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An Action Plan for Global Advocacy: First Aid and Cardiopulmonary Resuscitation As A Pillar In Disaster Health Preparedness
No full textDespite increasing global investments in disaster risk reduction, the integration of First Aid and Cardiopulmonary Resuscitation (CPR) training into national and community disaster preparedness strategies remains inadequate. This presentation outlines an urgent call to action for inclusive, culturally responsive, and community-accessible First Aid and CPR training—particularly targeting underserved, linguistically diverse, and geographically isolated populations. Systemic barriers such as cost, lack of trained instructors, cultural mismatches, and policy gaps limit equitable access to lifesaving skills.
This advocacy initiative aligns with the Sustainable Development Goals (SDGs), specifically SDG 3 (Good Health and Well-Being), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). By equipping communities with basic life support competencies, the initiative seeks to reduce preventable deaths, enhance health system resilience, and strengthen grassroots disaster response capacity.
The proposed action plan includes conducting situational analyses, engaging stakeholders, developing multilingual training materials, and launching global awareness campaigns through networks such as SIGMA Nursing and the WHO. Key outcomes include the development of an advocacy toolkit, increased public and policymaker awareness, and strengthened global partnerships.
Ultimately, this presentation advocates for the mainstreaming of First Aid and CPR into disaster health policies and practices, recognizing them as fundamental pillars of community-based disaster resilience and public health preparedness
Creating a Transitional Residency for Acute Care Program (TRAC)
No full textThe Transitional Residency for Acute Care Nursing (TRAC) was meticulously designed to significantly enhance the onboarding process for nurses with acute care experience in other countries. The program targets nurses without in-hospital experience, and it is structured to enhance the quality of the orientation process for these individuals. Nurses in this program may have previous experiences in home health, continuing care, long-term acute care, rehab, and skilled facilities and hope to transition into an acute care setting. The TRAC program was designed to facilitate the safe transition of these nurses into the hospital. This was accomplished using multiple educational strategies, including didactic lectures, hands-on skills training, and simulation. All nurses in the three cohorts successfully completed the program, demonstrating their commitment and dedication. The average post-curriculum basic knowledge assessment (BKAT) scores showed an impressive 11% increase, with individual scores consistently surpassing the 80% benchmark, indicating a significant enhancement in knowledge. More importantly, all RNs transitioned to the acute care unit with high job satisfaction and remain active in their sponsored units, which is a testament to the program\u27s success in retaining skilled nursing staff
Signs and Symptoms of Cyber Victimization and Risky Online Behaviors: An Integrative Review
No full textThe purpose of this integrative review is to describe latent or covert signals of cyber victimization and risky online behaviors in teens, given the increasing prevalence and severity of these issues. With the rapid growth of internet and social media use among teens, exposure to cyber victimization has become a significant concern, with estimates indicating that up to 61% of teens have experienced some form of cyber victimization.1 The reciprocal relationship between risky online behaviors and cyber victimization further complicates this issue, as these behaviors can both result from and contribute to victimization.2–6 This review was guided by Whittemore and Knafl’s integrative review method.7 A literature search of peer-reviewed, primary source studies published between January 2010 and February 2022 was conducted using the following databases: Cumulative Index of Nursing and Allied Health Literature Plus with Full Text (CINAHL), APA Social Work Abstracts, ERIC, PsycInfo, and APA PsycArticles. Initially, the search string was (cyber victimization OR cyberbullying) AND (risky) AND (internet OR online) AND (signs OR symptoms) AND (latent OR covert OR hidden OR cryptic) AND (lived experience OR perceived OR perception). Additional terms were added, including social engineering. A total of 20 articles were included in this review. Four themes emerged from the literature: (1) the reciprocal nature of cyber victimization and risky online behaviors, (2) latent or covert signs and symptoms, (3) new language surrounding teens’ online experiences, and (4) barriers to disclosing experiences. Latent or covert signs and symptoms were categorized into two sub-themes: (1) mood dysregulation and (2) online interaction and expression. Barriers to disclosing experiences were categorized into two subthemes: (1) reluctance to disclose and (2) minimization or disconnection of experience. Qualitative studies yielded richer information concerning the experiences of teens who experienced cyber victimization. Future research using qualitative methodologies and direct analysis of public social media posts are needed to effectively detect the latent or covert signs and symptoms of cyber victimization and risky online behaviors. Healthcare professionals should incorporate these findings into screening processes, creating supportive environments that encourage teen disclosure and understanding the language teens use to describe their online experiences
Cultivating Caring: The Heart of Online Nursing Education- An Integrative Review
No full textWith the widespread adoption of online education, nursing educators have observed significant challenges related to learner engagement and participation. Over the past decade, the implementation of Caring has consistently displayed a beneficial influence on creating and maintaining a sustainable online learning environment.However, existing online nursing curricula often lack a Caring and learner-centered approach. The aim of this integrative review is to analyze existing research and gain a comprehensive understanding of the factors that promote a sense of Caring in online nursing education programs. A systematic search for published peerreviewed, English language literature identifying the factors that contribute to Caring in online nursing education was conducted utilizing five databases. Findings from 18 included articles suggest that a combination of Caring strategies implemented by faculty and students, and the utilization of institutional resources contribute toenhanced student outcomes. Faculty driven strategies that promote an online Caring environment are Caring communication, role modeling, building personal connections, demonstrating teaching passion, and embodying emotional intelligence. Student behaviors that promote a Caring online environment include deliberate commitment to learning, genuine presence, active listening, and meaningful interactions with peers. Furthermore, incorporating instructional design to develop a Caring learning platform provides synergy to the student and faculty strategies to produce a Caring environment
Delivery of Expedited Partner Therapy for Sexually Transmitted Infections Among Women in Kenya
No full textBackground: Expedited partner treatment (EPT) for sexually transmitted infections (STIs) prevents re-infection and is recommended by the World Health Organization to reduce STI transmission.1,2 Yet, limited data exist on women’s experiences with EPT and their STI outcomes following EPT dispensation. We evaluated EPT outcomes and perspectives among women with recent STIs who were offered EPT in Kenya.
Methods: Women enrolled in a randomized trial at 5 antenatal clinics in Western Kenya (NCT04472884) were tested for Chlamydia trachomatis (CT) and Neisseria gonorrhoeae (NG) in pregnancy and/or postpartum as part of study procedures. 3-5 Women testing positive were offered directly observed therapy (DOT) and EPT to take to their sexual partners per national guidelines.6 We conducted qualitative interviews with a subset of women and analyzed transcripts using thematic analysis to understand women’s experiences with EPT guided by the Health Belief Model.7,8
Results: Among women with a positive CT and/or NG result (n=39), 37 (95%) accepted EPT. Median age of women was 26 years (IQR 21-29), 23% had ≤8 years of education, 15% were employed, and 72% were married. Reasons for not accepting EPT included concerns of partner violence, partner being away, and thinking that their partner may only take EPT after testing. Among those who accepted EPT, 59% (n=22) reported their partners accepted treatment, and 95% confirmed partners had completed the EPT regimen. No cases of social harm were reported. All women who tested positive returned for a test-of-cure (TOC) at least 30 days following treatment; 15% re-tested positive, including four CT-only, one NG-only, and one CT/NG co-infection. All women who re-tested positive had received DOT at initial diagnosis and accepted EPT but were uncertain whether their partner had taken or completed EPT at the time of TOC. In qualitative interviews, women reported feelings of emotional distress, perceived stigma, and fear of partner reactions following STI diagnoses. Motivations for accepting DOT and EPT included perceived benefits such as alleviating symptoms (e.g., abnormal discharge), avoiding re-infection, and protecting their babies from STIs. Some women had challenges dispensing EPT to partners and recommended provider-assisted disclosure of STI results.
Conclusion: Among women in Kenya with STI diagnoses during pregnancy or postpartum, EPT was highly acceptable and safely delivered in this setting
Transition to Home for Children With Medical Complexity: Insights from a Scoping Review
No full textPurpose: Discharge readiness for the transition from hospital to home for medically complex children (MCC) involves both clinical stability of the child and comprehensive preparation of parents. This challenging period can be marked by significant risk and stress. Nursing teams play a critical role in providing discharge planning, teaching, and care coordination during this pivotal time. We aimed to identify key nurse-driven components of effective discharge preparation, and gaps requiring further research, to improve the transition from hospital to home in MCC.
Methods: Team members, including 12 PhD prepared nurses from the National Pediatric Nurse Scientist Collaborative, undertook a systematic scoping review of 9,910 English language articles published from January 2013 to March 2023. Guided by the Arksey and O’Malley (2015) scoping review framework, CINAHL, EMBASE, and Ovid MEDLINE were searched for subject headings and key text words. This strategy was developed collaboratively, and underwent peer review by a second librarian using the PRESS guidelines. After duplicates were removed, 6,599 records were screened by at least two reviewers. The team met monthly to review progress and for quality assurance.
Results: A total of 16 quantitative studies were included, with sample sizes ranging from 8 to 191 children and/or caregivers. Study designs included a randomized controlled trial (1), quasi-experimental studies (4), single-group pre-post intervention studies (4), descriptive studies (5), a retrospective chart review (1), and a prospective multi-site (1). Nurse-led contributions to the discharge process were tied to reduced 30-day hospital readmission, reduced cost of care, and increased caregiver confidence and satisfaction. Components of effective nurse-driven interventions/practices for discharge planning included customized plans, implementation of a multi-disciplinary videoconference, and consistent contact with caregivers. Effective components of discharge teaching included use of coaching strategies, and simulation. Components of effective interventions for discharge coordination included follow-up calls, and a focus on home care. None of the studies included all 3 components of discharge planning, teaching, and coordination.
Application to Practice: Transition to home for MCC may be improved by innovative nurse-led strategies that incorporate customized care plans, coaching, and care continuity through follow-up calls and home care
Impacts of COVID-19 Pandemics on HIV Care Delivery in Thailand: Healthcare Providers Perspectives
No full textBackground: The COVID-19 pandemic has profoundly impacted global health, with particularly significant implications for healthcare delivery to vulnerable populations, including people living with HIV (PLHIV). In Thailand, pandemic restrictions have disrupted HIV health services. This study aimed to assess the impacts of the COVID-19 pandemic on HIV care delivery in rural areas of Thailand.
Methods: This qualitative study used semi-structured interviews focusing on the shifts in HIV care in response to the pandemic. Twenty healthcare providers (14 nurses and 6 physicians) were interviewed. Participants were primarily selected from ART clinics housed in hospitals of the 5th health service region, Thailand. They were recruited based on their different roles in HIV care delivery during the pandemic. Each interview lasted 30-40 minutes, allowing for in-depth exploration of personal narratives. Data were analyzed using thematic content analysis.
Findings: Three main themes emerged, each with several subthemes:1. New normal in HIV healthcare service:- Streamlined services- Rotational schedules for PLHIV groups- Alternative medication access methods- Modified service environments2. Participative management of HIV healthcare service:- Enhanced internal communication- Improved networking3. Factors contributing to successful HIV healthcare delivery:- Health team members’ dedication to excellent service- Administrative support
These changes have long-term implications for HIV epidemic control and future pandemic responses. Additionally, these findings have presented opportunities for innovative care delivery.
Conclusions: Our findings provide a foundation for developing nursing interventions to reshape flexible HIV healthcare services during the COVID-19 pandemic, ensuring continued care despite challenging circumstances
Stress and Trauma in Nursing Students Over Time: A Longitudinal Study
No full textNursing students are exposed to trauma, toxic stress, and traumatic experiences during their education, contributing to mental health challenges such as anxiety, burnout, and symptoms of post-traumatic stress disorder (PTSD) (Gilroy et al., 2024). These experiences have significant implications for students\u27 learning, academic performance, retention in nursing programs, and ultimately patient care. However, how these stressors and mental health symptoms evolve over the course of nursing education remains largely unexplored. This study aimed to describe changes in trauma exposure, risk and protective factors, trauma symptoms, and mental health among undergraduate Bachelor of Science in Nursing (BSN) students as they progressed through their programs beginning in Spring 2023. Baseline data were collected from nursing students at two schools of nursing: School 1 in Spring 2023 and School 2 in Spring 2024. Students completed a survey that used validated instruments. Descriptive statistics and paired t-tests were used to describe and analyze changes over time. Data from School 1 showed significant increases in PTSD symptoms, depression, and burnout from Spring 2023 to Spring 2024. Burnout rose significantly as students progressed in their nursing program. Anxiety levels notably increased between the Junior 1 to Junior 2 and Junior 2 to Senior 1 cohorts. General self-efficacy showed a significant increase from Junior 2 to Senior 1, indicating its potential as a protective factor, though this was not evident in earlier stages. Additionally, comparisons between the two schools revealed similar trends in trauma exposure, mental health symptoms, and protective factors, despite differences in geographic location, institutional type (public vs. private), and sample demographics. Nursing students are at heightened risk for symptoms of burnout, anxiety, depression, and PTSD, which may impair their academic success and quality of patient care. Burnout appears to escalate as students advance through their programs, with anxiety emerging as a more significant issue in later stages. Conversely, general self-efficacy increases in later years, suggesting a potential protective role against trauma and stress. These findings underscore the need for targeted interventions at different stages of nursing education to support student well-being and academic success, ultimately improving patient care outcomes
Unfolding Narratives: An Arts Health Project to Promote Empathy and Compassion in Nursing Education
No full textEmpathy and compassion are core attributes when nurses are developing therapeutic relationships with vulnerable people in their care (Levett-Jones et al., 2019). The Unfolding Narratives uses a co-design arts health approach to create authentic, engaging and evidence based short films. The purpose of the films is to encourage pre-registration nursing students to reflect on their communication skills when caring for people who are living with mental ill health, dementia or are distressed by their life circumstances. Using a sliding door approach the films show how health outcomes are improved by empathetic and compassionate communication. They also demonstrate that without these attributes, care becomes dehumanised and task-orientated and can cause harm to the person (Trzeciak et al., 2017). A systematic review by the research team found that using drama in nursing education, whether as live performance, film or a virtual reality resource could assist students to understand the person’s experience of illness and improve the students’ professional identity, communication and critical thinking skills (Jefferies et al., 2021).
Unfolding Narratives tapped into the collective skills and knowledge of nurse researchers, clinicians, a theatre professional and filmmakers, to produce four films. The films are scripted around realistic clinical scenarios designed to show the diversity of the Western Sydney community in Australia and describe situations across the lifespan. This collaborative approach ensured that the films were authentic and based on evidence as well as professionally made. The films use a device from literary theory to encourage reflection and critical thinking by ‘showing’ a nurse’s communication with the vulnerable person, rather than taking a didactic approach to ‘telling’ the students how to manage these situations (Booth, 1961). This enables students to consider how they would use their communication skills in similar situations.
This presentation will further explore the project’s theoretical background, the process of creating the films and the findings of the qualitative evaluation of the films
Exploring Interprofessional Collaboration in a Rural Community’s Pandemic Response Efforts
No full textIntroduction: Community resilience refers to the capacity to prepare for, respond to, and recover from extreme events1. While community leaders, health departments, faith-based organizations, and other agencies can greatly influence an area’s socioeconomic, physical, and mental well-being2, building capacity through community competence involves interprofessional collaboration, community action, and empowerment3.Methods: This qualitative study investigated the collaborative response by healthcare and community leaders to the recent pandemic in a rural North Carolina county. A community competence framework guided the inquiry by exploring the extent to which participants collaborated to identify problems, establish a working consensus, determine how to reach goals, and effectively implement required actions4,5. Twelve semi-structured interviews were conducted and analyzed using Applied Thematic Analysis.Results: Findings indicated that community leaders collaborated in data-driven problem identification and ongoing assessment of evolving needs. Working consensus was reached by forming new partnerships, establishing priorities, and capitalizing on being a close-knit community. Means to reach goals involved shared decision-making, changing practices, and employing new technology. Effective actions included empowering key leaders to direct response efforts, using a variety of methods to communicate information to residents, and getting creative with outreach activities.Discussion: During the pandemic, intersectoral collaboration occurred in a manner not previously imagined. Local agencies forged new partnerships and worked together to address ever-changing regulations and complex needs. Issues were resolved quickly, and new leaders emerged. Interviewee suggestions for increasing community competence included creating mechanisms for rapid responses to adverse events, enhancing communication structures, perpetuating a culture of collaboration, providing transcultural education and resources, and maintaining newly formed relationships. Study strengths included using a gatekeeper to access community members, use of snowball sampling, and employing qualitative inquiry strategies to gain an in-depth understanding of the topic. Implications for population-based nursing practice include capitalizing on skills and resources to strengthen collaboration, coalition-building, and community-organizing activities to support growth in community capacity and resilience