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High-Fidelity Simulation Use in Pre-licensure Nursing Education: A Quasi-Experimental Study
No full textThe simulation selection for this study focused on a clinical situation of a patient with acute heart failure. The scenario focused on basic nursing responses. For instance, case of a patient experiencing dyspnea, the nurse responded, elevated the head of the bed, oxygen via nasal cannula, and followed physician\u27s order.
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The Implementation of the Pause Debrief Process in an Emergency Room
No full textThis presentation is a review of findings after the implementation of the Pause Debrief Process following sudden patient death in an emergency room setting and it\u27s effects on the perception of support and resilience among clinicians.
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Promoting Student Civility in Nursing Education: Safeguarding Healthy Work Environments for Positive Patient Outcomes
No full textGlobally, nursing student incivility is a growing concern that precipitates future workplace incivility and negative patient outcomes. The purpose of this presentation is to provide nursing faculty with evidence-based strategies to promote classroom and clinical civility; generating graduate nurses that exhibit civil qualities in work environments with improved patient outcomes.
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How Has COVID-19 Changed Nurses’ Perspectives Regarding End-of-Life Care?
No full textNurses’ perspectives regarding end-of-life care during COVID-19 reflect their complex and rich experiences, attesting to the broader challenges COVID-19 has brought for nurses having to provide care in these extreme and tough situations.
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Resources to Resolve Ethical Dilemmas and Build Moral Resilience in the Workplace
No full textTwo common problems nurses grapple with are ethical dilemmas and moral distress. The purpose of this PechaKucha presentation is to discuss steps and resources to resolve an ethical dilemma, define moral distress, and review actions to improve moral resilience.
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New Graduate Nurse Transition to Practice During the COVID-19 Pandemic: A Directed Content Analysis
No full textThis study is one of the first to describe how new graduate nurses transitioned to practice during the COVID-19 pandemic. Although other studies have expounded upon the experiences of transition to practice for new graduate nurses, few have been conducted during times as far-reaching as a global pandemic.
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Dismantling Ableism in Higher Education: Inclusive Learning for Nursing Students with Disabilities
No full textAbleism is defined by the Center for Disability Rights “as a set of beliefs or practices that devalue and discriminate against people with disabilities” (Smith, 2024, para 1). At the root of ableism is the belief that the disabled person is less than in terms of a non-disabled person (Villines, 2021). Ableism in nursing education exists through strict, outdated technical standards that often exclude students with disabilities due to the heavy focus on medical-surgical nursing and bedside nursing (Elting, Avit, & Gordon, 2021). This perspective applies one set of standards or essential functions for all types of nursing occupations, which is a disservice to nursing (Marks & Sisirak, 2020). If accepted to the program, nursing students are often left to face the challenges of the clinical environment, where accommodations are not supported due to beliefs that nursing students should be able to practice in the same capacity as bedside nurses. Perceptions of nurses toward students with disabilities (SWD) can discourage these students from becoming nurses (Epstein, Khanlou, Ermel, Sherk, Simmonds, Balaquiao, & Chang, 2021).When addressing diversity, equity, and inclusion (DEI) in nursing school admissions, it is imperative to view technical admission standards through a broader lens. Alternative solutions to demonstrate competency are needed, and educators and practice partners must be educated to understand the goal of nursing education. Much work is required to reduce stigma. Many students with disabilities (SWD) feel they do not receive the same level of experience as students without disabilities (Epstein et al., 2021).
When faced with the challenge of reimagining technical standards, our faculty seized the opportunity to view clinical and course objectives through a new lens. Collaborating with faculty, SWDs, and the Office of Disability Services, our nursing faculty developed accommodations that allowed three undergraduate students with physical disabilities to meet lab and clinical objectives. In both lab and clinical settings, alternative solutions were created that allowed the SWD to participate in clinical and meet course objectives. The faculty decided the physical challenges and barriers these students faced in acute care should not prevent them from becoming nurses. This presentation will discuss the process undertaken to devise the accommodations, address barriers, and describe the faculty\u27s ongoing plan to reduce ableism in nursing education
An Innovative Peer Buddy Program to Support Magnet Program Directors in a Large Health System
No full textPurpose (What): The goal of this project was to: support meaningful transition to practice to the Magnet Program Director (MPD) role with a large multi-campus health system; support role satisfaction and retention of MPDs; ensure meaningful MPD role peer connections; and build a strong community of practice for the MPD role.
Relevance/Significance (Why): The Magnet Director (MPD) is a crucial role in organizations, managing multiple projects within the program. It requires a wide range of skills, including leadership, communication, program management, data analysis, academic writing, and teaching (Lackey, Lott, and Whade, 2021). The role is difficult to prepare for, and new hires often have varied experience and educational degrees. Participation in MPD competencies and monthly leamings can help soften the learning curve and provide resources for questions and consultation.
Strategy/Implementation (How): The initial strategies for supporting MPDs included monthly meetings, a competency tool, onboarding, and a mentorship program. Then this one-year program was designed to improve role satisfaction and peer connections. MPD peer matches were created based on factors like location, tenure, and experience. Program guidance was drafted, reviewed, and accepted by senior leadership. Reminders, check-ins, and an educational overview were used to engage MPDs. New MPDs were automatically accounted for.
Results: Results indicate 85% of program participants agreed or strongly agreed that the MPD Peer buddy system had positive effects on them in their MPD role. In addition, 81% indicated they strongly agreed the content of the discussion during the MPD peer buddy meeting was appropriate, 62% agreed or strongly agreed they were pleased with how their buddy was assigned to them, and 56% agreed or strongly agreed that the frequency of meetings was adequate, with many suggesting they wanted an increased frequency of meetings with their assigned peer.
Implications for Practice: The results note that system-level-specific efforts are impacting and improving the role satisfaction of MPDs. Encouraging and building leadership connections and growth allows for higher job satisfaction. Continuous support and guidance for MPDs in the MPD Peer Buddy program are monitored quarterly
A Decision Tree for Evaluating Generative AI Output and Input for Bias
No full textGenerative AI models, such as GPT-4.o, have become increasingly prevalent in various domains, from creative content generation to decision-making support. However, these models are susceptible to biases present in their training data, which can lead to biased or unfair outcomes. While various methods exist for detecting and mitigating bias in AI, there is a lack of standardized, accessible tools for systematically evaluating AI-generated content. Biases in Generative AI input (both implicit and explicit) will result in biased Generative AI output, so it is also important to analyze input. This poster presents a decision tree as a systematic tool to help users identify and evaluate potential biases in generative AI input and output
Perceived Impacts of Self-Care Strategies to Reduce Stress in First-Year BSN Students
No full textBackground: Research identifies considerable stress among students enrolled in nursing programs. Coloring is known to de-stress; therefore, students experience lowered anxiety and stress levels. The purpose of this study was to (1) explore the impacts of mindful coloring on reducing perceived stress of first-year baccalaureate nursing students and (2) explore the students\u27 insights into effective self-care and stress management approaches formed during their first semester in the nursing program (N=29).
Methods: This study applied a quasi-experimental, mixed-methods, design. A convenience sample of undergraduate nursing students attending a four-year Midwest university was used. The mindful coloring intervention included participants engaging in a 3-hour didactic class on self-care and stress reducing strategies such as mindful coloring. Participants were provided supplies and asked to color inspirational mandalas for at least 10-15 minutes per week over the course of the semester. Participants completed a survey at Week 1, Week 9, and Week 15 answering open-ended questions regarding current perceived stress and perceived methods of stress management approaches, and one question in Week 15 on satisfaction with the mindfulness coloring in improving self-care awareness and reducing stress. The data management was supported by Google Forms and Google Docs. The data was analyzed using descriptive statistics and qualitative thematic analysis.
Results: Seventy-two percent of participants reported completing the mindful coloring for at least 10-15 minutes per week over the course of the semester with eighty-eight percent of those participants reporting satisfaction with the intervention in reducing stress. Four themes emerged related to methods of stress management; the themes were (1) exercise/movement, (2) creative outlets, (3) inner peace, and (4) social connections.
Conclusion: Mindful coloring is an effective stress-management technique, and nursing schools should support and promote its use as an affordable self-care intervention