Browsing by Sigma Chapters "Chi Eta"
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- ItemThe evaluation of graduate nurses' performance gaps in blood administrationSchott, Vanessa M.; Aust, Ronald; Lineberry, Matthew; Kingston, Neal; Lee, Young-Jin; Ng, Jennifer; Chi Eta
New nurse graduates are expected to help relieve the current and pending massive nursing shortage anticipated in the nursing field (Goode, Reid Ponte, & Sullivan Havens, 2016). However, there is a discrepancy between evaluations of new graduate readiness and the expectation to provide competent complex care. Ninety percent of undergraduate nursing education leaders feel new graduate nurses are prepared to practice, yet 90% of hospital nurse administrators disagree. When graduate nurses participating in nurse residency programs perform self-assessments on procedural readiness, emergency management and blood product administration/transfusion are frequently in the top three skills/procedures they feel uncomfortable performing independently. Yet little is published regarding specifics within the procedure that lead to a gap in readiness to practice.
In this study, an exploratory mixed methods action research approach was taken to evaluate graduate nurses’ performance gaps in blood administration procedures. Graduate nurses participating in a nurse residency program (n = 143) completed online surveys questioning their experiences and comfort with blood administration. Questions asked graduate nurses about nursing school blood administration training, stated comfort with performance, and experiences surrounding blood administration. Open- ended questions were used to identify common themes for more educational opportunities and the graduate nurses’ previous experience.
Expert nurses were interviewed to gather organizational and department- specific blood administration processes relative to the patient care. Expert nurses (n = 8) were asked about organizational orientation and performance practices in blood administration. Qualitative analysis of the interview themes was used to complete a preliminary procedural assessment. We then conducted consensus building to determine the underlying competencies needed for each procedural step (i.e., basic knowledge, psychomotor skill, and/or critical decision making) and the essentiality of each step for safe blood administration.
Results indicated that graduate nurses had a mean comfort level with blood administration of 3.1 out of a 5-point Likert scale, near the “Undecided” anchor at 3.0. “Comfort” correlated positively with perceived Level of Difficulty in three of five subtasks: Starting a Transfusion, Assessment, and Documentation. “Comfort” correlated positively with self-perceived Learning Achievement for the subtasks “Starting Transfusion” and “Documentation.”. Survey results revealed no statistically significant relationship with “Comfort” and “Recent Semesters” or “More Semesters” of learning; Learning Difficulty with understanding “Purpose” or “Risks”; or self-perceived Learning Achievement in understanding “Purpose,”, “Risks,”, or “Assessment.”. OfIn those participants with previous experience prior to licensure (80%, n = 114), most participants were Nursing Assistants in acute care (48%, n = 55) and Nursing Assistants in nonacute care (18%, n = 21) – patient care areas which require significant amounts of hands-on patient care. However, one-way between-groups ANOVA comparing the effect of previous experience on “Comfort” showed no statistical significance at the p < .05 level [F(2, 111) = 1.109, p = .333]. When comparing graduate nurse survey responses and nurse expert interview themes, only two commonalities were emphasized within blood administration: skills within starting a transfusion and assessment of the patient receiving a blood transfusion.
This study explored and found specific factors and curriculum training characteristics consistent with graduate nurses’ level of comfort with blood administration. The study also provided a 6-Phase Blood Administration Task List to be used in future competency-based assessment and education.
- ItemImproving learning outcomes with podcasting(2018-04-03) McDermott, Joanne; MidAmerica Nazarene University, Olathe, Kansas, USA; Chi Eta
Nursing Education Faculty can utilize podcasting as an evidence based teaching strategy to meet the diverse learning styles of students, respecting the socio-cultural milieu of time constraints, stressors of multiple roles, and rigor of nursing curriculum. Podcasting is a readily available tool that provides “anytime, anywhere” learning.
- ItemImproving nursing students’ attitude towards research course: Incorporating immediate feedback assessment techniqueMcDermott, Joanne; Chi EtaStudents' often lack the clinical context to value a course in Nursing Research, having preformed negative attitudes. Incorporating the evidence based teaching strategy of the Immediate Feedback-Assessment Technique (IFAT) can lessen anxiety, increase learning, and promote engagement, leading to an improved attitude. Presentation demonstrates examples of IFAT.
- ItemMember growth and development: Promoting transformational leadership through a new member scholarship programLoyd, Lauren A.; MidAmerica Nazarene University, Olathe, Kansas, USA; Chi Eta
This Sigma chapter developed and implemented an ongoing New Membership Scholarship Program. Through this program, scholarship recipients are mentored within their professional roles to both the chapter and nursing. This program supports a transformational leadership approach and has implications for global implementation within Sigma.
- ItemNurses Hear It All(2017-10-03) Miller, Sarah M.; Chi EtaNurses are faced with hearing it all, from physicians to patients to families, nurses must be able to juggle information coming from them from all different angles. A stethoscope is a tool nurses all over the world use to assess patients. Nurses also listen to our hurts, fears, and anxieties.
- ItemNurses' faith and its impact on the provision of the spiritual component of holistic care to patients in oncology(2016-03-21) Miller, Sarah M.; Chi Eta
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015:
This poster presentation will include data from a research study conducted as part of doctoral work. Ten registered nurses who have worked in oncology and have attended MidAmerica Nazarene University in Olathe, KS, and who have attended the post-licensure programs (RN-BSN or MSN) were interviewed regarding their personal faith and how they provide spiritual care to patients. The majority of the research participants have indicated there is a need for spiritual care in oncology and that in order to provide this component of holistic care, nurses must have faith. These nurses also shared the need for spiritual care specifically in the oncology setting, as patients in oncology often need spiritual care throughout their diagnosis and treatment. The information gathered from this study will be used to inform nursing leaders and educators of the need to incorporate faith-based information into nursing curriculum and continuing education offerings. There is no direct benefit to the participants in this study. Nurses' faith and its impact on the ability to provide the spiritual component of holistic care is important for each and every one of us! Whether we are nurse educators, nurse leaders, or nurses working within healthcare facilities, we must address the topic of our faith and how it impacts the spiritual care we provide to our patients. Furthermore, as nurse educators and leaders, how do we address these topics with our students and staff? Come and dialogue with me as we work to understand the topic of faith in nursing and how it impacts spiritual care.
- ItemNursing students’ perceptions of student-to-faculty and faculty-to-student incivility in the online learning environmentLull, Rachel E.; Bourdeanu, Laura; American Sentinel University, Aurora, Colorado, USA; Chi Eta; Phi EpsilonThroughout this research, incivility in nursing education has been examined, with a specific focus on the online environment. Incivility in nursing education has been widely researched in the traditional classroom, but limited research has been conducted to examine the occurrences and types of incivility in the online learning environment. With vast differences between the traditional classroom and the online classroom, it is essential to develop an enhanced understanding of these behaviors as perceived by the student. Student perceptions were gathered from graduate nursing students enrolled in at least one online course at a one Midwestern, private, faith-based university. The Incivility in the Online Learning Environment (IOLE) survey developed by Dr. Cynthia Clark was used to answer the question: In students who are actively enrolled in one school of nursing and who are taking at least one online course, what are their perceptions of faculty-to-student and student-to-faculty incivility in the online learning environment. Results of this study can be used to contribute to guiding faculty development through education of incivility and promotion of civil behaviors.