46^th World Congress on
Nursing Care & Evidence Based Practice

Biography:

Graduated from Faculty of Nursing, University of Jordan 1993. Had worked as Cardiac Registered Nurse in Jordan. Completed Master Degree in Education from University of Jordan on 1998. Completed another Master Degree in Critical Care from Ohio State University on 1999. Worked at Ministry of National Guards for Health Affairs (NGHA-Riyadh) on 2003 as Clinical Resource Nurse in Nursing Education till 2010. Then worked in NGHA (Madinah) as Supervisor for Safety and Quality till 2014. On 2014-2017 worked as Director of Nursing Education at Security Forces Hospital- Riyadh. On Jan 2018 has joined Nursing Education at King Fahad Specialist Hospital as Nursing Educator Manager Obtained Phd in Healthcare Administration on 2010 and worked as visiting Professor Assistant. Supervising all Saudi Nursing Students - Interns and graduates. Publications : one book "Cardiology for Registered Nurses" , 15 Abstracts and Papers. 3 Researches. Speakers at several international Symposia and conferences, Saudi Heart Association member as senior Regional Faculty for ACLS. Developed many courses and programs accredited by Saudi Council such as “Cardiac Catheterization Upgrading Programâ€Â, “Invasive Hemodynamic Programsâ€Â, "Medication Administration Course", "IV Therapy Course", "Preceptor Course", "Charge Nurse Course", "Burn Critical Care Course", "ER Nursing Course", "Pain Management Course", "Wound Care Management Course", "Neonatal Nursing Care', "Critical Care Course" and "Leadership and Management Course" and many Cross Training and Up skilling programs. Currently is developing a Case Management Post Graduate Diploma Program.

Abstract:

Nurses at all levels must be prepared and developed to lead change to advance health care.  Historically, in most healthcare institutes, nursing leadership development programs have focused on nurses in senior management or executive roles rather than those working in frontline leadership roles. This article will describe a professional development initiative program attended by 169 charge nurses. The program has a comprehensive curriculum and road map for developing frontline leaders and ensuring charge nurses are trained, mentored, and supported in their roles. Program development, evaluation, and lessons learned that can be applied in other organizations are discussed

Biography:

Jennifer Miller has 19 years of Neonatal ICU experience in both the capacity of a Registered Nurse and Neonatal Nurse Practitioner.  Jennifer has a passion for the overall well-being of NICU families.  Her strong commitment and motivation ignited her into developing and creating a NICU Parent Advisory Council (Phoenix AZ 2013) to support families who are faced with the physiological and psychological challenges inside and outside of the NICU walls.  Her purpose of connecting current and veteran NICU families together has earned an excellence award in the Neonatal Practitioner Innovator category from MEDNAX Health Solutions Partner.  She is also a personal health coach who enjoys being physically active through travelling around the world while consuming the magnificent outdoor activities of her home state of Colorado.  She is

an outstanding advocate who has a vision of making each NICU parent healthier through fitness and adopt an early self-care pattern improving the entire physical and psychological well-being to raise healthier Neonatal ICU baby graduates.

Abstract:

Background

When babies are born and admitted in the NICU for a prolonged period of time, evidence-based research has revealed increased level of anxiety, stress, and post-partum depression affecting NICU parents. These psychological conditions interfere with their ability to bond, breastfeed and care for their child while in the NICU and upon transitioning to home. As they go through their NICU journey, the uncertainty of not knowing whether their baby will live or die can cause their inability to do self-care to meet their own basic needs. They also have high tendencies to feel isolated and alone that can cause major psychological issues common to NICU parents.

Assessment

Exercise releases a natural hormone, serotonin, that regulates one’s psychological status or mood. By improving one’s mood, they have the ability to deal with stressful situations better. Self-confidence and self- efficacy are also positively affected giving parents increased belief in caring for themselves and a medically fragile child.

Recommendation

Program development based on self-care for these families starting in antepartum and immediately after arriving in the NICU. There would be varying different levels of self-care from basic human needs, medication, yoga, meditation, walking or more intense workouts. This program would also come with a virtual NICU community where there would be nothing but positivity to help one another understand they are not alone and the importance of learning to take care of yourself so you can then take care of you NICU grad and your family.

Objectives: The main objective is to decrease the incidence in psychological problems that are related to the NICU. Improved self-care will also improve breast feeding rates, parent bonding and parental emotional states throughout the child’s life span.

Biography:

Giuseppe Donato is an associate professor of pathological anatomy at the Magna Graecia University of Catanzaro (Italy). He has developed skills in all areas of human pathology and especially neuropathology, working in Italy and other european countries. In recent years he has focused on aspects of the immune response associated to neoplasia, especially concerning the role of mast cells and macrophage polarization.

Abstract:

Although the last WHO classification of brain tumors (2016) has given greater importance to genetic alterations of gliomas, there is an increasing amount of data about the immunological aspects related to this type of neoplasms, that solicit us to focus our attention on the interactions between the immune system and glial tumors. All types of cells of innate immunity may affect the gliomas biology. Macrophage polarization plays a pivotal role in the growth and progression of glial neoplasms where number and type of macrophages varies with the histopathological grade. Moreover, the state of macrophages polarization can be seen as a continuum and possibly reversible through pharmacological interventions. Mast cells are active in various malignant tumors, but their role is not always clear; they may infiltrate mouse and human gliomas in such an extent that depends on glioma grade. “Tumor educated” Mast Cells decrease glioma cell proliferation and migration but promote glioma cell differentiation. Natural Killer cells (NK) can induce the cytolysis of tumor cells and can secrete cytokines. In gliomas, generally, the presence of infiltrating immune cells with immunosuppressive roles such as macrophages and NK, correlates with poorer patient prognosis even if exosomes derived from NK have antitumor effects on glioblastoma cells both in vitro and in vivo. As frequently happens in other cancer patients, glioma patients usually have a strong neutrophilia; the neutrophils-to-lymphocytes count (NLR) higher than 4 has been associated with poor prognosis when measured before treatments. Moreover, there is a correlation between NLR value, the extent of neutrophil infiltration, the glioma grade and the acquired resistance to anti-VEGF therapy. In conclusion, data arising from innate immunity interactions have practical implications and require an urgent inclusion in WHO classification and in histopathological reporting.

Biography:

Dr Venus Medina-Maldonado currently works at the Nursing Faculty, Catholic Pontifical University of Ecuador as lecturer and researcher. She teaches subjects such as historical context and development in nursing, Family Nursing, Evidence based Nursing and Dissertation, her research interest is focused on preventing and responding to gender based Violence.

Abstract:

Several studies have established the prevalence of workplace violence in the health sector being the nursing staff more likely to experience physical violence and bullying than other health worker’s. In spite of this, in Ecuador only a few researches have directly investigated the issues on nurses’ in association to type of violence, perpetrators, well-being affectation and protecting measures available in the health institutions. Methodology & Theoretical Orientation: A qualitative study with phenomenological method was carried out in (01) major hospital in Quito, Ecuador. Participants were selected from a convenience sample and, before starting the discussion, were given information consent forms to sign. Participants were n = 41/210 professional nurses and the considered selection criteria were being professional, over age 18, and being employers at the hospital as minimum 2 years. The technique selected in data collection was Focus Group Discussion (FGD). Data were collected from Jun. 2018 to Jul. 2018. Discussions were recorded and stored in voice files using a digital recorder. The Mayring’s approach was used for the interpretative process. The feminist epistemological framework was utilized to analyze the power imbalances in the work relationship and the context in which it occurs. Findings: Nursing staff in this study expressed during discussion lack of clarity about what constitutes violence in the workplace, lack of understanding about the magnitude of the problem, nurses affected mostly try to ignore the situation because they considered this to be a typical incident in the workplace, they did not report the situation and it has caused underregistration. The aggressors were mostly staff members, supervisor and general public. When nurses narrated their experiences with violence the researchers identified verbal abuse, bulling/mobbing, sexual harassed and physical violence. Conclusion & Significance: The evidence allowed us to admit that the situation is a significance problem in magnitude and severity. Our recommendations will be oriented toward the implementation of a preventative and minimizing aggression program in the Hospital.

Biography:

Abstract:

Background: The hindrances to collaborative clinical facilitation for effective practical learning of nursing students are worrying. Aim: The aim of this study was to explore the perceived barriers to collaborative clinical facilitation among nurse educators, preceptors, clinical nurses/midwives and nursing and midwifery students at two selected nursing and midwifery colleges and a hospital in Northern Ghana.

Methods: This study adopted a constructivist paradigm using a qualitative exploratory-descriptive approach. Purposive and systematic sampling methods were used to select participants for the study. Data were gathered through focus groups discussions and individual in-depth interviews and transcribed verbatim. The data were analyzed using Framework Analysis Method.

Findings: The study findings showed a sharp increase in student population at the colleges causing overcrowding and congestion at the clinical learning environments. Preceptors and other clinical staff who are trained and mandated to facilitate clinical teaching were insufficient, and therefore not available at all health care facilities or wards every time for students’ guidance and support. Participants further reported role confusion among staff due to lack of working agreements between staff of colleges and health facilities over who had the prime responsibility for clinical teaching of nursing students. This resulted in an adversarial relationship among key players of the collaborative network. Lack of time, heavy workload and busy ward schedules equally impacted negatively on the practice of collaborative clinical facilitation.

Conclusions: Based on these findings, nursing and midwifery colleges, in collaboration with healthcare facilities, need to create clinical placement calendars to coordinate students’ clinical schedules in the wards in order to avert the challenge of overcrowding. This would provide students the opportunity to be effectively supervised and guided during clinical practice in the ward. Ethical Clearance Reference Number: HSS/1553/016M.

Biography:

Graduated from Faculty of Nursing, University of Jordan 1993. Had worked as Cardiac Registered Nurse in Jordan. Completed Master Degree in Education from University of Jordan on 1998. Completed another Master Degree in Critical Care from Ohio State University on 1999. Worked at Ministry of National Guards for Health Affairs (NGHA-Riyadh) on 2003 as Clinical Resource Nurse in Nursing Education till 2010. Then worked in NGHA (Madinah) as Supervisor for Safety and Quality till 2014. On 2014-2017 worked as Director of Nursing Education at Security Forces Hospital- Riyadh. On Jan 2018 has joined Nursing Education at King Fahad Specialist Hospital as Nursing Educator Manager Obtained Phd in Healthcare Administration on 2010 and worked as visiting Professor Assistant. Supervising all Saudi Nursing Students - Interns and graduates. Publications : one book "Cardiology for Registered Nurses" , 15 Abstracts and Papers. 3 Researches. Speakers at several international Symposia and conferences, Saudi Heart Association member as senior Regional Faculty for ACLS. Developed many courses and programs accredited by Saudi Council such as “Cardiac Catheterization Upgrading Programâ€Â, “Invasive Hemodynamic Programsâ€Â, "Medication Administration Course", "IV Therapy Course", "Preceptor Course", "Charge Nurse Course", "Burn Critical Care Course", "ER Nursing Course", "Pain Management Course", "Wound Care Management Course", "Neonatal Nursing Care', "Critical Care Course" and "Leadership and Management Course" and many Cross Training and Up skilling programs. Currently is developing a Case Management Post Graduate Diploma Program.

Abstract:

Kingdom of Saudi Arabia is facing many health related challenges. It was on 1954 when Ministry of Health (MOH) has established Nursing as a profession. Since the last 64 years, nursing has faced many obstacles, difficulties and challenges and there was a direct impact on the growth and development in Nursing Education. Unfortunately, these challenges facing Nursing Education in Saudi Arabia are increasingly complex and dynamic. The main purpose of this paper is to highlight and discuss those challenges through Structure – Process- Outcome model. Moreover, this paper will address some potential strategies that could overcome these challenges and move Nursing Education and Nursing Profession forward and meet the Saudi Arabian vision 2030

Biography:

Abstract:

The Institute of Medicine called for the use of evidenced-based practice approaches to care in 2001 in response to a national initiative to provide a higher standard of healthcare. In 1999 it was estimated that up to 268 people a day in the United States died as a result of medical errors, there was a call to action. The use of scientific knowledge to guide all healthcare practices became the new standard and expectation both by the experts and soon thereafter by the recipients of care. Bringing evidenced-based practice to bedside implementation did not arrive with its own blueprint and the nursing profession has struggled for several years on how to successfully integrate these processes into useable form. Transitioning deeply rooted practices to the newer approaches requires the leader to participate in the journey, shoulder to shoulder, point of care work, demonstrating the possibility and spreading the good news. Healthcare workers are facing many challenges in their daily quest to deliver good care in today’s dynamic healthcare environment, if we are to expect them to conform to new practices we are going to have to pave the way and lay the foundation piece by piece.  A description on a successful bedside report implementation project on a level 111 NICU brings forth success and failures and missteps that became a huge learning curve and emblazoned a passion to continue in this effort. A notable missing component that resulted in the profession being underserved in this area was the identification of individuals with the skills, knowledge, and passion for the work. How is this work going to be completed? There is a recent increase in Doctor of Nursing Programs to facilitate the education on evidenced-based practice implementation. That’s a start.  Bringing evidence-based practice to fruition at the bedside requires time, talent, and team effort. The work is possible, plausible and paramount for optimal healthcare delivery in the 21st Century.

Biography:

Azjargal Baatar has completed her MSN at the age of 38 years from Mongolian National Unversity of Medical Sciences and doctor studies from Monglian National University of Medical Sciences . She is the Head of Department Maternal & Child Nursing of School of Nursing, MNUMS. She has published more than 50 papers in reputed journals in Mongolia and has been serving as an editorial board member of CAJMS CAJMS.

Abstract:

Background: Faculty development is, therefore important to ensure that teachers and trainees are well prepared to assume their responsibilities as educators. The current and proposed effort to train more doctors, nurses, midwives and other health professionals puts an extra burben on institutions and their staff: more educators are needed and their functions must be made more attractive. Incentives such as access to faculty development are part of the response to bridge the gap between teaching and clinical work by allowing interaction between monitoring and coaching, relationships and networks, organizations systems and cultures, and tasks and activities[1]. Objective: This study sought to understand the attitudes held by faculty at one academic Mongolian National University of Medical Sciences (MNUMS) concerning IPE and teamwork. This MNUMS will to experience very modest progress towards IPE implementation. The study is based upon previous work by Curran et al. (2007) that asked faculty to rate their attitudes towards interprofessional health care teams, IPE and interprofessional learning in an academic setting. Methods: A descriptive, cross-sectional design was used to survey participants from a convenience sample of faculty at one academic MNUMS located within a large university in the Mongolia. The colleges represented were medicine, dentistry,  nursing, pharmacy, public health, biomedicine and traditional medicine. Results: The attitude score was determined by summing the responses to 14 statements. The mean score (±SD) for all respondents was 4.1 (±0.10). Highly scored benefits included more efficient care, better understanding of the work of other health professionals and fostering communication. The attitude score was determined by summing the responses to 15 statements. The mean score (±SD) for all respondents was 3.83 (±0.10). Highly scored benefits of IPE were “Patient would ultimately benefit it health care students worked together to solve patient problems” and “Learning between health care students before qualification would improve working relationships after qualifications”.  The attitude score was determined by summing the responses to 13 statements. The mean score score (±SD) for all respondents was 3.41 (±0.10). The most highly scored benefits of IPE in the academic setting “Interprofessional efforts require support from campus administration” and “Interprofessional efforts weaken course content”. A summary of the results is shown in Figure I. The mean score (±SD) for all respondents was 1.26 (±0.64). These barriers included lack of reward for faculty, problems with schedule/calendar, classroom size, lack of administration support, lack of received value, turf battles, students acceptance, lack of financial resources, faculty attitudes, rigid curricula. Conclusion: Therefore, we are need to recognize that the knowledge level in general professional competency is not a critical barrier to implementing IPE.