Dawn Drahnak. I have a broad background in acute care, perioperative and critical care nursing, with specific training and expertise as a clinical nurse specialist, educator (academia, clinical, and staff development) and experience with survey research and secondary data analysis on compliance with sepsis screening in the acute care setting. I have also collaborated on a pilot project focused on the effects on integration of a simulated electronic health record into high-fidelity simulation with undergraduate nursing students and a project focused on use of interactive video-based teaching to improve nursing students’ ability to provide patient-centered discharge teaching. In addition, I successfully administered the sepsis research and collaborated with other researchers for the latter projects, and produced peer-reviewed publications from each project.
Stress experienced by nursing students during clinical education is a precursor to what they may experience throughout their careers. It is imperative that faculty consider ways to support student “self-care” that will be transferrable into their professional practice. One means to support students is through the introduction of mindfulness exercises. Mindfulness practice can serve to reduce negative emotional reactivity. Students listened to mindfulness audio recordings at the beginning of clinical shifts and recorded their thoughts in a journal. Journal entry analysis confirmed student stress and its impact on time management and student productivity. There were five themes identified upon content analysis of the journals: Feeling Anxious, Stressed, Unfocused; The More Stress, the Less They Feel Mindfulness Works; Missing Out/Isolation/Distracted/Time Management; Listening as a Group is Preferred to Listening Alone; and Mindfulness Can Bring the Focus Back to the Task at Hand and Help Students Feel Refreshed. Student journals highlighted the stressors of education and provided useful information for continued study for effective student stress management techniques. Incorporation of mindfulness-based stress reduction strategies and self-care into the curriculum has been identified as a student need and will continue to be implemented throughout the program
Ebtsam Aly Abou Hashish has completed her PhD in the Faculty of Nursing at Alexandria University, Egypt. She is an Assistant Professor of Nursing Management and Leadership in College of Nursing at King Saud bin Abdul-Aziz University for Health Sciences, Jeddah, KSA, and an Assistant Professor of Nursing Administration in the Faculty of Nursing at Alexandria University, Egypt. She teaches many management and ethics courses for undergraduates and post graduates and as well as participated in supervising many theses and dissertations as an academic supervisor. She also acts as an Associated Trainer in the Faculty and Leadership Development Center (FLDC). She has published more than 15 papers in reputed journals and has been serving as an Editorial Board Member and Reviewer of reputed journals.
Gail Stuart is dean and a tenured Distinguished University Professor in the College of Nursing and a professor in the College of Medicine in the Department of Psychiatry and Behavioural Sciences at the Medical University of South Carolina. She has been at MUSC since 1985 and has served as Dean of the College of Nursing since 2002. Prior to her appointment as Dean, she was the director of Doctoral Studies and coordinator of the Psychiatric-Mental Health Nursing Graduate Program in the College of Nursing. She was also the Associate Director of the Centre for Health Care Research at MUSC and the administrator and Chief Executive Officer of the Institute of Psychiatry at the Medical University where she was responsible for all clinical, fiscal, and human operations across the continuum of psychiatric care. She received her Bachelor of Science degree in nursing from Georgetown University, her Master of Science degree in psychiatric nursing from the University of Maryland, and her doctorate in behavioural sciences from Johns Hopkins University, School of Hygiene and Public Health. Dr. Stuart has taught in undergraduate, graduate, and doctoral programs in nursing. She serves on numerous academic, corporate, and government boards and represents nursing on a variety of National Institute of Health policy and research panels, currently serving as President of the Board of Directors of the Annapolis Coalition of the Behavioural Health Workforce. Dr. Stuart also was a Visiting Professor at Kings College, Institute of Psychiatry in London England. She is a prolific writer and has published numerous articles, chapters, textbooks, and media productions. Most notable among these is her textbook, Principles and Practice of Psychiatric Nursing, now in its 10th edition, which has been honoured with four Book of the Year Awards from the American Journal of Nursing and has been translated into 5 languages. She has received many awards, including the American Nurses Association Distinguished Contribution to Psychiatric Nursing Award, the Psychiatric Nurse of the Year Award from the American Psychiatric Nurses Association, and the Hildegard.
After a decade of civil war, the people of Liberia had enormous mental health problems related to extensive physical and psychological violence. As there was only one psychiatrist in the country, the Liberian Ministry of Health requested the help of the Carter Centre in Atlanta Georgia to address the country’s mental health needs. Nurses were the largest group of health care providers and a program was launched to prepare 150 nurses to become Mental Health Clinicians over five years. I was asked to create the curriculum for this program in partnership with the people of Liberia and to work with Liberian educators, clinicians and health care administrators to implement it in a “train the trainer” model. I have been involved in this project since 2010 without compensation.
The main objectives of the program were:
1) Prepare Liberian nurses/physician assistants as mental health clinicians.
2) Strengthen the knowledge and skills of “mental health trainers/ educators” in the existing Liberian educational and health care systems.
3) Enhance the teaching environment for mental health professionals/paraprofessionals.
I developed a six month curriculum in partnership with key members of the educational, practice and administrative sectors in Liberia. It was based on advanced practice psychiatric nursing content taught in the United States and consisted of five courses taught in a “train the trainer” model over a 6 month period of study. I held curriculum workshops in Liberia in which all courses were reviewed in detail and then revised, refined and reviewed again in a process of continuous interaction.
1) There have been 166 graduates of the program with mental health clinicians placed in all 15 counties of Liberia.
2) The program facilitated the creation of a registered psychiatric nurse accreditation program by the Liberian Board of Nursing.
3) Content from the program was incorporated into pre-service nursing curricula in Liberian nursing schools. As this program ended, the Ebola virus disease broke out in Liberia. The mental health clinicians provided much need education, support and care. In addition, the World Bank funded a new initiative to train 100 child and adolescent Nurse Mental Health Clinicians in three years. I created this curriculum and am continuing to work on implementing it in Liberia. To date 64 of the 100 nurses have graduated.
Philipp Willingshofer has received his medical doctorate from the Medical University in Graz in 2008. After having had worked in the Emergency Department in Washington D.C., USA, he did his residency in Anaesthesia and Critical Care in Austria. During this time he was granted the “Trainee Exchange Programme” award of the European society of Anaesthesiology and was therefore able to do an internship in cardiac anaesthesia at the Royal Papworth Hospital in Cambridge, UK. He finished his residency in 2015 and received the European Diploma in Anaesthesia and Critical Care (EDAIC) and the European Diploma in Intensive Care Medicine (EDIC) in 2016 and 2019. He is therefore certified by the European Society of Anaesthesiology (ESA) and the European Society of Intensive Care Medicine (ESICM). He is finishing a postgraduate University Programme in Medical Law in July 2020. He is currently working at the Kepler University Clinic in Linz and as a prehospital Emergency Physician in Austria and his special interests are Intensive Care Medicine, Cardiac Anaesthesia, Emergency Medicine and the use of ultrasound in those fields.
The insertion technique of subclavian central lines has seen some variations since it`s early description. Many of these changes resulted from the increasingly popular use of POCUS (point of care ultrasound). My talk, at the 2020 International Conference on Critical Care and Emergency Medicine in Dubai, aims to give an overview over the different methods of subclavian central line insertion. It will cover the variations when using landmark based techniques, as well as ultrasound guided supraclavicular and infraclavicular approaches and the ultrasound based “PART” technique. It will conclude with an ultrasound-only way to confirm the correct position of central lines.
She is working Intensive Medicine Department, Hippokration General Hospital, Greece also Senior Student in the Department of Business Administration, University of Macedonia, Greece,she completed Masters Degrees, International Medicine-Health Crisis Management, Greece also Member of Health Response team to Crisis Situations of G.H.T.Hippokration
The intervention of competent bodies in the ICU and in every professional sector of the hospital is considered necessary to address the The aim of this study was to determine to what extent, healthcare practitioners in ICU worry about Workplace bullying (WPB) and whether it affects the quality of care and patient safety from their perception.
The behaviors of individuals as well as some elements of their personality emerge the phenomenon and contribute to it becoming more intense. Interventions, therefore aim to change perceptions, attitudes and behaviors, ie the way in which individuals perceive and approach their work.They should also aim to educate individuals so that they respect the personality and accept the diversity of their colleagues, resist manipulation, respect themselves and dare to do self-criticism. For this reason, it should investigate the reasons that cause it in a workplace and review those characteristics of the organization's functioning that directly or indirectly favor its existence. Researches have highlighted the positive effects of replacing authoritarian management and regular confrontation with employees with a form of management based on the principles of cooperation, meritocracy and practical interest in the needs of individuals and the team as a whole.
problem, as individual solutions usually lead to the victim's submission or removal or leaving the perpetrator in the workplace and the continuation of unacceptable behavior of. Such solutions succeed in protecting the victim, but fail in the administration of justice.
Michelle currently works a City, University of London as the Programme Director: Mentorship: Supporting & Assessing Learning in Practice Settings and Practice Lead for Adult nursing students. Michelle has previously worked as a Senior Lecturer at Buckinghamshire New University and Kingston University & St Georges University, London. This followed a successful nursing career as a District Nursing Sister and as an Intermediate Care Nurse. Michelle has taught a range of subjects latterly with a focus on Public Health, Culture & Diversity in Healthcare, Professional Nursing and Management of Long term conditions. Michelle has a MSc in Medical Anthropology and has a keen interest in culture, expressions of illness and how nurses cope with this. Michelle is currently in the final phase of her PhD exploring the experiences of Indian nurses coming to the UK to study and work. Michelle has an MSc Medical Anthropology; BSc Community Nursing (District Nurse); PGCE; Nurse Prescriber; Diploma In Nursing (Adult); BA (Hons) Business Studies.
The consensus exists that nursing is a global profession where much emphasis is placed on the transference of skills and knowledge. In reality the situation is more complex as each society attributes its own cultural constructs onto what is meant by the term nurse and how a nurse should be educated. This presentation will detail aspects of an ethnographic study exploring the lived experience of Indian Nurses who have undertaken programmes of study in the United Kingdom (UK). It will also draw an experience of teaching nurses whose primary education was not in the UK. Existing research examines the impact on the nurse as they enter the work force but there is a dearth of literature available on the experience of overseas nurses’ experience of a UK based education. The study has revealed that the concept of ‘learning to learn’ is paramount in the delivery and success of overseas nurses undertaking an education programme away from their home country. The Indian nurses’ previous experience of didactic rote learning has little bearing on the ethos of a UK education with the emphasis on independent and reflective learning. The expectation is often on the overseas nurse to adapt their learning style to suit the institute they are attending. However the study has revealed the same should be said of the institute. In order to bridge this gap cultural sensitivity needs to be employed in the delivery of teaching and this should be a two way process between the institute and the overseas nurse with an emphasis on cultural competence, adaptation and partnership learning.
Today’s hospitals are rich and complex socio-technical environments where technology and human actions are closely interwoven and patient’s health outcomes are co-dependent on the success of this interaction. Moreover, it is increasingly recognized that the patient journey takes mostly place outside of the hospital. As medical and nursing care becomes more technology-dependent, many fear that sensors, robotics, digitalization, machine learning and artificial intelligence will take the humanity out of health care. Do we need to worry? In this session, it is argued how ‘high tech’ can perform repetitive and redundant activities to enable nursing and medical staff to focus on ‘high touch’. Examples are taken from various area’s of women’s and children’s care, including smart health video consultation, pregnancy chat bots, and real-time notifications for hand hygiene performance. If applied properly, new technologies could optimize patient health outcomes while enhancing nursing joy and career perspectives.
Hana Kadhom has 35 years’ experience in nursing as a practitioner and educator. Her experience has been across the Middle East and UK. She obtained her PhD from the University Of Hull (UK) in 1989 and she has completed her advanced postgraduate diplomas from British Universities in Nursing Education and Health and Safety. She is a former Senior lecturer and Director of Nursing Degree Bridging programme (RCSI) University of Royal College of Surgeon Bahrain and Saudi Aramco.
Background:The existence of specific and identifiable family needs of critically ill patients has been proven through research studies. However, little is known about the needs of family members of patients in Post Anaesthesia Care Unit who may experience stress, anxiety, helplessness, and inability to cope.
Aims of the research:The aim of the study is to (a) evaluate the perceived needs of adult family members of patients in Post Anaesthesia Care Unit, (b) to know to what extend these needs are met, and (c) to identify whether the needs differ based on background characteristics.
Methodology and Research Design:A quantitative, descriptive design was utilized. A convenient sample of 100 adult family members of patients in Post Anaesthesia Care Unit was selected at one of the tertiary hospitals in Bahrain. A questionnaire was used that include: a demographic data form, the Critical Care Family Needs Inventory(CCFNI),and Needs Met Inventory (NMI).Descriptive and inferential statistics using SPSS version 20 was used for data analysis.
Findings/ Results:The findings showed that the 10 most important needs identified by family members were related to Assurance and Information with mean score of 3.87. The need for Assurance was perceived as always met with mean score of 3.51. No significant differences due to gender, age, level of education, relationship to patient, and household were found.
Conclusion:The family members of patients in Post Anaesthesia Care Unit considered the need to be reassured and kept informed during the immediate post-operative period as very important.
Recommendations:Nurses must direct their practice towards holistic care by implementing effective interventions to meet the family needs and enhance their ability to cope. Further study of visitation in post anaesthesia care unit is needed that may guide change in departmental policies and procedures.
Mushtaq Chalkoo is Working as Additional/associate professor at GMC Srinagar from 22 Oct,2017 Working as Assistant Professor Surgery at GMC, Srinagar from 2012- 2017 Worked as Permanent Lecturer Surgery at GMC, Srinagar from 2009-2012 Worked as Adhoc Lecturer Surgery at GMC, Srinagar from 2007-2009 Worked as Assistant Surgeon at 2003 Worked as Senior Resident Surgery & Allied Specialties at SKIMS from 1997-2001 Postgraduate Surgery, SKIMS from 1994 1997 House Surgeon from 1993-1994 Internship in GMC, Srinagar from 1992-1993.