Next Gen Nursing 2019-04-24 Texas, USA

Dian Baker is an associate professor at the School of Nursing, California State University Sacramento and an adjunct faculty member at the Center for Excellence in Developmental Disabilities at the MIND Institute University of California Davis. She holds master degrees in child development and nursing. Baker obtained her PhD from University of Hawaii and completed a postdoctoral fellowship at the Betty Irene Moore School of Nursing at the University of California Davis. Her research interests include health inequities, trans disciplinary education, translational research, developmental disabilities and nursing history.

Dian Baker is currently working on several research projects including diabetes in the Hmong community, hospital acquired pneumonia and nursing history in Laos.

Hilary Whyte has been a neonatologist at The Hospital for Sick Children in Toronto for the past 25 years. She graduated from Trinity College Dublin University, Ireland, in 1976. She is currently the Head of the Neonatology Program which encompasses Transport, NICU and Follow-up. She is also Professor of Paediatrics at the University of Toronto.

Her research interests are in clinical effectiveness, neonatology, technology assessment, telehealth medicine & transport medicine.

Dr. Sugalski completed his residency training at Rutgers New Jersey Medical School in 2009 and served for four years on active duty with the United States Army. Currently, he serves as the Chief of Service and Medical Director for Emergency Medical Services at University Hospital in Newark, NJ. Dr. Sugalski played a key role in New Jersey’s response to the Ebola epidemic where his Emergency Department screened more potential Ebola patients than any department in the United States. at the age of 25 years from Andhra University and postdoctoral studies from Stanford University School of Medicine.

His research intrest areas are Pre-hospital emergency care, Emergency Medicine

Dr. Hunter completed her PhD from University of Connecticut in 1994. She has been involved in global health for over 20 years in Africa, Mexico, Dominican Republic, Belfast, and Taiwan. She is a full professor and Associate Director of Nursing Programs at WSU-Vancouver Campus; as well as the Medical Director for the Holy Innocents Children’s Hospital Uganda Charitable Foundation. She has published more than 35 papers in reputed journals and over 50 professional presentations on her research across the globe.

Her research interests are in Global health, child and adolescent health, curriculum development, organizational systems, and leadership

Professor Paul Morrison completed studies in nursing, psychology, education and counselling and has a long-standing interest in mental health issues and the education of health professionals. Before taking up his present position at Murdoch University Paul worked in a range of health care settings as a general and mental health nurse (UK and Queensland); in universities as a lecturer, senior lecturer (Cardiff), assoicate professor (Brisbane) and professor (Canberra & Perth) and in private practice as a psychologist. Paul is an experienced teacher, researcher, practitioner and writer with over 100 publications. Some of his books have been translated into German, Norwegian and Indonesian.

His research focuses on the application of psychology to health care generally with a special emphasis on nursing care: Evaluation of health care services Psychological care and counselling Mental health and wellbeing Personal construct theory & repertory grid technique Multiple sorting technique Multidimensional scaling (MDS) & multidimensional scalogram analysis (MSA) Narrative analysis

Dr. Rosenkoetter has over 30 years experience in nursing administration, teaching, and research. She is a recognized authority on global nursing and health care. She has numerous publications as well as national and international presentations, and has been a Fellow of the American Academy of Nursing for 25 years.

Dr. Rosenkoetter's primary area of research is on the psychosocial adjustment to retirement and adjustment in later life. Her study of 1,500 subjects funded by a Fortune 500 corporation has been published in a number of journals, quoted in the national media including Time Magazine, and widely presented at national and international gerontological conferences, including the Pan American Congress and World Congress on Aging.

Sharon Decker is the Associate Dean for Simulation, a Professor in the School of Nursing, the Executive Director of The F. Marie Hall SimLife Center, and Covenant Health System Endowed Chair in Simulation and Nursing Education at Texas Tech University Health Sciences Center. She was the past Director of the Health Sciences Center’s Quality Enhancement Program (QEP): Interprofessional Teamwork. Dr Decker has been engaged in simulation-based activities since the mid 1900’s to include using simulation for both learning and assessment and education of educators related to integrating simulation into curricula, and techniques related to the debriefing process.She currently serves as the Chair of the Certification Committee for the Society for Simulation in Healthcare. As a past member of the Standards Committee for the International Nursing Association for Clinical Simulation and Learning, Dr. Decker was the lead author for two evidence-based standards. Dr. Decker has been the recipient of the Texas Tech’s Chancellor’s Council Distinguished Teaching Award and the TTUHSC President’s award for Academic Achievement, Excellence in Teaching, and Outstanding Professor. Dr. Decker is a fellow in the Academy of Nursing Education and American Academy of Nursing.

Dr. Decker’s research, supported by multiple grants, is related to how simulation can be used to improve learning and promote professional and interprofessional competencies.

Nan Smith-Blair completed her PhD from the University of Kansas in 2000. She is an Associate Professor in nursing at the University of Arkansas whose primary duties include working with honors students and conducting research. She has previously worked in the healthcare system at all levels of management including hospital administration. She has published more than 20 papers. She was elected as a Distinguished Fellow in the National Academies of Practice in 2014. Dr. Smith-Blair currently serves as President of the Southern Nurses Research Society and on the Leadership Council of the Council for the Advancement of Nursing Science.

Nursing

Karen Oehme, J.D. is the director of the Institute for Family Violence Studies and a Distinguished University Scholar at Florida State University, USA. She is an attorney and researcher specializing in trainings for professionals on issues related to intimate partner violence and child welfare. Her work includes a National Prevention Toolkit for Medical Professionals. (dvmedtraining.csw.fsu.edu). She also works with law enforcement agencies and child welfare agencies on prevention strategies.

Domestic violence, health care

Debra A. Simons, PhD, MSN, RN, CNE, CHSE, CCM, is an Associate Professor and Associate Dean for the School of Nursing. She is a certified nurse educator (CNE), a certified simulation health care educator (CHSE) and certified case manager (CCM). Her research includes recommendations to implement a needs assessment tool in order to hone in on the mentoring needs of novice nurse educators. The needs assessment tool focuses on specific areas of development in order to reduce unnecessary utilization of resources at a time when higher education resources are limited. As well as created learning environments where students thrive. Recently she developed an outcomes evaluation instrument inspired by QSEN competencies titled Safety and Quality Nursing Student Self-Efficacy Scale

All students in higher education have to know how to produce scholarly written manuscripts. Students initially do not possess excellent writing skills and may lack confidence (Schunk and Pajares, 2009). Bandura’s (1986) model of triadic reciprocality suggests that self-efficacy is a personal factor that may be affected by one’s own behavior and environment. Excellent learning communities foster critical thinking and creativity. Building a learning community that fosters critical thinking and creativity requires thinking outside of the box and involves alternative learning strategies to promote self-efficacy and improve writing skills. Some students struggle with technical writing skills. While some students struggle with motivation, creativity and time management related to hectic academic schedules. Building learning communities that involve some form of peer pressure and support may provide assistance with technical skills, motivation, creativity, critical thinking and time management which can help improve student writing skills and increase self-efficacy. Strategies such as peer review have been found to provoke reflection as well as broaden student thinking and understanding when they compare their own writing to their peers (Yang, 2010). This type of peer pressure may motivate students to modify their strategies in writing, or reject their peers’ revisions.

Julie Hall is the Executive Director with responsibility for high secure provision at Rampton Hospital; medium secure units at Arnold Lodge in Leicester and Wathwood Hospital in Rotherham, the Low Secure and Community Forensic Directorate and Offender Health in the East Midlands and Yorkshire. Julie began her career as a Registered Mental Nurse, and has since worked as a clinician, senior manager and director within mental health services in the East Midlands. Between these appointments Julie spent time as a full time lecturer in Nursing at the University of Nottingham, before returning to the NHS. Julie’s role prior to taking up this position is of Director of Nursing and Operations at Lincolnshire Partnership NHS Foundation Trust. Julie has made a number of professional contributions and gained accolades including holding the title of Queen’s Nurse, being a Senior Fellow of the Institute of Mental Health and Visiting Fellow at the University of Lincoln, and appointment to the East Midlands’ Clinical Senate. Julie is professionally known particularly for her research into the use of care pathways in mental health, service redesign, quality improvement and governance.

Nursing & Healthcare

Dr. MacDonald completed a Master’s degree in Nursing at the University of Toronto, Canada and a PhD at the University of Manchester in the UK. Currently she is a Professor in the Faculty of Nursing at the University of New Brunswick (Canada). Dr. MacDonald’s doctoral work examined respite for parents who were caring for children who required complex care. This paper comes from that work. Dr. MacDonald has three children of her own.

In this grounded theory study 40 English speaking women from a rural province of Canada were interviewed to learn about their experiences of returning to work after a depression. Women described getting back in the game as being difficult and challenging as they had not completely recovered by the time they returned to work. However, they felt compelled to return to work in order to keep their jobs, in order to resume health and social benefits, and to reinstate their wages. A number of themes emerged from the interview data. These included the presence of stigma, the active pursuit of silence, and battling adversity. Each of these core themes serves to describe the women’s experiences of returning to work. The women described wearing a mask or “putting on a face” to combat the stigma associated with their illness. In this presentation the three themes will be discussed along with a thorough description of wearing a mask. Strategies that employers can employ to ease the transition back to work will be discussed.

Kari Ingstad has completed her PhD at the age of 38 years from Norwegian University of Science and Technology (NTNU), and postdoctoral studies from Nord University. She is director of Research in the Faculty of health Sciences, Nord University. She has published more than 20 journal papers, book chapters, and conference papers. She has edited one book on Gender, Work and Employment.

Extended work shifts of 12 hours or more have become a common scheduling strategy for nurses in several countries, though this is not the case in Norway. There, many managers, nurses, and union representatives have expressed concerns about whether nurses can function effectively while working long shifts. This study thus aimed to examine how long shifts influence nursing outcomes such as stress, continuity, and responsibility in Norwegian nursing homes. Data were collected during indepth interviews with 16 nurses employed at four different nursing homes who have worked 12–14-hour shifts. Results suggest that long shifts actually reduce stress and increase both work continuity and accountability, though these positive impacts of long shifts occur primarily when all departmental staff work long shifts. Furthermore, fewer shift changes mean more time spent with patients and better communication. Keywords: job satisfaction, nursing home, shift length, work performance