8:50-9:00 DRAWINGS
Time
Title -- Click on the "Session Code" for a complete abstract of the session.
Session Code
9:00-10:00 AM “GRANT WRITING 101”
It is a given that both colleges and hospital education departments must have a broad financial base in order to address the many needs with which they are confronted. This session will provide an overview for the novice including practical tips, a structure for presenting a program proposal with maximum impact and information on developing a meaningful budget.
Sally A. Henry, MA, RN, FHCE, Executive Director; Centennial Area Health Education Center, Greeley, CO
“THE IMPERATIVE FOR QUALITY AND SAFETY EDUCATION IN NURSING”
Numerous national commissions document the staggering quality and safety issues in the health care industry. As organizations respond with system redesign to address quality and safety improvements there is a growing imperative to transform health professions education to match. What are the implications for nurse educators in all settings in responding to this national challenge?
Gwen Sherwood, PhD, RN, FAAN, Professor and Associate Dean for Academic Affairs; Linda Cronenwett, PhD, RN, FAAN, Dean, Co-Investigator on Grants Related to Quality and Safety; University of North Carolina, Chapel Hill, NC
“AT RISK FOR CLINICAL FAILURE”
Faculty is repeatedly faced with recognizing and documenting deficient and at-risk behaviors for clinical performances. What behaviors are faculty to look for? What are acceptable behaviors which may “salvage” a student? This session will address recognizing and understanding why students may be deficient or at-risk clinically.
Janet Tompkins McMahon, MSN, RN, Associate Professor; Pennsylvania College of Technology, Williamsport, PA
“TEACHING PHARMACOLOGY: SIMPLIFY DON’T MYSTIFY”
Barb’s simplified approach to learning 9,000 drugs has been described as “Why didn’t I learn Pharmacology like this in Nursing School? This makes so much more sense!” She approaches this daunting task with humor, historical highlights, and clinical applications that will help the students apply the material on a daily basis in their clinical settings.
Barb Bancroft, MSN, RN, PNP, Executive Director; CPP Associates, Inc., Chicago, Illinois
10:00 - 10:30 AM

BREAK -- POSTER FORUM/EXHIBITS

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10:30 - 11:30 PM KEYNOTE ADDRESS

“TAKE THIS JOB . . . .AND LOVE IT!”
Barb Bancroft, MSN, RN, PNP

CONTENT:
Ms. Bancroft presents a lively and humorous look at the wonderful world of nursing. She shares her 30+ years of experience by weaving tales from yesteryear with current nursing and medical progress. Her best bets for maintaining an exciting and fulfilling nursing career will have you laughing your way to another healthy and prosperous year in the nursing profession.

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S29

Sally A. Henry, MA, RN, FHCE, Executive Director;
Centennial Area Health Education Center, Greeley, CO.

It is a given that both colleges and hospital education departments must have a broad financial base in order to address the many needs with which they are confronted. A full repertoire of educator skills should include grant writing for that special project. This session will provide an overview of novices, including practical tips, a structure for presenting a program proposal with maximum impact and information on developing a meaningful budget. Materials will include sample grant materials and an annotated bibliography.

OBJECTIVES:
1. Identify four sources of grant funding.
2. List elements of a successful proposal.
3. Discuss four strategies for success.

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S30

Gwen Sherwood, PhD, RN, FAAN,Professor and Associate Dean for Academic Affairs;
Linda Cronenwett, PhD, RN, FAAN, Dean, Co-Investigator on Grants Related to Quality and Safety
University of North Carolina, Chapel Hill, NC.

Numerous national commissions document the staggering quality and safety issues in the health care industry. “Do no harm” is a paramount value in health care, lending both an economic and ethical imperative for system redesign to change outcomes. As organizations respond with system redesign to address quality and safety improvements there is a growing imperative to transform health professions education to match.
Reports from the Institute of Medicine identify core competencies for health professionals that define quality and safety: patient centered care, evidence-based practice, interdisciplinary teams and collaboration, quality, safety, and informatics. As a core part of the changing quality and safety paradigm of quality and safety in health care through the lens of a national initiative, the RWJ funded Quality and Safety Education in Nursing. Expanded definitions of these competencies will define the knowledge, skills and attitudes for each, describe examples of practice applications, and discuss implications for nurse educators in all settings.

OBJECTIVES:
1. Discuss the changing paradigm of quality and safety in health care through the lens of a national initiative.
2. Identify core competencies for health professionals that define quality and safety.

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S31

Janet Tompkins McMahon, MSN, RN, Associate Professor;
Pennsylvania College of Technology, Williamsport, PA.

Nursing students often create a challenging area for faculty to identify and evaluate clinically deficient or at risk for failure behaviors. Faculty is repeatedly faced with recognizing and documenting deficient and at risk behaviors for clinical performances. Many times a faculty member is the “first” one to witness areas of concern with student performances.
What behaviors is faculty to look for? What are acceptable behaviors which may “salvage” a student? This session will address recognizing and understanding why students may be deficient or at risk student clinically.

OBJECTIVES:
1. Recognize and explore clinical concerns related to student performance.
2. Identify and describe behaviors of clinical deficiencies and or at risk behaviors.
3. Describe barriers for student performance clinically.

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S32

Barb Bancroft, MSN, RN, PNP, Executive Director;
CPP Associates, Inc., Chicago, Ill.

Barb’s simplified approach to learning 9,000 drugs has been described as “Why didn’t I learn Pharmacology like this in Nursing School? This makes so much more sense!” She approaches this daunting task with humor, historical highlights, and clinical applications that will help the students apply the material on a daily basis in their clinical settings. Learn to teach Pharmacology “the Barb “ way.

OBJECTIVES:
1. Differentiate among the various classes drugs by using the “suffix” for each class.
2. Discuss the common treatment regimens for selected clinical conditions.
3. Identify strategies to teach the complex mechanisms of action for classes of drugs.

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