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					                    1A - 1L/Concurrent Sessions Thursday, September 20/8:30 - 9:15 am

1A. Advancing EBP Through Leadership and Mentoring
Primary Presenter: Carol Boswell, EdD, RN, CNE, ANEF, Texas Tech University HSC

A strategic aspect of EBP that must be carefully considered is the role of leadership within the process. To be
successful at moving EBP to the direct care staff, nursing educators must provide realistic leadership principles to
advance the EBP process. This presentation will use the LDS Leadership model as a framework to showcase the
process of EBP in a pragmatic manner. Examples of each phase and connection will be provided as guidelines to
assist in the translation into practice.

1B. Leading Curriculum Change with Purpose, Power, and Passion!
Primary Presenter: Kimberly Reimer, MSN, RN, FNP, CNE Riverside City College

Nursing leaders are compelled by health care initiatives to transform curricula to meet today’s practice expectations.
Change of this magnitude may be difficult for faculty to navigate. Kotter’s Model outlines a process that can be
adopted by nursing leaders to break through the barriers to change. This presentation will describe how each stage
was used to transform a traditional nursing curriculum into an exemplar for preparing students for professional
practice. Barriers and solutions will be discussed, including how to maintain faculty and leader passion.

1C. Developing a Leadership Laboratory for Nurse Managers Based on Lived Experiences: An
Emerging Leadership Education Model
Primary Presenter: Barbara Mackoff, EdD, Molloy College Graduate School of Nursing, NYU Langone Medical
Center

Learn about a year-long action research project designed to create and evaluate an innovative and replicable
educational model for nurse managers’ leadership development. The study’s purpose was to create an experiential
“leadership laboratory” grounded in peer-to-peer interaction and the lived experiences of nurse managers. During the
session, presenters will discuss the project’s format and relevance.

1D. Building a Simulation Program that Encompasses QSEN Competencies
Catherine Shafer, MSN, RN, San Diego City College

Quality and Safety Education in Nursing (QSEN) competencies are an integral part of the future of nursing and
nursing education. Nursing education simulation programs have the responsibility to ensure that simulation
experiences utilize the QSEN competencies as a guide to simulation development. This presentation will help
participants integrate QSEN competencies into existing simulation programs and develop evaluation tools that
accurate reflect student attainment of those competencies.

1E. A Virtual Poverty Simulation in Second Life
Primary Presenter: Nancy Menzel, PhD, RN, CNE, University of Nevada, Las Vegas

This presentation describes an NLN-funded randomized trial comparing changes in nursing students’ attitudes about
poverty and poor people after participating in a virtual poverty simulation in Second Life compared to a control
group who completed an online self-study module. Those in the virtual group showed significant changes in their
responses to five questions but not in their total scores. Challenges in conducting educational research with two
independent baccalaureate programs will be discussed, as well as recommendations for future research.
1F. Creating Situated Learning Opportunities Using Live Actor Simulation
Primary Presenter: Glenise McKenzie, PhD, MN, RN, Oregon Health & Science University

This presentation describes how an undergraduate faculty member developed live actor simulations to provide
authentic content and situational complexity related to completing psychosocial assessments across the trajectory of
an illness. We will 1) provide background on situated learning; 2) demonstrate how undergraduate faculty designed
activities based on a model of situated learning containing three interacting and overlapping elements (person,
process, and context); and 3) share examples of situated learning activities.

1G. Examining the Effect of Texting on Nursing Students’ Perception of Learning
Primary Presenter: Kay Swartzwelder, PhD, MSN, RN, CNE, Drexel University, Collins Career Center

This presentation will share the results of a study of students’ perceptions of learning when texting and blogging are
used as instructional tools in the online classroom. Students and instructors in the study completed a pre-survey
which provided a baseline of participants’ expectations and perceptions of an online course. A post-survey using the
same instrument collected quantitative data on participants’ perception of learning in the online course room
following course completion. Course grades were analyzed to determine significant differences in grades between the
experimental and control groups. Qualitative data were collected by focus interviews at completion of the course.

1H. Establishing a Quality and Safety Officer in a School of Nursing: Lessons Learned
Primary Presenter: Elizabeth Cooper, DNP, RN, CNE, CNL, University of San Francisco

Introducing transparency and safety early in students’ educational paths may change the culture of reporting among
nursing students and nurses at the bedside. Creating the role of a quality and safety officer is one attempt to bridge
the safety gap in a school of nursing. The aim of this presentation is to introduce the role of the quality and safety
officer in a school of nursing.

1I. Refining Doctoral Programs Through Collaboration
Primary Presenter: Karen H. Morin, DSN, RN, FAAN, ANEF, University of Wisconsin-Milwaukee

This presentation describes collaborative program interactions between DNP and PhD faculty that have resulted in
strengthening student orientation, program delivery, and student and program evaluation. Based on experiential and
empirical evidence, a comprehensive approach has been employed to develop a student orientation program that
address the knowledge, skills, and attitudes needed at the doctoral level. Commitment to best practices in online
education has resulted in consistency of program delivery. Participants will leave the session with specific examples of
opportunities for improved and dynamic collaboration between faculty and students in DNP and PhD programs.

1J. Preparing Nursing Leaders: Curriculum Outcomes of a Clinical Redesign
Primary Presenter: Linda Gerson, PhD, RN, Johns Hopkins University School of Nursing

This presentation will offer an overview of the development and implementation of a clinical redesign to address the
challenges of clinical education for nursing students as well as an overview of the rich data obtained to evaluate the
impact of the redesign on curriculum program outcomes. Three aspects of this project will be discussed: the overall
planning and partnership development, the “nuts and bolts” logistics of implementation of the redesign, and the
evaluation plan with details of student learning outcomes and program outcomes.

1K. Simulation: Meeting the Challenge in Mental Health Nursing Education
Primary Presenter: Marci Zsamboky, MSN, RN, PMHCNS-BC, CNE, UPMC Shadyside School of Nursing

This presentation addresses the process of successfully developing simulation experiences for undergraduate mental
health nursing students. Incorporation of National Patient Safety Goals and QSEN competencies will be discussed, as
will collaboration with clinical partners. Ideas for script development will be shared, and training of standardized
patients will be reviewed in detail. The debriefing process will be emphasized as a critical component of the students’
learning experience. Videos of students engaging in simulation and debriefing will reinforce learning.
1L. Transitioning Students to Competent Practitioners: 18 Months of Formation
Primary Presenter: Mary Schoessler, EdD, RN-BC, Providence Portland Medical Center

For the newly graduated nurse, the first year in practice is like entering a whirlwind as he or she adapts to the world of
practice, develops specialized knowledge, tests values, and amasses the experience needed to be a competent
practitioner. Successful transitions programs must extend beyond knowledge development to attend to the formation
of the whole person, including clinical reasoning, professional identify, spirit of inquiry, and ethical comportment.
This presentation will share some secrets of success.

                    2A – 2L/Concurrent Sessions Thursday, September 20/9:30 - 10:15 am

2A. The Transition from Clinician to Faculty – Using Mentoring as a Tool to Prevent Faculty Burnout
Primary Presenter: Darlene Hinds, MSN, RN, CRNP, FNP-BC, Coppin State University

This presentation will highlight strategies that are aimed at addressing the transition from the role of the clinician to
that of a faculty member. After conducting a systematic review of the literature, the presenters will share their findings
regarding effective strategies aimed at preventing burnout.

2B. Nursing’s Future Faculty: Nursing Students’ Intent for Future Faculty Roles
Primary Presenter: Diana Bond, MSN, RN-BC, Wake Area Health Education Center and East Carolina University

This presentation describes the results of a national study of pre-licensure baccalaureate nursing students and their
intentions for a future nursing faculty role and graduate education. This was the first study to apply a theory to
understand how undergraduate nursing students perceived a future nursing faculty role and graduate education. The
knowledge gained in this study could be used to develop and test effective strategies to increase student interest in
future nursing faculty roles and graduate education.

2C. Facebook “Friends”: A Strategy for Student Development
Primary Presenter: Elizabeth Crooks, MSN, RN, University of Alabama School of Nursing at Birmingham

The presenter, who is knowledgeable in social media, will describe the challenges and successes of employing this
medium to foster student growth. She will also identify five faculty attributes integral to successful social media use
for professional mentorship. These include: 1) technical proficiency with the format; 2) ability to develop and
maintain a personal image or “brand”; 3) willingness to redefine faculty-student boundaries; 4) commitment to long-
term student relationships; and 5) development of ethical principles for interaction.

2D. Does Simulation Decrease Incidence of Medication Errors in BSCN Students?
Primary Presenter: Sandra Goldsworthy, MS, RN, CNCC, CMSN, Durham College/UOIT

This study examined differences between second year undergraduate nursing student groups that received an
intensive 24-hour, high-fidelity simulation intervention and a comparison group that attended usual clinical
preparation. There is compelling evidence that students in clinical settings make fewer medication errors when the
simulation treatment has been administered. This study has implications for preparing students for the practicum
setting and for increasing levels of safe patient care. Results and implications of this study will be presented.

2E. Simulation-Based Interprofessional Learning: The Way Forward
Primary Presenter: Janet Willhaus, MSN, RN, National League for Nursing and Washington State University

This presentation will focus on the nurse educator perspectives and rich exemplars shared at the Nursing IPE Think
Tank from the 2011 NLN Education Summit. Topics for discussion will include known documents supporting IPE,
barriers and opportunities, exemplars of collaboration with other disciplines, and nursing priorities for future IPE
progress.
2F. Collaboration for Simulation: Theater and Nursing Working Together
Primary Presenter: Janis Tuxbury, DNP, FNP-BC, Regis College

End-of-life care is an essential part of nursing education. Forum theater was evaluated as a method of teaching end-
of-life care. A live simulation used faculty and students from theatre and nursing departments to create an end-of-life
scenario. Using forum theater methods, nursing students identified important moments that occurred, and suggested
alternative actions. The simulation was replayed using those alternatives, which allowed students to immediately
discuss and evaluate effects of alternative actions. This technique was highly beneficial.

2G. Attending to Professional Formation: Developing a Discovery Model Learning Course for Nursing
Students
Primary Presenter: Lisa Day, PhD, RN, CNS, CNRN, Duke University School of Nursing

The presentation describes the process of a team of nurse and physician educators working across BSN programs in
three university-based schools of nursing to create and pilot a course focused on professional formation based on
The Healers Art, a Discovery Model course for medical students. We will discuss the collaborative process of faculty
members from 3 school of nursing in creating a Healer’s Art course specifically designed for pre-licensure nursing
students. Student evaluations of the pilot courses will be presented.

2H. From Learning to Teach to Teaching Effectiveness: What Do We Know?
Primary Presenter: Susan Gardner, PhD, RN, CNE, Rocky Mountain University of Health Professions

Master’s-prepared nurses who are clinical experts but lack preparation in teaching and learning are often recruited as
faculty, then face culture shock and challenges in the transition to academia. Proficiency in teaching develops over
time, but little is understood about this process. This presentation describes moving from the position of novice
educator to effective teacher. Attendees will learn what fosters development of confidence and competence from the
point of entering academia, through learning to teach, to becoming an effective nurse educator.

2I. Precepting the Senior Student Practicum: Views of the Preceptor
Primary Presenter: Kristen Montgomery, PhD, RN, University of North Carolina at Charlotte

This presentation shares the views of 12 RNs that were interviewed about their experiences precepting senior nursing
students in their practicum experience during this phenomenological study.

2J. A Multi-Faceted Teaching Strategy: Merging QSEN and ACES into an Evidence-Based Practice Activity
Primary Presenter: Tamika Curry, MSN, RN, Community College of Philadelphia

During this session, participants will learn about a teaching strategy that combines QSEN competencies, evidence-
based practice, and the ACES Essential Nursing Actions. The activity works as a collaborative effort between
students, faculty, and nursing staff. Students work with the staff to examine best practices and their relationship to the
care of older adults. They present their findings in an all-day conference.

2K. Interprofessional Clinical Education Using a Virtual Hospital Environment
Primary Presenter: Sue McLarry, PhD, RN, CNE, Arkansas State University

An interprofessional project using a virtual hospital environment to provide care for an older adult will be discussed.
The focus of care is a 67-year-old male with a history of hypertension and type 2 diabetes mellitus and a current
diagnosis of cerebrovascular accident. The process and strategies necessary for developing the interprofessional
simulation in the Second Life virtual world will be identified. Interprofessional communication and learning will be
assessed.
2L. Writing for the NLN Research Journal: Nursing Education Perspectives
Primary Presenter: Joyce Fitzpatrick, PhD, RN, FAAN, Frances Payne Bolton School of Nursing, Case Western
Reserve University

This workshop, led by the editor of Nursing Education Perspectives, is for anyone who aspires to publish in the NLN’s
research journal. First-time authors as well people who have publishing experience are welcome. The workshop will
cover peer review and the steps of publishing an article, from the idea stage through viewing your article in print.
Participants should bring at least one idea for a journal article, something that they have a burning desire to see and
share in print.

                          3A - 3L/Workshops Thursday, September 20/2:30 - 4:30 pm

3A. Interprofessional Competencies: Creating the 21st Century Nurse Through Simulation
Primary Presenter: Sharon Decker, PhD, RN, FAAN, ANEF, Texas Tech University Health Sciences Center

The Future of Nursing: Leading Change, Advancing Health (IOM 2011) identified interprofessional teamwork as a core
competency required for health professionals to be effective in the 21st century. The National League for Nursing’s
Education Competencies Model (2010) identified teamwork as an integrating concept. The challenge to adequately
develop and evaluate this competency has become a focal point for nurse educators. The purpose of this interactive
workshop is to assist faculty in integrating interprofessional teamwork competencies using simulation-based
education throughout various curricula.

3B. Combining Innovative Teaching Strategies with Simulation and ACES
Primary Presenter: Carol Durham, EdD, RN, ANEF, University of North Carolina at Chapel Hill

This workshop will provide an overview of the ACES case studies. Participants will discuss strategies for using them
in classroom and simulation lab. Audio monologues from the case studies will be played and the participants will
explore their use at various points in the curriculum. Additionally, participants will be able to participate in a
simulated learning experience using a simulator for one of the ACES cases. Debriefing will be demonstrated and the
audience will have the opportunity to discuss.

3C. Effective Leadership to Foster Civility and Transform Nursing Education
Primary Presenter: Cynthia Clark, PhD, RN, FAAN, ANEF, Boise State University

Incivility and bullying behavior can devastate the health care environment and negatively affect patient care.
Purposeful leadership is needed at all levels of nursing to transform the culture from one of dissatisfaction and
distrust to one of high employee satisfaction and respect. This interactive workshop will describe and apply an
evidence-based transformational change framework to successfully effect organizational change, to motivate nurses to
take an active role in creating civil workplaces, and will stimulate and inspire dialogue on the role that nurses play in
leading and sustaining positive change.

3D. Teaching the 3 Ps with Your iPad: Pathophysiology, Pharmacology, and Physical Assessment
Primary Presenter: Renee McLeod, PhD, APRN, CPNP, Brandman University

Teaching the “three Ps” without a textbook? Why not? This interactive session will introduce the use of mobile
applications for teaching pathophysiology, pharmacology, and physical assessment for both undergraduate and
graduate nursing courses. Participants should bring their iPad, iPhone, or iTouch (or other smart phone) devices
along in order to be able to work with the apps covered. Participants will leave with a list of inexpensive apps that
they can begin using immediately.
3E. Take a Journey of Discovery: Program Evaluation Using Appreciative Inquiry
Primary Presenter: Rachel Choudhury, MSN, RN, CNE, Chamberlain College of Nursing

This workshop will focus on using the guiding principles of appreciative inquiry for developing and implementing a
program evaluation plan. Appreciative inquiry is both a philosophy and process that promotes collaboration and
engagement of participants in the “journey of discovery” to bring about change. During this workshop, the
participants will have an opportunity to draft ideas for a program evaluation plan using the appreciative inquiry
approach with the facilitation by the presenters.

3F. Creating a Diverse Class in Schools of Nursing: Issues, Challenges, and Best Practices
Primary Presenter: Mary Moriarity Tarbell, MS, RN, Springfield Technical Community College

Diversification of students admitted to schools of nursing is a key strategy necessary to assist in correcting the current
predicament in the United States with regard to heath care disparities. The disparity exists in both clients seeking care
and in those who are delivering that care. This workshop will address the challenges of diverse learners in the nursing
schools that include diversity of gender, race, ethnicity, disability (including LD), and religious affiliation. Participants
will leave with pertinent and timely information on how to address these issues on their campuses.

3G. “That’s Amore”: Rekindling the Student/Faculty Relationship to Enhance Leadership Skills
Primary Presenter: Lucille Gambardella, PhD, APN-BC, CNE, ANEF, Wesley College

This workshop is designed to provide the opportunity to revisit the faculty/student relationship in light of reported
incivility in learning environments across the county. A multidimensional approach to the “love/hate” relationship
dynamics between faculty and students will be presented through interactive simulated scenarios that will provide
strategic principles of communication, relationship building, and generational values and beliefs.

3H. Leadership in Nursing Education Research: Getting a Successful Start with Multi-site, Repeated
Measures Research
Primary Presenter: Kristina Dreifuerst, PhD, RN, ACNS-BC, CNE, Indiana University

Designing multi-site, repeated measures research studies in nursing education is important for testing interventions
and innovative approaches. They provide opportunities for replication and validation of prior results and support
generalizability. However, the idea of doing this type of research can be daunting for many investigators. This
interactive session will use examples to present strategies for success and avoiding pitfalls. Participants will learn how
to engage in this type of design and make plans to move forward.

3I. Leadership in Oral Health Nursing Education and Practice: Enhancing Faculty Capacity
Primary Presenter: Maria Dolce, PhD, RN, CNE, NEA-BC, FACHE, New York University College of Nursing

This faculty development train-the-trainer workshop is specially tailored to assist undergraduate and graduate nursing
faculty to develop nurses’ oral health competencies, enhance curricula in undergraduate and graduate nursing
programs, and implement oral health best practices across the lifespan in professional RN and APRN clinical practice
settings.

3J. Digital Storytelling for Deep Learning: Planning, Gathering, Doing, Reflecting
Primary Presenter: Patricia Bradley, PhD, RN, CNE, York University

This interactive presentation will describe how nursing students and teachers can develop digital stories to support
deep learning. The building blocks of digital stories will be reviewed. Resources and methods for gathering the parts
of a digital story will be shared and demonstrated, and a checklist for the actual development of a meaningful digital
story will be provided. We also will show how to measure learning through digital stories. The presentation will
include film clips of digital stories.
3K. An Evidence-Based Approach for a Collaborative Online Learning Environment
Primary Presenter: Mary Alkire, EdD, RN, Ferris State University

This interactive workshop will introduce a model for the use of evidence-based practice to foster a collaborative
online learning environment, focusing on three key elements: faculty-to-student interaction; student-to-student
interaction; and student-to-faculty interaction. Instructional and course design, pedagogies, and assessment and
evaluation strategies identified as best practices for an online collaborative learning will be discussed. Participants will
have an opportunity to experience the three key elements of online collaborative learning and to apply these elements
to their own courses.

3L. Nursing and the Environment: Tools of the Trade
Primary Presenter: Kathryn P. Jackman-Murphy, MSN, RN, Naugatuck Valley Community College

This interactive session will focus on several resources available to all faculty, both novice and experienced in the area
of environmental health and nursing. Building on the successful 2011 NLN Summit session, “Environmental Health
101, Incorporating Environmental Health into the Nursing Curriculum,” this interactive session will provide peer-
reviewed tools for inclusion of environmental health content into the classroom and application into clinical settings
for utilization for both faculty and students.

                       4A – 4L/Concurrent Sessions Friday, September 21/8:30 - 9:15 am

4A. Finding Solutions to Nursing Faculty Shortages: Growing Our Own with Community Partnerships
Primary Presenter: Linda Carpenter, PhD, RN, CNE, University of Texas at Austin

The lack of qualified nursing faculty in many areas limits efforts to increase enrollment to address the nursing
shortage while experienced nurses interested in nurse educator or faculty positions often lack the necessary
preparation. This presentation will examine the supply of faculty and anticipated faculty needs, strategies to support
and retain new faculty, and an innovative state workforce commission grant to prepare faculty for nursing programs.
A review of the relevant literature and examples of successful strategies will be included. Session attendees will be
encouraged to share innovative ideas and strategies.

4B. Mentoring Relationships at a Distance: Communication Practices that Work
Primary Presenter: Kathie Lasater, EdD, RN, ANEF, Oregon Health and Science University

This presentation will report the findings from an interpretive phenomenological study designed to identify the
communication practices of nurse educators involved in distance mentoring relationships. Themes were identified
that illuminate negotiating the terms of communication, staying connected at a distance over time, and the influence
of journaling on the dyad relationship. The findings provide practical knowledge for nurse educators seeking to
successfully mentor or be mentored at a distance.

4C. Developing Advocacy and Leadership Skills Through Simulation
Primary Presenter: Teresa Shellenbarger, PhD, RN, CNE, ANEF, Indiana University of Pennsylvania

As members of the interprofessional health care team, nursing students and nurses need to learn to advocate on
behalf of the patient to ensure high quality and safe patient care. However, students don’t often get the opportunity
to learn these vital leadership and advocacy skills. This session will present a variety of simulation-related and follow-
up learning activities that were incorporated at the undergraduate and graduate levels to assist students in
development as emerging as leaders who can advocate for care.
4D. Thinking Like a Nurse: Using Video Scenarios in Nursing Education
Patricia Sharpnack, DNP, RN, CNE, NEA-BC, Ursuline College

This project piloted the use of interactive audiovisual vignettes to teach and evaluate students’ clinical reasoning skills
and the development of quality and safety competency domains in critical care and leadership courses in both the
traditional and second-degree accelerated baccalaureate nursing programs. Faculty collaborated to create dynamic
videotaped clinical scenarios, or vignettes, to facilitate students’ application of knowledge and skills related to strategic
Quality and Safety Education for Nurses (QSEN) competency development.

4E. It Takes a Village: A Collaborative Model for Online Course Development
Primary Presenter: Julie McAfooes, MS, RN-BC, ANEF, Chamberlain College of Nursing

This presentation will discuss the evolution and implementation of a 32-week collaborative model for online course
development within a college of nursing that is based on best practices. The roles of the dean, full-time online faculty
member who serves as the subject matter expert, the faculty manager, and the web development manager for course
development will be described. The collaborative model has been utilized to develop more than 40 online courses for
the college’s second degree, RN-BSN, MSN, and DNP programs. The focus of this presentation will be on the
development of online courses for the RN-BSN option.

4F. Understanding Nursing Education and Transforming Health by Design
Primary Presenter: Norma Krumwiede, EdD, MN, RN, Minnesota State University Mankato

Advancing Care Excellence for Seniors (ACES) cases were created to guide the teaching of individualized aging and
life transitions care to nursing students. No literature was located regarding the assessment and evaluation of student
learning that occurs when the ACES unfolding cases are used to teach gerontologic concepts. A pre-post survey
design was used to evaluate student learning by measuring knowledge, self-efficacy, and satisfaction. Significant
learning occurred in the ISBAR, SPICES, Elder Mistreatment, and CAM areas.

4G. Lessons Learned: Utilization of Interviews for BSN admissions
Primary Presenter: Joyce Krothe, PhD, RN, Indiana University

This presentation will describe lessons learned from a longitudinal study utilizing interviews as an admission criterion
in a baccalaureate nursing program at a large Midwestern public school of nursing. Data collected over a five-year
period indicated that interviews were not as helpful as desired in reliably differentiating among applicants related to
ability to function within the nursing education environment, increasing diversity and student retention.

4H. Clinical and Academic Nurse Educators: They Have a Lot to Offer Each Other
Primary Presenter: Barbara McLaughlin, PhD, RN, CNE, ANEF, Community College of Philadelphia

In this presentation, facilitators will discuss the development of collaborative relationships between clinical and
academic nurse educators. The exemplar presented provides information on the care of older adults with cancer
diagnoses to students and also updates practicing nurses on the evolving knowledge related to care of older adults.
The ACES Essential Nursing Actions and case studies are used in both of these activities as a basis for discussion.

4I. A Learning Strategy for Nursing Student’s Informatics Training
Primary Presenter: Mohini Pershad, MSN, RN, New York General Hospital

Clinical informatics education is required for all nursing students on the electronic health record (EHR). Having
accomplished Healthcare Information Management Systems Society (HIMSS) Level 6 at a community teaching
hospital, nursing students’ training on the EHR has placed extensive demands on internal resources. This
presentation will discuss steps taken to develop the informatics curriculum to deliver effective and efficient training
using objective structured clinical evaluation stations.
4J. Relational Aggression in Nursing: Addressing the Elephant in the Room
Primary Presenter: Aida Egues, DNP, RN, APHN-BC, PHCNS-BC, CNE, New York City College of Technology,
CUNY

Relational aggression continues to exist in the nursing profession across settings. This workshop will facilitate how
the registered nurse can recognize covert and overt signs of relational aggression and practice techniques that
empower the RN regardless of practice arena. It is incumbent upon the nursing profession to recognize that success
over relational aggression involves therapeutic communication and employer commitment to increasing job
satisfaction for all RNs.

4K. Taking the Linear Out of the Lecture: Use of Zooming Software for Conceptual Learning Experiences
Primary Presenter: Sandra Cleveland, MSN, RN, CNE, Chamberlain College of Nursing

Online and on-ground nursing faculty and students are challenged with the presentation of course material in a
format that allows the learner to actively gather and retain information while feeling engaged with the material.
Zooming technology combined with audio provides the nurse instructor with the opportunity to present concepts in
a non-linear format that aligns with learners’ thinking. The pros and cons of the technology and pedagogical
considerations related to Mayer’s Cognitive Theory of Multimedia Learning (2001) will be identified.

4L. Outcomes of a Service Learning Program in a Nurse Practitioner Curriculum
Primary Presenter: Diane Wink, EdD, FNP, BC, FAANP, University of Central Florida

This presentation will describe outcomes of more than 10 years of experience with a two-semester service-learning
project implemented by NP students. Descriptions of projects that meet NP student learning objectives and address
agency-identified needs, as well as data from surveys of students and agencies at which projects were implemented,
will be presented and analyzed. Tips on addressing implementation barriers, keeping the projects focused on the
needs of the community partner, and sustaining relationships over time will be presented.

                     5A – 5L/ Concurrent Sessions Friday, September 21/2:30 – 3:15 pm

5A. Civic Engagement: Are BSN Students Prepared to Carry the Advocacy Torch?
Primary Presenter: Lori Brown, PhD, RN, CCRN, CNE, University of Wisconsin Oshkosh

In an era marked by increasing cost and uncertainty in health care, the voice of nurses is necessary to advocate for
those who have no voice. Yet there is scarce evidence that nurses are prepared for this role. The baccalaureate nursing
student civic engagement study was undertaken to examine the characteristics of baccalaureate nursing students in
relation to their civic engagement. This research will allow educators to understand the needs of students and to begin
the discussion about preparing them to be civically engaged professionals.

5B. King’s Theory of Focused Inclusion: A Leadership Tool for Empowering Faculty to Support the Future
of Nursing
Primary Presenter: Susan King, MSN, MBA, RN, Chamberlain College of Nursing/DeVry University

King’s Theory of Focused Inclusion supports a renewed focus on human capital. The framework relates structural
empowerment to job satisfaction through concepts supportive of faculty inclusion in focused business decisions such
as finance (budgets and staffing), people (faculty and students), service, and growth. Variables within the work
environment include regulation, leadership style, and the impact of social and structural empowerment on faculty.
Additional considerations include psychological empowerment and collaborative work environments.
5C. Innovation in Online RN-BSN Education to Prepare Nurse Leaders for EBP Decision-Making
Primary Presenter: Ellen Moore, DNP, RN, FNP-BC, Purdue University Calumet School of Nursing

Evidence is emerging for best practices in online teaching/learning. This presentation will provide an overview of the
PUC/AP five-week “carousel” course offerings, and highlights courses in the curriculum that develop student EBP
competencies. A summary of student learning activities essential for the EBP process will be presented. Strengths and
recommendations identified after a critical review of end-of-program evaluations and faculty dialogue will be shared.
The program began with 20 RN students and has expanded to 500 for enrollment in 2012 courses.

5D. Evaluating “The Village”: A Teaching Strategy for Pharmacology
Primary Presenter: Linda Howe, PhD, RN, CNS, CNE, University of Central Florida

This session will showcase the use of an innovative teaching strategy entitled “The Village,” that integrates problem-
based learning, case studies, and open discussion to facilitate learning of pharmacotherapeutic nursing interventions
with the use of a traditional lecture format on standardized test scores of junior-level BSN students.

5E. Standardization of the Nursing Admission Interview Process
Primary Presenter: Kim Decker, MSN, RN, CNS, Indiana University School of Nursing, Bloomington Campus

To facilitate the standardization of the admission interview process, a qualitative research study was completed using
a sample of 12 admission committee members from schools in six different university settings in the Midwest. The
researcher queried interview format, interviewer training, interview structure, and desired interviewee behavioral
characteristics. Data analysis provided insight into ways the interview process could be improved, including the
composition of interview teams, the development of a difficulty-consistency index, and training for both new and
experienced interviewers. This presentation will share findings from the study and help faculty improve admission
interviewing.

5F. Student and RN Perceptions of 12-Hour Clinical Shifts for Undergraduates
Primary Presenter: Bette Mariani, PhD, RN, Villanova University

The purpose of this mixed-method study was to explore student and registered nursing staff perceptions of whether
the 12-hour clinical shift rotation for nursing students enhanced their clinical learning ability, allowed for better
continuity of care, and facilitated their ability to correlate theory to nursing practice. Overall, the student and nurse
responses to the questions about continuity of care, enhanced learning, and correlation of theory to practice were
positive regarding 12-hour clinical shift rotations for students.

5G. Evidence-Based Education Progression and Implications for Leadership and Policy
Primary Presenter: Liana Orsolini-Hain, PhD, RN, Institute of Medicine

About half of registered nurses’ highest degree is at the associate degree or diploma level, and in rural areas the
percentage of AD/diploma nurses is even greater. Most do not return to school for a higher degree in nursing. An
analysis of all (n=28) research studies over the last 30 years examining factors that served as barriers or incentives to
return to school suggests that academic progression programs can be designed to minimize barriers and increase
incentives for working nurses to return to school.

5H. Developing, Implementing, and Sustaining a Mentorship Program for Graduate Students
Primary Presenter: Mary Lou Bond, PhD, RN, CNE, FAAN, ANEF, University of Texas - Arlington

This hands-on faculty workshop will offer participants the opportunity to reflect upon an ongoing mentoring
program for PhD students – its challenges, successes, and ongoing activities. The Adapted Model of Institutional
Support will be described as a framework for participants to develop a hypothetical mentoring program. How to use
feedback from protégés and mentors will be considered. Participants will work in groups to design the structure for a
mentorship program and will receive feedback from leaders.
5I. NLN Project to Explore Use of Simulation for High Stakes Assessment – Phase III
Primary Presenter: Mary Anne Rizzolo, EdD, RN, FAAN, ANEF, National League for Nursing

This three-year project was designed by the National League for Nursing to lay the groundwork for use of simulation
for high stakes assessment in pre-licensure RN programs. This session will describe the process for simulation
development, the evaluation plan, and strategy for field testing. Based on project findings, recommendations will be
made to the nursing education community regarding the use of simulation for high-stakes assessment in nursing
education and areas for future research related to this practice.

5J. Effective Use of Technology in Nursing Education
Primary Presenter: Joyce Griffin-Sobel, PhD, RN, CNE, ANEF, Hunter Bellevue School of Nursing

Individualized faculty development is essential to successful integration of technology into nursing education. This
presentation will describe a consortium linking 14 schools of nursing, and the use of social media and e-communities
in engagement within an educational environment for faculty development. Evaluation strategies include social
network analysis, and outcomes to be discussed include demographic differences in use of technologies.

5K. Lights, Camera, Capture: An Alternative to Classroom Lecture
Primary Presenter: Kathy Missildine, PhD, RN, CNE, University of Texas at Tyler

If you are lecturing more and enjoying it less, join us to hear about possible alternatives. We will discuss our research
study of the use of lecture capture techniques coupled with innovative learning activities as a substitute for lecture.
What are the effects on student learning? What lessons did we learn as we implemented this project? What further
research is needed?

5L. Culturally Diverse Students and Classroom Instruction
Primary Presenter: Deborah A. Terrell, PhD, RN, FNP-BC, City Colleges of Chicago - Richard J. Daley

Increased cultural diversity in the classroom challenges nursing educators to identify concerns that can complicate
didactic instruction and hinder the academic success of students from underrepresented ethnic groups. Ignoring
personal biases and those subtle biases displayed by classmates can reinforce students’ sense of alienation and hinder
their personal, academic, and professional development. This presentation will explore how integrating innovative
teaching techniques can improve the educational success of culturally diverse nursing students.

                    6A – 6L/Concurrent Sessions Saturday, September 22/9:45 - 10:30 am

6A. Lessons in Leadership from Disney: Breaking Ground for Hispanic Students
Primary Presenter: Cristina Perez Stearns, MSN, RN, Ramapo College of NJ

As the largest minority group in the United States, Hispanics are grossly underrepresented in nursing. Minimal
evidence is known about the factors impeding upon Hispanic student success in nursing education; there is a need for
a leadership initiative in educational research. This presentation utilizes Walt Disney’s five strategies for effective
leadership – quality service, leadership excellence, people management, brand loyalty, and inspiring creativity – as a
framework to describe establishing a research study with Hispanics in nursing education.

6B. Faculty of Color Experiences in Predominantly Euro-American Nursing Schools
Primary Presenter: Dena Hassouneh, PhD, ANP, PMHNP

This presentation, supported by the Josiah Macy Foundation and Sigma Theta Tau, reports findings from a grounded
theory study of the experiences of faculty of color (FOC) in predominantly Euro-American schools of nursing. The
resulting theory is entitled Surviving and Resisting Controlling Influences: Experiences of Faculty of Color in
Predominantly Euro-American Schools of Nursing. The presenters will provide an introduction to the overall theory,
give information about key processes identified, and discuss next steps.
6C. Patient Safety Competencies in Rural ASN Students: An Evidence-Based Curricular Innovation
Primary Presenter: Berndt Janeen, DNP, RN, CNE, Ancilla College and Valparaiso University

Adequate hospital clinical experiences are difficult due to clinical site competition, high student-faculty ratios, and
decreasing inpatient censuses. Rural nursing programs also battle health disparities including limited health care access
and restricted critical access hospitals, requiring fresh approaches to ensure safe and competent graduates. This
project attempted to answer the research question: In rural ASN students, what is the effect of participation in a series
of multiple patient simulations on patient safety competencies as compared to baseline?

6D. Multi-User Virtual Environments: Pedagogy to Engage Nurses in EBP/Research
Primary Presenter: Karen Rice, DNS, APRN, ACNS-BC, ANP, Ochsner Medical Center

A multi-user virtual learning environment (MUVE) uses serious gaming to allow participants, as avatars, to interact in
an immersive virtual world and experience the phenomenon of presence. The expansion and application of MUVE to
nursing research, education, and training has been shown to provide a highly flexible, interactive, low-cost venue that
introduces a unique pedagogy to educators. This presentation will provide an introduction to MUVE that includes
our own research, learning applications, getting started, benefits, and future implications.

6E. Bridging Transition into Practice: An Academic and Clinic Partnership Model
Primary Presenter: Launette Woolforde, DNP, RN-BC, North Shore LIJ Health System

Clinical and academic partnerships that foster smooth transitions for students into professional practice are critical.
This session will present findings on a transition program that was piloted twice. It was developed by nurse educators
at a health system in partnership with area schools of nursing. Data were collected and analyzed to evaluate the
program’s impact on anticipated turnover, perceived clinical competence, and self-efficacy. Final semester students
who participated in the program demonstrated significantly better outcomes than those who did not.

6F. Creating a “Cyber-Patient” Clinical Experience to Enhance Student Learning
Primary Presenter: Sheila Matye, MSN, RN, RNC-NIC, CNE, Montana State University

In response to limited clinical space, an online pediatric clinical experience was developed to help meet specific course
objectives. Students accessed a website for seriously ill children, followed by an extended cyber interaction with
children and families, then developed an artistic presentation depicting their interpretation of the patient experience.
Past student presentations have included Native American drumming, original songs, poems, movies, and clay
models.

6G. No More Abandoned Notebooks: Freshman Capstone Scenarios Bridge Content
Primary Presenter: Jennifer Gunberg Ross, PhD, RN, CNE, Villanova University College of Nursing

Evidence-based practice requires the ability to access and use current scientific and clinical evidence efficiently.
Taught by expert educators, this session will demonstrate cutting-edge mobile technology that can be used to harness
the information explosion in health care. Attendees will learn how to use the latest iPhone, iPod Touch, and iPad
apps to search for and manage up-to-the-minute information on best practices in health care and education. This
session will be helpful for nurse educators interested in teaching students how to create an evidence-based practice
for point-of-care decision making.
6H. Use of Preexisting Video in the Post-Clinical Environment
Primary Presenter: Sheila Ray Montgomery, BSN, RN, CSRN, University of Alabama at Birmingham

The use of video and audio enhancement to inspire discourse is a well established guideline for teaching in today’s
classrooms. With the emergence of the Internet and the wealth of available sources, video-sharing web sites like
YouTube can offer an addition to learning that surpasses what has been available in the past (Agazio & Buckley,
2009). The integration of information through the use of pre-existing video can be utilized effectively in the post
clinical conference (Green & Hope, 2010). This post-clinical experience was to integrate existing video technology
into a discussion to enhance the students’ ability to synthesize knowledge into clinical arenas.

6I. Simulation Learning with Interprofessional Collaboration
Primary Presenter: Dawne-Marie Dunbar, MSNEd, RN, CNE, University of New England

An interprofessional (IP) group, in partnership with nursing, pharmacy, athletic training, and social work faculty,
designed, piloted, and evaluated a simulation case and companion e-learning platform that addresses human factors,
differences in training and experience, and system failures in IP communication. The pilot case creates a template for
IP faculty to collaborate to create rich IP learning opportunities for students using case-based learning. This session
will discuss the development, design, delivery, and integration of the IP simulation.

6J. The Challenge of Creating a Student-Centered Learning Environment
Primary Presenter: Angela Balistrieri, MSN, RN, Mercy Hospital School of Nursing

Student-centered learning bridges the need to create new pedagogies and partnership in nursing education. As nursing
education continues to make this shift many questions and challenges arise. The presenter will discuss one nursing
program’s journey as it progressed through the change process, and identify the benefits and challenges in adapting a
student-centered learning environment. The faculty and student perspectives will both be discussed.

6K. Utilizing Advanced Organizers to Promote Critical Thinking During Lecture
Primary Presenter: Amber Essman, MSN, RN, CNE, CFRN, Chamberlain College of Nursing

Developing clinical reasoning in undergraduate nursing curriculum is a perplexing task presented to nursing faculty.
The utilization of “advanced organizers” in undergraduate nursing lectures facilitates an organized format of expert
nursing clinical reasoning that can facilitate the development of clinical reasoning in undergraduate nursing students
by demonstrating the interrelationships and the nursing process through an expert nursing experience and expertise.

6L. The World Is Our Campus: Developing and Implementing a Multicultural Nursing Course
Primary Presenter: Debra Wing, Major MSNEd, USAFR, RN, Brigham Young University

A sign at the entrance to Brigham Young University states, “The world is our campus.” With this philosophy in mind,
the college of nursing has a required four-credit Global Health and Human Diversity course for all students. Over the
past eight years, and 400 students later, this course has provided many challenges and opportunities for both faculty
and students. Having multiple clinical sites around the world as well as in the United States has yielded many
challenges and rewards as we develop evidence-based curriculum, and assessment, and evaluation tools in an effort to
expand our program. This symposium will discuss successful selection of sites and students, universal class objectives
in multiple locations, and evaluating the experience.
                    7A – 7L/Concurrent Sessions Saturday, September 22/10:45 - 11:30 am

7A. Group Mentoring in the Medical-Surgical Setting: Developing Community, Confidence, and Careers
Primary Presenter: Nancy Phoenix Bittner, PhD, RN, Regis College

This study focused on the effects of a group mentoring program to establish community, enhance confidence, and
foster investment in medical-surgical nursing as a career destination, not a “layover” in the journey. Results showed
increased confidence in communications with physicians, clinical assessment, self-confidence, time management, and
delegation. Participants rated the program as extremely helpful and would highly recommend to other new graduates.
We plan to replicate this study across other units in the facilities.

7B. Strength-Focused Approach on Job Satisfaction when Building Faculty Teams
Primary Presenter: Barbara Heise, PhD, APRN, BC, Brigham Young University

Four presenters will briefly share their experiences to provide a program that focuses on the impact of a strength-
based approach to improve nursing faculty satisfaction when building high performance faculty teams. An analysis of
the similarities and differences between types of pre-licensure nursing programs involved in this pilot study will be
presented.

7C. Web-Based Pedagogical Agent to Facilitate Critical Thinking in Nursing
Primary Presenter: Diane Morey, PhD, MSN, RN, CNE, College of the Canyons

With the growth of online learning in nursing, various strategies are needed to vigorously involve students in
instruction and encourage critical thinking. A pedagogical agent or virtual character provides a possible innovative
tool for clinical judgment through active engagement of students by asking questions and supplying feedback about a
series of nursing case studies. This presentation will include research results and a demonstration of three patient case
study modules on shock, chest trauma, and spinal cord injury.

7D. Nurse Educators’ Perceptions of Caring in Current and Ideal Work Environments
Primary Presenter: Anne Liners Brett, PhD, RN, Cox College

Seventy-five percent of nursing faculty are expected to retire by 2019 and current faculty shortages abound, yet
limited research focuses on the work environment of nursing faculty. Understanding the discrepancy between caring
attributes faculty perceive as important in an ideal work environment and those they receive in their current
workplaces can provide insights for recruitment and retention. The presenters will discuss the methodology used and
the results of the research, as well as provide evidence-based recommendations to facilitate a caring workplace for
nursing faculty.

7E. Partnering for Learning: Enhancing the Clinical Experience for BSN Students
Primary Presenter: Kathy Zimmerman, MSN, RN, APN, FNP-BC, AHN-BC, Austin Peay State University

Nursing education is enhanced through a cooperative learning environment between faculty at Austin Peay State
University and Vanderbilt Children’s Hospital's clinical experts. The presentation will describe steps to develop a
teaching tool, organize an eight-hour event, set up individual stations for learning, and measure students’ responses
from the learning experience. Statistical analysis of results from pre- and post-questionnaires that measured the
students’ perception of learning will be discussed.
7F. Evaluating Student Learning Using the Larsen Unfolding Case Study
Primary Presenter: Angela Christian, DNP, MS, RNC, Minnesota State University Mankato

Advancing Care Excellence for Seniors (ACES) cases were created to guide the teaching of individualized aging and
life transitions. No literature was located regarding the assessment and evaluation of student learning that occurs
when the ACES unfolding cases are used to teach gerontologic concepts. A pre/post survey design was used to
evaluate student learning by measuring knowledge, self-efficacy, and satisfaction. The fall risk and CAM assessment,
SPICES, and Katz Index of Independence are areas where significant learning occurred.

7G. A Campus-Wide Interprofessional Ethics Program: Nursing Perspectives
Primary Presenter: Dorothy Otto, EdD, MSN, RN, ANEF, University of Texas Health Science Center - Houston,
School of Nursing

Concerns have been articulated about enhancing the ethical decision-making abilities of students in health care
professions and for their future participation in interprofessional teams. In 2009, a campus-wide ethics program
committee was established at the University of Texas HSC, Houston comprising six schools: medicine, nursing,
dentistry, public health, biomedical sciences, and bioinformatics. One project was to develop and implement a
program of innovative teaching strategies for all students. Interprofessional case studies will be discussed.

7H. Expanding Capacity in Nursing Programs to Promote Academic Progression and Lead Change: The
Who, Where, and How of Exponential Growth
Primary Presenter: Mary Mancini, PhD, RN, NE-BC, FAHA, FAAN, ANEF, University of Texas at Arlington
College of Nursing

Since 2008, University of Texas at Arlington’s College of Nursing has grown exponentially (>5000 students) to meet a
need for increased numbers of RNs and respond to the IOM’s recommendation to increase educational levels of
practicing nurses. This presentation will describe a unique, public-private partnership model that allows a college of
nursing in a state university to develop and manage innovative, fully scalable BSN, RN-BSN, and MSN programs.
Challenges, program characteristics, essential elements, and quality and quantity metrics will be presented.

7I. An Interprofessional Collaborative Approach Using An End-of-Life Simulation
Primary Presenter: Francisca Farrar, EdD, MSN, Austin Peay State University

This presentation will center on the four core competencies delineated by the Interprofessional Education
Collaborative Panel: 1) values/ethics for interprofessional practice; 2) roles/responsibilities; 3) interprofessional
communication; and 4) teams and teamwork. The session will illustrate a team approach that uses multi-discipline role
playing in making end-of-life decisions. The simulation scenario includes a family meeting with a chaplain, hospital
attorney, physician, nurse, family, and students. Debriefing analyzes roles, responsibilities, conflicts, attitudes and
values, communication, trust and respect, and legal issues.

7J. A Pediatric Virtual Patient System to Enhance Nurse Interviewing Skills
Primary Presenter: Arlene Johnson, PhD, RN, CPNP, CNE, Clemson University

The pediatric virtual patient system is a collaborative, interdisciplinary research project focusing on the development
of an innovative instructional tool that can transform clinical education of nursing students. The project combined
the unique knowledge and experience of nursing and technology experts to create a pediatric virtual patient. A
combination of emerging computing and virtual reality technologies was used to build and test a pediatric virtual
patient system (mother/child) designed to enhance nurse interviewing skills and clinical decision-making abilities.
7K. Linguistic Modification of Test Items: Making Items Fair
Primary Presenter: Linda Caputi, EdD, MSN, RN, CNE, ANEF

Writing good test items is always a challenge for even the most seasoned educator. All students may have difficulty
interpreting the meaning of an item due to some degree of anxiety while testing. Questions that are difficult to
interpret are often the ones students label as “trick questions.” Linguistic modification is one process faculty can use
to ensure their questions are measuring what the student knows about nursing rather than how well they interpret
complex English language.

7L. Preceptor Training for RNBS Students
Primary Presenter: Candy Dato, PhD, RN, CNE, New York City College of Technology, CUNY

This presentation will describe a curricular innovation: the addition of preceptor training into a required professional
issues nursing course in the RN-BS program at New York City College of Technology. This is the first time that the
highly successful Vermont Nurses in Partnership preceptorship model has been integrated into a nursing curriculum.
An evidence-based training model, it is being used to prepare RN-BS students for precepting, an expected nursing
role for which they are often not prepared.

				
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