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OHIO LEAGUE FOR NURSING
NURSING EDUCATION SUMMIT, OHIO 2017
POSTERS and PRESENTERS
A Purposeful Strategy for Student Remediation to Improve Outcomes in a Medical
Surgical Nursing Course
Rebecca Taulbee, EdD(c), MSN, MBA, RN, Assistant Professor, Chamberlain College
of Nursing
Taryn Hill, PhD, MSN, RN, Dean of Academics, Chamberlain College of Nursing
Caring and Collaborative Strategies to Increase First Course RNBSN Student Persistence
Cecilia Jane Maier, MS, RN, CNE, Assistant Professor, Chamberlain College of Nursing
Valerie DeVaughn, MSN, RN, CRRN, Associate Dean of Faculty, Chamberlain College
of Nursing
Margaret Wheeler, PhD, RN, CNE, Director RNBSN Option, Chamberlain College of
Nursing
Clinical Pharmacology Application: Let the Learning Begin!
Dana Morgan, MSN, RN, CMSRN, Assistant Nursing Professor, University of Cincinnati
Blue Ash College
Elevating Communication with High Fidelity Simulation
Nancy Berman, MSN, RN, Professional Practice Clinician, Lorain County Community
College
Mary Grady, MSN, RN, CCNE, CHSE, Assistant Professor, Lorain County Community
College
Donna Lupinski, MSN, RN, FNP, Assistant Professor, Lorain County Community
College
Barbara Morrison Wilford, DNP, RN, MBA/HCA, Associate Professor, Lorain
Community College
Engaging Nursing Students Utilizing Collaborative Testing
Theresa Jackson, PhD, RN, Associate Professor Department of Nursing, Shawnee State
University
Healthy Heroes Male Nursing Students Role Model Wellness and Professionalism
Kelly Sutch, MSN, CNE, CPN, RN, Nursing Instructor, Chamberlain College of Nursing
Matthew Reynolds, Student, Chamberlain College of Nursing
Aman Kharia, Student, Chamberlain College of Nursing
Casey Marion, Student, Chamberlain College of Nursing
Implementing a Successful International Student Led Service Learning Experience
Sheryl House, DNP, RN, CNS, Associate Professor of Nursing, Ohio University
Zanesville
Susan Dowell, MSN, MBA, RN-C, Assistant Professor of Nursing, Ohio University
Zanesville
Christy Vickers, MS, RN, CPNP, Assistant Professor of Nursing, Ohio University
Zanesville
Improving Pass Rates in Nursing Skills Lab Test Outs
Deena Collins, MSN, RN, CNS, CNE, Nursing Laboratory Coordinator, Lorain County
Community College
Inspiring Student Nurses with a Spirit of Inquiry in Clinical Pediatric Nursing
Hannah O’Handley, MSN, CPNP, RN, Assistant Professor, Mt Carmel College of
Nursing
Barbara Rettig, BSN, RN, CPN, Assistant Instructor, Mt Carmel College of Nursing
Integrating Foodborne Illness in a Curriculum for Accelerated Second Degree Prelicensure
Nursing Students
Toni Chops, MS, RN, CNE, Assistant Professor of Nursing, Mt Carmel College of
Nursing
Interrelating Perfusion and Oxygenation Concepts Through a Simulated Anatomy &
Physiology Scenario
Kathleen Gordon, MSN, RN, CNS, CNE, CHSE, Simulation Lab Coordinator, Aultman
College of Nursing & Health Sciences
Jennifer Hillyer, MS, Assistant Professor, Biology, Aultman College of Nursing &
Health Sciences
Literature Review: Exploring Effects of Interprofessionalism Collaboration & Service
Learning
Megan Lieb, Professor, Ohio Northern University
Maternal Child Comprehensive Interprofessional Simulation
Kelly Ammanniti, MSN, RN, Faculty, Firelands Regional Medical Center SON
Kristin Mulica, MSN, Teaching Assistant, Firelands Regional Medical Center SON
Holly Myers, MSN, RN, CNE, Faculty, Firelands Regional Medical Center SON
Brian Seitz, MSN, RN, Faculty, Firelands Regional Medical Center SON
Orienting and Educating Student Nurses in Clinical Care of Child and Family
Hannah O’Handley, MSN, CPNP, RN, Assistant Professor, Mt Carmel College of
Nursing
Heidi Frymier, MSN, RN, CPN, Instructor, Mt Carmel College of Nursing
Meghan Hixenbaugh, MSN, RN, CPN, CPNP, Special Instructor, Mt Carmel College of
Nursing
Erin Wilson, BSN, RN, Instructor, Mt Carmel College of Nursing
Post De-Briefing Activities Following Simulation
Michelle Bussard, PhD, RN, ACNS-BC, CNE, Faculty, Firelands Regional Medical
Center SON
Project Belly A Creative Solution to Developing Empathy
Holly Myers, MSN, RN, CNE, Faculty, Firelands Regional Medical Center SON
Promoting Academic Success for Students (PASS) at Ursuline College
Mary Ann Podlogar, MA Ed, Student Nurse, Ursuline College
Student Outcomes After Innovative Teaching Methods on Select All Questions
Hannah O’Handley, MSN, CPNP, RN, Assistant Professor, Mt Carmel College of
Nursing
Teaching Caring and Compassion to Nursing Students with the Utilization of Innovative
Community Sites
Stacie Sweet, DNP, WHNP, RNC, Associate Professor of Nursing, Ohio University
Zanesville
Susan Farus Brown, DNP, FNP-BC, RNC, Assistant Professor of Nursing, Ohio
University Zanesville
Claire Tibero, MSN, RN, Senior Lecturer of Nursing, Ohio University Zanesville
Using Simulation to Prepare Undergraduate Nursing Students for Professional Practice
Matthew Fox, RN, BC, MSN, RN, Assistant Professor of Nursing, Ohio University
Judean LeRoy, MSN, RN, CNP, Lecturer of Nursing, Ohio University
Carol Schaumleffel, MSN, RN, Lecturer of Nursing, Ohio University
What Can You See When you Look Through the Looking Glass
Robin Wagner, MSN, RN, CNS, Assistant Professor, University of Cincinnati College of
Nursing
Eileen Werdman, DNP, RN, CNS, Associate Professor, University of Cincinnati College
of Nursing
A PURPOSEFUL STRATEGY FOR STUDENT REMEDIATION TO IMPROVE
OUTCOMES IN A MEDICAL SURGICAL NURSING COURSE
Rebecca Taulbee, EdD(c), MSN, MBA, RN & Taryn Hill, PhD, MSN, RN
Outcome: Application of improved student remediation and study techniques to increase
individual student success on in class examinations through reflective, purposeful and active
remediation to enhance student learning.
Current nursing education literature declares that purposeful and active remediation by the
students’ faculty member is paramount to the success of learning in a pre-licensure nursing
education program. The strategy discussed uses concept review following in class examinations
to include the identification of a Top 10 concepts missed process. Faculty at a local college of
nursing utilizes exam software statistics to evaluate the top 10 nursing concepts most frequently
missed from each examination. The students are held accountable to identify three salient points
from each of the top 10 concepts after self-reflection of their own exam performance. This
process is required for successful remediation with the course faculty. Students are expected to
write these out by hand to improve knowledge and retention of the material, using both the visual
and kinesthetic styles of learning. By handwriting this information, students can be completely
present and active with the concepts, allowing for both remembering and understanding to be
cultivated for further application of learned material. This skill allows students to thoughtfully
review each concept. By having the students select the three most salient points, the faculty can
identify where the students need additional instruction for mastery of the concepts. This process
further builds a more substantial relationship between the faculty and the student. The meeting
between faculty and student provides an avenue for building a trusting relationship where faculty
can better understand the specific needs of each student, and not just the student group as a
whole. This process helps students understand the strategies that are needed in order to engage
in a successful study session that enables them to move past studying for memorization to
studying for a deeper understanding of concepts related to higher level application, analysis, and
synthesis of the information. This process is well received by students and faculty. Students
identify having an increased knowledge and understanding of nursing concepts in a Medical
Surgical Nursing course that they are able to apply in future courses based on this deeper level of
concept review.
CARING AND COLLABORATIVE STRATEGIES TO INCREASE FIRST COURSE
RNBSN STUDENT PERSISTENCE
Cecilia Jane Maier, MS, RN, CNE, Valerie DeVaughn, MSN, RN, CRRN &
Margaret Wheeler, PhD, RN, CNE
Behavioral Outcome: The learner will describe caring and collaborative strategies to promote
persistence in RNBSN students in the first course.
Persistence (defined as the opposite of attrition by Sandler in 2000) is measured by one large
RNBSN online program option by continuous student enrollment session to session. This results
in a smooth flow of courses and rapid progress to obtaining the BSN. Tinto and Pusser (2006)
claimed that translating the theory of persistence into actions to promote student persistence
needs much work. One online RNBSN program option has carefully developed strategies for that
purpose. Increased persistence is reflective of student engagement, success, and focus on
achieving the BSN.
Reported barriers to persistence include student personal and family issues, late enrollment to the
course, no access to Preview Week, student technology issues, not taking advantage of success
resources provided by the college, and increased workload in Week 1 of the 8-week course.
The RNBSN online program option Director, Associate Dean of Faculty, and Course Leader
work collaboratively to implement persistence strategies. Since caring is deeply integrated into
the culture of the college, it is well reflected in persistence interventions. Strategies to increase
persistence include caring and compassionate faculty communication to students, extended Week
1 submission deadlines for late enrolled students, New Student Orientation required early in or
before the first course, success resources, decreased number of deliverables in Week 1, Meet &
Greet webinars every session for first course, early intervention for at risk students, and proactive
intervention in case of natural disasters. These all serve to promote social connectedness,
support, and institutional commitment that Hart’s (2014) literature search reported to be of great
value in improving persistence.
One new persistence intervention is identified and added each session to increase and/or improve
student success and persistence. Data is then collected and results reviewed to evaluate if the
persistence interventions were successful in improving persistence.
Additionally, the RNBSN Director, Associate Dean of Faculty, and Course Leader collaborate
with other departments to increase student persistence in the first course. Some of these
departments include Student Services, Admissions, Recruitment, Marketing, and the Library. All
individuals in the college play a role in student persistence.
CLINICAL PHARMACOLOGY APPLICATION:
LET THE LEARNING BEGIN!
Dana Morgan, MSN, RN, CMSRN
Behavioral Outcome:
Discuss how the clinical active learning activities can be incorporated (or modified) to reflect
your nursing content and enhance student critical thinking and retention.
Abstract:
Nurse educators must prepare today’s undergraduate nursing students for a fast paced, ever
changing health care environment. Nursing students are required to be active learners, critically
think, and ultimately provide safe patient care (NLN, 2011; Halstead, 2014). The ability to
provide safe, quality care for patients is dependent upon a student nurses ability to critically think
and reason. This can be severely limited by the lack of pharmacological knowledge and their
ability to apply that basic knowledge as it relates to the patient diagnosis and outcome.
Several different learning/critical thinking activities were created that would incorporate
pharmacology and providing safe and effective care to the patient. Utilizing medication packages
that can be saved during the student medication pass is a beneficial and cost effective way to
provide students with examples for clinical practice and study. These packages can be used in a
variety of creative ways in the clinical setting to stimulate critical thinking skills. Through
utilizing these materials, students were able to create 3D concept maps allowing them to link the
medications to the patient diagnoses. The medication packages assisted the nursing student with
understanding the relationship between the medications and how they function in the body.
Pharmacology was introduced throughout several post conference activities such as real live
patient case studies where the students examine the patient (medications, tests, health history,
current diagnoses) as they progress from the ER to the ICU/Med-Surg unit and throughout
discharge. Other strategies included categorizing of medication packages (by priority for
administration, drug class, systems effected), and a game that I created called “Your patient’s got
WHAT!!!” The students developed a better understanding of the role that the medications play
throughout the body and begin to learn and remember the commonly prescribed doses for those
medications. Developing this deeper knowledge allows the student nurse to anticipate patient’s
needs and potential problems that may arise when providing care (Benner et al., 2008).
ELEVATING COMMUNICATION WITH HIGH FIDELITY SIMULATION
Nancy Berman, MSN, RN, Mary Grady, MSN, RN, CCNE, CHSE,
Donna Lupinski, MSN, RN, FNP & Barbara Morrison Wilford, DNP, RN, MBA/HCA
Students will be able to apply a variety of communication skills when caring for a high fidelity
manikin in a controlled scenario.
The use of high fidelity simulation has been proven to improve critical thinking and clinical
decision making in nursing students while controlling for patient variables. The purpose of this
project was to provide the students with opportunities to engage in patient communication in the
controlled simulation environment.
Multiple students from different levels were recruited to perform previously learned skills on a
high fidelity manikin. Scenarios were developed for each semester level with the following
skills included: first semester oral medication administration, second semester intravenous
catheter insertion, third semester intravenous medication administration via push and fourth
semester continuous intravenous medication administration.
Each student was videotaped during their scenario which provided opportunity for detailed
viewing by more than one evaluator. As a form of self-critique students were asked to complete
a one-page summary of their strengths and weaknesses after viewing their video. Additionally,
formative evaluation and feedback was provided to the student by the evaluators.
The poster presentation will provide details of scenarios and tips for implementation to increase
student success with communication.
ENGAGING NURSING STUDENTS UTILIZING COLLABORATIVE TESTING
Theresa Jackson, PhD, RN
Behavioral Outcome: Upon completion of the presentation participants will be able to articulate
questions that stimulate discussion specific to engaging students utilizing a collaborative testing
strategy.
Abstract
Purpose: The purpose of this research was to determine if students who participate in
collaborative testing in the classroom have decreased attrition and increased levels of academic
achievement and engagement than do students who do not participate in a collaborative testing
process. Background: Approximately 20% to 42% of students leave nursing programs after the
first year. It is recommended that nurse educators utilize new approaches to engage students in
the classroom; however, nursing lacks evidence that one method of teaching is more effective
than another or that there is a relationship between learning outcomes and teaching strategies.
Theoretical Framework: The educational theory used to guide this investigation was Bandura’s
social cognitive theory. Method: A quasi-experimental, after-only, nonequivalent control group
design was used. Health Education Systems Incorporated–Specialty Exams (HESI-SE) were
utilized to measure academic achievement and a Survey of Student Engagement to measure
student engagement. Results: No statistical significance was found, however the small group
sizes (n=153; control group, n=83; experimental group, n=70) used in this study may have
impacted the probability level. Additionally, the research design included a strategy to determine
if academic superiority existed between the control and experimental groups. Findings indicated
the control group was academically superior to the experimental group. Despite this finding, the
traditional students in the experimental group were five times more likely to pass the HESI-SE
than traditional students in the control group. The experimental group had a 7% higher course
pass rate than the control group (points received during collaborative testing participation were
not included in the analysis.) Results indicated non-traditional students, in either the control or
experimental group, were approximately thirteen times more likely to pass the HESI-SE exams
than traditional students. Nursing faculty can use the analysis results and the information to
guide them in making a decision to, or not to, utilize this teaching strategy. Conclusion: Further
research, with larger group sizes, is needed to determine the effect of collaborative testing and its
impact on student engagement of both traditional and non-traditional students.
HEALTHY HEROES: MALE NURSING STUDENTS ROLE MODEL WELLNESS
AND PROFESSIONALISM
Kelly Sutch MSN CNE CPN RN, Students : Matthew Reynolds, Aman Kharia, & Casey Marion
Behavioral Outcome: Intent of this poster presentation is to inform nursing educators about
clinical opportunities that exposure of the nursing profession. Educators will be informed of the
influence of minority and males clinical faculty and students can have on encourage the next
generation of potential nurses to become more diverse.
The clinical project of discussion is entitled “Healthy Heroes: Pediatric Wellness Program”.
Eight senior level nursing students in a bachelor’s degree program with guidance from clinical
faculty created a wellness curriculum taught in the Hilliard City public school system. This
immersion based clinical allowed students to see pediatric clients in all levels of care via
collaboration with school districts. Over 800 children received educational concepts on nutrition,
hand hygiene, lice prevention, and exercise. Survey results upon completion of the program
showed young males grades K-5 exposed to male nursing student role models in the schools
expressed a desire and interest in the profession themselves. Responses from youth included such
statements as” I never knew boys could be nurses.” and “ I liked learning about taking care of
myself from another guy, I think being a nurse is cool.” Nursing students provided care and
education in a pediatric community setting resulting in elementary aged students being exposed
to nursing students of diverse ages, races, and backgrounds. This program’s exposure resulted in
increased awareness about the children’s health but also career opportunities in the profession.
IMPLEMENTING A SUCCESSFUL INTERNATIONAL STUDENT LED SERVICE
LEARNING EXPERIENCE
Sheryl House, DNP, RN, CNS, Susan Dowell, MSN, MBA, RN-C, &
Christy Vickers, MS, RN, CPNP
Behavioral Outcome: Participants will be able to identify strategies that can be applied with their
nursing student population to implement a successful international student led service learning
experience.
Nursing students view clinical placement abroad as very beneficial to their learning (Kent-
Wilkinson, Leurer, Luimes, Ferguson, and Murray, 2015). International experiences for nursing
students can be complex to arrange and implement (Kulbok, Mitchell, Glick, & Greiner, 2012).
This can be even more complex and difficult to arrange for students who attend small regional
universities or community colleges.
The National Association of Foreign Student Advisers (NAFSA, 2016) describes unmotivated
faculty, demanding curricula, financial constraints, and lack of diversity as the most common
barriers that impact students’ opportunities for study abroad. All of these barriers, except faculty
motivation, applied to a group of Bachelor of Science in Nursing (BSN) students at a regional
university in Southern Ohio.
This group of nursing students were able to overcome these barriers and participate in an
international service learning experience that they organized and implemented. The group of
students communicated to faculty early in their BSN program the desire to organize a service
learning opportunity to enhance their nursing education experience. An international service
learning experience for nursing students had never occurred at this university. These factors
provided strong motivation for faculty to assist the students in making the experience a reality.
With the assistance from faculty, the students took the lead in researching various approaches to
completing an international student learning experience prior to finishing their nursing education.
It was determined by the students that using an agency outside of the university would better
meet their needs and did not pose the financial barrier encountered when participating in a study
abroad program through the university. The students coordinated all aspects of the program with
faculty input. They organized fundraising projects and the collection of donations for the
agencies served during the experience.
Eight students and three faculty members successfully participated in the experience that
promoted caring, compassion, and collaboration. Students were able to develop a new
perspective on the nurse’s role in providing care and compassion for patients from diverse
backgrounds. Collaboration skills of the students were greatly enhanced through their leadership
in planning and implementing the international service learning experience.
IMPROVING PASS RATES IN NURSING SKILLS LAB TEST OUTS
Deena Collins, MSN, RN, CNS, CNE
Behavioral Outcome: The participants will demonstrate an understanding of the variables
affecting pass rates in skills labs.
Abstract
While in the midst of clinical skill test outs in the skills lab, it always seems to the
instructors that an inordinate number of students are failing the skill. We decided to collect data
to determine if that was accurate and if so, what changes could we potentially make to decrease
the failure rate. A year prior to this there had been a change in how we taught lab classes, due to
a belief that lab instructors were inconsistent in teaching the same skill. So, the theory
instructors began teaching the lab skill in the classroom for the first hour of lab time and the lab
instructors reinforced the teaching in the lab, but mostly supervised the students’ practice. Data
was collected regarding this change and the failure rate increased slightly, while student
complaints of inconsistency also increased.
A new concept-based curriculum was implemented Fall of 2016 and the format for
teaching lab classes was altered to address the issues of inconsistency and failure rates. Student
input also contributed to the new lab format. The entire lab class is taught by the lab instructor in
this format. At the same time the current curriculum is still being taught to students who entered
the program prior to August, 2016. Data can therefore be collected to compare the two formats.
Early data suggests that those students in the current curriculum continue to have the
same failure rates as last academic year. Data regarding the new format will be collected
beginning mid-October. Our hypothesis is that the failure rate will be lower and student
satisfaction higher with the new format.
INSPIRING STUDENT NURSES WITH A SPIRIT OF INQUIRY IN CLINICAL
PEDIATRIC NURSING
Hannah O’Handley, MSN, CPNP, RN, & Barbara Rettig, BSN, RN, CPN
BEHAVIOR OUTCOME: Acquire information for inspiring the spirit of inquiry in clinical
students and nursing staff in the Caring for the Child and Family course.
Clinical faculty are challenged to apply Evidence Based Practice (EBP) in the care of pediatric
patients and to excite the spirit of inquiry in student nurses and collaborating staff nurses whose
attitudes are not always positive.
In clinical nursing students and nursing staff, does the inclusion of EBP in care of patients and
families versus no inclusion of (EBP) enhance positive attitudes about EBP over the eight weeks?
Integrating EBP throughout nursing curricula has had little effect in transforming the attitudes of
nursing students (and nurses) toward EBP. Through the creative inclusion of EBP in the clinical
arena, changes to the existing attitudes towards EBP may be seen.
In order to promote practice change students need to seek knowledge about clinical problems and
current treatments that is beyond what is provided in their textbook. Making the spirit of inquiry
a positive and engaging experience enhances understanding of EBP which can lead to important
changes for nursing practice. This knowledge and enthusiasm about best practice inquiry gives
student nurses and staff the courage to pursue change.
Through observations of their patients, suggestions from clinical staff, and guidance from their
instructor, each group of students forms an EBP question. With assistance and encouragement
from their instructor, the students search for, locate and critique EBP articles that answer the
clinical question. Through a poster presentation, the findings are shared with the collaborating unit
nurses.
To assess the final presentations, each instructor uses a standard rubric addressing the question,
literature appraisal, outcomes, and learner enthusiasm; involved staff nurses are also invited to
provide input. The student nurses have been found to be very engaged and have evaluated the EBP
project enjoyable. Instructors and nurses observed an increase in student engagement. Students
rated the EBP learning experience positively on course evaluations. EBP questions were sent to
the Professional Development department for review. Two posters were subsequently presented
at professional meetings.
Teaching EBP by incorporating it into clinical has increased student, faculty and staff nurses’
interest in pursuing EBP and embracing the spirit of inquiry.
INTEGRATING FOODBORNE ILLNESS IN A CURRICULUM FOR ACCELERATED
SECOND DEGREE PRELICENSURE NURSING STUDENTS
Toni Chops, MS, RN, CNE
Behavioral Outcome: At the conclusion of the poster presentation, the attendee will be able to
discuss the process of using interprofessional collaboration for the integration of the topic of
foodborne illness in a population health course for accelerated second degree pre-licensure
students.
According to the Centers for Disease Control and Prevention (2016), approximately 48 million
people get sick, 120,000 are hospitalized and 3,000 people die from foodborne illnesses. The
United States Department of Agriculture Economic Research Service Economic Research
Service (2015) estimates that foodborne illness costs consumers about $6.9 billion annually.
According to the American Association of Colleges of Nursing (2013), the recommended
competencies and curricular guidelines for public health nursing suggest teaching strategies
related to food safety. Population focused nursing has an opportunity to contribute to risk
reduction strategies and illness prevention services in a variety of settings in the community.
This poster presentation will highlight the strategies used to integrate the topic of foodborne
illness in a community health course. Curriculum components will be addressed, common
foodborne organisms identified, and active learning strategies shared. Interprofessional
collaboration strategies will be explored. Exposing the students to multiple health professional
roles within the community setting enhances an understanding of the teamwork necessary to
effectively manage the population’s health regarding foodborne illness.
Knowledge of the clinical syndromes of foodborne disease guides appropriate nursing
interventions. By incorporating this topic in the curriculum, students will gain an understanding
of the application of public health principles and focused efforts of an interdisciplinary team for
food safety from farm to table.
INTERRELATING PERFUSION AND OXYGENATION CONCEPTS THROUGH A
SIMULATED ANATOMY & PHYSIOLOGY SCENARIO
Kathleen Gordon, MSN, RN, CNS, CNE, CHSE, & Jennifer Hillyer, MS
Behavioral Outcome: After participating in this interdisciplinary presentation the learner will be
able to construct a concept-based scenario within the context of a non-nursing course.
Abstract:
Nursing and science disciplines focus upon a set of concepts tailored for each course. Students,
however, are often left to their own devices to make the connections between these
interdisciplinary concepts. To illustrate the relationship between nursing and anatomy and
physiology (A&P) concepts of perfusion and oxygenation, an evolving and scaffolding case
study was developed which culminated in a high-fidelity simulation. Early in the semester
students were given part one of the case study in which they researched a patient’s complete
blood count results and determined physiological reasons for any abnormalities. Next, familial
cardiovascular issues were introduced as the case unfolded and the class researched medications
and risk factors associated with the patient’s condition. One week prior to the high-fidelity
simulation students were given the scenario of a trauma patient with a fractured tibia and fibula
who undergoes surgery. Included in the pre-briefing was a worksheet reviewing interventions
such as RICE (rest, ice, compression, and elevation) and the impact of narcotics on body
systems. Students were apprised of their roles and given the opportunity to establish their own
rules of engagement throughout the simulation. The case study culminated with students
providing care for the post-operative high-fidelity patient simulator which included the
monitoring of any related complications. Debriefing was included at the midpoint of the
simulation to discuss the progress of the patient and physiological reasons for interventions such
as RICE (perfusion) and the effects of the opioid, morphine, on the body (oxygenation). As the
simulation continued the patient started to manifest the signs and symptoms of compartment
syndrome, requiring students to recognize and initiate appropriate interventions. The conclusion
of the simulation scenario was focused upon a final debriefing in which physical manifestations
of compartment syndrome were discussed in relation to oxygenation and perfusion.
LITERATURE REVIEW: EXPLORING EFFECTS OF INTERPROFESSIONAL
COLLABORATION AND SERVICE LEARNING
Megan Lieb
The learner will appreciate the value of interprofessional learning and recognize service learning
as an effective teaching strategy to facilitate development of interprofessional competencies.
According to the Institute of Medicine (IOM), “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 or health care profession. The Interprofessional
Collaborative Practice (IPEC) recognizes the key to improved patient outcomes is collaborative
practice. There is a need to prepare health professions students who are equipped with
interprofessional skills to enter the complex health care environment.
Interprofessional education (IPE) is defined as intervention which allows members from more
than one health care or social discipline to learn together. The explicit goal is to improve
interprofessional collaboration (IPC) or the health and wellbeing of the patient, or both. Service
learning is one educational opportunity which allows nursing students to work in partnership
with learners from other health related disciplines to deliver care in underserved, vulnerable
communities, and develop much needed competency in IPC. Care provided in service learning
experiences maximizes a focus on patient-centered care, occurring in the patient’s community.
A literature review examining original research articles focusing on IPC and service learning
identified seven themes: teamwork, communication, confidence, teamwork, patient-centered
care, patient outcomes, and challenges. The primary studies included various group
compositions: students from physical therapy, nursing, pre-medical, and pre-dentistry.
This review did not identify any studies which applied a theoretical approach. Additionally,
sample sizes were small and comprised of volunteers. No studies were identified that examined
effects of IPC and service learning specifically on nursing students.
Upon consideration of themes identified by this review, similarity is found to core competencies
for interprofessional practice identified by IPEC: values and ethics for interprofessional practice,
roles/responsibilities, interprofessional communication, teams and teamwork. Congruence is also
appreciated in comparison to the five interprofessional competencies identified by IOM: patient-
centered care, quality improvement, employ evidence-based practice, informatics, and
interdisciplinary teamwork.
In summary, findings from the review of literature identify IPEC and IOM competencies related
to IPC are being met through interprofessional learning experiences and support the use of
service learning as an effective avenue to facilitate development of interprofessional
competencies.
MATERNAL CHILD COMPREHENSIVE INTERPROFESSIONAL SIMULATION
Kelly Ammanniti, MSN, RN, Kristin Mulica, MSN, Holly Myers, MSN, RN, CNE,
& Brian Seitz, MSN, RN
Behavioral Outcome: The learner will identify ways to introduce interprofessional collaboration
through implementation of a multifaceted comprehensive simulation scenario.
Abstract:
The landscape of siloed health care education needs to be transformed to meet the needs of a
complex health care system. Interprofessional education (IPE) and collaboration can be utilized
to achieve this goal. Interprofessional education is identified as “students from two or more
professions learn about, from and with each other to enable effective collaboration to improve
health outcomes” (Who, 2010). Simulation is a proven effective learning strategy to provide a
deliberate learning experience in health care education. “Through simulation, the connection of
theory to practice is enhanced” (Youngblood, Zinkan, Tofil, & White, 2012, pg. 55). Linking
IPE and simulation can meet the needs of the ever changing health care system.
“Multidisciplinary simulations allow participants to become more aware of responsibilities of the
different health care providers that may be called upon when a child is dying and the value of
team work in such events” (Youngblood et al., 2012, pg 55).
The purpose of this abstract is to share a comprehensive interprofessional simulation learning
strategy in prelicensure nursing students in a maternal child nursing course. This simulation was
conducted at the end of a maternal child nursing course with senior nursing students and first
year residents from the local medical education program. A combination of confederates, low
fidelity, and high fidelity simulators were utilized. Multiple concepts covered in the maternal
child course were incorporated throughout the scenario. The scenario included a prebrief, three
scenario stations, and a debriefing. This interprofessional collaboration provided a unique
experience for all participants providing the foundation for a life long collaboration between the
physician and the nurse.
Reference
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.
World Health Organization (WHO). (2010). Framework for action on interprofessional education
& collaborative practice. Geneva: World Health Organization. Retrieved April 11, 2011
from http://whqlibdoc.who.int/ hq/2010/WHO_HRH_HPN_10.3_eng.pdf
ORIENTING AND EDUCATING STUDENT NURSES IN CLINICAL CARE
OF CHILD AND FAMILY
Hannah O’Handley, MSN, CPNP, RN, Heidi Frymier, MSN, RN, CPN,
Meghan Hixenbaugh, MSN, RN, CPN, CPNP, & Erin Wilson, BSN, RN
Behavioral Outcome: Acquire information on the utilization of a low fidelity simulation in
orienting and teaching clinical pediatric nursing students.
are numerous details required in orienting student nurses to the clinical Care of the Child and
Family course. The students need to be acclimated to a new hospital system including policies,
procedures, informatics, skills, and documentation and medication administration. The purpose
of the low fidelity simulation is to promote safety and comprehensive care of the Child and Family
in the short time frame of this eight week course.
Stimulating pediatric clinical experiences are a constant challenge, due to issues of both discovery
and implementation. There is an increasing number of nursing programs and a decreasing number
of pediatric patients in the pediatric hospitals available for clinical. Clinical faculty utilized a well-
child simulation reviewing health promotion while contrasting this with scenarios for acute care
review.
Faculty created real world patient experiences including Quality Safety Education for Nurses
(QSEN) while practicing pediatric skills including pediatric specific medication administration.
Students’ reviewed policies and procedures and practiced skills on peers, infant and child
manikins. Medication administration scenarios were implemented utilizing the hospital specific
Lexi Comp for drug information.
Students evaluated the simulation as a positive entry into a new course and hospital system. The
students related that their comfort and confidence levels increased following the practice of
approaching families and performing skills. The clinical faculty reported qualitatively that the
simulation improved the student transition into the clinical setting and decreased student anxiety.
The clinical component of the Care of the Child and Family course can be more effective and less
stressful if the educators organize the needed information into a low fidelity comprehensive
simulation. Student nurses and instructors can experience the exchange of clinical information in
a more positive and successful manner through an organized low fidelity simulation.
POST-DEBRIEFING ACTIVITES FOLLOWING SIMULATION
Michelle Bussard, PhD, RN, ACNS-BC, CNE
Behavioral Outcome: The learner will identify two post-debriefing activities following
simulation to promote the development of clinical judgment.
Abstract:
Employers expect nurses to enter the workforce with developed and established clinical
judgment skills. Therefore, nurse educators must utilize teaching/learning strategies that assist
prelicensure nursing students to develop clinical judgment prior to entering the workforce. Over
the last 15 years, high-fidelity simulation (HFS) has become a standard teaching/learning
strategy to educate students in “real-life” clinical scenarios to foster the development of clinical
judgment. Additionally, oral debriefing immediately following the scenario has been proven to
link theory to practice while assisting prelicensure nursing students in developing clinical
judgment.
The purpose of this abstract is to share two post-debriefing activities used at one school of
nursing to assist prelicensure nursing students in developing clinical judgment. These two
activities include viewing of video recorded scenarios and writing a reflective journal. Within the
simulation program at one school of nursing, medical/surgical prelicensure nursing students
participate in four HFS scenarios followed by an oral debriefing session.
As part of the simulation program, each of the scenarios is video recorded using EMS Orion
Software ®. Within two days of completing the HFS scenario, the student is required to view
the video recorded scenario. During this viewing, students are reflecting-on-action. Following
the viewing, they complete a reflective journal with guided questions using Tanner’s Clinical
Judgment Model. The purpose of these two post-debriefing activities is to reflect-on-action.
Reflection is the fourth concept within Tanner’s clinical judgment model (noticing, interpreting,
responding, and reflecting) and is considered the key to developing clinical judgment. Time
spent reflecting on the simulation experience will guide the student in developing new thinking
patterns for future patient encounters.
A nurse educator reviews the reflective journals and provides constructive feedback to the
student. This feedback is used as an additional means of reflecting-on-action and formulating
clinical judgments. Time spent reading the journals and providing feedback is extensive,
however, it is pivotal for students to gain additional insights into their thinking process.
Several qualitative research studies have been conducted by this author. All of the studies
indicate that these two post-debriefing activities facilitate the development of clinical judgment
in prelicensure nursing students.
PROJECT BELLY: A CREATIVE SOLUTION TO DEVELOPING EMPATHY
Holly Myers, MSN, RN, CNE
Behavioral Outcome: The learner will identify a student activity to foster development of
empathy toward the pregnant population.
Abstract:
Empathy is defined as having the capacity for understanding, being aware of, being sensitive to,
and vicariously experiencing the feelings, thoughts, and experiences of another. Empathy is an
essential component of a quality supportive relationship between nurse and patient. Developing
empathy is a learned behavior that can be developed though practice and education. Nursing
students are instructed on the importance of being empathetic, yet are often not taught how to
develop this skill.
The purpose of this abstract is to share a creative solution to developing empathy in prelicensure
nursing students in an obstetrical nursing course. The student activity is based on a low fidelity
simulated experience with the students wearing The Empathy Belly Pregnancy Simulator® while
engaging in everyday activities such as cleaning, sleeping, driving, and going out in public. The
Empathy Belly Pregnancy Simulator® is a multi-component, weighted garment that enables the
wearer to temporarily experience multiple typical symptoms and effects of pregnancy. After
wearing The Empathy Belly Pregnancy Simulator® the student’s self-reflected using empathy
guided questions. Each student submitted their self-reflection to an online discussion board along
with a photo of themselves while wearing The Empathy Belly Pregnancy Simulator®.
Through this simulation, students experience what it feels like to be pregnant, and gain a realistic
understanding of the changes and demands imposed by pregnancy. By wearing the Empathy
Belly and self-reflecting, students significantly increase their understanding and sensitivity about
the pregnant condition equating to the development of empathy.
P.A.S.S. AT URSULINE COLLEGE
(PROMOTING ACADEMIC SUCCESS FOR STUDENTS)
Mary Ann Podlogar, MA Ed
Behavioral Objective: By the end of the abstract, the reader will be able to identify three goals of
the P.A.S.S. peer-mentoring program at Ursuline College, as well understand specific
implications for the program’s development.
Abstract: P.A.S.S. (Promoting Academic Success for Students) at Ursuline, is a newly developed
peer-mentoring initiative aimed at enhancing both the academic and social experience for
Ursuline nursing students. The program allows new student nurses at the freshman and
sophomore levels to access insightful information within the Breen School of nursing from their
more experienced junior and senior level peers, including; academic reviews, nursing skills
practice, social support systems, and networking opportunities. Students will meet both weekly
to discuss individual needs within the curriculum, as well as monthly in a large group to practice
for the NCLEX through games and activities. As a whole, P.A.S.S. is focused on promoting
collaboration among students, with hopes of increasing overall student performance and
satisfaction. Research conducted by Ohio State University, Rutgers, and New York University
has shown that peer-mentoring programs are effective in establishing a sense of security and
community among nursing students. Developed by an ambitious Ursuline student, P.A.S.S.
hopes to achieve these same research goals within the Ursuline nursing community. Participation
estimates for the program at Ursuline were determined through an IRB approved, student-driven
survey, which indicated campus wide interest in a peer-mentoring program. Once analyzed, data
from the surveys will be utilized to compose an academic article regarding the need for, and
effectiveness of a peer-mentoring program at Ursuline College. A training curriculum for student
mentors was developed that outlines both the academic integrity policy and the expectations of a
student mentor; to ensure professional and effective sessions. Student mentors will be rewarded
for their volunteer time through participation certificates, as well as the opportunity for a college
credit. While still new in its development, the P.A.S.S. program at Ursuline College has already
made substantial progress in positively affecting the nursing program and its students. In time, it
is the hope of many that P.A.S.S. will become a functional and routine component of Ursuline’s
nursing program.
STUDENT OUTCOMES AFTER INNOVATIVE TEACHING METHODS ON
SELECT ALL QUESTIONS
Hannah O’Handley, MSN, CPNP, RN
BEHAVIOR OUTCOME: Assimilate strategies for improving student testing skills through
creative use and practice with Select All format exam questions
The purpose of this project was to assist student nurses in test taking—specifically on Select All
format type questions in The Care of Child and Family senior level course. The rationale for this
project is threefold: the high incidence of incorrect answers on Select All questions, increasing
usage percentages of Select All questions in the National Council Licensing Exam (NCLEX), and
the level of difficulty of Select All items on NCLEX.
Scholarly evidence demonstrates students' improved understanding of concepts when taught
using a variety of teaching methods and active learning strategies. Student skills and outcomes
are improved by experiencing and practicing exam strategies in advance. Active learning with
discussion and guidance, compared with memorization, can further improve student test taking
skills and enhance knowledge application to patient scenarios. Student skills and outcomes are
improved by experiencing and practicing exam strategies in advance.
Active learning strategies and practice completing Select All Student creation of questions were
integrated into The Care of Child and the Family course in several ways. The students first
observed a series of videos on testing strategies. Class preparatory questions were administered
in a Select All format. Pediatric topics/concepts were remediated by creating Select All
questions and a narrative shared in clinical conferences. Together faculty and students discussed
how to approach questions, provided rationales, and shared related patient care experiences.
Class quizzes were given in the Select All format and post administration students discussed
rationales and tactics. Guided by faculty, brief discussions of purpose and evaluation of the
activity were conducted in small student groups.
Students and faculty evaluated the experiences positively on both activity and course
evaluations. Students qualitatively reported increased confidence answering Select All questions.
Course exam statistics on Select All Questions improved consistently during the project,
suggesting that the creative implementation of Select All Review Questions is a positive strategy
to enhance student success on NCLEX.
Utilization of Select All Review Questions in class and clinical can increase student and clinical
faculty engagement while improving students' approach to and outcomes on Select All questions.
The creative use of review questions can improve test success for students and may improve
their ability to implement best practices for patients and their families.
TEACHING CARING AND COMPASSION TO NURSING STUDENTS WITH THE
UTILIZATION OF INNOVATIVE COMMUNITY SITES
Stacie Sweet, DNP, WHNP, RNC
Behavioral Outcome: The learner will recognize innovative clinical sites within their learning
community that will serve the educational needs of their students.
Providing clinical sites for nursing students is often problematic. To create new opportunities
requires faculty to be creative and maintain ongoing community collaboration. This poster
describes three successful new learning environments where students and instructors alike
reported shifts in their beliefs of what encompasses a clinical setting while delivering
challenging clinical opportunities.
A federally qualified health center, local Salvation Army and a hospital dedicated education unit
(DEU) offered innovative clinical opportunities. The health center provided opportunities to
work with the obstetrical patients with the new philosophy of Patient Centering Care as well as
pediatric and mental health patients through the Legacy Program. The Salvation Army provided
students with the chance to care for homeless individuals. The DEU modeled collaboration with
academic institutions and healthcare organizations as they partnered to offer nursing students a
unique clinical experience.
During the clinical experiences, students became sensitive to those in need. A pre/post clinical
survey as well as journal entries described how students changed their perspective of providing
compassionate care for at-risk individuals while at the health center and Salvation Army. The
DEU experience fostered collaboration between the nursing student, instructors and professional
nursing staff improving their ability to work with individuals both within and outside their
discipline.
USING SIMULATION TO PREPARE UNDERGRADUATE NURSING STUDENTS FOR
PROFESSIONAL PRACTICE
Matthew Fox, RN, BC, MSN, RN, Judean LeRoy, MSN, RN, CNP, &
Carol Schaumleffel, MSN, RN
Behavioral Outcome: The viewer/learner will learn strategies to utilize high-fidelity simulation to assess
in the final semester of nursing school undergraduate nursing students preparedness for professional
nursing practice.
Abstract: Simulation incorporated into curriculum in undergraduate programs has shown better
performance in clinical practice. There are opportunities for errors and less than beneficial patient care if
a new graduate nurse is put in any of the aforementioned scenarios without the appropriate training. It is
vital for undergraduate students to be able to think critically in stressful patient care events. Simulation
has provided an approach to allow this critical thinking prior to graduation in a safe environment.
The capstone course is organized so that a review of content from throughout the curriculum is tested and
a preceptorship is available. Along with the 126-hour preceptorship in the acute care setting, students in
the undergraduate associate degree in nursing program are given an opportunity to enhance clinical
judgement skills during four simulation experiences in their capstone course. Events such as cardiac
arrests and respiratory depression due to opiate pain medication are stressful clinical situations for a new
graduate nurse to encounter. Simulation can only benefit students and to assist them with handling the
high stress work environment they will encounter when practicing in acute care.
The capstone course has two simulation days that includes the following scenarios: hypoglycemic crisis,
hypotensive emergency, opiate induced respiratory depression, and blood administration. The students
are able to actively participate in the aforementioned high-fidelity simulations prior to graduating from
the nursing program. Area hospitals are appreciative of the critical thinking and clinical judgement skills
our student nurses have instilled within. Students are appreciative and give excellent reviews of the
simulation days.
WHAT CAN YOU SEE WHEN YOU LOOK THROUGH A LOOKING GLASS?
Robin Wagner, MSN, RN, CNS, & Eileen Werdman, DNP, RN, CNS
Learning Outcome: Identify the value of incorporating simulation into the student educational
experience to enhance communication and patient safety.
Immersing the student into the patient care environment is one of the goals of simulation.
Students attend to patient care scenarios that usually represent high risk low frequency
occurrences. Here the faculty can control the environment and allow every student to participate
in like experiences. This strategy has been proven to be effective, the NCSBN study concluded
that as much as 50% of the clinical hours could
be in simulation and the students performed as well as the individuals who participated in the
traditional clinical experience (Hayden, Smiley, Alexander, Kardong-Edgren & Jeffries, 2014)
This is a wonderful intervention for the more tangible skills but what about the non-
tangible…..communication – writing and educating on discharge instructions.
In a Collaboratory Smart House, first semester accelerated students were given an opportunity to
view a live simulation of an elderly woman and her son as they review the documents (discharge
instruction) sent home with the woman when discharged from the hospital earlier that day. The
students are given a glimpse of the difficulties that occur when the words and language used are
not at the patient’s level of understanding. The students have a copy of the discharge instructions
as well as the women’s admission paperwork and MARs from the hospital. This is done so the
student has reference point for the scenario. The simulation was repeated for a total of 5 times to
allow every student to view.
Debriefing occurred it the large group. During the simulation, there were many Ah Ha moments.
The last part of the assignment was for the students to rewrite the discuss instructions based on
the scenario and information learned from seeing the scenario unfold in front of them.