Browsing by Author Affiliations "East Carolina University, Greenville, North Carolina, USA"
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- ItemAccelerated but effective: The clinical competency of second-degree accelerated bachelor of science in nursing studentsKidd, Susan Etheridge; Martin, Jeanne E.; Swift, Alison D.; East Carolina University, Greenville, North Carolina, USA; Beta NuUsing a non-descriptive comparative approach, the authors investigated the clinical competence between Second-Degree ABSN and BSN students. The Creighton Competency Evaluation Instrument was used to measure clinical competence between the groups during a simulated clinical experience.
- ItemComparing the effect of community engagement on the impact of water filter usageHolt, Brooks N.; Larson, Kim L.; East Carolina University, Greenville, North Carolina, USA; Beta Nu
The research team will conduct a household survey in summer 2019 to determine how community collaboration can influence the impact and use of household water filters on family health outcomes.
- ItemA culturally responsive community care model for Latinos with cancerCongema, Marianne; Hoffman, Sarah Jane; Larson, Kim L.; Mathews, H. F.; Moye, J. P.; East Carolina University, Greenville, North Carolina, USA; Beta Nu
Latinos in the United States have less access to palliative care resources due to numerous sociocultural factors. We explored the meaning of cancer and death among Latino leaders who completed a palliative care training program to serve Latinos with cancer.
- ItemDeveloping leadership behaviors and promoting success through faculty mentoring(2017-10-17) Barnes, Lisa Mesmer; Mariani, Bette A.; Friesth, Barbara Manz; East Carolina University, Greenville, North Carolina, USA; Beta Nu
A Sigma Theta Tau International (STTI) Nurse Faculty Leadership Academy (NFLA) scholar's journey of developing and utilizing leadership behaviors while leading a team project to promote faculty mentoring that resulted in the scholar's increased leadership behaviors and expanded scope of influence.
- ItemDivers-abilities: Just a part of the everyday world(2016-03-21) Elhammoumi, Cheryl Vinyard; Beck, Melissa Schwartz; East Carolina University, Greenville, North Carolina, USA; Beta Nu
Sessions presented on Saturday, November 7, 2015 and Sunday, November 8, 2015.
- ItemFactors associated with self-management in African Americans with hypertension(2017-10-18) Bolin, Linda P.; East Carolina University, Greenville, North Carolina, USA; Beta Nu
African Americans have a higher prevalence of hypertension and poorer health outcomes. Effective management of hypertension requires pharmacology therapy, a low sodium diet, and increased physical activity. The aim of this study was to examine the influence of multifaceted factors on self-management behaviors related to hypertension in African Americans.
- ItemFlorence Nightingale: A monologue to teach and inspire(2017-10-03) Beck, Melissa Schwartz; East Carolina University, Greenville, North Carolina, USA; Beta Nu
With an old bridesmaid dress, a little lace, and an English accent learned online, Florence Nightingale appears in one classroom. This presentation shares how to creatively weave story into lecture and its many benefits.
- ItemThe global nursing education study in an online graduate course: Phase I(2018-03-14) Bond, Diana K.; Winters, Carol E.; East Carolina University, Greenville, North Carolina, USA; Beta Nu
The purpose of the Global Nursing Education Study is to develop an increased global perspective about nursing education with online Master of Science in Nursing (MSN) degree students in the Nursing Education (NE) concentration using virtual video-recorded interviews with nurses or nursing faculty members from other countries.
- ItemA grounded theory study to understand nurse and resident physician communication dynamics(2017-10-19) Forbes, Thompson Hollingsworth III; East Carolina University, Greenville, North Carolina, USA; Beta Nu
The purpose of this study was to uncover how resident physicians relate to nurses as members of the healthcare team and how nursing communication is valued. The overarching theme was getting things done supported by shifting communication, accessing nurse's knowledge, and determining the team.
- ItemThe importance of collaborative interprofessional education on advancing leadership and quality improvement attributes(2016-09-26) Sigmon, Lorie L.; Woody, Gina; East Carolina University, Greenville, North Carolina, USA; Beta Nu
Session presented on Monday, September 19, 2016:
Emerging data suggests that effective and competent interprofessional teams improve health care outcomes and patient satisfaction. Healthcare systems are becoming more reliant on teamwork and collaboration among the professions and professionals. The result of this industry adjustment necessitates. Health professions educators to design curricular activities and instructional strategies that promote interaction with learners from different professions. Our Interprofessional Education (IPE) Qualtiy Improvement (QI) began with the Introduction of Patient Safety and Quality Improvement principles as it relates to the Plan -Do -Study -Act (PDSA) Cycle to nursing (seniors) and medical Students (M1) through experiential learning within interprofessional teams. Secondarily, within one joint, four-hour class event, students collaborated as they learned about patient safety, and the application of QI tools. Since the physician-nurse relationship is the main component that interfaces with the patient during hospitalization, developing non-traditional curricular activities to improve communication and team skills is needed to be collaborative in supporting a patient safety culture. In the pursuit of the Triple Aim goals, the Institute of Medicine, Association of American Medical Colleges, American Association of Colleges of Nursing, and Institute for Health Care Improvement recommendations place emphasis on the importance of QI skill-building and interprofessional education (IPE). Therefore, this event was to enhance QI knowledge and team-based skills that are associated with improved patient experiences and outcomes, fewer adverse events, and at lower healthcare costs. Organizers blended senior level nursing students (225) and first year medical students (159) into groups (Total 384). This event had three phases: Phase 1: Selected Institute of Healthcare Improvement online modules were completed prior to the event, Phase 2: Lecture bursts (20 mins) highlighted Why, Patient safety? What is QI?, and Principles of PDSA Model, and Phase 3:Experiential Team-based learning. After a brief discussion on principles of quality improvement, student teams applied their quality improvement knowledge to a game-based activity before transferring the experience to a clinical scenario. The groups of nursing and medical students participated in a competitive team building egg drop game. Each team was provided 4 eggs and instructed to use the available materials, and prepare packages for their eggs in an effort to protect their eggs while being dropped from a ladder. The costs of materials were provided to each team. Teams had the opportunity to test changes in their packing strategies in repeated PDSA cycles. At the end of the activity faculty members facilitated discussion about how the learners applied QI principles and how the activity related to team work and improvement projects similar to those in the clinical setting. Knowledge and attitudinal pre and post-assessment surveys were administered to assess changes pre and post-intervention. The Student Perceptions of Interprofessional Clinical Education - Revised (SPICE-R) instrument was completed post intervention to assess attitudes toward interprofessional health care teams, followed by a focus group debriefing. The results of 1) Pre-class IHI open school modules completion rate, 2) The Pre/Post-test results of SPICE-R and the Quality Improvement Evaluation will be presented and combined with the faculty report of focus group debriefing to provide a full picture of student perception of this learning modality and interprofessional teamwork. In addition, findings of the PDSA student knowledge worksheets will be provided. Preliminary Survey findings reflect that students from both School of Medicine and College of Nursing show an increase in agreement with the SPICE-R statements related to Interprofessional Clinical Education. Review of the class inquiry and worksheets provided the faculty data to evaluate the learning session. The faculty review of the pre-class IHI Open School modules provided a total number of students who completed the modules and were introduced to QI principles (PDSA). In addition, post class QI worksheets determined basic understanding of small change concepts including: identifying specific aims in an improvement project, determining outcome measures, and writing a small plan for change based on a personal change scenario. In addition, faculty observation during the egg-toss assessed student communication among the teams which provided baseline communication skills and actions during the learning exercise. Interprofessional education and quality improvement learning strategies should be imbedded into health care professions curricula. Well-functioning teams are necessary to improve patient care and health. Learners need the skills and confidence to transform our healthcare system and work collaboratively to serve patients and their families. Newer educational models suggest that learners who learn together are more likely to develop the competencies needed to effectively care for patients. Students verbalized the event was beneficial and informative while learning within an interprofessional setting.
- ItemImproving Resiliency and Patient Satisfaction in a Rural Community HospitalTaylor, Melinda; East Carolina University, Greenville, North Carolina, USA; Non-member
This quasi-experimental quality improvement Doctoral in Nursing Practice (DNP) project will improve the resiliency of healthcare professionals within a small, rural community hospital in Eastern North Carolina.
- ItemInternational immersion experience impact on nurse practitioner and medical students readiness for interprofessional education(2016-03-29) Kosko, Debra A.; East Carolina University, Greenville, North Carolina, USA; Phi Epsilon
Session presented on Friday, April 8, 2016:
Background: Fragmentation of care and poor communication between healthcare professions contributes to poor quality, high cost healthcare, while care delivered by well-functioning team's decreases costs and improves clinical outcomes. Health professions students are educated in silos which are a source of fragmented care. Educating health professions students about team-based care and how to work with other health professionals, known as Interprofessional Education (IPE), provides them the necessary skills to transform our healthcare delivery system. Therefore, educational models that successfully teach interprofessional core competencies to our health professions students are needed.
Objective: The purpose of this project was to evaluate the impact of a 2 week interprofessional study abroad program on health professions student's readiness for interprofessional education (IPE).
Methods: This outcome-based summative program evaluation had a convenience sample of four family nurse practitioner (FNP) students and seven medical students. The education model was a two week immersion study abroad in Nicaragua where students provided patient care in FNP/medical student teams in a variety of clinical settings. The students attended debrief sessions throughout the experience that included discussions about IPE. Everyone stayed at the same hotel, ate meals together and shared free time. The Readiness for Interprofessional Learning Scale (RIPLS) was administered before departure to Nicaragua, immediately upon returning from Nicaragua and 2 months post-intervention.
Results: Three of the four RIPLS sub-scales; teamwork and collaboration, negative professional identity, positive professional identity, all had internal consistency reliabilities exceeding 0.90. Pre-intervention mean subscale scores exceeded 4.3 out of a maximum 5.0, indicating a strong ceiling effect. These high mean scores dipped slightly, never below 4.0, at post-intervention. Mean scores 2 months later rebounded and were greater than 4.5 for all three subscales.
Conclusions: Although RIPLS was a reliable instrument for this program evaluation, the high pre-intervention scores made it difficult to evaluate substantial change between pre-intervention and post-intervention. The interprofessional educational program may have produced important changes, but the RIPLS could not detect these changes because of the high pre-intervention ceiling effect. More research in the area of IPE, particularly in the development of valid and reliable instruments, is needed in order to create interprofessional education models that can transform clinical practice. The implication of study abroad models of education can also serve to promote interprofessional clinical practice globally.
- ItemMedical-surgical patients with a secondary diagnosis of mental illness: How are nurses prepared?(2018-06-19) Avery, Jeanette J.; Schreier, Ann M.; East Carolina University, Greenville, North Carolina, USA; Beta Nu
The global prevalence and impact of mental illness cannot be overlooked in acute medical settings where the complexity of care for medical-surgical patients increases when there is a secondary diagnosis of mental illness (MSMI). Significant research findings regarding the components of nursing preparedness to care for MSMI patients will be presented.
- ItemResponding to the Mayan understanding of health and illness(2017-10-19) Davis, Morgan E.; Larson, Kim L.; East Carolina University, Greenville, North Carolina, USA; Beta Nu
The Maya population in Guatemala experience disproportionate negative health outcomes. In-depth interviews were conducted with Mayan families to ascertain their understanding of health and illness. Findings will inform health professionals on the provision of culturally sensitive care.
- ItemThrough the A/R/Tographers Lens: A descriptive qualitative study on how nurse educator use digital storiesBeck, Melissa Schwartz; East Carolina University, Greenville, North Carolina, USA; Unknown
Using the art of storytelling, the artist-researcher-teacher, shares the results of her descriptive qualitative study on how nurse educators use digital stories in undergraduate nursing. Simultaneously, she uses a/rt/ography, an arts-based research methodology, to uncover the epistemology of aesthetics on how theater theory and praxis inform curriculum studies.
- ItemUnderstanding the science behind self-care and post-traumatic growth(Sigma Theta Tau International, ) Wei, Holly; East Carolina University, Greenville, North Carolina, USA; Beta Nu
This webinar explains the concepts of post-traumatic growth, resilience, an ENERGY Self-Care Model, and the science behind the self-care strategies. After completing this webinar, audience will understand the concepts of post-traumatic growth and resilience and apply the strategies in daily lives.
Learning Outcomes:
- Understand the concepts of post-traumatic growth and and resilience.
- ItemUtility of pressure ulcer risk assessment as an indicator of repositioning among nursing home residentsKennerly, Susan M.; Yap, Tracey L.; Ly, Kao; East Carolina University, Greenville, North Carolina, USA; Beta Nu
Secondary data analysis from a 21-day repositioning intervention using a triaxial accelerometer patient monitoring system was used to evaluate the utility of the Braden Scale and subscale scores, and risk category as indicators of repositioning patterns among nursing home residents.