Welcome & Announcements – Salon 1A, 1B

Invitation to the 2009 Conference

Keynote IV
Educating Nurses: Teaching and Learning a Complex Practice of Care

Patricia E. Benner, PhD, RN, FAAN, FRCN — Salon 1A, 1B

Findings from the National Carnegie Foundation for the Advancement of Teaching will be presented. The study examines the three common Apprenticeships in Professional Education: 1) A cognitive apprenticeship focusing on the knowledge required to think and act as a nurse; 2) A practice-based apprenticeship where clinical reasoning and clinical practice skills are learned and knowledge is used; 3) An apprenticeship focusing ethical comportment and formation in nursing. Integrating these three apprenticeships in all learning settings can increase the student’s ability to use clinical knowledge in practice. The following three shifts needed in teaching and learning will be emphasized: FROM a Primary Emphasis on Critical Thinking TO Multiple Ways of Thinking with an Emphasis on Clinical Reasoning; FROM Abstract Theory TO Teaching for a Sense of Salience and Situated Knowledge Use 3. FROM Curricular Threads/Competencies TO Integration of the Three High-End Professional Apprenticeships: Cognitive Knowledge Acquisition, Practice Know-how, Ethical Comportment and Formation. Integrative teaching, teaching for a sense of salience and situated coaching will be illustrated as effective teaching and learning strategies.

Objectives:

1. Identify at least three distinctions between critical thinking and clinical reasoning.
2. Give at least three reasons why teaching for a sense of salience is essential for beginners in any profession.
3. Generate three classroom teaching strategies for creating clinical imagination in relation to a particular theory-science issue in nursing.

Refreshment Break – Ballroom Pre-Function

Visit Exhibits – Pavilion 1 & 2

Key

• Leslie Treas, PhD, RN, CPNP, CNNP, author, Lake Quivira, Kan.

This session explains how to write case studies that promote critical thinking. Interactive learning will be used.

Using Simulation and All That Jazz in Staff Development

• Tom LeMaster, MSN, RN, Program Director, Cincinnati Children's Hospital, Cincinnati, Ohio

This presentation will describe the development of a large simulation and research center at a pediatric hospital. The Center for Simulation and Research provides education in serious safety event training, teamwork training and emergency response training. The simulation center provides training both within the center and in patient care units. The presentation will explore how simulation is incorporated in nursing programs within the medical center.

Warm and Cozy or Cold and Prickly: Which is Your Classroom?

• Melodie Rowbotham, PhD, RN, Assistant Teaching Professor, University of Missouri- St. Louis, St. Louis, Mo.

The educator sets the stage for creating a learning environment that encourages learning. To accomplish this, educators need to understand who an effective educator is, what their own teaching perspectives are, and how that, in turn, influences the classroom. Finally, they need to understand how this applies to adult learning. Theory and data from a study looking at the relationship of nursing faculty’s perspectives of teaching and nursing student’s perception of the psychological classroom environment will be discussed.

Open Access Isn't Here Yet…Navigating Your Way Through Copyright, Fair Use and the TEACH Act

• Lyn DeSilets, EdD, RN-BC, Assistant Dean/Director of Continuing Education in Nursing and Healthcare, Villanova University, Wayne, Pa.
• Margaret G. Lyons, MSN, RN, Program Coordinator, College of Nursing Villanova University, Wayne, Pa.

Copyright laws have always been confusing for all educators. The advent of online courses has made permission to copy even more complicated. This session will cover the latest information on copyright issues and practical guidelines for interpreting fair use and TEACH Act legislation.

Syncopated Rhythms: Sustaining Harmony for the Centralized Telemetry Staff Through Blended Learning

• Patricia Brown, DNP, RN, Education Consultant, NM Academy, Northwestern Memorial Hospital, Chicago, Ill.
• Co-Author: Linda Hellstedt, MSN, APN, CNS-Cardiology, Northwestern Memorial Hospital, Chicago, Ill.

A blended learning approach was utilized over an extended period of time to train managers, staff educators, nurses and monitor technicians in the care of patients requiring telemetry monitoring. Training included an online arrhythmia course, an interactive session and additional strategies to sustain learning.

Fighting the Civil War in Nursing Education

• Vicki Meek, MS, RN, CNE, Interim Chair, William Jewell College, Liberty, Mo.
• Nancy Crigger, PhD, RN, FNP-BC, Professor, William Jewell College, Liberty, Mo.
• Elizabeth Kessler, MSN, RN, FNP-C, Instructor, William Jewell College, Liberty, Mo.
• Co-Author: Nichole Spencer, MS, RN, ARNP-C, William Jewell College, Liberty, Mo.

Defining civility, identifying strategies to improve civil behaviors and discussing the outcome benefits will be the focus of this presentation.

Cruise Thru Competencies

• Barb Hauck , BSN, MSN, Education Coordinator, Carondelet Health: St. Mary’s Medical Center, Lees Summit, Mo.,Lisa Guthrie , BSN, RN, CMS, Education Coordinator —St. Joseph Medical Center, Kansas City, Mo.

Partnering With Schools — Combining Service Learning and Research

• Amy Yager, APRN, FNP, Assistant Professor of Nursing, Creighton University School of Nursing, Omaha, Neb.
• Barbara Synowiecki, APRN, C-PNP, Assistant Professor of Nursing;
• Co-Author: Megan Pothoff, APRN, C-PNP

This presentation describes how school health needs in the local community turned into service learning and research opportunities for nursing students.

Classroom Jazz: Using the Principles of Complexity Science to Foster Learning

• Claire Lindberg, PhD, Professor, The College of New Jersey, Cranbury, N.J.

This session will focus on classroom learning experiences based on the complexity science principles of relationships, emergence and diversity. Classroom exercises for various size groups will be presented.

Key

Academic Excellence — The ACE Program

• Zoranna Williams, MS, BSN, RN, Assistant Director of Nursing, Recruitment & Retention
• April Brown, MEd, BS, Ace Program, Coordinator
• Marinda Allender, MSN, RN, Assistant Dean, Texas Christian University-Harris College of Nursing & Health Sciences, Fort Worth, Tex.

The Academic Excellence (ACE) program is a program developed to increase student retention in our Bachelor's of Science Nursing program. This program has provided a foundation for success with pre-clinical nursing students and addresses at-risk clinical students with targeted interventions through four major components.

Developing and Measuring Cultural Competence in Nursing Students

• Rachelle Parsons, PhD, Associate Professor
• Lu Ann Reif, PhD, Associate Professor, College of St. Benedict/St. John's University, St. Joseph, Minn.

Faculty at a small Midwestern university developed an immersion course in a Texas border community to improve cultural competence of nursing students and to evaluate the impact of this experience on the development of cultural competence.

Developing a Specialized Orientation Program for Advanced Practice Nurses Trisha Wendling, MSN, APN, Education Specialist

• Debby Mason, MSN, APN, Education Specialist, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio

The role of the Advanced Practice Nurse (APN) is very diverse and ever-changing. Traditionally, we have enrolled the new APN in the general Registered Nurse (RN) hospital orientation and felt that they would get their specialized orientation in their departments However, this often led to the APN feeling less than adequately prepared, isolated, and overwhelmed. In addition to the deleterious effect this amount of role stress can have on the health of the APN, it also adversely impacts patient safety and job retention. In an effort to better support the APN, the APN Education Specialist position was created and a formal APN Orientation and Competency Assessment Program was developed.

Complexity Leadership

• Diana Crowell, PhD, RN, CNAA-BC, Director Nursing and Health Services Management, University of New England, Kittery, Me.

The Complexity Leadership model will be described. The model addresses knowledge of complexity science concepts, leadership style, and personal self-reflective practices to support effective Complexity Leadership.

Overcoming Addiction to High-Tech Resources: Simulation Reconsidered Debbie Schmidt, MSN, RN, Instructor/Associate Coordinator of the Accelerated BSN Track

• Charles A. Walker, PhD, RN, Associate Professor & Coordinator of the Accelerated BSN Track
• Mary Beth Walker, MSN, RN, Assistant Director for Simulations, Texas Christian University-Harris College of Nursing & Health Sciences, Fort Worth, Tex.

As nursing practice grows more complex, the demand increases for students to demonstrate proficiency through simulated experiences before working with real-life patients. Low-tech simulation has the power to transform students' educational experience in ways that reinforce versatility in thought and practice.

Improve Learning Opportunities in Your Simulation Lab!

• Kim Leighton, PhD, RN, CNE, Dean of Instructional Technology, BryanLGH College of Health Sciences, Lincoln, Neb.
• Co-Author: Sheldon Stick, PhD, University of Nebraska, Lincoln, Neb.

Findings of a survey study designed to evaluate student perceptions of how well their learning needs were met in the traditional clinical environment and simulated clinical environment will be presented. The findings provide important information on how simulation experiences can be improved to make them more equivalent with traditional clinical experiences. This is vitally important since state boards of nursing and nursing programs discuss whether simulation can replace clinical.

From Principles to Practice: A Tour of Complexity Science

• Curt Lindberg, DMan, MHA, President, Plexus Institute, Cranbury, N.J.

This session will feature the stories of the work of pioneering nurses and healthcare professionals who are bringing the benefits of complexity science into healthcare. In telling these stories, the core principles of complexity science and the broad relevance of the science to nursing will be illuminated.

Simulation: Back to Basics

• Marcia Cooke, MSN, RN-BC, Director of Education Services
• Marie Hansel, MSN, APN, CWOCN, OCN, CGCNS, Nurse Educator, St. James Hospital and Health Centers, Olympia Fields, Ill.

Simulation as a teaching strategy does not require high-tech, sophisticated, real-time patient simulators, but rather the creativity of the instructor and the engagement of the learner.

Combining an Electronic Health Record with Simulation Technology to Enhance Student Learning: A Pilot Study

• Teri L. Thompson, PhD(c), RN, CPNP
• Judith J. Warren, PhD, RN-BC, FAAN, FACMI, Christine A. Hartley Centennial Professor, University of Kansas School of Nursing, Kansas City, Kan.

Presentation discusses the use of technology as a methodology to support clinical educational programs. Technology would include the use of simulations, academic electronic health records, and simulated learning experiences.

In order to maximize the time devoted to educational sessions, the PNEG Annual Meeting will be held over the noon hour. If you would like to reserve a box lunch for $10, the conference organizers will subsidize the remaining cost of the lunch. Be sure to indicate this on the registration form.

Key

Drug Dosage Calculation Tests: What Are We Testing?

• Rhonda W. Comrie, PhD, RN, Assistant Professor
• Richard Yakimo, PhD, APMHCNS-BC, N-NAP, Assistant Professor, Southern Illinois University-Edwardsville School of Nursing, Edwardsville, Ill.

Through explanation and discussion, the presenters will explain how drug dosage calculation testing is only one part of safe medication administration according to the Institute of Medicine Report on Medical Errors. Ways to increase the level of testing according to the Revised Bloom's Taxonomy will be highlighted. Methods for assessing safe medication administration practices across the curriculum will be identified.

Self-Selected Project: A Multi-Purpose Tool to "Connect" with Online Students

• Wrennah Gabbert, PhD, RN, CPNP, FNP-C, Associate Professor, Texas Tech University Health Science Center School of Nursing, Lubbock, Tex.

After teaching online for several years, I started searching for new and better ways to "connect" with my online students. I introduced the Self-Selected Project during a campus orientation and found a multipurpose tool that would help me establish relationships built on mutual trust with each student, keep in contact with them, assess their critical thinking skills and facilitate the process of exploring their individual and unique professional interests along with their career goals.

Complexity for Human-Environment Well-Being

• Marilyn A. Ray, PhD, RN, Professor Emeritus, Christine E. Lynn School of Nursing, Florida Atlantic University, Boco Raton, Fla.
• Co-Author: Alice W. Davidson, PhD, RN, Faculty Associate, University of Colorado Center for Chaos and Complexity (C4), Clinical Faculty, University of Colorado School of Nursing, Boulder, Colo.

Complexity science applied in nursing practice, education and research.

Cultural Competency …It’s a Complexity Thing

• Susan Nash, EdD, MSN, RN, Associate Professor/Program Coordinator, Augsburg College, Rochester, Minn.

This presentation explores innovative strategies grounded in Complexity Science to promote new understanding of the meaning of cultural competency that recognizes that the power lies with the "other" and within the partnership. The concept of accompaniment is explored. Stories of what worked and what didn't will be shared.

Integrative CATT Model: A Rhythm for Success

• Patricia Francis-Johnson, MSN, RN, Assistant Professor
• Mary Anne Hanley, PhD, MA, RN, Assistant Professor, Texas Tech University Health Sciences Center, Lubbock, Tex.

This presentation examines the development, effectiveness and applications of the Competency Assessment Through Technology model (CATT) developed to promote achievement, clinical performance and retention of students in an accelerated nursing program. The model synthesizes theories of scaffolding and discovery learning to promote students’ professional preparation.

Striking the Right Note: Overcoming Barriers to Implementation of Evidence-Based Interventions

• Barbara Lubejko, MS, RN, Project Manager/Education
• Kristen Baileys, MSN, RN, CRNP, AOCNP®, Project Manager/Education, Oncology Nursing Society, Pittsburgh, Pa.

Integrating evidence into practice can be impeded by many barriers, including insufficient resources and lack of knowledge about implementation. This presentation provides an example of how many of these barriers can be overcome to promote evidence-based nursing practice.

Challenging Undergraduate Nursing Students in Cultural Diversity: A Learning Partnership Joining Minds and Missions

• Beverly South, MSN, RN, Clinical Assistant Professor of Nursing
• Jackie Nowak, MS, ARNP, Clinical Instructor, University of Kansas School of Nursing, Kansas City, Kan.

Presentation describes and discusses strategies to meet the challenge of preparing nursing students to care for a culturally diverse patient population through a partnership between the University of Kansas School of Nursing and Mercy and Truth Medical Missions.

The Clinical Faculty Academy: A Collaborative Project of the KC Healthcare Workforce Partners

• Margo Thompson, EdD, RN, Faculty Coordinator, Webster University, Kansas City, Mo.
• Co-author: Nancy O. DeBasio, PhD, RN, Dean, Research College of Nursing, Kansas City, Mo.

This presentation will provide an overview of a unique collaborative partnership among education program directors, chief nursing officers, and the Kansas City Healthcare Council to address the shortage of nurses at the bedside due to a lack of qualified clinical faculty. The two-day Clinical Faculty Academy is offered twice annually and includes presentations by expert faculty in such areas as student learning in the clinical environment, legal issues in nursing education, dealing with difficult students, and clinical evaluation.

Combining Education, Awareness and Technology to Reduce Hospital- Acquired Pressure Ulcers

• Susan Duty, ScD, MSN, RN, Nurse Research Scientist
• Pamela DeMoucell, MEd , RN, CRRN, Clinical Professional Development, South Shore Hospital, South Weymouth, Mass.

An innovative mix of technology and adult learning theory led to an enormously successful program to reduce the prevalence of hospital-acquired pressure ulcers from 14.8% to 1-3 % over the course of four months and has sustained these levels for over a year.

Keynote V
The Transforming Edge: Complexity Science Applications in Education

• Michael Bleich , RN, PhD, CNAA-BC, FAAN, Dean and Distinguished Professor of Nursing at Oregon Health & Science University School of Nursing, Portland, Ore. (formerly Associate Dean and Professor, Clinical and Community Affairs, Executive Director/Chief Operating Officer, KU HealthPartners, Inc., Kansas City, Kan.)
• Mary L. Gambino , PhD, RN, Assistant Dean for Community Affairs, Director of Nursing Continuing Education, The University of Kansas School of Nursing, Kansas City, Kan. — Salon 1A, 1B

In this session, the faculty will share what they are learning about a new science — the Science of Complexity — that provides a more holistic way to assess, plan, implement, and evaluate our educational practices in today's healthcare environment. Two approaches to complexity dynamics will be explored that are relevant to educators: key concepts of complexity science applied to clinical and organizational decision-making and problem-solving and how to design a learning/teaching environment that engages these principles. Educators will leave the session with new ways to embrace and plan for successful transformative exchanges, revved with the relevance of complexity science to nursing education today.

Objectives

1. Identify critical complexity concepts and principles that impact decision-science.
2. Employ pedagogical approaches that promote transforming exchanges in face-to-face and virtual settings.
3. Describe risk-benefit dynamics associated with moving to complexity science approaches to teaching.

Key

DNP Preceptor Studio: A "Just in Time" Learning Resource

• Diane Ebbert, PhD, MN, RN, Assistant Professor, University of Kansas School of Nursing, Kansas City, Kan., Moya Peterson , PhD, ARNP, Clinical Associate Professor, University of Kansas School of Nursing, Kansas City, Kan.

This presentation will describe a Web-based resource designed to assist advanced-practice preceptors in gaining or updating teaching and precepting skills.

Teaching Evidence-Based Practice to Undergraduate Nursing Students

• Stephanie Corder-Strayer, ND, RN, Assistant Professor, Missouri Western State University, St. Joseph, Mo.

This presentation will examine the use of the Essential Competencies for Evidence-Based Practice in Nursing as a strategy for teaching undergraduate nursing research. Outcomes related to the use of the ACE Star Model of Knowledge Transformation as a foundation for undergraduate research projects will be discussed.

Creating a Preferred Future for Continuing Nursing Education

• Lyn DeSilets, EdD, RN-BC, Assistant Dean and Director of Continuing Education in Nursing and Health Care, College of Nursing, Villanova University, Villanova, Pa.

In November 2007, the Josiah Macy, Jr. Foundation convened an invitational conference to discuss problems in continuing education in the health professions. This session will provide a structure for nursing CE providers to discuss the issues that were identified at the conference.

Delivering the Primo Program — Challenges, Accomplishments and Next Steps

• Michele Galioto, MSN, RN, Director of Education
• Dana Barkley, MS, BS, Project Manager, Oncology Nursing Society, Pittsburgh, Pa.
• Co-Author: Gynisha Peeks, Oncology Nursing Society, Pittsburgh, Pa.

Being "inclusive" and delivering the best evidence-based presentations don't have to be mutually exclusive. This presentation will identify challenges common to many, the added requirement to include nurse experts as presenters regardless of presentation experience, and one organization's success at coaching speakers to realize improved presentation content and delivery.

Taking the Guesswork out of Multiple-Choice Testing

• Carol Green, PhD, MN, BSN, RN, Professor of Nursing, Graceland University School of Nursing, Independence, Mo.

Presentation covers the 14 most common multiple-choice test-writing errors and techniques for correcting them. It helps educators focus on testing student comprehension of content and prevents students answering questions correctly due to test-writing errors.

Standards-Based Practice: The Forgotten Context

• Carolyn Brose, EdD, MSN, BSN, Associate Professor/Consultant, Missouri Western State University/Performance Management Services, Inc., Liberty, Mo.

Many new graduates as well as incumbent nursing staff are poorly grounded in standards that should guide practice decisions. Presentation offers model for understanding the relationship of professional, ethical, legal/regulatory and accreditation standards to organization.

Challenges and Proposed Solutions in Implementing Mannequin-Based Simulations

• Debra A. Jansen, PhD, RN, Professor
• Nita Johnson, MSN, RN, Clinical Instructor/Simulation Lab Coordinator
• Gunnar Larson, MSN, RN, Clinical Instructor, University of Wisconsin-Eau Claire, Department of Nursing, Eau Claire, Wis.
• Co-Authors: Catherine Berry, MSN, CCRN and Gail Hanson Brenner, MSN, RN, University of Wisconsin-Eau Claire, Department of Nursing, Eau Claire, Wis.

The purpose of this study was to identify challenges perceived by nursing faculty to using mannequin-based simulation in their courses. Suggestions for managing these challenges will be presented.

Reframing Course Evaluations as Professional Responsibility

• Lynne M. Connelly, PhD, RN, Assistant Professor and Clinical Nurse Researcher, University of Kansas School of Nursing & University of Kansas Hospital
• Kathleen Brewer, PhD, ARNP-BC, Associate Professor
• Mary Leenerts, PhD, ARNP, Clinical Assistant Professor, University of Kansas School of Nursing, Kansas City, Kan.

The specific aims of this presentation are to: 1) Present findings of a study that examined the reasons that undergraduate nursing students cited for not participating in online course evaluations and what suggestions students can offer for increasing the response rate; and 2) Discuss recommendations for reframing course evaluations as a professional responsibility of both students and instructors.

Accreditation of Skills Competency: Assuring Quality
in Nursing Care

• Pamela Dickerson, PhD, RN-BC, President, PRN Continuing Education, Inc., Westerville, Ohio

As a volunteer member of Accredited Skills Competency Review Committee— ANCC Commission on Accreditation, the speaker will highlight the launching of the ANCC Accreditation Program's Nursing Skills Competency Accreditation process. Because competency in practice is a key issue among practicing nurses, consumers, employers, and regulatory boards, educators can now design, develop, and seek accreditation for skills-based programs to validate that competency.

An Evening of Food, Fun, and Jazz!
You don’t want to miss this!

How can you visit Kansas City without sampling some Great BBQ and Jazz? Join us as we embark on "Jazzin’ Up the Town." We will visit two of Kansas City’s hottest live jazz spots, tour the renowned jazz district at 18^th and Vine Streets, enjoy authentic KC BBQ and learn a little history along the way! A night of great jazz and BBQ, transportation for the evening with live music and hosts who really know KC jazz can be enjoyed with your PNEG friends. 6 p.m.–10 p.m., $60 per person. Minimum of 30 individuals needed.