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OHIO LEAGUE FOR NURSING
NURSING EDUCATION SUMMIT, OHIO 2016
Poster Presenters
OHIO LEAGUE FOR NURSING
NURSING EDUCATION SUMMIT, OHIO 2016
POSTERS and PRESENTERS
A Comparison of the Effect of Pre-Briefing on Students’ Performance and Perceived
Self-Confidence During Simulation
Debbie Horning, MSN, RNC-OB, Instructor, Labor & Delivery Staff RN, The University
of Akron
Michelle Enlow, DNP, RNC-OB, Instructor, The University of Akron
Barb Scherer, MSN, BSN, RN, Coordinator Learning Resource Center School of
Nursing, The University of Akron
Marie Cobb, DNP, MSN, CNS, RNC-OB, IBCLC, The University of Akron
A Model of Collaboration for ROTC Students in Nursing Education
Barbara Barta, PhD, RN, Associate Dean Undergraduate Program, Mt Carmel College of
Nursing
Ann Waterman, PhD, RN, Associate Professor, Mt Carmel College of Nursing
A Nursing Education Approach to Fostering Interprofessional Collaboration Through the
Use of Simulation
Tanika Cherry-Montgomery, PhD, RN-BC, Assistant Professor, Mt Carmel College of
Nursing
Kathryn McLain, MS, RN, Instructor, Mt Carmel College of Nursing
Pamela Welshon, MS, CNS, Instructor, Mt Carmel College of Nursing
Michelle Marko, MSN, RN, Assistant Professor, Mt Carmel College of Nursing
Dan Abbey, BSN, RN, EMT-P, Manager Center for Innovative Learning, Mt Carmel
Health System
Community Based Health Promotion Strategies Using Experiential Learning for
Accelerated Second Degree Pre-Licensure Nursing Students
Toni Chops, MSN, RN, CNE, Assistant Professor of Nursing, Mt Carmel College of
Nursing
Competency Based Model: A Strategy to Increase the Number of Baccelaureate Prepared
Nurses (BSN) in the Ohio Workforce
Kathy Carissimi, MS, MEd, RN, CNS, CNE, Director Online RN to BSN Program,
University of Cincinnati
Curricular Approach to Critical Thinking Development: Empowering the Baccalaureate
Nursing Student
Carrie Stroup, MSN, RN, Assistant Professor of Nursing, Malone University
Lori Cooke, MEd, RN-BC, Clinical Instructor of Nursing, Malone University
Christine Harrington, MSN, MBA, RN, Assistant Professor, Malone University
Susan Wechter, PhD, RN, PPCNP-BC, Assistant Professor, Malone University
Don’t Put Away Your Devices! Smart Phones in the Classroom
Christy Brownfield, RN, BSN, Graduate Student, Capital University
Melissa Mellien, RN, BSN, Graduate Student, Capital University
Marcia Price, RN, BSN, Graduate Student, Capital University
Google Docs Research Survey Evaluating PNPs for Knowledge and Interest in Agricultural
Safety
Jill Kilanowski, PhD, RN, ACNS-BC, CPNP, FAAN, Associate Dean for Graduate
Nursing Programs, Mt Carmel College of Nursing
High-Fidelity Simulation to Teach Accountability to Pre-Licensure Nursing Students
Michelle Bussard, PhD, RN, ACNS-BC, CNE, RN Faculty, Firelands Regional Medical
Center School of Nursing
Implementation of a New Clinical Faculty Educator Role in a Baccalaureate Nursing
Program
Frieda Gill, MS, RN, CCRN, Instructor, Clinical Faculty Educator, Mt Carmel College of
Nursing
Innovative Teaching Methods for APA Format: Exemplar RN to BSN Programs
Peggy Shaw, MSN/ED, BSN, RN, OCN, Assistant Professor, Mt Carmel College of
Nursing
Miriam Abbott, MA, Instructor, Academic Department Leader, Mt Carmel College of
Nursing
Integrating Electronic Documentation in Simulation Within a Nursing Students
Curriculum
Joann Sullivan-Mann, RN, MSN, CNE, Professor of Nursing, Simulation & Skills Lab
Coordinator, Good Samaritan College of Nursing & Health Science
Kimberly Schmeussser, RN, MSN, CEN, ED Education Specialist, TriHealth
Angela Gerrein, BS, MS-C, EPIC Principle Trainer / Education Specialist, TriHealth
Moving Beyond Written Reinforcement
Mary Grady, MSN, RN, CNE, CHSE, Assistant Professor, Lorain County Community
College
Jessica Zuik, BSN, RN, Family Learning Center Nurse Educator, Rainbow Babies &
Children’s Hospital
Amy Sample, BSN, RN, CPN, LSN, MEd, Patient Family Educator, Rainbow Babies &
Children’s Hospital
Newborn Observations Over the First Hours Post-Birth During SSC: Quality
Improvement Program to Decrease SUPC
Barbara Wilford, MSN, MBA/HCA, CKC, RN, Associate Professor, Lorain County
Community College
Organizing an Immersion/Mission for Students
Hannah O’Handley, RN, BSN, MSN, CPNP, Assistant Professor, Mt Carmel College of
Nursing
Pre-Brief to DeBrief: Students’ Perception Related to an Interprofessional Simulation
Sherleena Buchman, PhD(c), MSN, RN, Assistant Professor of Nursing, Ohio University
Char Miller, MSN, ANP-BC, CNE, Associate Director MSN Program, Interim, Ohio
University School of Nursing
Patricia Snider, MSN, BSH, RN, Associate Director for BSN Operations, Ohio
University
Silent Test Review a Strategy for Promoting Student Engagement in Classroom Test
Review
Judy Ribak, PhD, APRN, PMHCNS-BC, Associate Professor of Nursing, Wright State
University Miami Valley College of Nursing & Health
Kathy Keister, PhD, RN, CNE, Associate Professor, Wright State University Miami
Valley College of Nursing & Health
Strategies to Promote Clinical Reasoning and Competency: Evaluation Data from “IV
Infusion Therapy” Seminar
Jody Gill-Rocha, MS, BSN, RN, Faculty Course Coordinator, Mt Carmel College of
Nursing
Student Navigation
Deborah Mathieu, MSN, RN, Course Instructor, Trinity Health System School of
Nursing
Jessica Sudvary, MSN, RN, Course Instructor, Trinity Health System School of Nursing
The Use of Simulation to Increase Nursing Student Exposure to Challenging Pediatric
Acute Care Situations
Kelly Ammanniti, MSN, RN, Faculty, Firelands Regional Medical Center School of
Nursing
Kristin Mulica, RN, BSN, Teaching Assistant, Firelands Regional Medical Center School
of Nursing
Use of Simulation to Prepare Senior Nursing Students For Professional Job Interviews
Amy Smith, MSN, RN, CNE, Instructor Department of Nursing, Otterbein University
Utilizing the Kolb Learning Inventory © to Assess Differences in Student Learning Styles
in the Nursing Classroom
David Foley, PhD(c), MSN, RN, MPA, Assistant College Lecturer, Cleveland State
University School of Nursing
Linda Wolf, PhD, RN, CNS, CNE, Associate Professor, Cleveland State University
School of Nursing
A COMPARISON OF THE EFFECT OF PRE-BRIEFING ON STUDENTS’
PERFORMANCE AND PERCEIVED SELF-CONFIDENCE DURING SIMULATION
Debbie Horning, MSN, RNC-OB, Michelle Enlow, DNP, RNC-OB, Barb Scherer, MSN, BSN,
RN, & Marie Cobb, DNP, MSN, CNS, RNC-OB, IBCLC
Behavioral Outcome: The conference attendees will gain knowledge and ideas about best
practices for the pre-briefing phase of simulation.
Simulation is commonly being used in the education of healthcare providers in order to provide
opportunities to practice and learn about the complexities encountered when providing patient
care. The simulation framework developed by Jefferies (2012) outlined important components of
a simulation design that enhance the learner’s experience. Jeffries (2012) identified that a pre-
briefing phase is important because it provides the simulation participants with the learning
objectives and information on what has occurred with the patient up to the time when they enter
the simulation room. A recent review of the literature (Page-Cutrara, 2014) revealed that most of
the articles and research published on simulation have focused on the simulation format and post-
simulation debriefing. Page-Curtrara (2014) synthesized that pre-briefing styles and their impact
on learning outcomes are areas that need further exploration. The pilot study being presented is a
quasi-experimental pre-score/post-score design comparing different pre-briefing styles on
undergraduate baccalaureate student’s performance and their perceived self-confidence before and
after the simulation experience. The setting for this study was a School of Nursing at a large mid-
western university. Study participants were recruited from a convenience sample of junior nursing
students (age>18 years) enrolled in a maternity course. Data collection will be completed by
December 2015. The data will be analyzed in early 2016 and results will be presented at the
Education Summit.
Jeffries, P. R. (Ed.). (2012). Simulation in nursing education from conceptualization to
evaluation. New York, New York: National League for Nursing.
Page-Cutrara, K. (2014). Use of prebriefing in nursing simulation: A literature review.
Journal of Nursing Education, 53(3), 136-141. doi:10.3928/01484834-20140211-07.
A MODEL OF COLLABORATION FOR ROTC STUDENTS IN NURSING
EDUCATION
Barbara Barta, PhD, RN, & Ann Waterman, PhD, RN
Behavioral Outcome: At the end of the presentation, audience members will be able to discuss
strategies for creating a collaborative educational program for Reserve Officer Training Corp
(ROTC) students in nursing.
With the need to be flexible with the ROTC students enrolled in nursing education, this college has
developed a program of studies that allows for students to complete their ROTC training and
nursing education in four years. Students interested in becoming commissioned officers enroll in
ROTC classes through a memorandum of understanding between The Ohio State University
(OSU) Army ROTC and the Mount Carmel College of Nursing (MCCN). Students and faculty
are assured of excellence in the teaching/learning process by utilizing a collaborative model
combining the ROTC program with nursing education.
The Army ROTC is a program of leadership and military skills training with the opportunity to
serve as an officer following graduation. During the four years, students complete ROTC
requirements through OSU while completing the undergraduate nursing education at MCCN.
This collaborative model is different and distinct from other nursing programs because it allows
for the ROTC student to achieve the objectives of the ROTC program and the nursing program
due to creative strategies combining nursing theory and military clinical experiences. During the
senior year this model allows for a combined effort with the leadership coursework from both
programs. The ROTC Nurse Summer Training Program (NSTP) provides the student with 120-
140 hours of clinical experiences that are accepted by MCCN as clinical credit in the senior
leadership course.
Examples of strategies used to foster this collaboration include: a caring and respectful
educational environment, ROTC student orientation to MCCN, ROTC student personal advising
at MCCN, faculty orientation, and a specifically designed senior leadership course which
incorporates military leadership skills with MCCN leadership curriculum. This senior level
leadership course is designed specifically for the ROTC students and uses multiple strategies to
engage students and promote success.
The outcomes from using this Model of Collaboration for ROTC Students in Nursing Education
include the following: learning, maturity, leadership, reciprocal connection, student and faculty
satisfaction, increased student retention rate, increased student completion rate, and a timely
graduation.
A NURSING EDUCATION APPROACH TO FOSTERING INTERPROFESSIONAL
COLLABORATION THROUGH THE USE OF SIMULATION
Tanika Cherry-Montgomery, PhD, RN-BC, Kathryn McLain, MS, RN,
Pamela Welshon, MS, CNS, Michelle Marko, MSN, RN, & Dan Abbey, BSN, RN, EMT-P
Behavioral Outcome: At the conclusion of this poster presentation, the learner will identify the
need for interprofessional collaboration in nursing programs and formulate a plan for
implementing an interprofessional simulation experience.
Background: Interprofessional collaboration is an important component of a nurse’s role.
Nurses are often referred to as the nucleus of the healthcare team. However, undergraduate
nursing students often lack opportunities to have meaningful interactions with an
interdisciplinary team during their collegiate experience. To build effective healthcare teams
that will collaborate to improve patient outcomes, interprofessional collaboration has to become
a part of the nursing curriculum.
Statement of Purpose: The purpose of this project was to create and implement a simulation
experience using a multidisciplinary approach for senior baccalaureate nursing students.
Implementation Plan: Faculty from a large baccalaureate nursing program partnered with staff
in a busy collaborating, hospital-based simulation center to create a simulation experience that
utilized standardized patients and family members. Interdisciplinary team members included a
Chaplain, Respiratory Therapist, Dietician, Physical Therapist, Physician, and Pharmacist. The
simulation was designed to mirror shift work and had a strong emphasis on effective
communication.
Teaching Strategies: To gain insight into the different interdisciplinary roles and their
interaction with nursing, students were required to learn about the roles and attend in-class
presentations provided by members of these healthcare professions. The simulation plan was
distributed to the students weeks prior to the experience. Following the simulation, students
engaged in a debriefing session with all participants of the simulation experience. The final
component of the experience was a written reflection. Evaluation results from the initial
implementation of the simulation project will be presented.
Implications for Nursing Practice/Education: Early exposure and interactions with members
of an interdisciplinary team help to build confidence in nursing students and fosters effective
communication in practice.
COMMUNITY BASED HEALTH PROMOTION STRATEGIES USING
EXPERIENTIAL LEARNING FOR ACCELERATED SECOND DEGREE PRE-
LICENSURE NURSING STUDENTS
Toni Chops, MSN, RN, CNE
Behavioral Outcome: Discuss the process of incorporating community focused health promotion
strategies in a population health course for accelerated second degree pre-licensure nursing
students.
According to the American Association of Colleges of Nursing (2010), the accelerated second
degree baccalaureate programs developed as an educational pathway in nursing education to
address the nursing shortage. Program objectives are accomplished in a short period of time with
a rigorous curriculum plan. The students have diverse employment and educational backgrounds
as well as high academic expectations for didactic and clinical experiences. When helping the
students with the transition from caring for patients in the hospital setting to care of vulnerable
populations in the community, faculty need to identify effective teaching strategies that will
eliminate redundancy and provide essential components in meeting course objectives. Offering
experiential learning provides the students with an opportunity to incorporate key concepts from
the curriculum into community clinical practice and to identify the importance of the role of
nursing in promoting health and preventing disease.
This poster presentation will highlight the strategies used to improve student learning of key
components of population health in a community health course. The capstone requirement of
implementing a health promotion program in an inner city high school composed of students
with economic need will be highlighted. Curriculum components will be addressed, class topics
identified, and active learning strategies highlighted. Collaboration for a partnership with the
administration of a high school will be addressed as well as grant funding for support of health
promotion initiatives. Feedback from the nursing students and the high school students will be
shared. Recommendations for future endeavors will be described.
According to Penprase and Koczara (2009), students enrolled in accelerated second degree
programs want to excel and build on their prior life and educational experiences. Providing
experiential learning opportunities in the community setting provides them with knowledge,
skills, and insight about population focused care that will serve as a foundation in their
professional nursing journey.
COMPETENCY-BASED MODEL: A STRATEGY TO INCREASE THE NUMBER OF
BACCALAUREATE PREPARED NURSES (BSN) IN THE OHIO WORKFORCE
Kathy Carissimi, MS, MEd, RN, CNS, CNE
Behavioral Outcome
At the conclusion of the presentation, participants will:
1. Describe how use of the Ohio Competency Model can facilitate an increase in BSNs in the
Ohio workforce.
Background and Significance of Problem
The nursing profession will play a central role in responding to the IOM’s vision of
ensuring that the American public has access to high quality and cost effective care. The success
of the vision is contingent on nurses achieving higher degrees through a system that promotes
seamless academic progression, especially at the RN to BSN level. The IOM (2011) report
indicates that the national percentage of nurses with baccalaureate degrees in nursing is 50
percent and recommends an increase to 80 percent by 2020.
Clinical Question
The problem examines facilitating pre-licensure programs adoption of a competency-
based nursing curriculum using the statewide Ohio competency model.
Search of the Literature
A review of thirty one sources suggested that competency-based curriculum models
advance seamless academic progression. The search included expert contributions and
commentary from healthcare providers, educators, and policymakers about the competencies
requisite for nursing students to learn in order to provide safe and effective care.
Clinical Appraisal of Literature
The literature review indicated that competency models are effective strategies to align
curriculums and create seamless pathways from one degree to another, especially in transitions
from diploma and associate degree programs to baccalaureate programs.
Integration into Practice
Integration of the competency model into pre- licensure schools of nursing in Ohio will
create seamless pathways and result in an increase in the number of baccalaureate prepared
nurses in the Ohio workforce.
Evaluation of Evidence Based Practice
The short term outcome is to increase the number of participants involved in establishing
seamless pathways for the RN to BSN degree through the use of the Ohio Competency Model.
The long term outcome is to increase the number of BSN prepared nurses in the Ohio workforce.
CURRICULAR APPROACH TO CRITICAL THINKING DEVELOPMENT:
EMPOWERING THE BACCALAUREATE NURSING STUDENT
Carrie Stroup, MSN, RN, Lori Cooke, MEd, RN-BC, Christine Harrington, MSN, MBA, RN,
& Susan Wechter, PhD, RN, PPCNP-BC
Outcome: Learners will identify key steps of initiating a curriculum wide plan to integrate
critical thinking skills for undergraduate nursing students.
Nursing faculty face the challenge of preparing students who can critically think in a dynamic
practice environment. Upon graduation, nursing students are faced with increased medically
complex patients, enhanced technology, and a compressed time frame for delivering care (1).
Nursing graduates are expected to critically think with skill competencies emphasizing
leadership, health policy, system improvement, research, and evidence-based practice, teamwork
and collaboration (2). The supporting theme of these expectations is critical thinking, a
purposeful, self-regulatory reasoning that results in judgment for problem solving, clinical
decision-making, diagnostic reasoning, and an evidenced-based nursing process (3). The faculty
intentionally formed a subcommittee to examine critical thinking outcomes for an undergraduate
nursing student and develop a program that addressed curricular change. The catalyst for
development of this program was the multiple challenges faculty faced with students evolving
from curriculum meetings, including: a) improving NCLEX scores; b) enhancing test plans; c)
developing orientation to electronic health record; d) enhancing simulation experiences, and e)
improving engagement in student learning and writing skills.
The team conducted a thorough literature review, collected tools, technology and simulation
focused on critical thinking. A strategic plan drives a tangible curriculum sequence for students
to develop critical thinking through specific curricular level activities. The results provided a
clear definition, nursing philosophy, curricular strands and graduate outcomes that depicted
critical thinking goals at each phase of the student’s learning. Outcome for the project provides a
universal language for critical thinking utilized by students, faculty and employers of graduate
nurses. The students are provided clear measurable goals for critical thinking for each year
through graduation. Faculty are educated and offered a variety of tools and resources to address
these goals for students. Employers are engaged in the outcomes as they recognize the value of
improved critical thinking of new nurses hired on their units. Future research addresses outcome
measures for the student graduate who attains strong critical thinking skills as a result of this
curriculum change and the impact on patient care in a dynamic health care environment.
References:
1) Shellenbarger, T. & Robb, M. (2015). Technology-based strategies for promoting
clinical reasoning skills in nursing education. Nurse Educator, 40(2), 79-82.
2) Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health.
Washington, DC: The National Academies Press; 2011.
3) Alfaro-LeFevre, R. (2013). Critical thinking, clinical reasoning and clinical judgment:
A practical approach. St. Louis, MO: Elsevier Saunders.
DON’T PUT AWAY YOUR DEVICES! SMART PHONES IN THE CLASSROOM
Christy Brownfield, RN, BSN, Melissa Mellien, RN, BSN, & Marcia Price, RN, BSN
Behavioral Outcome: The learners will contemplate the use of smart phone technology within
the context of the classroom to foster greater nursing student engagement and critical thinking
with the course content.
Smartphones are seemingly everywhere, the majority of modern millennial students are utilizing
this technology on a daily basis. The purpose of this poster is to examine the evolving
relationship between technology innovations and teaching-learning strategies. Specifically,
exploring the creative use of smartphones within the context of the classroom and education.
The difficulty educators often face is that technology is ever evolving and changing.
Smartphones may prove to be a valuable resource within the classroom as it has the potential to
increase student engagement and active learning. Fifteen articles relating to both technology,
and specifically, smartphone technology within the learning and educational environments were
critically appraised. Considerations were also made regarding learning styles of generational
students and how incorporation of technology is utilized within the educational milieu. The
overall theme identified was the importance of incorporating technology into the learner’s
educational process. Nurse educators can improve their teaching-learning strategies by utilizing
game, quiz and reference applications for smartphones. Smartphones are at the forefront of
technology and while they seem to be constantly changing and evolving, they have remained a
constant within the technology arena over the last five years. The staying power of the
smartphone makes it a great option for teachers to create apps, utilize smartphone friendly
websites and enhance the learners overall experience by including technology for which they
were born and raised to have a fondness and propensity to enjoy.
GOOGLE DOCS RESEARCH SURVEY EVALUATING PNPS FOR KNOWLEDGE
AND INTEREST IN AGRICULTURAL SAFETY
Jill Kilanowski, PhD, RN, ACNS-BC, CPNP, FAAN
Behavioral outcome: Participants will be able to describe a process to solicit needs assessment
data on nurse practitioner topic knowledge, in addition to evaluating awareness of and interest in
disseminating agricultural safety anticipatory guidance to families.
Agriculture-related incidents contribute to 38 pediatric injuries daily: one death every three days.
Pediatric nurse practitioner (PNP) textbooks discuss safety anticipatory guidance however;
information is minimal on directing family discussion on safety in the agricultural home and
work environment. The purpose of the study is to determine the level of knowledge and comfort
by PNPs in providing agricultural safety anticipatory guidance to families, and interest in a
continuing education unit.
Research questions: (1) do National Association of Pediatric Nurse Practitioner (NAPNAP)
members feel knowledgeable about pediatric agricultural safety? (2) Do NAPNAP members feel
comfortable providing agricultural safety anticipatory guidance? (3) What is the level of interest
in a continuing education (CE) module on agricultural safety?
This is a descriptive and correlation 12-question survey design using Google Docs that directly
uploaded responses to Google Sheets imported to SPSS. The survey was constructed through a
literature review for need assessment questions. Exempt IRB status was obtained and approval
from the NAPNAP Research Committee to use the membership listserve. Approximately 7,500
members were recruited.
Received were 306 responses with a 4% response rate; however the study was adequately
powered to answer the research questions. On the first day 58% of responses were received: 95%
within week one.
Ninety percent identified as PNPs, others were FNPs and pediatric RNs: 97% were female.
Practice settings were: 14% rural, 33% suburban, 47% suburban, 6% were not clinical
practitioners. In their best memory 94% said their PNP education included safety anticipatory
guidance: only 8% said agricultural safety was included. Sixteen percent felt comfortable/very
comfortable in delivering agricultural safety guidance. While only 25% said they sometimes,
often or very often provided this safety guidance, 58% felt it was important or very important to
be knowledgeable. Seventy-five percent expressed interest in participating in a CE program.
Significant associations were between year of graduation and: practice location, comfort and
frequency in providing such guidance.
Clinical implications are that agricultural safety is missing from PNP curricula. While most
PNPs do not disseminate agricultural safety anticipatory guidance in practice, the large majority
feels it is important and would participate in CE program.
HIGH-FIDELITY SIMULATION TO TEACH ACCOUNTABILITY TO PRE-
LICENSURE NURSING STUDENTS
Michelle Bussard, PhD, RN, ACNS-BC, CNE, RN
Behavioral Outcome: The learner will describe how high-fidelity simulation can be used to
develop accountability skills in pre-licensure nursing students.
Background: Accountability is a skill required of professional nurses. Little research has been
done over the last 15 years discussing how to educate pre-licensure nursing students in
developing the skill of accountability.
Method: A qualitative, interpretive description study evaluated pre-licensure nursing students to
identify how they felt high-fidelity simulation assisted them in developing accountability skills.
Results: Five themes emerged from the data analysis and included (a) being aware of nursing
actions, (b) practice and repetition of skills, (c) communication with peers and patients (d)
performing to the best of ability, and (e) errors and omissions.
Conclusion: This study indicated that high-fidelity simulation may be a method of teaching pre-
licensure nursing students how to become accountable nurses.
IMPLEMENTATION OF A NEW CLINICAL FACULTY EDUCATOR
ROLE IN A BACCALAUREATE NURSING PROGRAM
Frieda Gill, MS, RN, CCRN
Behavioral Outcome: The learner will demonstrate increased knowledge regarding the
development and implementation of the Clinical Faculty Educator role within a College of
Nursing.
Abstract:
Purpose: Ziehm and Fontaine (2009) and National League for Nursing (2006) note the
importance of providing orientation to new clinical faculty transitioning from bedside nurse to
educator. To address this need, a Clinical Faculty Educator (CFE) role was developed within a
baccalaureate nursing program.
Background: Retirements, lack of qualified faculty, and decreased job satisfaction have been
identified as reasons for the nursing faculty shortage (MacIntyre & Teel, 2009; & NLN, 2006).
To mitigate this shortage, bedside nurses who frequently lack educational preparation are often
recruited to serve as clinical faculty. The transition from bedside nurse to clinical faculty
presents challenges and is often difficult and unnatural, possibly leading to frustration, anxiety,
and feelings of inadequacy (Schriner, 2007; Ziehm & Fontaine, 2009).
Implementation: To support bedside nurses who are making the transition to the clinical faculty
role, program leaders surveyed clinical faculty with less than 2 years of experience to identify
educational needs that would improve the transition experience of new clinical faculty. The
results identified a need for a structured orientation and mentoring program. This program would
improve knowledge of the role and the responsibilities of clinical faculty, ultimately improving
the experiences of clinical faculty and students. To meet this need, the role of Clinical Faculty
Educator (CFE) was developed.
Clinical Faculty Educator Role: The CFE’s primary responsibility centers on providing
orientation to new clinical faculty by giving consistent advice and coaching, providing learning
resources, and serving as a mentor. Key initiatives were the development of an orientation
program, reference manual, assisting with grading and evaluation of students, consultation and
strategies for problem solving, a peer support group, and weekly clinical site rounding.
Preliminary evaluation data will be shared during the presentation.
Implications for Nursing Education: Consistent orientation and mentoring for new clinical
faculty may help improve confidence, job satisfaction, and success. Nursing programs should
consider creation and implementation of a CFE to support new clinical faculty as they transition
into the role.
INNOVATIVE TEACHING METHODS FOR APA FORMAT:
EXEMPLAR RN TO BSN PROGRAMS
Peggy Shaw, MSN/ED, BSN, RN, OCN & Miriam Abbott, MA
Behavioral Outcome: At the conclusion of this presentation, the audience will be able to
explain how students acquire academic and professional writing skills.
Significance & Background: Baccalaureate Essential I from the American Association of
Colleges of Nursing (AACN) requires that nursing educators issue and assess writing-intensive
assignments to develop effective academic and professional communication skills in students.
According to classical principles of andragogy, adult students need relevant, experience-based,
problem-centered activities to best promote learning. Adult students who have been out of the
academic environment typically enter a RN to BSN program with no exposure to the writing
standards of the American Psychological Association (APA) and fail to see the relevance of
writing skills to nursing. Prior educational experiences (K-12 or two-year degree programs)
reinforce this misperception by emphasizing content skills at the expense of grammar and
mechanical skills. This misperception also leads to a failure in making the connection between
application of writing standards and the ability to understand written work that is clear and
consistent. Anecdotal feedback from faculty meeting discussion indicates that instructors
experience dissatisfaction with student writing skills.
Presented with the APA’s 272-page manual for guidance, adult students become frustrated in
efforts to master guidelines. They report that the standards are “too difficult”. Like a foreign
language guide, the APA manual uses novel terminology and also has a unique system for
finding information.
The innovation of new teaching approaches that incorporate andragogy into APA instruction
leads students to greater confidence and mastery in developing writing skills
Interventions: During program orientation, adult learners have been introduced to the
following instructional measures: APA vocabulary mastery, formatting check-lists that cover a
range of topics from font size to hanging indentation, model papers, templates, four hands-on
APA video workshops (from nine to 29 minutes each), and auditory and/or detailed written
feedback.
Evaluation: Instructors observed that students exposed to the APA interventions had improved
writing skills. Learner responses were collected in ePortfolios: the student observations include
increased personal development as writers, higher confidence, and increased competency in
writing skills.
INTEGRATING ELECTRONIC DOCUMENTATION IN SIMULATION WITHIN A
NURSING STUDENTS CURRICULUM
Joann Sullivan-Mann, RN, MSN, CNE, Kimberly Schmeussser, & Angela Gerrein, BS, MS-C
BEHAVIORAL OBJECTIVE:
• Identify the process and impact of integrating Epic into nursing simulation scenarios.
Integrating informatics, including electronic health records (EHRs) and other technology into
nursing education has become a national standard for nursing schools throughout the country.
Good Samaritan College of Nursing and TriHealth Corporate Education joined forces to develop
a unique learning experience for nursing students by combining realistic electronic health records
(EHR) with realistic simulated patients, so students can experience real life experiences in a safe
environment. TriHealth EPIC®™ electronic health records were created for eight high fidelity
patient scenarios congruent with the learning outcomes to be achieved during the simulation.
Students performed the hands-on skills required to care for patients, but also utilized the
simulation EHR during the pre-briefing, post-briefing and simulation to enhance clinical
reasoning, safe medication administration, accurate assessment/intervention documentation, and
patient education skills. By providing a realistic EHR during simulation in pre-licensure
curricula instead of relying on clinical experience and traditional didactic EHR training, student
confidence levels in electronic documentation were significantly improved. Positive comments
from recent new graduates relating to the transition of the graduating nurse into nursing practice
have also been seen.
MOVING BEYOND WRITTEN REINFORCEMENT
Mary Grady, MSN, RN, CNE, CHSE, Jessica Zuik, BSN, RN, &
Amy Sample, BSN, RN, CPN, LSN, MEd
Behavioral Outcome for Poster Presentation
At the conclusion of this poster presentation, the learner will be able to: identify ways that
technology could be implemented in in their own nursing practice when providing education to
patients and their caregivers.
Background & Significance
Pediatric nurses are frequently given the task of teaching families to care for their ill child in
the home environment. It can be very taxing to a caregiver when they are asked to perform skills
and procedures for their ill child at home. The learning styles of this current generation of
parents, coupled with the growing illiteracy rates, are raising concerns about the contemporary
relevance of current methods of skill reinforcement used in patient education. Presently, all
families leave the hospital with written materials to reinforce content demonstrated. While
written materials alone are acceptable for many families, they do not meet the needs of many
21st century learners. Research demonstrates that when health literacy rates are low this
significantly impacts health care outcomes (Morrison, Schapria, Gorelick, Hoffmann &
Brousseau, 2014).
Purpose
The purpose of this project was to provide the nurse educators with an additional low-cost
teaching strategy to reinforce patient discharge instruction.
Methodology
The pediatric nursing educators from one Midwestern hospital have recently developed skill
clips by using an iPad to film them. The pediatric educational materials that were in use prior to
this project were outdated and very lengthy. The outdated material was replaced with the new
skill clips that were designed to be no longer than five minutes each. The clips are placed on the
hospitals learning management system where caregivers have access to the video clips 24/7 and
are able to watch them as many times as they would like. Plans are in the works to place the
clips on a DVD that can be taken home with the families or send as an electronic link that can be
texted or emailed to the caregiver.
Conclusion
Results will be shared from this descriptive feasibility study.
NEWBORN OBSERVATIONS OVER THE FIRST HOURS POST-BIRTH DURING
SSC: QUALITY IMPROVEMENT PROGRAM TO DECREASE SUPC
Barbara Wilford, MSN, MBA/HCA, CKC, RN
Behavioral Outcome- Registered Staff Nurses document the APGAR and RAPPT scores for
newborns during SSC to identify risk for Sudden Unexpected Postnatal Collapse.
The objectives of the quality improvement project are to 1) increase the accuracy of the
documented Apgar scores, 2) describe newborn physiological and behavioral signs that may
constitute new criteria for a revised Apgar scoring, 3) increase documentation and assignment of
newborn RAPPT scores, and 4) determine how many newborns who are being assessed by
RAPPT actually experience an SUPC in the first two hours post-birth.
Background. Four triggers initiated the quality improvement study 1) Emerging cases of SUPC,
with three occurrences at our hospital since 2014; 2) Observations of newborns’ physiological
and behavioral signs during SSC at the one-, five-, and 10- minutes post-birth that were not in
accord with Apgar scoring criteria, 3) Incomplete or inaccurate Apgar scoring procedure were
demonstrated by staff nurses (i.e. not auscultating heart rate nor extending extremities for recoil),
and 4) Lack of or inconsistent documentation of newborn RAPP (respirations, activity,
perfusion, and position/tone) scores during SSC as per unit policy and procedure.
Design: Retrospective, descriptive, quantitative, evaluative quality improvement study using
the Deming PDSA model following an educational program on SSC, Apgar, SUPC, and RAPPT.
Setting: University Hospitals of Cleveland- Elyria Medical Center - Family Birth Center
providing SSC in 18, LDRP maternity suites.
Sample: Nonprobability convenience sample of staff registered nurses.
Statistics. Data are entered into SPSS 23 and measures of central tendency dispersion,
percentages and normality of distribution will be applied to the data.
Methods of Evaluation: Learning Needs Assessment surveys (quantitative and open-ended
items), attendance at Educational program, pre-post test scores and observations of nurses at SSC
deliveries post education program.
Instruments: Learning Needs Assessment (LNA) 1 and 2 – designed by SSC Team, completed
by staff, to plan educational program. Medical Record Data Collection tool- initiated during
labor and completed in recovery stage IV of labor. Newborn Signs Observation Checklist-
completed at 1,5,10 minutes of age. Apgar Score- recorded at 1, 5 and 10 minutes post-birth.
Newborn Heart and Sa O2 Flow – Completed every minute up until 11 minutes post-birth.
RAPPT Score completed pre-delivery for risk factors and every 15 minutes post birth during first
2 hours post-birth.
ORGANIZING AN IMMERSION/MISSION FOR STUDENT NURSES
Hannah O’Handley, RN, BSN, MSN, CPNP
Behavior Outcome: Acquire information required for preplanning, researching and organizing
a cultural immersion/mission for student nurses.
There are numerous details in the preplanning and organizing of an immersion/mission which are
unrelated to the desired service learning, cultural awareness, and language education for student
nurses.
Student nurses learned about global health care, nursing education in other countries, cultural
differences, and language skills while providing patient care in an improvised health care clinic
in Costa Rica. The success of the student immersion/mission required research and organization
to meet goals of the students and faculty involved.
The leader needs to research the cost of housing, and available health care volunteer
opportunities at the mission. Interested students’ need to demonstrate why he/she want to be a
part of the mission. An example of a recent mission is the following. Twenty students assisted
children and staff in an impoverished school performing assessments, screenings, and health
promotion for over 600 children. The student nurses compared health care and nursing
education in Costa Rica to the US while touring the hospital and hearing the medical director
lecture.
Students evaluated the mission as a life changing adventure, a highlight of their education,
growing spiritually and experiencing cultural differences. The post immersion involved a group
presentation to the college faculty and staff as well individual journal entries. The immersion
was offered for community service learning or nursing seminar credit. Student nurses developed
posters sharing the experience at professional nursing conferences and three student nurses are
now volunteering in medical missions as Registered Nurses.
Cultural Immersion/mission service learning can be very effective, successful and easier if the
educator comprehensively preplans and organizes the cultural immersion/mission.
The importance of researching cost, available service learning, and housing requires clarification
prior to purchasing group plane tickets. Communication with the frontlines of the chosen mission
is lengthy and a vital part of the planning process. Researching missions that meet the time frame
and goals of the service learning project along with organization is imperative for successful
outcomes.
PRE-BRIEF TO DEBRIEF: STUDENTS’ PERCEPTIONS RELATED TO AN
INTERPROFESSIONAL SIMULATION
Sherleena Buchman, PhD(c), MSN, RN, Char Miller, MSN, ANP-BC, CNE
& Patricia Snider, MSN, BSH, RN
Behavioral Outcome: The reader will be able to implementing an Interprofessional simulation
based off of the authors experience and make it applicable to nursing programs across the region,
state, and nation.
Practice in simulated situations has been demonstrated to be an effective strategy for developing
individual and team skills. A renewed emphasis has been placed on interprofessional teamwork
with the 2003 IOM report on health professions education, the 2010 IOM report on the future of
nursing, and the Quality and Safety Education for Nurses (QSEN) initiative identification of
teamwork and collaboration as one of the six core competencies to promote patient safety. These
new developments combined with the consistency of the recommendations for the positive
effects of interprofessional education (IPE), led faculty at a mid-western state university to
initiate an interprofessional simulation experience for nursing, medical, pharmacy and paramedic
students.
The purpose of this project was to implement an interprofessional simulation experience for
nursing, medical, pharm and paramedic students. The objectives for the simulation included:
1. To implement an interprofessional simulation with nursing, medical, pharmacy and
paramedic students using best standard of practice set forth by the International Nursing
Association for clinical Simulation and Learning (INACSL).
2. To identify the factors associated with students perceptions of IPE simulation
3. To identify student’s perceptions related to developing a trusting relationship with
members of the health care team.
Interprofessional teams of nursing, medicine, pharmacy and paramedic students participated in a
simulation experience of patient care from the community to acute care. A pre-briefing provided
students with a basic understanding of the professions represented. Upon completion of the IPE
simulation students participated in an Interprofessional debriefing. Students completed a post-
simulation survey regarding perceptions related to the IPE experience. Results suggest that IPE
simulation is an enabling technology to promote acquisition of skills related to teamwork and
collaboration among health care team members.
SILENT TEST REVIEW:
A STRATEGY FOR PROMOTING STUDENT ENGAGEMENT IN
CLASSROOM TEST REVIEW
Judy Ribak, PhD, APRN, PMHCNS-BC & Kathy Keister, PhD, RN, CNE
Behavioral Outcome:
1. The learner will discuss silent test review as a strategy for classroom test review.
Written examination is meant to be a sensitive and specific form of evaluation of the learning
experience. Faculty members evaluate test items using statistical analysis for each question in
order to determine the effectiveness of the item. This is an important approach to the
examination process, however, the question remains… Is it possible to add value to the students’
testing experience? Silent Test Review is a method refined and modified over the past three
years by two faculty members in the College of Nursing and Health. Students complete the
written examination in the classroom, and upon completion, immediately have the optional
opportunity to review a correctly scored exam in a separate review room. The purpose of this
opportunity is to reinforce correct test responses immediately after the test is completed by the
student, thereby allowing the student to cement correct responses in their learning as opposed to
incorrect responses. The review process is accomplished very easily. Upon completion and
submission of the written exam, students, who elect to participate in the voluntary review
process, go to a classroom remote from the testing room. In this classroom, students take the
opportunity to silently review a posted copy of the correctly completed exam. The exam is
posted, page by page, in the review room, so that 2 to 3 students can gather at each page of the
exam simultaneously. The review room is proctored by faculty and is meant to be conducted
silently. Students are not to interact with one another or ask questions of the faculty proctoring
the exam. Students view each question, taking the opportunity to write comments directly on the
test page, to indicate disagreement with the item, a varied interpretation of the item, or a lack of
understanding of the item. These comments are invaluable, illuminating both students’ accurate
or erroneous interpretations of the test item. Comments are then reviewed by the course faculty
to determine, alongside statistical analysis, the usefulness of the test item. Student feedback
regarding silent test review is overwhelmingly positive.
Strategies to Promote Clinical Reasoning and Competency:
Evaluation Data from “IV Infusion Therapy” Seminar
Jody Gill-Rocha, MS, BSN, RN
Behavioral Outcome: At the conclusion of the presentation, participants will be able to
describe an innovative teaching strategy for classroom to clinical transition for pre-licensure
nursing students.
Purpose/Aim: Nursing students do not always have advanced education in IV Infusion leading
to poor confidence and performance and increased safety risk for the patient. An evidence-based
IV Infusion Therapy Seminar for junior level students was developed using innovative
teaching/learning strategies focusing on rapid technological advances on the invasive nature of
infusion therapy and risk for complications. Preliminary data evaluation revealed the seminar
improved student knowledge, comfort level, and self-efficacy related to IV infusion.
Background/Rationale: Governing bodies require nurses to have up-to-date and evidence-
based information whether preforming the procedure or monitoring patients with a venous
device. Imperative in the delivery of safe patient care delivered by students, especially in a high
acuity setting, is in-depth knowledge, experience and confidence of infusion therapy using an
evidence-based approach. Senior level faculty teaching a High Acuity course have shared that
students are weak in knowledge and performance in this complex and critical content.
Method/Description: The content in the IV Infusion Seminar ranged from fundamentals to
more advanced concepts reflecting increased responsibility and accountability expected of nurses
delivering care. The didactic material was obtained from the Infusion Nurses Society: Infusion
Nursing and Evidence Approach, The Core Curriculum for Infusion Nursing, and The Manual of
I.V. Therapeutics: Evidence-Based Practice for Infusion Therapy. A hands-on approach in a
simulation lab and ATI real life modules were the innovative teaching strategies utilized.
Results/Outcomes: To be determined after final evaluative data is analyzed in March 2016.
Date Collection/Conclusion: Evaluations are being collected three times: (1) beginning of the
16 week seminars, (2) end of the seminars, and (3) during the clinical experiences of the senior
level High Acuity course. Data collection is being continued as students advance into their
senior High Acuity clinical rotation, academic year 2015-2016, to determine if increase in
student knowledge, comfort level, and self-efficacy led to increased performance per faculty
evaluation.
Application/Recommendation for Nursing Education: All evaluative data will be analyzed in
March 2016 to discover if the seminar was effective in improving students’ knowledge, self-
efficacy and safety when working with these more advanced devices utilizing innovative
teaching/learning strategies, evidence-based practice and QSEN competencies.
STUDENT NAVIGATION
Deborah Mathieu, MSN, RN & Jessica Sudvary, MSN, RN
Behavioral Outcome: To recognize student navigation as a process to strengthen student
clinical performance through purposeful and individualized faculty guidance.
Effected by increased complexity of the patient population in the clinical setting, students must
readily learn the critical thinking, reasoning, judgement, and skills necessary to deliver quality
and safe nursing care. Subsequently, Trinity Health System School of Nursing has recognized
the demand for greater faculty guidance in students’ mastery of the clinical component of
nursing education. As a result, the concept of Student Navigation was created to address this
need.
The purpose of Student Navigation is to provide direction to the student who is having difficulty
in one or more areas of patient care: 1) preparation for clinical, 2) correlation of the assignment
to the didactic component of the nursing course, 3) delivery of care, 4) evaluation of care, 5)
documentation of care, and 6) time management. Student Navigation allows for early
identification and intervention in correction of clinical deficiencies prior to the end of the
semester.
In essence, Student Navigation is a process whereby a faculty member within the nursing course
specifically functions as a navigator with a student/s who has been identified by a pattern of
deficient performance or has been recommended by the respective clinical instructor as to failing
to meet the objectives of the clinical components of the course. Identification of a pattern of
deficient performance or recommendation by the clinical instructor as to not meeting clinical
objectives. The faculty navigator communicates with the clinical instructor regarding the student
clinical deficiency, prioritizes the student needs, and executes individualized needed instruction.
Documentation by the navigator addresses the deficiency, action plan, and outcome/s. The
navigation process continues until the deficiency is corrected or until institution of clinical
probation is warranted. Follow-up investigation continues throughout the semester.
To date, clinical application of Student Navigation has been evaluated positively by the student
navigator, faculty, and students requiring intervention. Although still a work in progress, Student
Navigation is a concept that is encouragingly transforming the landscape of nursing education.
THE USE OF SIMULATION TO INCREASE NURSING STUDENT EXPOSURE TO
CHALLENGING PEDIATRIC ACUTE CARE SITUATIONS
Kelly Ammanniti, MSN, RN, & Kristin Mulica, RN, BSN
Behavioral Outcome:
The viewer/learner will be able to identify ways to introduce high fidelity simulation into the
Pediatric Nursing course to increase the nursing student’s exposure to challenging pediatric acute
care situations.
The proposed poster presentation will examine ways to utilize high fidelity simulation during the
Pediatric Nursing course to increase the opportunity for nursing students to be exposed to
challenging situations that occur in the pediatric acute care setting. “Pediatric clinical
opportunities in particular can be difficult to obtain for students, especially in some locations,”
(Harris et al., 2015, pg 736). Even with pediatric clinical opportunities, students may never have
the opportunity to manage the care of a child who is dying, a child who has been abused, or a
child who is having a seizure. “Simulation is a fascinating educational method for delivering
nurse-specific knowledge. Simulation has also been identified as an effective way to provide the
learner with clinical opportunities that might otherwise be missed,” (Harris et al., 2015, pg 736).
This poster will explore ways to utilize high fidelity simulation to provide additional experiences
in pediatric acute care to the nursing student. High fidelity simulation has been utilized at our
school to provide nursing students with a multidisciplinary simulation involving a dying child
with cancer, a simulation involving a toddler in the acute care setting who was physically
abused, and a live streaming simulation on the care of complex multiple pediatric patients,
including one who has a seizure. “Through simulation, the connection of theory to practice is
enhanced,” (Youngblood et al., 2012, pg 55). This is an important connection we as nurse
educators hope to facilitate in our nursing students. Nursing students are our future in
healthcare, and with unique opportunities such as high fidelity simulation they can be exposed to
challenging situations in a safe environment. This allows them to increase their clinical
judgment and confidence when dealing with similar situations as a registered nurse. Thank you
for your consideration to present at the OLN Education Summit 2016: Transforming the
Landscape of Nursing Education.
References
Harris, J., Berghout, T., & Anderson, P. (2015). Improving first year nursing student’s test
scores through pediatric simulation. Open Journal of Nursing, 5, 735-739.
Youngblood, A.Q., Zinkan, J.L., Tofil, N.M., & White, M.L. (2012). Multidisciplinary
simulation in pediatric critical care: The death of a child. Critical Care Nursing, 32(3),
55-61
USE OF SIMULATION TO PREPARE SENIOR NURSING STUDENTS FOR
PROFESSIONAL JOB INTERVIEWS
Amy Smith, MSN, RN, CNE
After viewing the poster participants will appreciate the value of interview simulation to prepare
senior nursing students in the development of professional job interview skills.
In order to enhance student preparation and success with professional job interview skills, a
mock interview assignment was undertaken in a senior nursing leadership course in an
undergraduate baccalaureate nursing program. The interviewers used for this experience were
community volunteers with executive human resource backgrounds whom the students had not
met. The simulation was conducted for 2 groups of students (N=39) and included a 15 minute
1:1 interview for a registered nurse position on a medical-surgical unit which was videotaped.
Immediately following the interview the students received both written and verbal feedback from
the interviewer, watched the videotape of their interview and were debriefed by course faculty.
Students completed a 10 item assessment of their satisfaction with the learning experience. The
students had received course content preparation and practiced interview skills prior to the
simulation and 72% of students stated that they were very satisfied with the preparation for the
interview. An overwhelming majority of students (97%) stated they were very satisfied with
feedback received during the simulation and 87% stated that they were very satisfied with the
realism of the mock interview scenario. The assessment revealed that students found this to be a
very valuable learning experience as it assisted in preparation for professional interviewing,
provided valuable feedback in a safe learning environment and increased student’s level of
confidence in their interview performance.
UTILIZING THE KOLB LEARNING STYLE INVENTORY© TO ASSESS
DIFFERENCES IN STUDENT LEARNING STYLES IN THE NURSING CLASSROOM
David Foley, PhD(c), MSN, RN, MPA & Linda Wolf, PhD, RN, CNS, CNE
Behavioral outcome: The learner will state three benefits of implementing a learning styles
inventory in the nursing classroom.
The perception of nursing as a profession rooted in altruism geared primarily to Caucasian
women has faded for the past several decades. In parallel, due to changing socio-political and
economic forces [i.e. noted health disparities (IOM, 2005, 2010), the arrival of the Patient
Protection and Affordable Care Act (Volansky & Lichtin, 2013), a decline in blue collar
employment (Grady, Stewardson & Hall, 2008), and increased immigration (Patel, 2013)], the
demographics of nursing student bodies across the country have greatly increased in diversity. In
response to these factors, nursing education has transitioned from an iterative autocratically-led
‘one size fits all’ process to one that requires collaboration and critical thinking. The nexus of
these phenomena has prompted nurse educators, many of whom may lack the training or prowess
to accommodate their students' varying learning needs, which may be rooted in cultural
differences or previous vocational training (Condon et al., 2015; Cowan, Weeks & Wicks, 2015;
Harding, 2012). To that end, the Kolb LS Learning Style Inventory© (Kolb, 2013) was
administered to students in the first semester of their nursing program at Cleveland State
University School of Nursing (CSU SON). Faculty assisted with scoring and interpreting the
Kolb so that students may gain insight into their own learning styles and in turn more effectively
seek out assistance from advising, tutoring, and other wrap-around support services. Embedded
within a large university with a distinct urban focus, students within the CSU SON’s pre-
licensure nursing programs capture multi-dimensional aspects of diversity, namely gender, age,
ethnicity, and previous level of education. Students were therefore also asked to complete a brief
demographic questionnaire to assess for these aspects of diversity as compared to their expressed
learning styles. As a result, faculty may increase their understanding of both individual student
and cohort learning needs, thus recognizing the need for early intervention for at-risk students as
well as opportunities for curricular enhancements and pedagogical innovation.
