|
7:30-8:30
AM OPTIONAL CE: Guided
Morning Hike Network while enjoying the beautiful Rocky Mountains
Session Code: S34 |
|
Click
on session number for a full synopsis. |
| Time |
Title
-- Click on the "Session Code" for a complete abstract of
the session. |
Session
Code |
| 9:00-10:00
AM |
“BLOG
IS MORE THAT A FOUR LETTER WORD”
Blogs are the new learning adventure. Blogs provide extra learning without
the perceived extra work.
Traci Taylor, MSN, RN; Lisa Davis, PhD, RN; Deborah L. Casida, MSN,
RN; West Texas A & M University; TX
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|
“AVOIDING
NURSING’S TSUNAMI: MENTORING NURSING’S EDUCATORS TO MENTOR
OTHERS”
The impending Nursing Tsuanami is here. . . an unprecedented shortage
of clinicians and educators to train them is looming. No wise professional
would minimize the effect that mentoring would have on staving off the
Tsunami; in fact most would be wildly in favor. This session describes
a framework for creating a mentoring culture that begins with a strategic
goal to be an “employer of choice” workplace.
Katharine B. White, APRN-BC, CPHQ, CAC, ACC, Chief Architect of Health
Care Values: Patients First™
|
|
“FROM
STUDENT/STAFF NURSE TO BESIDE
SCIENTIST: GUIDING THE JOURNEY”
This presentation provides practical advice for guiding students and staff
nurses and students to become involved in evidence-based practice. They
do not need to be primary investigators on research projects, but they
can participate as bedside scientists in a number of ways.
Janet Houser, PhD, RN, Regis University; CO
|
|
“THE
NIGHTINGALE VIRTUAL LAB: A MULTIMEDIA SKILLS LAB”
The instructional design of the skills lab allows the learner to first
access information to enhance their knowledge base, then proceed to a
demonstration of specific skills, and finally to move to the testing phase.
Students love the flexibility of doing the labs at a time and place that
works best for them.
June Larson, MS, Rn; Cindy Mulder, MS, RN; Lorall Karpuk, MS, RN;
Regan Luken, BS, RN, The university of South Dakota; SD |
|
| 10:00
- 10:20 AM |
BREAK
|
| 10:20
-10:30 AM |
DRAWINGS
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|
10:30 - 11:30 PM KEYNOTE ADDRESS
“FINDING COMEDY IN CHAOS?
YOU’VE GOT TO BE KIDDING”
Patty Wooten, BSN, RN
CONTENT:
Being a Nurse Educator can be demanding and exhausting. An ability to
find humor and opportunities for laughter helps us release tension and
stay energized. Learn how humor can lower your stress, improve your
mood AND enhance your teaching skills.
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S35
"TRANSFORMING NURSING EDUCATION"
While
the demand for nurses and nursing education slots is increasing, the ability
of nurse training programs to respond has been challenged by limits in available
nurse educators, restrictions in available funding, and increases in credentialing
requirements. In response, nurse training programs to respond has been challenged
by limits in available nurse educators, restrictions in available funding
and increases in credentialing requirements. In response, nurse treain programs
funded through The Colorado Trust’s Health Professions Initiative (HPI)
have experimented with a number of innovative strategies to strengthen program
infrastructure, expand training capacity and respond to student needs. The
Health Professions Initiative is a three year (2005-2008), $10.2 million effort
through which 22 grantees have been funded to increase the number of health
professionals in Colorado in all disciplines. Of the 22 grantees funded, 10
have been nurse training programs.
The purpose of this panel is to highlight the innovative capacity building
strategies being tested by HPI grantees, as listed below:
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S36
"AVOIDING
NURSING’S TSUNAMI: MENTORING NURSING’S EDUCATORS TO MENTOR OTHERS"
The
impending Nursing Tsuanami is here. . . an unprecedented shortage of clinicians
and educators to train them is looming. No wise professional would minimize
the effect that mentoring would have on staving off the Tsunami; in fact most
would be wildly in favor. This session describes a framework for creating
a mentoring culture that begins with a strategic goal to be an “employer
of choice” workplace.
Katharine B. White, APRN-BC, CPHQ, CAC, ACC, Chief Architect of Health
Care Values: Patients First™
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S37
"FROM STAFF NURSE TO BEDSIDE NURSE TO SCIENTIST: GUIDING
THE JOURNEY"
This
presentation is intended to help nurse educators learn to guide staff nurses
in reading and using evidence as a basis for professional nursing practice.
The presenter will review her personal journey from staff nurse to bedside
scientist, and will provide descriptions of the kinds of research that staff
nurses may be expected to become involved in. The presenter will differentiate
the kinds of evidence that staff nurses can be expected to use, and provide
guidance in how to access, review, and utilize evidence as a basis for practice.
The roles that staff nurses may take on relative to evidence based practice
will be reviewed, and the importance of team approaches to generating evidence
will be emphasized. Concrete examples of bedside science projects will be
provided, and the presentation will include practical advice for getting involved
in research, even when becoming a primary investigator is not reasonable.
The presenter will reviews the major skills that all staff nurses should possess
related to evidence based practice, and will describe several ways that staff
can become involved and gain competency in this field. A high level review
of research appraisal skills will be part of the presentation.
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S38
"THE NIGHTINGALE VIRTUAL LAB: A MULTIMEDIA
SKILLS LAB"
The
Department of Nursing has utilized Department of Labor grant funds to create
a web-based multimedia nursing skills lab. This lab was developed primarily
for internet students accessing the program from a distance. USD Nursing has
established a partnership with the largest long-term care organization in
the nation. This partnership includes the provision of nursing education for
organization's employees who desire to become nurses. The University is working
with employee/students in eight states. This virtual lab helps address one
of the teaching/learning needs of a nursing education program delivering education
at a distance.
The reality is that the nursing program has found the virtual lab to be a
useful tool for all students, i.e. face-to-face and internet. Students love
the flexibility of doing the labs at a time and place that works best for
them. Their practice time is not driven by a teacher made schedule. Access
to the skills lab from their homes or clinical unit is a positive aspect of
the virtual lab.
The instructional design of the skills lab allows the learner to first access
information to enhance their knowledge base, then proceed to a demonstration
of specific skills, and finally to move to the testing phase. A student can
repeat the lab as needed to develop competency. In addition to completing
the virtual lab, students are required to complete a demonstration of their
ability to perform the specific skills to another peer, who is responsible
for review and feedback. When the student is ready, the final check-off before
performing the skill on a live patient is a validation check-off with a faculty
member.
Feedback from students indicates this is an exceptional learning tool. With
the abundance of textbooks, nursing manuals, and other audio/video media,
the Nightingale Virtual Laboratory is seen as a ‘great learning tool.’
‘Audio, visual and interaction: A perfect combination to learn these
vital skills’ (by a student reviewer).
This presentation will include an actual demonstration of the virtual skills
lab to attendees.
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