PhD, RN; Jamie Smith, MSN, RN, CCRN; and Valerie Clary-Muronda, PhD, MSN-Ed, RN

    Refusing to Let the Dust Settle: Creative Evaluation of a Concept-Based Curriculum

    Jeannette Kates, PhD, GNP-BC, RN; Mary Hanson-Zalot, EdD, RN; Julia Ward, PhD, RN; Jamie Smith, MSN, RN, CCRN; and Valerie Clary-Muronda, PhD, MSN-Ed, RN

    Concept-based curricula are being implemented in nursing education as a means to shift the emphasis from content to an emphasis on concepts and conceptual learning (Giddens & Brady, 2007). This paradigm shift requires concomitant changes in how faculty teach and how students learn. In concept-based curricula, teachers use student-centered learning activities, such as case studies, questions, or problems to engage students in active learning (Giddens, Caputi, & Rodgers, 2015).

  • Navigating Health Care Transition: An Exploration into the Experiences of Parents and their Adolescents with Special Health Care Needs Utilizing a Transitional Care Service by Jane Tobias, DNP, CRNP

    Navigating Health Care Transition: An Exploration into the Experiences of Parents and their Adolescents with Special Health Care Needs Utilizing a Transitional Care Service

    Jane Tobias, DNP, CRNP

    Abstract

    Adolescents with special health care needs encounter barriers and challenges during transition to adult health care that have the potential to impact health outcomes and satisfaction with the experience. The use of transitional care services can provide resources and support throughout the transition process to the adolescent and their parent/caregiver. This descriptive survey study was conducted to evaluate adolescent and/or parent/caregiver satisfaction with the transitional care services provided by an urban, academic, pediatric health care facility. Nineteen of 39 (49%) eligible participants completed the survey. Findings indicate that adolescents and their parent/caregiver were satisfied with the resources and support offered by a transitional care service and experienced positive health outcomes, reinforcing the need for collaboration between pediatrics and adult care providers. Transition of care barriers/facilitators included: concerns with the transition, making the connection, and facilitating the transition.

  • Prisons as Learning Environments for Nursing and Public Health Practice by Mary Bouchaud, PhD, RN and Madeline Brooks

    Prisons as Learning Environments for Nursing and Public Health Practice

    Mary Bouchaud, PhD, RN and Madeline Brooks

    Background:

    Challenges in Securing Community Nursing Rotation Sites Eighteen years of providing clinical placement for Bachelor of Science in Nursing (BSN) students has demonstrated that community-based educational opportunities are shrinking due to:

    •Increased regulatory requirements

    •Competing numbers of nursing schools

    •Increasing student enrollment

    •Decreasing availability of community resources capable and willing to precept students

    These issues present challenges to preparing students for nursing practice. A college of nursing at an urban, academic health center found a solution by working with unexpected partners – maximum security prisons and juvenile detention centers.

    A Novel Solution: Partnerships with Prisons

    Several factors make prisons an ideal learning environment for nursing students. Prisons serve as microcosms of society, reflecting social determinants of health within confined communities. They allow students to work alongside interprofessional teams experienced in correctional health, mental/behavioral health, infection control, and community health. There is ample opportunity for individual assessment and patient education, as well as population-based care. Finally, working with the diverse inmate population promotes cultural awareness and sensitivity.

    Poster presented at:

    Urban Health Symposium, Re-Imagining Health in Cities, From Local to Global. An international symposium hosted by The Drexel Urban Health Collaborative at the Dornsife School of Public Health. Philadelphia, Pa. September 7-8, 2017.

  • Community Nursing: Health Care Behind Closed Doors by Mary Bouchaud, PhD, RN and Mary Mangiaracina, MSN, RN, 2009 NLN

    Community Nursing: Health Care Behind Closed Doors

    Mary Bouchaud, PhD, RN and Mary Mangiaracina, MSN, RN, 2009 NLN

    Focus of nursing education in the 21st century is to teach students how to work with individuals & families within a community setting & to develop skills in providing nursing care that stresses community as the client.

    The expectation of the APHA is that BSN students will be educationally prepared to work with & improve the health of individuals, families, & diverse populations within the community.

  • Looking beyond the traditional: integrating a new curriculum design into an immersion practicum evaluation tool by 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

    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

    Abstract

    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 by Mary Hanson-Zalot, EdD, MSN, RN, AOCN, CNE

    Perceptions of Accelerated Bachelor of Science in Nursing Program Graduates Regarding Andragogical Practices Employed by Faculty

    Mary Hanson-Zalot, EdD, MSN, RN, AOCN, CNE

    Abstract

    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 by Jeannette Kates, PhD, MSN, GNP-BC

    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 by Mary Lou Manning, PhD, CRNP, CIC, FAAN and Monika Pogorzelska-Maziarz, PhD, MPH, CIC

    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

    Background

    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.

  • Utilization of care by infants with neonatal abstinence syndrome in Delaware by Michele K. Savin, DNP, APRN, NNP-BC

    Utilization of care by infants with neonatal abstinence syndrome in Delaware

    Michele K. Savin, DNP, APRN, NNP-BC

    Introduction: There is little information regarding use of expected well care by infants diagnosed with neonatal abstinence syndrome (NAS) post initial discharge. We describe expected and unexpected utilization of care by infants with NAS in the first year of life.

    Methods: A de-identified State of Delaware Medicaid data set was obtained. Included were all infants with an ICD-9 code for NAS from 01/01/2012-12/31/2014. All associated medical claims were extracted for one year after birth. Utilization rates of primary care, immunizations, urgent or emergency care, and re-hospitalization were quantified.

    Results: 499 of 522 babies were able to be fully analyzed. The population reflected Delaware demographics. Fifteen percent were preterm. Attendance at expected well visits ranged from 65% at two months to 30% at nine months. This is less than published rates for Medicaid infants as a whole. Two percent had no well visit. Immunization rates were below national average at 92%. Urgent care use was 7%, Emergency Department 52% and inpatient re-admission 15%. General term re-admission rates have has described at less than 10%.

    Conclusion: There is a decreased amount of well child visits and immunization rates in infants diagnosed with NAS. This represents a loss of preemptive care, developmental screening and early intervention. Engagement in primary care may decrease the need for urgent and emergency room care. Future research should include prospective analysis of utilization with case management focus, and collaboration with community partners. Real-time surveillance would inform planning and decision making for programming and allocation of resources.

  • Promoting health and quality of life along the care continuum: Creating a nursing curriculum for today’s health care environment by Kathleen D. Black, Mary Bouchaud, and Denise Brown

    Promoting health and quality of life along the care continuum: Creating a nursing curriculum for today’s health care environment

    Kathleen D. Black, Mary Bouchaud, and Denise Brown

    Background

    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. The Institute of Medicine’s report (2010), the “Future of Nursing” emphasized the need for nurses to lead health care change and called for nursing education focused on a community and population-based perspective, person centered care, and emerging roles for nurses across the care continuum. In response, the Jefferson College of Nursing embarked on the ambitious task of designing a new and innovative baccalaureate nursing curriculum over a 13 month period.

  • The H.E.R.E.© Curricular Model…Educating Nursing Students for 21st Century Health Care by Susan Egger, MSN, RN; Mary Bouchaud, PhD, RN; Beth Ann Swan, PhD, CRNP, FAAN; and Ann Phalen, PhD, APRN, NNP-BC

    The H.E.R.E.© Curricular Model…Educating Nursing Students for 21st Century Health Care

    Susan Egger, MSN, RN; Mary Bouchaud, PhD, RN; Beth Ann Swan, PhD, CRNP, FAAN; and Ann Phalen, PhD, APRN, NNP-BC

    Background

    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 H.E.R.E.© Curricular Model...Educating Nursing Students for 21st Century Health Care by Susan Egger, PhD, RN; Mary Bouchaud, PhD, RN; Beth Ann Swan, PhD, CRNP, FAAN; and Ann Phalen, PhD, APRN, NNP-BC

    The H.E.R.E.© Curricular Model...Educating Nursing Students for 21st Century Health Care

    Susan Egger, PhD, RN; Mary Bouchaud, PhD, RN; Beth Ann Swan, PhD, CRNP, FAAN; and Ann Phalen, PhD, APRN, NNP-BC

    Background:

    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.

    Poster presented at:

    American Association of Colleges of Nursing (AACN), 2016 Baccalaureate Education Conference: Innovating Nursing Education to Improve the Health of the Nation. Anaheim, California. November 17-November 19, 2016.

  • The Jefferson Teamwork Observation Guide: Reliability and Validity for Use in Education and Practice by June Andrews Horowitz,; Elizabeth T. Speakman, EdD, RN, FNAP, ANEF; and Shoshana Sicks, MEd

    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.

  • Accelerating Curriculum Design: "A Love It, Don't Leave It" Approach to Creative Process and Idealized Design by Mary Bouchaud, PhD, RN; Angela Gerolamo, PhD, APRN, BCPS; Beth Ann Swan, PhD, CRNP, FAAN; Kathleen Black, PhD, RNC; Karen Alexander, MSN, RN, CCRN; Jennifer L. Bellot, PhD, MHSA, CNE; Denise Brown, MSN, RNC; Susan Egger, PhD, RN; Rachel Scherzer, MSN, RN, CCRN; Kathy Shaffer, EdD, RN, CNE; Catherine Levonian, PhD, RN; and Dori Sullivan, PhD, RN, NE-BC, CPHQ, FAAN

    Accelerating Curriculum Design: "A Love It, Don't Leave It" Approach to Creative Process and Idealized Design

    Mary Bouchaud, PhD, RN; Angela Gerolamo, PhD, APRN, BCPS; Beth Ann Swan, PhD, CRNP, FAAN; Kathleen Black, PhD, RNC; Karen Alexander, MSN, RN, CCRN; Jennifer L. Bellot, PhD, MHSA, CNE; Denise Brown, MSN, RNC; Susan Egger, PhD, RN; Rachel Scherzer, MSN, RN, CCRN; Kathy Shaffer, EdD, RN, CNE; Catherine Levonian, PhD, RN; and Dori Sullivan, PhD, RN, NE-BC, CPHQ, FAAN

    Purpose and Background:

    The Institute of Medicine’s (IOM) report (2010) on the “Future of Nursing” emphasized the need for nurses to lead health care change. One of the key messages in this report is a call to action for nursing schools to re-envision nursing education that focuses on a population-based perspective and emerging roles for nurses across the care continuum. With an evolving focus on primary and community-based care rather than acute care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses now and in the future will need to be prepared with a breadth of knowledge, skills, and competencies. 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.

    Nursing curriculum design varies widely and can span the course of two to five years. To reduce the lengthy process and ensure faculty commitment, JCN leadership selected a core team of nine faculty members to navigate the full faculty through the design of the curriculum. Each team member was assigned three teaching credits for curriculum development and design.

    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. To ensure that the curriculum reflected multiple perspectives, the team recruited six stakeholders including a nurse practice partner, health care consumer, community leader, alumnus, current student, and adjunct clinical faculty.

    Poster presented at:

    NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.

 
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