OHIO LEAGUE FOR NURSING

NURSING EDUCATION SUMMIT, OHIO 2018

Poster Presenters

OHIO LEAGUE FOR NURSING

NURSING EDUCATION SUMMIT, OHIO 2018

POSTERS and PRESENTERS

An Undergraduate Interprofessional Course: Theoretical and Simulation Experiences for

Accelerated BSN Students

Kathy McLain, MS, RN, Mt Carmel College of Nursing

Kelli West, MSN, RN, PCCN, Mt Carmel College of Nursing

Pam Welshon, MS, RN, CNS, Mt Carmel College of Nursing

Dale Hilty, PhD, Mt Carmel College of Nursing

Changing Student Presence at the Bedside Using an HD Camera Enhanced Patient

Communication Simulator

Robin Wagner, MSN, RN, CNS, University of Cincinnati College of Nursing

Eileen Werdman, DNP, APRN, University of Cincinnati College of Nursing

Communication Simulation Using Livestreaming

Nicole Lawrence, MSN, RN-BC, CNE, Firelands Regional Medical Center SON

Michelle Bussard, PhD, RN, ACNS-BC, CNE, Firelands Regional Medical Center SON

Data Driven Decision Making

Nancy Urrutia, EdD, MSN, RN, CNE, Lorain County Community College

Judy Pulito, EdD, MSN, RN, Lorain County Community College

Designing and Implementing a Patient Education Skill Training for BSN Nursing Students

Jody Gill-Rocha, MS, RN, Mt Carmel College of Nursing

Kathryn Ross, MSN, RN, Mt Carmel College of Nursing

Dale Hilty, PhD, Mt Carmel College of Nursing

Experiences Teaching Korean Nursing Students: Faculty Perspective

Gail Baumlein, PhD, MSN, RN, CNE, ANEF, Franklin University

Mary Beth Kaylor, PhD, MSN, RN, Urbana University

Faculty Incivility in the Online Classroom: Implementation of Civility Policy and

Procedures

Jennie Pattison, DNP, RN, Chamberlain College of Nursing

From Nursing Student to Educator: Mentorship with Meaning in a Digital World

Peggy Shaw, MSN/Ed, BSN, RN, Mt Carmel College of Nursing

Miriam Abbott, MA, Mt Carmel College of Nursing

Health Informatics in Associate Degree Nursing Programs: A National Study

Hope Moon, DNP, RN, CNS, Lorain County Community College

Joyce Fitzpatrick, PhD, MBA, RN, FAAN, Case Western Reserve University

Elizabeth Madigan, PhD, RN, FAAN, Case Western Reserve University

Kezia Lilly, DNP, RN, Southwest Baptist University

Implementation of Revised Clinical Evaluation Performance Tool in a Baccalaureate

Nursing Program

Frieda Gill, MS, RN, CCRN, Mt Carmel College of Nursing

Dale Hilty, PhD, Mt Carmel College of Nursing

Erin Dougherty, MSN, RN, CPNP, Mt Carmel College of Nursing

Implementing a Strategic Education Plan to Improve ECG Competency in New Caregivers

Vivian Kotchman, MSN, RN, Cleveland Clinic

Incorporating Multiple High-Fidelity Simulations and Simulation Assessment into Nursing

Courses

Lori Catalano, PhD (c), JD, MSN, RN, CCNS, PCCN, University of Cincinnati College

of Nursing

Eileen Werdman, DNP, RN, University of Cincinnati College of Nursing

Increasing Accessibility in Distance Education Courses

Missy Mohler, MS, RN, Mt Carmel College of Nursing

Innovative Strategies for Teaching Evidence Based Practice Through Gaming

Cindy Zellefrow, DNP, MSEd, RN, LSN, PHNA-BC, The Helene Fuld Trust National

Institute for Evidence-based Practice in Nursing and Healthcare at The Ohio State

University College of Nursing

Tim Nunn, Student, The Ohio State University College of Education & Human Ecology

Integrating Community Health Worker Roles in the Curriculum for PreLicensure Nursing

Students

Toni Chops, MSN, RN, CNE, Mt Carmel College of Nursing

Interprofessional Service Learning Experience in the Dominican Republic to Promote

IPEC Competencies

Megan Lieb, MSN, RN, Ohio Northern University

Christina Liebrecht, DNP, RN, Ohio Northern University

In the Shadow of Trauma: A Nursing Student’s Path

Amanda Henry, Student Nurse, Ursuline College of Nursing

Kathleen Hackett, RN, BSN, University Hospital

Laura Goliat, DNP, RN, FNP-BC, Ursuline College of Nursing

Multicultural Student Resource Group for Nursing Students

Sharon Pittard, MSN, RNC, Good Samaritan College of Nursing & Health Science

Pedagogical Approaches: Keeping Up With Millennials in a Digital World

Peggy Shaw, MSN/Ed, BSN, RN, Mt Carmel College of Nursing

Miriam Abbott, MA, Mt Carmel College of Nursing

Promoting NCLEX Success: Simulation Technology Across the Curriculum

Debbie Trotta, MSN, MEd, RN-BC, CHSE, University of Cincinnati Blue Ash College

Carla Henderson, DNP, MSN, RN, CNE, CHSE, University of Cincinnati Blue Ash

College

Redesigning a Clinical Practice Model for Nursing Students

Pamela Sealover, RN, MSN, CNE, Ohio University Zanesville

Susan Farus-Brown, RN, DNP, CNP, FNP-BC, Ohio University Zanesville

Mathew Fox, RN, MSN, Ohio University Zanesville

Christie Eckelbarger, RN, BSN, Ohio University Zanesville

Sarah Pierce, RN, BSN, Ohio University Zanesville

Situational Awareness

Marianne Carvour, MSN, RN, CNOR, Lorain County Community College

Tammie Ferguson, MSN, RN, CNE, Lorain County Community College

Cheryl Shultz, MSN, RN, CCRN, Lorain County Community College

“Success Gives You Courage” The Lived Experience of a Group of ESL Learners

Karen Hughes, PhD, RN, CNE, Otterbein University

The Flipped Classroom Approach to Leadership Development

Julie Moody, MSN, MEd, RN, Cincinnati Children’s

Sarah Herrle, PhD, MPH, RN, CPN, Cincinnati Children’s

The Use of Role Play for the Identification and Assessment of Human Trafficking

Lara Wilken, MSN, RN, Firelands Regional Medical Center SON

Using Diffusion of Innovations Theory to Facilitate a Transition to Concept-Based

Curriculum

Nancy Trokan-Mathison, DNP, RN, CNE, Christ College of Nursing

Cara Rigby, DNP, RN, CMS, RN, Christ College of Nursing

Utilizing Evidence & Synergy Model to Create Standardized Orientation Tools

Susan Hale, MSN, RN, C-EFM, The Ohio State Wexner Medical Center

Kristi Bulkowski, MSN-Ed, RN, The Ohio State Wexner Medical Center

Jodi Doney, MS, RN-BC, CNL, The Ohio State Wexner Medical Center

Anna Jaso, MSN, RN, The Ohio State Wexner Medical Center

Utilizing Scavenger Hunt Activities to Engage Students in Infection Control & CMS

Quality Initiatives

Dawn Wikel, MSN, RN, CNE, Firelands Regional Medical Center SON

Amy Rockwell, MSN, RN, Firelands Regional Medical Center SON

AN UNDERGRADUATE INTERPROFESSIONAL COURSE: THEORETICAL AND

SIMULATION EXPERIENCES FOR ACCELERATED BSN STUDENTS

Kathy McLain, MS, RN, Kelli West, MSN, RN, PCCN,

Pam Welshon, MS, RN, CNS & Dale Hilty, PhD

Behavioral Outcome: Distinguish and comprehend the structure of the interprofessional course

and be able to replicate the course experience at their academic institution.

Interdisciplinary collaboration is an integral component of the ever changing face of healthcare.

This collaboration has been found to prevent medical errors, prevent adverse effects to patients,

decrease lengths of stay, increase the satisfaction of the members of the healthcare team, and

optimize resources available. This teamwork has been proven to save lives. The American

Association of Critical Care Nurses use collaboration as a cog in their Synergy Model for Patient

Care. This shows the importance this competency has on the care of our patients.

Our undergraduate college program requires accelerated nursing students to take an

interdisciplinary course. First, students select a healthcare professional and write a term paper

focusing the historical basis, education, training, legislative concerns, holistic specialization , and

license/certification. Second, the students give small group class presentation on one of the

following 11 healthcare professionals: Advanced Practice Nurse, Chaplin, Ethicist, Interpreter,

Occupational & Physical Therapist, Pharmacist, Radiographer/Sonographer, Registered

Dietitian, Respiratory Therapist, Social Worker, and Physician. Third, a guest speaker from

each discipline gives a class presentation on the scope of practice, unique contributions, working

relationships with Registered Nurses, and holistic recommendations. Fourth, an

interprofessional simulation includes the patient, family, and all licensed professionals.

During the first day of class, 70 accelerated nursing students completed approximately 84

questions measuring the cognitive knowledge of the 11 healthcare professionals and 30 affective

questions regarding the learning process. By the end of the course, the students have completed

the 84 and 30 questions a second time. Some of the questions were completed following the

term paper presentation, the guest speakers presentations, and the interprofessional simulation.

All Dependent t-test analyses of the accelerated students pre- and post-test responses to the

knowledge and affective questions were statistically significant (p=.001). Behavioral assessment

measures (e.g., term paper) revealed a majority of the accelerated students were very successful

in completing the course objectives.

CHANGING STUDENT PRESENCE AT THE BEDSIDE USING AN HD CAMERA

ENHANCED PATIENT COMUNICATION SIMULATOR

Robin Wagner, MSN, RN, CNS & Eileen Werdman, DNP, APRN

Behavioral Outcome: After completion of the program the learner will be able to generate ideas

to address professional presence in simulation scenarios in their institutions.

Abstract:

It is well established that professional nursing practice is both an art and a science and both

components are necessary for patient healing and positive outcomes. The art of nursing is

however, a “soft skill” that is fundamental to patient care but seemingly not as valued as the

“hard skills” of patient care. An integral part of the professional presence is building a

therapeutic nurse-patient relationship which is key to developing the therapeutic environment

necessary for patient healing to occur. Racheed (2015) identified self-awareness as key to

building that therapeutic relationship. As an educator, the question then becomes how can the

soft skill of professional presence be taught to nursing student using active and innovative

teaching strategies? To address this question, a group of second degree students in their

fundamentals of nursing practice course will be using a high fidelity patient communication

simulator (PCS) with HD iris camera video capability during their medication administration

simulation. After completion of the scenario the “patient’s perspective” PCS video is reviewed

during the debriefing to allow the student the opportunity to critique their presence at the

bedside.

COMMUNICATION SIMULATION USING LIVESTREAMING

Nicole Lawrence, MSN, RN-BC, CNE & Michelle Bussard, PhD, RN, ACNS-BC, CNE

Behavioral outcome:

Identify how livestream simulation can be used as an effective strategy for teaching

communication and professionalism in pre-licensure nursing students.

Abstract:

Purpose: The purpose of this study was to recognize therapeutic communication and

professionalism during a livestream simulation for pre-licensure nursing students.

Method: The research method for this study was a non-experimental descriptive study. The

sample size was 25 pre-licensure, diploma nursing students enrolled in a Nursing Fundamentals

course. Two simulation scenarios were livestreamed to the classroom. The first scenario

involved the nurse using therapeutic communication and displaying professional behaviors. The

second scenario involved the nurse using nontherapeutic communication and displaying

unprofessional behaviors. Following the livestreamed simulation, debriefing occurred with the

students using the Debriefing for Meaningful Learning® method. At the completion of the

simulated activity, students were given a survey to complete. The survey contained seven

questions using a 5-point Likert Scale to evaluate the student’s perception of therapeutic

communication and professionalism. The survey also included five open-ended questions

regarding what the student noticed during the livestreamed simulation. Additionally, the

students described how this simulation was beneficial to their learning.

Results: 100% of respondents agree or strongly agree that the livestream communication

simulation scenario was effective in helping them identify therapeutic and nontherapeutic

communication, as well as professional and unprofessional behavior. Qualitative themes

identified that influenced effective communication included sitting with the patient, therapeutic

touch, and tone of voice. Themes identified regarding qualities that displayed professionalism

included the nurse being knowledgeable, prepared, an advocate, and involving the patient in the

plan of care. Themes identified that were barriers to effective communication included poor

nonverbal communication, inattentive listening, false reassurance, and failure to provide clear

information. Themes identified regarding unprofessional behaviors included placing blame,

inappropriate cellphone use and body language, chewing gum, unpreparedness, and poor

appearance.

Conclusion: The livestreamed simulation helped pre-licensure nursing students recognize

therapeutic communication and professionalism in patient interactions.

DATA DRIVEN DECISION MAKING

Nancy Urrutia, EdD, MSN, RN, CNE & Judy Pulito, EdD, MSN, RN

Behavioral Outcome: Evaluate the usefulness of a student cohort research utility based system

(SCRUBS) as a model to drive nursing program data collection and decision making.

Abstract: Data-driven decision making is increasingly important in nursing education. The

utilization of historical or descriptive data is being supplemented by forecasted and predictive

measures helping nurse educators make evidenced-based decisions within their program. In other

words, performance metrics coupled with other supporting data, will offer nursing educators a

way to oversee ongoing curriculum evaluation and discernment of program outcomes. In

addition to needing a mechanism to evaluate curriculums and program outcomes, regulatory and

accrediting agencies are also requiring trended data and benchmarking as evidence of standards

compliance. In an effort to meet these demands, the development of dashboard reporting is seen

as a favorable solution. The concept of dashboard reporting is viewed as a strategy for gathering

data from multiple information sources to create reports useful for monitoring nursing

curriculums, program outcomes, and evidenced-based initiatives. This approach can foster the

organization of key measures, data sources, and timeframes. Another benefit of dashboard data

collection is that it enables users to view information from a variety of sources in a single place,

significantly reducing the time spent by faculty collecting, collating, and analyzing program data.

Lastly, dashboards can provide a quick snapshot of summative data which can lay the foundation

for strategic planning and continued program success. In this case, SCRUBS is a dashboard

model that contains: 1) general student data, e. g. pre-admission data, demographics; 2) a student

input module, 3) external test input module, and 4) program input, e. g. alignment of concepts,

achievement of course outcomes. This dashboard project can be applied as a means to monitor a

dynamic nursing curriculum and proffer a systematic way to learn from past experiences while,

at the same time, drive evidenced-based changes and continued program improvements.

DESIGNING AND IMPLEMENTING A PATIENT EDUCATION SKILL TRAINING

FOR BSN NURSING STUDENTS

Jody Gill-Rocha, MS, RN, Kathryn Ross, MSN, RN, & Dale Hilty, PhD

Behavioral Outcome: Distinguish and comprehend the impact of the patient education

intervention on student learning, measured by cognitive, affective, and behavioral changes.

For many years, nursing has stressed the importance of patient education directed at individual

needs and preferences. Patient teaching should be delivered in a holistic approach throughout the

hospital stay and discharge. Nursing students frequently are not presented with the opportunity

to develop and deliver patient education in the acute care setting. The student experience usually

is limited to observation of teaching behaviors and theory-based coursework. The American

Association of Colleges of Nursing has been transforming nursing education using the Essentials

of Baccalaureate Education for Professional Nursing. These essentials confirm the importance

of health awareness and preventive teaching, supporting that nurses are caretakers and educators,

signifying the importance to design inventive teaching strategies to prepare prelicensure nursing

students to become more confident and effective patient educators upon graduation.

In a preliminary educational investigation, the purpose was to create a patient education

experience for senior level students in a BSN program based on faculty lectures, faculty

laboratory demonstration, and student demonstration of skill in a simulation laboratory. The

patient education curriculum emphasized the following topics: heart failure, MI/stent, open heart

surgery/equipment lines, sepsis/shock/MODS, ventilators/ARDS, traumatic brain injury, and

burns. Prior to the skill demonstration in the simulation laboratory, students selected one of the

eight topics and submitted a term paper summarizing the topic and created a communication

script describing how the information would be presented to the patient.

ANOVA Repeated Measures analyzed student responses to nine cognitive questions from week

one, five, and eight. The ANOVA analysis found eight statistically significant (p=.001-.004)

main effects and 21 post hoc effects (p=.001-.009). A Dependent t-test compared week five and

eight responses to the Affective Domain Questionnaire (3rd ed.) based on Krathwohl, Bloom,

and Masia's (1964) taxonomy. Eleven statistically significant effects (p=.001-.031) were found

which demonstrated the positive self-reported affective changes by the nursing students. Alpha

reliability estimates ranged from .758 to .907. The Wooden Competitive Greatness (CG) scale

was used to differentiate high versus moderate/low performances on cognitive, affective, and

behavioral measures. Students scoring high on CG had statistically significant (p<.01) positive

associations with cognitive, affective, and behavioral measures.

EXPERIENCES TEACHING KOREAN NURSING STUDENTS: FACULTY

PERSPECTIVE

Gail Baumlein, PhD, MSN, RN, CNE, ANEF, & Mary Beth Kaylor, PhD, MSN, RN

Behavior Objective: Attendees will be able to describe faculty experiences in teaching Korean

students in an online RN-BSN program.

One school in Ohio has developed and implemented a successful model for South Korean

nursing students to complete their RN-BSN online. While students reside in S. Korea during

their university studies, their ultimate goal is to migrate to the U.S. to work. Having a BSN from

a U.S. program enhances their ability to obtain a job in the U.S. With over 100 students enrolled

in the program during the past three years, the faculty have learned a great deal about supporting

their learning journey. This poster/presentation describes the faculty perspective of this

initiative.

Some barriers were anticipated, while others surfaced as the program was implemented. Online

instruction in general has not been implemented in Korea, and there is a sense of unease and

discomfort with this delivery method, much as occurred in the U.S. when distance learning was

first initiated.

The RN-BSN program is offered in English, and initially faculty had concerns about the ability

of students to complete course work through online methods with a perceived language barrier.

In order to mitigate this concern, faculty travel to S. Korea for the first course, Learning

Strategies, to offer face to face instruction and orientation to the university, nursing program,

academic policies, and the learning management system. This orientation has proven to be a key

element in a successful start in the program. The students have an opportunity to actually get to

know the faculty, interact with each other in a classroom setting, and practice with the software.

Faculty have had an overwhelmingly positive response to the Korean cohorts. There is a waiting

list of faculty who want to travel to Korea for the first course, and it is considered to be a plum

assignment. Their comments include, “this has been my best experience at the university,” and

“I would do it again in a heartbeat,” and “I hope you can schedule me for another Korean

section.”

FACULTY INCIVILITY IN THE ONLINE CLASSROOM: IMPLEMENTATION OF

CIVILITY POLICY AND PROCEDURES

Jennie Pattison, DNP, RN

Behavioral Outcome: Online nursing faculty recognize both intentional and unintentional

uncivil behaviors resulting in improved faculty knowledge acquisition, potential to develop skills

and attitudes relevant to the prevention of faculty incivility behaviors.

Abstract:

Faculty in online nursing education programs have an ethical responsibility to maintain civility

in their virtual classrooms. In a profession known to exhibit compassion for others, nursing has

an obligation to reduce student stress unnecessarily produced by the effects of faculty behaviors.

At one online nursing program, a policy is designed to promote faculty awareness of intentional

and unintentional uncivil behaviors. The guiding principles from Swanson’s Theory of Caring as

a theoretical framework and Kirkpatrick Models are used in policy and procedure development.

A case study approach asks faculty to read three peer-reviewed journal articles pertaining to

incivility and caring interventions. Information in the articles describe caring interventions and

both written and action behaviors which have the potential for students to perceive as faculty

incivility. Responses from a pre-reading case study and post-reading case study indicate an

improvement in faculty knowledge acquisition, potential to develop skills and attitudes relevant

to the prevention of faculty incivility behaviors in online nursing education.

FROM NURSING STUDENT TO EDUCATOR: MENTORSHIP WITH MEANING IN A

DIGITAL WORLD

Peggy Shaw, MSN/Ed, BSN, RN & Miriam Abbott, MA

Behavioral Outcome: The audience will be equipped to launch a pro-active mentorship

program to foster faculty retention.

Significance & Background: New faculty often land teaching positions immediately after their

master’s program where they move from student to educator with minimal hands-on teaching

experience. Unwelcoming environments and feelings of incompetence and isolation drive faculty

away. According to Carlson (2016), feeling supported is a primary determiner to retention, as

well as perceived teaching expertise (Candela, Gutierrez, & Keating, 2015). Typically, mentors

serve as a resource to only answer questions. Therefore, it can be described as a “reactive”

process because the mentor reacts to the mentee.

As nursing education moves forward in a digital world, the expectations of novice faculty have

grown exponentially. Responsibilities range from developing and implementing coursework,

creating exams and assignments to mastering the Learning Management System (LMS) and

digital applications such as email, Google documents/hangouts, Skype, Microsoft Office, and

Prezi. Novice faculty must also navigate through policies, procedures, and politics in both

educational and health care institutions.

Interventions: A pro-active mentorship protocol to welcome/teach/train a novice educator:

1) Pair faculty based on ability to collaborate; establish compatibility through informal

meetings/luncheons. 2) Mentor is a role model. 3) Mentor socializes mentee to new environment.

4) Mentor proactively reviews mentee’s workload responsibilities. 5) Mentor assists and

oversees set-up of course in LMS, syllabus, course content/delivery, and student assessments, as

well as analyzing exam statistics. 6) Mentor meets with mentee weekly at minimum. 7) Mentor

attends classes/clinical to guide lectures, hospital protocol, pre/post conferences, and clinical

day. 8) Mentor counsels on and assists with digital communication and managing difficult

people/situations. 9) Mentor responds to mentee’s questions/concerns immediately. 10) Mentor

evaluates mentee’s performance, and provides constructive feedback.

Evaluation: The findings of this rigorous, pro-active mentorship indicate that such a program

yields results consistent with faculty success and retention. The new educator reported a greater

perception of both support and teaching competence, as well as improved student outcomes.

HEALTH INFORMATICS IN ASSOCIATE DEGREE NURSING PROGRAMS: A

NATIONAL STUDY

Hope Moon, DNP, RN, CNS, Joyce Fitzpatrick, PhD, MBA, RN, FAAN, Elizabeth Madigan,

PhD, RN, FAAN, & Kezia Lilly, DNP, RN

Behavioral Outcome: Describe the current status of health informatics integration into

Associate Degree Nursing Programs

Abstract:

Background:

Pre- licensure nursing education programs are expected to deliver a curriculum that

reflects current standards of practice and produce a graduate who is competent to practice in the

current health care environment. The Accrediting Commission for Education for Nursing

(ACEN) requires nursing programs to incorporate professional standards; guidelines, and

competencies. These include the Quality & Safety Education for Nursing Institute (QSEN)

competencies that contains informatics as one of the six core competencies for nurses

Methods:

A descriptive, cross sectional design was used utilizing the Information Technology Education in

Nursing Curricula Survey (ITENCS). The survey was sent to 694 ACEN pre-licensure associate

degree nursing accredited program directors in the United States. After sixty days a return rate

of 30% was achieved. Data analysis was completed using Qualtrics Survey Software ®.

Percentages were determined for each core content area of information technology. Responses to

open ended questions were categorized for similarities. Demographic data were analyzed for

frequencies including current position, state geographic region and regional nursing information

technology education.

Summary:

The most frequently reported content areas were the computer-based patient record (93%);

ethical use of information/information systems (93%); legislative issues (91%); accessing

electronic resources (87%); expected information technology for nurses (74%), roles of health

care members (72%). Greater than 50% reported including definitions (69%); implications for

practice (57%); National health databases (57%), types of applications of information systems

(55%). Less than 50% reported including types/applications of telehealth systems (44%); types/

functions of hardware/software (41%); standardized language/classifications systems (40%);

information processing frameworks/research (35%); adoption of innovation/change theories

(34%); legislative issues of telehealth (31%); state of science (27%); historical development

(26%); General Systems Theory (27%).; network configuration and usage (23%); The Unified

Medical Language System (15%); ergonomics (16%); planning, designing, implementing,

evaluating and upgrading a system (11%); Data Set Evaluation Center (NIDSEC) Standards

Systems (1.0%); American Society for Testing Materials (ASTM); American National

Standards Institute (ANSI), Health Level 7 or other standards (0%). Lack of program directors

knowledge was also identified.

This study indicates that ADN programs are currently not integrating the appropriate curricular

content to produce a graduate competent in health informatics.

IMPLEMENTATION OF REVISED CLINICAL EVALUATION PERFORMANCE

TOOL IN A BACCALAUREATE NURSING PROGRAM

Frieda Gill, MS, RN, CCRN, Dale Hilty, PhD & Erin Dougherty, MSN, RN, CPNP

Behavioral Outcome: Distinguish and comprehend the process of transforming a Clinical

Performance Evaluation Tool (CPE) measuring both conceptual objectives and operationally

defined competency behaviors.

Evaluation of a nursing student's clinical performance is an important component of a clinical

instructor’s role and responsibility (DeBrew & LeWallen, 2014, Bonnel in Billings & Halstead,

2016). Literature supports that clinical evaluation is a multifaceted process for identifying

student areas of strengths and improvements. Research findings recommend an evaluation tool

with clearly defined objectives, measurable clinical behaviors, standardized criterion-based

scales, formative/summative feedback, and student self-reflection (Billings & Halstead, 2016;

Cronenwett et al., 2007; Krautscheid, Stragnell, & Manthey, 2014; Koharchik, Weideman, &

Walters, 2015; McSweeney, 2014; Taylor-Haslip, 2009, 2010). Faculty and students reported

that completing the old CPE tool was difficult, inconsistent, and time consuming.

To support literature recommendations and address the faculty and students reported obstacles, a

committee was formed to revise the old CPE tool. The new revised CPE tool was piloted in the

spring of 2017 in two nursing courses at the sophomore and senior levels. The first step was to

have faculty and students evaluate the old and new revised CPE tool via Survey Monkey with 5-

point Likert scale (strongly agree to strongly disagree). The second step was to use a semantic

differential format where faculty and students evaluated the old and new revised CPE tools. All

participants were informed their responses were confidential.

Survey Monkey findings (N=165) comparing the two CPE tools revealed favorable results

supported the transition to move from the old to the new revised CPE tool. A majority of on-line

responses were recorded as strongly agree to agree. Dependent t-test found twelve (12) of the 14

semantic differential “feedback” comparisons to be statistically significant (p=.001 to

p=.046). The twelve feedback adjectives were: nonjudgmental, respectful, giving right amount

of feedback, suggesting ideas for improvement, meaningful, specific, goal based, relevant to

nursing, useful, feedback significant for career, feedback did build my confidence, & feedback

did increase my knowledge. The statistically significant findings supported the new CPE tool to

be an effective CPE tool providing fair and safe, objective feedback.

IMPLEMENTING A STRATEGIC EDUCATION PLAN TO IMPROVE ECG

COMPETENCY IN NEW CAREGIVERS

Vivian Kotchman, MSN, RN

Behavioral Outcome: Incorporate innovative teaching strategies and technology into existing

curriculum to improve Caregiver competency

Abstract:

Accurate ECG interpretation is an essential part of competent nursing care. An ECG

interpretation class is offered to all new nursing Caregivers during orientation. Minimal

competency is demonstrated with a passing score of 80% on an ECG exam, given approximately

6 weeks after the class. A strategic education plan was implemented to engage learners during

class and sustain learning throughout a Caregivers orientation period. An Audience Response

System (ARS) was integrated throughout the 8 hour class, providing the instructor immediate

learning and comprehension feedback. Real time curriculum adjustments are then made,

targeting areas students have difficulty with. The online Plickers system is a low cost option and

does not require students to utilize personal electronic devices. To sustain learning throughout

orientation, Caregivers are sent weekly case studies via email. The case studies include 2

arrhythmia interpretations and critical thinking questions. The case study is reviewed with their

coach/preceptor and nurse educator during orientation meetings. First time pass rate was 76%

prior to implementation of Plickers ARS and the weekly case studies. First time pass rate has

improved to 87% after implementation of this strategic plan. This improvement supports

continued use and additional investment. Next steps include transitioning case studies into a

Learning Content Management System for improved access and tracking of data.

INCORPORATING MULTIPLE HIGH-FIDELITY SIMULATIONS AND

SIMULATION ASSESSMENT INTO NURSING COURSES

Lori Catalano, PhD (c), JD, MSN, RN, CCNS, PCCN, & Eileen Werdman, DNP, RN

Behavioral Outcome: The learner will understand nontraditional ways to incorporate high-

fidelity simulation and unfolding video simulation into nursing courses.

Abstract:

High-fidelity simulations were incorporated into medical/surgical and critical-care courses as

part of module learning activities. Each module was designed to have initial class discussion

about nursing care of patients with selected priority problems, then move to the simulation

laboratory. Students worked in groups of four to provide nursing care in a simulated scenario.

After each simulation, students debriefed with faculty, focusing not only upon the simulation

itself, but also on similar patient problems. Students identified the priority concerns and

interventions in each simulation. The following class meeting, students worked on complex case

scenarios designed by the instructor to build upon the concepts practiced during the simulation.

The mental status changes simulation was done as unfolding videotaped scenarios performed by

former students. The scenarios all featured mental status changes, but these changes were caused

by hypoglycemia, then an ischemic stroke, then a hemorrhagic stroke. The video method was

selected in order to allow each student to see each scenario, rather than only one. Students were

questioned about care priorities as the scenarios unfolded. They were also asked to critique the

actions of the performers. Although traditional post-simulation debriefing did not occur, the

unfolding method allowed for continual reflection on the part of the students.

The final simulation involved multiple patients, each with a primary problem and a secondary

distractor (fall, visitor complaint, medication error, confusion). This simulation also included

two standardized patients to increase the psychological fidelity. Students again worked as a team

to care for the patients and then underwent debriefing.

A high-stakes assessment was also incorporated at the end of the course. Students randomly

selected a common medical/ surgical patient problem, including hypotension, hypertension, and

hypoxia. Students then individually cared for the patient, incorporating diagnostic and

assessment data into their care. Students were graded based on safety, communication, critical

thinking, and patient education.

INCREASING ACCESSIBILITY IN DISTANCE EDUCATION COURSES

Missy Mohler, MS, RN

Behavioral Outcome: Recognize the principles of accessibility in distance education courses to

promote success for all learners despite disability.

Abstract:

Accessibility in distance education courses is crucial to the success of this diverse population of

learners. Students with disabilities are more likely to enroll in distance education courses than

traditional face to face courses. The Americans with Disabilities Act (ADA) of 1990 and the

Americans with Disabilities Act Amendments Act (ADAAA) of 2008 prohibits discrimination

based on disability and requires colleges to provide reasonable accommodations. Yet,

accessibility of online courses for students with disabilities remains a challenge for many

colleges (Williams & Zirkle, 2015).

This presentation will explain how faculty and/or instructional designers can assure online

courses are accessible for all learners. Using best practice principles, the presentation will

identify specific examples of accessibility options for those students who may have either visual

or auditory impairments. The presentation will also detail a variety of ways in which the basic

principles of accessibility can be assured and maintained within the distance education field.

Williams, S., and Zirkle, K. (2015). Balancing pedagogy, student readiness and accessibility: A

case study in collaborative online course development. Internet and Higher Education, 28, 1-7.

INNOVATIVE STRATEGIES FOR TEACHING EVIDENCE BASED PRACTICE

THROUGH GAMING

Cindy Zellefrow, DNP, MSEd, RN, LSN, PHNA-BC & Tim Nunn, Student

Behavioral Outcome: At the end of this presentation, learners will be able to describe the value

and opportunities to enhance nursing instruction through gaming.

Abstract:

Gaming technology has uncovered new opportunities for educators to engage learners in fun,

interactive, real-world scenarios. It develops critical thinking and problem-solving skills as

learners receive immediate feedback based on their choices as they navigate the game.

Through this interactive presentation, participants will explore “In Search of The Sneezer”, an

interactive educational game designed to introduce, review and remediate concepts of PICO(T)

questions; a key skill in evidence based practice.

Evidence-based practice is integrated into the essentials of nursing education at every level and is

a fundamental competency for all practicing nurses (Melnyk, 2015). Yet much confusion around

what EBP is and how to teach it remains. Utilizing gaming technology provides educators with

an innovative approach to presenting content that has been created through sound educational

strategies, addressing the needs of various types of learners. Through self-paced experiences,

gaming encourages repeated exposure to the content, resulting in strengthened skill.

INTEGRATING COMMUNITY HEALTH WORKER ROLES IN THE

CURRICULUM FOR PRELICENSURE NURSING STUDENTS

Toni Chops, MSN, RN, CNE

Behavioral Outcome: Summarize the interprofessional collaboration for the integration of the

role of community health workers (CHW’s) in a population health curriculum for prelicensure

nursing students.

Abstract: According to the American Association of Colleges of Nursing (2013), the

recommended competencies and curricular guidelines for public health nursing suggest teaching

strategies that contribute to the development of knowledge for the empowerment of professional

nurses to support healthy lifestyles in the community. An understanding of the relationship of the

individual to the family and the community can be used to identify ways to promote health and

to prevent the development of illness states. A care delivery model using CHW’s has been

identified as one strategy to meet health needs in the community.

The American Public Health Association defines a community health worker as “A community

health worker is a frontline public health worker who is a trusted member of and/or has an

unusually close understanding of the community served. This trusting relationship enables the

worker to serve as a liaison/link/intermediary between health/social services and the community

to facilitate access to services and improve the quality and cultural competence of service

delivery.” Using CHW’s is a cost effective way to facilitate access to services and to improve

outcomes of care. The professional nurse needs to be aware of trends in workforce development

to effectively manage social determinants of health and to identify the best ways to support

healthy lifestyles.

Curriculum design for integrating the role of the CHW in the curriculum will be addressed and

active learning strategies shared. Interprofessional collaboration strategies will be explored.

Exposing the students to multiple health roles within the community helps to enhances an

understanding of the teamwork necessary to effectively manage the health of aggregates.

Measurement of learning outcomes related to terminology, principles, and role function of the

topic of CHW’s will be identified. Student feedback and self - reflection will be provided.

By incorporating this topic in the curriculum, faculty will contribute to student understanding of

the application of public health principles and focused efforts of an interdisciplinary team to

address complex health disparities.

INTERPROFESSIONAL SERVICE LEARNING EXPERIENCE IN THE DOMINICAN

REPUBLIC TO PROMOTE IPEC COMPETENCIES

Megan Lieb, MSN, RN & Christina Liebrecht, DNP, RN

Learner will recognize interprofessional international experiences as an educational opportunity

which allows students to work in partnership with learners from other health related disciplines.

According to the Institute of Medicine, “all health professionals should be educated to deliver

patient-centered care as members of an interdisciplinary team”. Patient care is multifaceted,

transcending any one discipline. The key to improved patient outcomes is collaborative practice.

Service learning is one educational opportunity which allows students to work in partnership with

learners from other health related disciplines to deliver care in underserved communities, and

develop much needed competency in interprofessional collaboration. A mixed methods study was

conducted to determine if participation in an interprofessional service learning experience will

positively affect student achievement of interprofessional competencies. The IPEC Competency

Self-Assessment survey was used in a one-group pretest-posttest design with a sample of students

who participated in an international, interprofessional service learning experience in the

Dominican Republic. Significant differences were identified in both the interaction domain and

values domain, supporting the use of service learning to develop interprofessional competencies.

IN THE SHADOW OF TRAUMA: A NURSING STUDENT’S PATH

Amanda Henry, Student Nurse, Kathleen Hackett, RN, BSN & Laura Goliat, DNP, RN, FNP-BC

Behavioral Outcome:

The learner will be able identify therapeutic communication techniques and skills needed for

the management of care for patients who have experienced trauma.

Abstract:

Approximately 51% of the general population has experienced some degree of trauma since

childhood and that number is growing as the threat of violence increases. Trauma-informed care

(TIC) is healthcare delivery that recognizes the significant neurological, biological,

psychological and social effects that trauma and violence can have on individuals. Providing TIC

may assist health care professionals in engaging their patients more effectively and has the

potential for improving outcomes while reducing healthcare and social service costs. Lack of

proper TIC skills may cause unintentional re-trauma for victims. Increasing awareness and

providing the next generation of nurses with the knowledge and skills necessary for managing

patients who have experienced trauma is of utmost importance to deliver care that is effective,

efficient, timely, respectful and person-centered. Upon graduation, nursing students typically

possess a robust core set of technical and communication skills. However, most students have

had minimal training in TIC. Exposure to the necessary resources and communication techniques

is essential to care for the growing patient population that future nurses will care for that have

experienced some form of trauma.

The aim of this presentation is to provide key highlights from a student-sponsored TIC

Workshop delivered by a professionally-trained TIC nurse and attended by nursing students

throughout northeast Ohio.

MULTICULTURAL STUDENT RESOURCE GROUP FOR NURSING STUDENTS

Sharon Pittard, MSN, RNC

BEHAVORIAL OBJECTIVE: Describe how a multicultural support group at a nursing

college is implemented to support the needs of culturally

diverse students

This poster describes how the MultiCultural Student Resource Group (MCSRG) was

developed for culturally diverse nursing students at a private, not-for-profit institution of higher

education in the Midwestern area of the United States. Nursing programs could facilitate

interventions such as having support groups which contribute to improving retention and

graduation rates of minority nursing students, and thereby increasing minority representation in

the nursing workforce. The purpose of the group is to provide a nurturing and safe environment

for professional socialization for diverse students. The goals of the MCSRG include: 1) enhance

and facilitate the educational process of cultural diverse students; 2) provide a mechanism for

sharing information, resources, and cultural similarities and differences; and 3) promote personal

and professional development required for successful entry into the nursing profession.

Strategies utilized to encourage student attendance include: 1) MCSRG booth at the

annual college fair; 2) advertisement on the college communication board; 3) placing flyers at

the receptionist desk; 4) GSC weekly newsletters in student designated areas; 5) sending emails

to all multicultural students at the College; and 6) networking with students in the halls.

Meetings are scheduled monthly for one hour during the universal meeting time.

Attendance has averaged eight students from the General Education program and all nursing

courses. Topics have included: 1) study habits; 2) test-taking strategies; 3) cultural differences

among faculty and peers in classroom and clinical settings; 4) balance of work and family

schedules; 5) financial concerns; 6) financial aid assistance; 7) discrimination; and 8) resume

development and interviewing techniques for senior students.

The MCSRG has been a valuable asset for its members and nursing faculty facilitators.

Student participation has been extremely positive and contributed to the academic progress and

success in completing the GSC nursing program and becoming competent nurses. It is

recommended that other nursing colleges recognize the importance of developing this type of

support group for their culturally diverse student population.

PEDAGOGICAL APPROACHES: KEEPING UP WITH MILLENNIALS IN A

DIGITAL WORLD

Peggy Shaw, MSN/Ed, BSN, RN & Miriam Abbott, MA

Behavioral Outcome: The audience will learn teaching strategies to meet the needs of millennial first-

year nursing students.

Abstract: The Millennial generation refers to the segment of the population born between 1981 and 2014.

As such, they comprise the bulk of the current nursing student population. Millennial students have been

depicted as self-centered, unmotivated, disrespectful and disloyal. They are also described as

technologically savvy, creative, innovative, and capable multi-taskers. As students, this population brings

both its strengths and weaknesses into the classroom. For educators, millennial’s introduce new

responsibilities for student engagement. To teach the next generation of nurses, educators must identify

tools and resources to effectively engage and educate millennial students.

Successfully educating millennial students, and preparing them for patient care begins by understanding

their cognitive needs. Classroom surveys indicate that such students may be categorized as active

learners, demonstrating preferences for hands-on experiences and group learning activities. At the same

time, such students also appear to struggle with critical thinking tasks, favoring memorization over

reasoning.

While millennial’s reliance on technology for both learning and communication is often seen as a

detractor, in fact, it is reflective of general societal trends. Hospitals frequently use mobile

communication devices and applications to provide excellent patient care. While hospitals embrace

technology, and millennial’s embrace technology, there remains a gap during the educational process

wherein technology is underutilized.

The authors suggest the following tools and resources to better meet the needs of millennial learners. 1)

Maximize the Learning Management System (LMS) to its fullest to supplement face-to-face classes, 2)

Google documents for note-taking, 3) Chat rooms in the LMS, 4) Frequently Asked Questions (FAQ) in

the LMS, so students can post questions in real time, 5) Text availability to instructor for immediate

assistance, 6) Animation software such as Powtoon for humor, 7) Response Technology like Poll

Everywhere and Clickers to practice NCLEX style questions that are integrated into content, 8) Voice

recorded feedback to assignments in the LMS, 9) Quizzes on smartphones, 10) Personal laptops in the

classroom to create an active learning experience in paper formatting, 11) Class discussions over

lectures.

PROMOTING NCLEX SUCCESS: SIMULATION TECHNOLOGY ACROSS THE

CURRICULUM

Debbie Trotta, MSN, MEd, RN-BC, CHSE & Carla Henderson, DNP, MSN, RN, CNE, CHSE

Behavioral Outcome: Examine evidence-based simulation technology interventions to promote

success on NCLEX

Abstract:

In recent years, more and more pre-licensure nursing programs are adding innovative teaching

strategies to the curriculum to enhance nursing education. Educators are utilizing simulation

technology to provide rich learning experiences in preparation for clinical practice. The Joint

Commission and the Institute of Medicine encourage the use of simulation technology in nursing

education to enhance patient safety and prevent errors in the clinical setting. Nursing simulation

technology allows undergraduate students to gain and improve skills in critical thinking, decision

making, and team work. Positive outcomes are expected when simulation is integrated in all

courses of the curriculum (Smith, 2009). The NCSBN National Simulation Study (2014)

emphasizes the importance of nursing programs responsibility to assure the Board of Nursing in

their respective state that faculty is committed to ensure high quality simulation based on best

practices. Simulation requires dedicated faculty members who are committed to simulation and

know how to level simulation content from simple to complex (INACSL, 2013). At the

undergraduate nursing program faculty have collaborated with the Simulation Coordinator to add

low and mid fidelity simulations in each nursing course. Each course simulation relates to the

didactic portion of the course. This year, each simulation was evaluated for level of simulation

(low, mid, high) and distribution of 2016 NCLEX RN categories and subcategories. A template

was created that allows faculty and the simulation coordinator to identify concepts being used for

each scenario. Completing the template for each scenario provides an overview which concepts

receive extensive attention, which concepts receive minimal attention, and which concepts are

not covered in simulation. According to Jeffreys (2007), this provides an opportunity for faculty

to not only evaluate the simulation built into the curriculum, but also to identify areas of

opportunity to add additional scenarios into the curriculum based on data from the templates.

Simulation that demonstrates effectiveness of learning increases positive outcomes. Integration

of simulation technology will help produce well rounded health professionals who are able to

function competently in a fast paced health care environment.

REDESIGNING A CLINCIAL PRACTICE MODEL FOR NURSING STUDENTS

Pamela Sealover, RN, MSN, CNE, Susan Farus-Brown, RN, DNP, CNP, FNP-BC,

Mathew Fox, RN, MSN, Christie Eckelbarger, RN, BSN, & Sarah Pierce, RN, BSN

Behavioral Outcome: The participant will discuss the benefits and challenges to changing the

clinical practice mode used for clinical education of nursing students.

In nursing education, traditionally a Clinical Instructor takes a group of eight to ten students to a

clinical unit. Students are given a patient assignment and their Clinical Instructor provides

supervision. This has been the clinical model for years with success; however, the healthcare

environment has evolved greatly expanding the gap between nursing education and clinical

practice. How do educators better prepare nurses for today’s dynamic and challenging

healthcare environment?

A survey completed by nurses, nurse administrators, and nursing faculty regarding the traditional

clinical practice model revealed they wanted students to have more quality clinical time and

hands on experience. They want students to spend less time “hanging around” the desk,

breakrooms or hallways, and more time for students to see the “big picture”. They wanted

students to pass meds and complete tasks in a timelier manner and wanted students to display

positive attitudes to be more respectful of staff.

Students surveyed, identified they wanted a more welcoming environment and staff to be more

willing to teach and answer questions. They verbalized the desire to experience a typical day as

a nurse, to have more clinical time and to have more hands on experience and time to practice

and learn nursing skills.

To address the outcomes of the surveys, a taskforce of nursing faculty, staff nurses and nursing

administrators worked together to design a new clinical practice for nursing students using the

concept of a dedication education unit. The committee planned changes on the clinical unit to

provide a more welcoming environment that would help socialize the students to the healthcare

team. Education resources on the unit were enhanced and identified staff nurses were oriented to

the role of clinical coach. In this new clinical practice mode, nursing students work along-side

trained nursing staff in collaboration with university faculty. This model allows for increased

supervision of nursing students, more time to model professional behaviors and more time to

foster critical thinking. Ultimately, this “leaning” culture on the clinical unit enhances patient

care, staff education and collaboration of the healthcare team.

SITUATIONAL AWARENESS

Marianne Carvour, MSN, RN, CNOR, Tammie Ferguson, MSN, RN, CNE, &

Cheryl Shultz, MSN, RN, CCRN

Behavioral Outcome: The participants will demonstrate an understanding of how to utilize

situational awareness from the point of computerized bedside report/handoff communication to

teach students to improve patient care outcomes in the clinical setting.

Abstract:

The advent of the digital age has transformed nursing practice at the bedside. Computers,

hand held devices, and electronic charting systems have streamlined access improving the upload

of real time patient data. In the healthcare environment where emphasis is placed on the use of

such technology, it is important for nursing to remember that these are tools and no substitute for

situational awareness. A nurses’ innate ability to utilize their senses to ensure patient safety may

start with computerized bedside report/handoff communication.

Providing computerized bedside report/handoff communication, initiates a staffing brief

to start the situational awareness exercise. Having nursing faculty experience situational

awareness through an observational skills exercise enhances their foundational knowledge of the

environment. The skill of astutely using one’s senses, noting and observing all that one can,

enables nurses to safely and holistically care for patients optimizing sound positive patient care

outcomes. Computerized bedside report/handoff communication may facilitate nurses to

collaborate, list, prioritize, analyze, and evaluate nursing care.

Debriefing, after a situational awareness exercise, facilitates new or reinforces existing

nursing knowledge reminding nursing to keep the patient first and foremost at the front of all

care. A written reflection exercise demonstrates professional growth. As nursing faculty, we

must impart to our nursing students the importance of their environment and that of the patients

so as to ultimately ensure safety.

The hypothesis is that as situational awareness skills improve so does safe environmental

outcomes for the patients and the nurses. Post-exercise survey reflected a significant

improvement in situational awareness skills for the nursing faculty and the desire for faculty to

infuse the practice across the nursing curriculum. Future testing will be on the situational

awareness infused clinical course exercises with pre- and post-student exercise testing.

“SUCCESS GIVES YOU COURGE”: THE LIVED EXPERIENCE OF A GROUP OF

ESL LEARNERS.

Karen Hughes, PhD, RN, CNE

Behavioral objective: The participant of this program will evaluate personal and professional

bias regarding inclusion of diverse ESL students discuss inclusive strategies.

While professional and governing bodies of nursing education discuss the need for nursing

education to increase the diversity of the student body to better reflect the changing face of the

nation, many nurse educators feel ill at ease as to how to best assist an English as Second

Language (ESL) or culturally diverse learner. This small qualitative study examines the

successes and challenges of a group of diverse ESL learners at a small liberal arts university; and

how faculty both helped and hindered the learning process. Barriers to inclusion and success

included use of colloquialisms, feelings of not being recognized as an adult professional, and

difficulty in trying to adjust cultural upbringing to Americanized version of acceptability. Areas

that supported the ESL learner included technology and use of medical terminology as it created

a more level playing field. Other support included simply taking the time to get involved. As

educators, we are immersed in “cultural sensitivity” yet may lack basic preparation on how we

might better serve the diverse learner. The experience of these ESL learners can be utilized as a

spring board for self-evaluation, confidence in approaching others of different backgrounds, and

further conversation on shared humanity.

THE FLIPPED CLASSROOM APPROACH TO LEADERSHIP DEVELOPMENT

Julie Moody, MSN, MEd, RN & Sarah Herrle, PhD, MPH, RN, CPN

Behavioral Outcome: The learner will be able to design a leadership program combining an

electronic platform with classroom learning.

Abstract

As the current workforce ages, effective succession planning becomes a crucial business strategy

for solvency. Healthcare leaders face increasingly complex challenges in the practice

environment, making the transition from clinical staff to leadership more demanding.

Deliberate onboarding of internal personnel through focused leadership education is one method

of ensuring a seamless, successful transition, and promotes sustainable organizational success.

This Leadership Development team implemented a flipped classroom format to successfully

educate a pool of Emerging Leaders who are fully prepared to transition into formal leadership

positions.

During the seven month Emerging Leader course, participants complete modules presented on an

electronic platform and attend one monthly classroom session. Information presented each month

is based upon the AONE Nurse Manager Skills Inventory and aligns with Kouzes and Posner’s

leadership criteria. The course begins with an in class orientation that outlines the curriculum, the

electronic platform, and other course components. The following day, the electronic platform

opens with the online educational activities for the month. During the month, participants

complete online assignments and participate in multiple discussion boards. The month

culminates with a six hour classroom meeting. Class time opens with debriefing online content.

This flipped classroom approach offers the opportunity for future leaders to access a wide variety

of leadership content, more than could be reviewed during classroom time alone. The multi-

modal class day reinforces the material using various educational strategies including: expert

speakers, gaming, scenario based learning and facilitated discussions. This unique approach

exposes emerging leader to situations which effectively prepares them for future healthcare

management and leadership roles.

THE USE OF ROLE PLAY FOR THE IDENTIFICATION AND ASSESSMENT OF

HUMAN TRAFFICKING

Lara Wilken, MSN, RN

Behavioral Outcome: Explore a role play scenario to improve the identification and assessment

of human trafficking victims.

Abstract:

Research has revealed that nearly 84% of victims recovered from the life of human trafficking

stated during their time of captivity that they were seen and treated by a health care provider and

human trafficking was never recognized. The goal of this project was to help both health care

providers and students better identify the signs of human trafficking through role play. Benefits

to role play include, mimicking human behaviors, human to human interaction, integrating

learning skills and enhancing communication skills. In this study, a group of nurse educators

(N=32) were given a pretest to determine their prior knowledge of human trafficking and their

views on the use of role play simulation. The educators then viewed a pre-recorded two part

simulated human trafficking scenario in which four senior level pre-licensure senior level RN

students played the unscripted roles of two traffickers, an ER nurse and a radiology technician.

The instructor played the role of the human trafficking victim. The students prepared for the

roles based on the simulation objectives and an EBP article on human trafficking provided by the

instructor. After viewing the simulated scenario, the educators debriefed on the following topics

such as identification of victim behaviors, assessment and intervention for a human trafficking

victim; the learning experience concluded with the completion of a post-test. The pre-test and

post-test utilized a 5 point Likert scale as well as open ended questions. Themes identified in the

post-test included an increased confidence in the ability to identify and assess (pre 9%

confidence, post 65% confidence) as well as increased awareness to human trafficking.

Participants found the simulation to be informative, thought provoking and eye opening. Lastly,

participants agreed that role playing is an effective and beneficial way to teach the topic of

human trafficking (post 97% agreed). Findings of this study revealed that role play can be

beneficial for teaching this topic.

USING DIFFUSION OF INNOVATIONS THEORY TO FACILITATE A TRANSITION

TO CONCEPT-BASED CURRICULUM

Nancy Trokan-Mathison, DNP, RN, CNE & Cara Rigby, DNP, RN, CMS, RN

Behavioral Outcome: Participants will be able to identify how Rogers’ Diffusion of Innovations

theory is used in facilitating a transition from content-based to concept-based curriculum.

Abstract:

Concept-based curriculum is gaining acceptance by pre-licensure nursing education

programs in response to content saturation and the explosion of technology within healthcare

(Giddens & Brady, 2007; Goodman, 2014). Adoption of an innovative concept-based curriculum

occurs over time through a creative transition process. According to Abell and Keaster (2012)

developing a shared vision underlies successful change. The decision to adopt a concept-based

curriculum is best made by consensus among program faculty and administration who share a

vision for improving nursing education delivery. Once the decision to adopt the new curriculum

has been made within the organization, a complete transition will most likely involve barriers.

Administrative barriers to change in organizations, cited by Hall and Hord (2006) include

unclear vision, lack of continual assistance, and not supporting professional learning. Faculty

turnover may occur during the transition process. According to Forbes & Hickey (2009), barriers

inherent in curriculum transition include faculty resistance to change and faculty inexperience in

curriculum development. Hendricks & Wangerin (2017) also describe changing faculty role and

fear of failure as barriers. Rogers’ Diffusion of Innovations theory (2003) provides a structure

useful in overcoming barriers inherent in the transition from content-based to concept-based

curriculum. According to Rogers (2003), diffusion is the process through which nursing faculty

gain knowledge of, form an attitude toward, and make decisions to adopt, implement and

maintain a concept-based curriculum. The diffusion process occurs via communication channels

facilitated by change leaders over a period of time. Five sequential stages comprise the process.

This poster will examine how each of these stages occurred within a nursing program. The poster

may prove beneficial to those leading a transition to concept-based curriculum by prompting the

discovery of strategies useful in facilitating the five diffusion stages within the organization and

amongst individual faculty.

UTILIZING EVIDENCE & SYNERGY MODEL TO CREATE STANDARDIZED

ORIENTATION TOOLS

Susan Hale, MSN, RN, C-EFM, Kristi Bulkowski, MSN-Ed, RN,

Jodi Doney, MS, RN-BC, CNL, & Anna Jaso, MSN, RN

Behavioral Outcome: To identify a standardized approach to orientation paperwork that will

improve transitions to practice for new hire nurses in a health system.

Abstract:

As a large academic medical center, our nursing professional development (NPD) group worked

in silos for many years. One area this affected was onboarding. The NPD group identified

inconsistencies in orientation tools throughout the organization. A collaborative subcommittee of

educators from different specialty areas volunteered to evaluate the current orientation tools,

search the literature, and create a standardized template that can be implemented system-wide.

Evidence supports standardizing orientation tools. This group of educators developed tools using

the health system’s current professional practice model and personalized performance plan. To

implement, preceptors will be educated on the use of the new tools. Ongoing education will

occur during touch base meetings and will be integrated into the current preceptor class.

Nursing educators identified inconsistencies in orientation tools throughout the organization

including many different versions. Float pool staff were cross training to areas with different

paperwork. There was no process to review and update the orientation tools. Finally, there was a

lack of clear theoretical framework embedded in the current tools.

The NPD workgroup standardized orientation documents using nursing theory and nursing

competencies. This group will then survey experienced preceptors who have used the current

unit-specific tools within the last three months and compare these results with surveys three

months post-implementation.

The tools will create a foundation from which specialty areas can build upon. The goal is to

improve transitions to practice for the new hire nurses to the health system. The tools will be

shared in an updated preceptor class for the organization.

UTILIZING SCAVENGER HUNT ACTIVITIES TO ENGAGE STUDENTS IN

INFECTION CONTROL & CMS QUALITY INITIATIVES

Dawn Wikel, MSN, RN, CNE & Amy Rockwell, MSN, RN

Behavioral Outcome:

The learner will be able to identify the benefit of utilizing a scavenger hunt activity for the

collection and interpretation of infection control and quality initiatives.

Abstract:

Even though students learn about different infection control processes and preventative

measures, they often do not understand the significance it has on patient outcomes and the

healthcare organization as a whole. The Centers for Medicare & Medicaid Services (CMS)

establish quality initiatives that are intended to benefit patient well-being within four domains.

In collaboration with Infection Control and the Quality Nursing Departments at a local medical

center, junior and senior level RN students complete clinical experiences related to components

in the CMS Safety Domain. The junior level RN students participate in a clinical experience

with the Director of Infection Control & Patient Safety. During this clinical, students complete

an independent scavenger hunt to explore the importance of proper identification,

implementation, monitoring, and reporting of infection control precautions. Students review the

electronic health record and observe for staff compliance of the indicated precautions. When

students’ progress into the management of patient care and critical care concepts during the

senior year, they build upon this foundation and look at specific quality components related to

Ventilator-Associated Pneumonia (VAP), Central Line-Associated Bloodstream Infection

(CLABSI), and Catheter-Associated Urinary Tract Infection (CAUTI). Each senior student

independently completes an advanced scavenger hunt reviewing the facilities policies and care

bundles, critical care patient electronic health records, and assesses for appropriate

implementation and compliance of the indicated measures. Findings from each scavenger hunt

are reported to the Director of Infection Control & Patient Safety and the Quality Nursing

Departments; which are utilized in various medical center committees to improve patient care.

Student evaluations of these clinical experiences indicate a greater understanding of the

importance of each quality initiative component and how it relates to safe patient care and

improved outcomes.