Biography:

Kathryn Weaver is working as a Nurse Psychotherapist and Associate Professor in the University of New Brunswick where she teaches mental health, community development, and advanced nursing practice; and healthcare ethics Instructor for Graduate and Medical students, Atlantic Region Training Centre, Memorial University of Newfoundland. She completed her PhD from the University of Alberta and Post-doctoral fellowships through the International Institute for Qualitative Methodology and Alberta Heritage Foundation for Medical Research. She has published more than 30 papers and is the Principle Investigator of two documentaries, “Through True Eyes: Recovery from Eating Disorders” and “It’s Not about Food!”, produced by Atlantic Mediaworks, Fredericton, NB. 

Abstract:

Ethical sensitivity influences how those in need experience professional psychiatric care and services. For nurses who actively enter into the lives of people experiencing acute or chronic mental health conditions and illnesses, every encounter to help ease psychic pain and suffering requires developing sensitivity to preserve the integrity of clients and other stakeholders. To date, our knowledge of ethical sensitivity is largely inadequate and under-utilized in professional education. The present study thus explores approaches to enhance ethical sensitivity development and resulting professional psychiatric nursing practice. Clinical and classroom strategies to help students recognize and morally respond to the ethical demands of practice were synthesized using research and theoretical literature. These strategies were matched to the various dimensions of ethical sensitivity explicated by analysis of their pragmatic utility. A framework of interventions is then proposed to address the ethical requirements for praxis beyond the technical requirements of the professional discipline. Using this framework, recommendations were made for building student capacity for receptivity and responsiveness, recognizing and processing ethical issues through interactive and transparent practices, identifying uncertainties within established terms of judgment, and developing the courage necessary to take perceived right actions. Progressively, students can learn to foresee the moral consequences of possible actions and to act in ways that preserve the integrity of clients and stakeholders. The findings suggested that the ethical sensitivity is enhanced through mindfully deliberating the salient features of a situation and integrating from multi-linked educational strategies.

Biography:

Geetha Kada is a Professor of Nursing at Montgomery College of Nursing and adjunct online nursing faculty at Stevenson University, Maryland, USA. She is carrying an experience of 18 years teaching for different levels of students’ namely Associate degree nursing students, Post-basic degree nursing students, Baccalaureate and Master’s nursing students with experience teaching traditional, hybrid and online nursing learners. She got her PhD in Nursing Education from the Capella University, Minnesota, USA. She chairs the simulation committee at the college and is an active member of the National League for Nurses (NLN). Also, she holds active certification in BLS (Basic Life Support) and ACLS (Advance Cardiac Life Support). She has published her PhD study on Pro Quest and did a poster presentation of the study at the Catholic University, DC, USA. Besides, in 2015 along with her Medical-Surgical Nursing course team, she worked on the use of unfolding multiple patient simulations in a senior medical-surgical nursing course and the same was presented at the MAADND conference, MD, USA. She is currently working on the Western Maryland Faculty Academy Grant; a collaborative effort among the departments of nursing to prepare experienced BSN and MSN-prepared registered nurses for new roles as part-time clinical nursing faculty.

Abstract:

Increasing patient acuity and complex health care demands the need for preparing competent graduate nurses. However, reduced availability of clinical sites exists translating to difficulties obtaining patient care experiences for nursing students. This ongoing issue demands educators to seek alternative teaching strategies. High-fidelity simulation experiences can provide a learning environment very similar to the clinical setting. The purpose of this descriptive correlational quantitative research study was to examine what relationships, if any, existed between associate degree nursing students’ self-confidence in learning and their perceived presence of five instructional design characteristics in a high-fidelity simulation learning experience. The nursing student’s perceived experiences were measured by the NLN Self-Confidence in Learning and Simulation Design Survey instruments. Study participants were asked to rate the level of importance of each variable (Self-Confidence and Simulation Design Instruments) on a Likert scale with the following rating: 1=strongly disagree, 2=disagree, 3=undecided, 4=agree and 5=strongly agree. The results of this study identified students’ perceptions on the importance of realism and debriefing (feedback/guided reflection) in a simulation experience. Additional findings highlighted the importance to students of definitive objectives and information, which influence their self-confidence in learning within a simulation learning environment. It is evident the use of simulation as an educational tool is becoming more prevalent in the health care settings. This is especially important in response to the growing shortage of accessible clinical sites and available faculty. The findings of this study support the need for more quantitative research to evaluate the use of high-fidelity simulation experiences on nursing students learning outcomes.

Biography:

Lucienne Christine Estevez de Alencar holds a degree in Nutrition from the University of Brasilia (1990), Master Universitario en Nutrición Y Diet Therapy from the University of Murcia, Spain (1998), specialization in Bioethics (2000), specialization in Health-Food Surveillance (2002), Master's degree in Psychology from the University Brasilia (2006) completing her PhD at the Graduate School of Health Sciences Program at the University of Brasilia ((start: 2008; qualifying examination in 2009)). She currently works as a Nutritionist - State Health Secretariat of the Federal District- Brazil. She has experience in the area of Nutrition on an outpatient basis (primary health care and specialized care in HIV/AIDS and viral hepatitis), and breastfeeding (basic and specialized care), human milk banks (hospital) and diet therapy (hospital).

Abstract:

Introduction: The Brazilian Human Milk Banks Network represents great acquisition for the Brazilian Health System. It is a result from a historical process of citizenship’s construction and seeks to promote the quality of processes and procedures based on the experience and accumulated knowledge by the Human Milk Bank of Fernandes Figueira Institute, Rio de Janeiro. Its mission is to "Promote health of women and children by integrating and building partnerships with federal agencies, units of the federation, municipalities, private sector and society, under the action of Human Milk Banks".

Objective: To analyze the partnership established between the Human Milk Banks and the Brazilian Military Firefighters Corps.

Method: Documental and literature analysis was done to verify the establishment of the historical and practical construction of this partnership.

Results: In Brazil, several Human Milk Banks developed projects or programs of cooperation with the Brazilian Military Firefighters Corps of states and cities. The fireman routinely collected the frozen human milk from the homes of donors. This contact contributed to strengthening the human links and offered the opportunity to remove doubts and provided social support to the donor.

Biography:

Elizabeth Brodie attained an Honours degree in English Language and Literature from the University of Glasgow before embarking on Mental Health Nurse Training. She worked in various areas of Mental Health but the main focus of her career has been in Acute Mental Health and Substance Misuse. She completed her PGDip in Drug and Alcohol Studies at Imperial College, London and attained a PG Cert. in teaching and learning in Higher Education from Edinburgh Napier University. Her Master’s dissertation is related to the overprescribing of benzodiazepines in primary care. She currently contributes to the undergraduate nursing curriculum and post-graduate curriculum planning at Edinburgh Napier University and is a Director of CREW 2000 a peer and volunteer lead agency which specialises in education and harm reduction for people who use substances and their families. Her current subject interests are the role of new psychoactive substances in pregnancy, the effects of NPS on young people with type 1 diabetes and the role of substances among university students. Her educational interests include enquiry based learning and meaningfully involving people with lived experience in the development and delivery of student nurse education; and the role of substance misuse education on nursing students

Abstract:

Two of the pillars of skilled mental health nursing are the ability to work well in groups and the capacity to work collaboratively with people who have the experience of mental health diagnoses. As educators of mental health nurses our educational approaches and methods should facilitate the development of those skills. One of the current challenges for nurse educators is the range of subject knowledge that students have already accrued via their peers and social media. In addition, the wider demands of the mental health nursing profession require graduates who can work effectively within and across a range of professional groups and teams in an articulate and credible fashion; who can lead innovation in clinical care and research and who have the positive attributes which demonstrate good citizenship. Thus, more familiar didactic methods of teaching should give way to a more contemporary approach which takes into account the students’ prior learning and experiences. A module using enquiry based learning enabled students to develop their voice, articulate their ideas and present them with confidence and credibility in a group setting. A further module included service users in the module design, delivery and evaluation and provided students with an innovative approach to working with people with the diagnosis of borderline personality disorder. Through evaluation of those experiences for all participants, what emerges as common ground is; that people learn best through telling stories sharing experiences and working together. Both approaches are valued by students as providing an additional dimension to their learning.

Biography:

Daniella Arieli (PhD) is a Senior Lecturer at the Academic College of Emek Yezreel, Israel. She is a social Anthropologist and an action Researcher who works in the field of inter-group and inter-cultural encounters. Much of her work is focused on these issues in the context of nursing education. Her research is disseminated nationally and internationally through conference presentations, research journals and book chapters.

Abstract:

Nursing students cope with emotional challenges during their clinical placements. The challenges are particularly demanding when clinical placements take place in a setting of diversity. Based on a qualitative research undertaken with Israeli nursing students (Arieli, 2013), I will present emotional strains of various sorts - stress, ambivalence, disgust, frustrations and conflict – that arise in three types of relationships: students' relationships with patients, with the clinical instructors and with other students who are in their teams. Data shows that diversity has an impact on all these relationships. Data further shows that the students cope with the emotional strains that they experience through 3 main strategies of emotional work: distancing, self-motivation work and minimizing significance. The study indicates that the diversity of the clinical placement environment should be considered as an important factor, both in understanding students' experiences and learning processes, as well as in designing the support that they need.

Biography:

Maria Aparecida Xavier Moreira da Silva graduated from the University of Mogi das Cruzes. He received his Post-graduate degree in Hospital Administration from the University of Ribeirão Preto and Master’s in Public Policy from the University of Mogi das Cruzes, where he works as a Professor at the Graduate Program in semiology courses in nursing, nursing administration and perioperative nursing, and the Graduate Course in Health Management in the Hospital Hospitality disciplines.

Abstract:

The clinical judgment in nursing is one of the skills of nurses and is connected to the act of judging the care needs of each individual and the act of preparing the care planning to be held to the patient, so that it can meet their needs and expectations. Developing the ability of this trial has been a great challenge for both higher education institutions and continuing education services of health institutions because the responsibilities before this process of teaching and learning should be shared not only by teachers but also by nurses of service health and even by the student during the undergraduate course. This is a study of descriptive, exploratory, quantitative and qualitative approach that was carried out with 30 nurses working in the city of Mogi das Cruzes, with the main objective of "Identifying the strategies used for the development of competencies and skills related to process clinical judgment in nursing". Research has shown that it is necessary to change the teaching and learning scenario in the context of nursing education, because in addition to training professionals with skills and technical skills, it is necessary to develop these skills and behavioral skills for greater commitment, emotion, ability to relate and keep up to date, enabling it to be lead with security, better organization of work, better planning of actions and use of the necessary tools and technologies for the conduct of the clinical trial and thus promoting qualified nursing care.

Biography:

Daniella Arieli (PhD) is a Senior Lecturer at the Academic College of Emek Yezreel, Israel. She is a Social Anthropologist and an action Researcher who works in the field of inter-group and inter-cultural encounters. Much of her work focused on these issues in the context of nursing education. Her research is disseminated nationally and internationally through conference presentations, research journals and book chapters.

Abstract:

The aim of this paper is to present a model for teaching qualitative research as part of nursing clinical education. The uniqueness of the course model is that it seeks to combine two objectives: (1) Initial familiarization of the students with the clinical-nursing environment and the role of the nurse; and (2) understanding the qualitative research approach and inculcation of basic qualitative research skills. In particular, it describes how teaching two central genres in qualitative research – ethnographic and narrative research – constitutes a way of teaching the important skills, concepts, and values of nursing. The presentation outlines the model’s structure, details its principal stages, and explains the rationale of each stage. It also presents the central findings of an initial evaluation of the model’s implementation in eight groups over a two-year period. The findings show that the model we have developed meshes with the building blocks of nursing and touches upon significant professional concepts, thus making this course an important, meaningful, and exciting milestone for our students.

Biography:

Yu Ying Chou has more than 13 years of Clinical Nursing experience, and four years of teaching experience (Clinical Nursing) in Fu Jen Catholic University Department of Nursing in Taiwan. She has completed her Master's degree in June 2009 from National Taiwan University, College of Medicine, Department of Nursing. She is in the Doctoral Program from 2013 till date. She has published more than 6 papers in reputed journals in Taiwan.

Abstract:

The aim of this study was to explore the impact of fatigue on heart transplant recipients and significant factors associated with fatigue characteristics. A cross-sectional correlated study was designed. 108 recipients (age 50.7±12.4 years) who underwent heart transplantation, 4.25±3.71 years, were approached from October, 2008 to March, 2009, using transplant symptom frequency, symptom distress scale and fatigue symptom inventory to assess recipients’ symptom distress and fatigue characteristics (i.e., intensity, duration and interference with daily life). Data analysis included independent t–test, correlations and multiple regressions. Recipients reported moderate degree of fatigue intensity (mean 3.44±1.68; prevalence 78%), mild to moderate fatigue interference (mean 2.14±1.95; prevalence 41%), and at least two to three days in one week recipients feel fatigued (mean 2.83±2.06 days). Age, symptom distress and exercise frequency per week were the important associated factors with fatigue intensity (explained 18.8% of variance); whereas symptom distress was the important associated factor with fatigue interference (explained 14.8% of variance). Symptom distress is an important factor that affects fatigue intensity and interference with daily life in heart transplant recipients, therefore, health care providers should assess the symptoms including fatigue intensity and its’ interference to affect their daily life in order to offer appropriate interventions for recipients to manage their symptoms and fatigue and further to improve their QoL (Quality of Life).

Biography:

Chieh-An Shih has completed his senior high schooling from Affiliated Senior High School of National Taiwan Normal University. He is a junior nursing student of National Yang-Ming University, Taiwan

Abstract:

Background: People with psychiatric symptoms are often reluctant to seek treatment because of the public stigma toward psychiatric disorders.

Purpose: To examine the relationship between public stigma and help-seeking intention for health problem in the general population.

Method: This study was designed as cross-sectional study. Participants were 373 adults aged 20 years and above from general population. The survey included demographic data, Perceived Psychiatric Stigma Scale (PPSS), Internalized Stigma of Mental Illness Scale (ISMIS), Chinese Health Questionnaire (CHQ), and help-seeking intention. We changed the questionnaire content from internalized stigma to public stigma for patients with psychiatric disease. The SPSS 18.0 with t-test was employed to analyze the association between public stigma and help-seeking intention.

Results: This study adopted 12 items of CHQ, including somatic symptom, anxiety and depressive symptom. Results showed that no significant associations were found between perceived public stigma and help-seeking intention for somatic symptom and sleep problem. Respondents with higher levels of anticipated marital preclusion of PPSS showed fewer tendencies to call help from psychiatric professionals while facing emotional problems. No matter, in each dimension or total score, the higher scores of ISMIS revealed the less tendencies to seek help from psychiatric professionals while facing emotional problems.

Conclusion & Implication: This study showed that public stigma influences the behavior of people in seeking treatment for health problems. The results of this study can be used as a reference to decrease public stigma and public’s understanding of psychiatric disorders through media for government's policy.

Biography:

Mei–Yeh Wang had completed her PhD from Taipei Medical University and currently works as an associate professor in Department of Nursing, Cardinal Tien Junior College of Healthcare and Management. Her research is related to patients with major depressive disorder and focuses on the assessment and non-pharmacological intervention of fatigue and sleep disturbance. Moreover, her doctoral dissertation focused on the assessment of cardiovascular risks of people with depressive symptoms. She had experienced in incorporated both behavioral and physiologic measurements to unveil the underlying mechanisms of cardiovascular risks in depressed subjects. She has published more than 20 papers in reputed journals.

Abstract:

Preventing and/or delaying cognitive impairment has become a major public health concern in many countries. Physical activity has been documented as having beneficial effects to alleviate the negative impact of age-related cognitive decline. This study aimed to investigate the frequency of leisures–time physical activity in relation to cognitive function. Methods: This study was based on data from the Taiwan Longitudinal Study in Aging. A total of 3585 of middle–aged and older people aged 57–85 were assessed (mean: 70.59, SD: 7.78). Results: Frequency of physical activity significantly predicted cognitive level after adjustment of age, gender, educational level, depressive level, and health risk behavior (i.e., smoking and drinking). Participants engaging in physical activity at least for 1–2 time per week had significantly better cognitive level than sedentary participants. In paticipants aged 57–65 (n=1149), individuals engaging in physical activity for 6 more time per week had significantly better cognitive level than sedentary individuals. Cognitive level of sedentary individuals did no differ from individuals who had physical activity for 1–2 time or 3–5 time per week. Similar finding was found in paticipants aged 66–85 (n=2436),individuals engaging in physical activity were associated with better cognitive level compared with sedentary individuals. However, there were no differences in cognitive level among groups of individuals engaging in physical activity according to frequency. Conclusion : This general population–based study suggests that participation in leisure–time physical activity promoted cognitive level among the middle–aged and elderly people.

Biography:

Mr.Fisseha Zewdu Amdie has completed his Msc at the age of 27 years from Addis Ababa University. He is currently working as a lecturer and adjunct staff of clinical instructor of practice at the Ohio State University, College of Nursing, USA. He has published 4 papers in reputed journals and has been serving as a program coordinator of the office of continuing and distance education programs at college of medicine and health sciences, University of Gondar.

Abstract:

Pressure ulcers are the common conditions among patients hospitalized in acute and chronic care facilities and impose significant burden on patients, their relatives and caregivers. Pressure ulcers have been described as one of the most costly and physically debilitating complications since the 20th century. The pain and discomfort due to pressure ulcer prolongs illness, rehabilitation, time of discharge and even contribute to disability and death. An institution-based cross-sectional survey was conducted from March 15 - April 10, 2014 to assess knowledge, practice and factors associated with pressure ulcer prevention among 248 nurses in Gondar University hospital. A structured self-administered questionnaire was used for data collection. Descriptive statistics was used to describe the study population. Bivariate and multivariate logistic regression was also carried out to see the effect of each independent variable on the dependent variable. In this study nearly half (54.4 %) of the nurses had good knowledge; similarly 48.4 % of them had good practice on prevention of pressure ulcer. Educational status, work experience and having formal training were significantly associated with knowledge on prevention of pressure ulcer. While, satisfaction with nursing leadership, staff shortage and inadequate facilities and equipment were found to be significantly associated with the practice on prevention of pressure ulcer. As a conclusion knowledge and practice of the nurses regarding prevention of pressure ulcer was found to be inadequate. Having higher educational status, attending formal training and being experienced were positively associated with knowledge; while shortage of facilities and equipments, dissatisfaction with nursing leadership and inadequate staff number showed negative association with practice of nurse’s pressure ulcer prevention. In-service training and upgrading courses are some of the important steps to improve nurses’ knowledge and practice on prevention of ulcer pressure.