Australasian Nurse Educators Conference 2009
Pamela R. Jeffries DNS, RN, FAAN, ANEF is an associate professor and the Associate Dean of Undergraduate Programs at Indiana University School of Nursing. Dr. Jeffries was appointed project director for National League for Nursing simulation research study where she and the project coordinators developed a simulation framework to guide educators in the development, implementation, and evaluation of using simulation pedagogy and conducted a multi-site, multi-method study in 8 nursing schools across the nation. Currently, Jeffries is serving as the project director for the second NLN grant where she is facilitating the development and testing of 9 Web-based modules for educators to learn how to develop and implement simulations in nursing education. In addition, Jeffries has received grant funding from HRSA (2007-2012), the American Heart Association (2008), the National Council of State Board of Nursing (2006-2008), and the Fairbanks Foundation (2007-2010) with all having an educational or research focus on simulations in nursing education. Other research interests include investigating learning outcomes associated with online teaching and learning, innovative teaching strategies and models, and the use of technology in nursing education. Keynote presentation – synopsis “I got the manikin, now what? Next Steps for Educator’s Using Simulations.” Health care professionals need to be prepared for safe and efficient practice environments. Faced with many challenges today in healthcare education, nursing educators must explore innovative ways to teach nursing students real-world clinical practice in a cost-effective, productive, and high quality manner. Developments in educational technology make a wide array of options, such as sophisticated simulators, available to faculty to facilitate experiential learning. Such developments also create an environment conducive to systematic and substantial change. To create the most effective and efficient ways of teaching nursing students, educators need to use a wide range of methods for engaging them in learning activities, including simulation. This presentation will provide information on a faculty development approach to help prepare educators to develop and implement clinical simulation in the nursing curriculum. The objectives of this session include 1) Describe the challenges educators face when developing and incorporating simulations into the curriculum; 2) Discuss one approach to prepare faculty for simulations; and 3) Discuss how faculty can become involved to revolutionize nursing education using simulations. Included in the presentation are key topics such as different approaches to utilize simulations to enhance or replace clinical hours, how to provide more realism within experiential learning activity, and first steps faculty need to do when getting started using this type of pedagogy.
Lesley Salem Nephrology Nurse Practitioner I am a descendant of the Wonnarua Nation in NSW, married, mother of four, a Nurse Practitioner/High Dependency with specialty in Renal Medicine, Dialysis, Transplant and Apheresis with Hunter New England Health and recently worked as a Senior Policy Analyst for Aboriginal Health (Heath Service Performance Improvement NSW Health) to develop chronic disease management education for Aboriginal health workers and improve strategies for chronic disease management between primary and tertiary health services. My qualifications include a Hospital Certificate in Nephrology and Transplant, post Graduate Certificate in Nursing Science-Apheresis, a Graduate Diploma in Nursing Science and currently undertaking a Masters in Nursing Science/research. During my 28 years of nursing, 26 have been dedicated to Nephrology, Dialysis and Transplantation, advanced practice in Apheresis. Always through my work is a strong dedication the health and wellbeing of Indigenous Australians. Not only have I worked in a capacity of advanced practice, I have conducted and contributed to research, completed Human Islet Isolation Techniques training and gained accreditation as a Nephrology Nurse Practitioner. I am now employed to help clinically manage the 300+ patients of the community dialysis Centres of Wansey Centre at Charlestown, Maitland, Singleton, Muswellbrook and Taree as well as the Home Haemodialysis and Peritoneal Dialysis patient populations in the 31,000 sq Km in the lower Hunter New England Area Health Service. Synopsis NURSING STATURE AND ITS RELATIONSHIP TO THE CULTURE OF EMPIRICAL WISDOM Nursing as a profession has seen the education of nurses moved from hospital based vocational training that relied predominantly on the input from clinical peers and superiors, to the formal education sector (tertiary, TAFE and college). The current education style utilises theoretical educators who are generally separated from the clinical setting. This change in nursing education has improved and increased the theoretical knowledge on many levels for nursing as a profession. This has allowed nursing to grow and function within an ever increasing environment of scientific and technological advancement. Education changes have also provided nurses with the knowledge and language for the advancement of nursing as equal partners in the management and delivery of health care, while enabling nurses to contribute to the pool of evidence based knowledge. Resulting, in the elevation of nursing status by confirming the validity of our unique contribution to the healing or palliation process. The author poses the question, has this shift in educational delivery resulted in nursing as a profession misinterpreting what has been thought to be inherent personal characteristics while they were actually, skills that can be learnt? Some examples of the skills that make us valued and admired include: our perceived disposition (compassion, caring), timing, values, selfless attitude, behaviour (reactivity, action and interaction), ability to judge people and situations. The author believes theses are not inherent personal attributes and cannot just be transmitted from the teacher to the learner, but rather learned skills that are the result of context bound knowledge and experience. To achieve ‘Empirical Wisdom’ in our new nurses, we will have to be innovative and collaborative in our approach and assist our novices to develop these skills.
Associate Professor Cheryle Moss Cheryle Moss is Associate Professor Nursing, Research and Practice Development at Monash University. Cheryle is interested in workplace learning and development. Keynote presentation – synopsis Negotiating New Pedagogies in Workplace Learning Nursing has many strengths and effective pedagogical approaches which are used in workplace learning. In this paper I argue that it is time to negotiate the development of new pedagogies and approaches to extend and complement our current repertoire of practices. To make the case I plan to share some of the work that I have been experimenting with using practice development, facilitation, action learning approaches. From these illustrations I will draw out some principles that can be used to explore and articulate new intentions and foci for workplace learning, and the pedagogical strategies that could be negotiated by clinical teams, clinical and classroom educators, and clinical facilitators to assist and foster this learning. It is my hope to stimulate the attention and investment of the audience into creatively developing new processes for the advancement of practice and workplace learning.
Patrea Andersen, Associate Director, School of Nursing and Health Studies, Waiariki Institute of Technology, New Zealand Patrea Andersen is the Associate Director of the School of Nursing and Health Studies at Waiariki Institute of Technology, Rotorua New Zealand. Her experience as a Nurse Educator spans 23years. During this time Patrea has primarily been involved in undergraduate nursing education and has held a number of positions, including teaching and management. Patrea is passionate about nursing education and has a special interest in the assessment of practice competence. This has been a focus for her resent research and doctoral study. Keynote presentation – synopsis Critical Comparative Nursing Assessment: Revealing contemporary issues that influence and challenge the assessment of practice competence. Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. This presentation includes an overview of the research supporting this theory. It provides a new way of viewing and understanding how competence is assessed and where the challenges and tensions related to this lie. Contemporary issues that influence the formulation of professional judgment about competence to practice and the way in which nurses resolve these will be highlighted. This presentation is designed to open and extend the dialogue between nurses in education and practice. It will challenge them to explore how they can work collectively to formulate strategies to address practice issues impacting on the validity and reliability of competency assessment outcomes, and address workforce issues surrounding the assessment of professional competence.
Chief Executive of the New Zealand Nurses Organisation. Registered Nurse Manager Director Geoff is a director on the Board of Accuro, a not-for-profit mutual benefits society that provides health insurance to health sector employees and their families. Geoff is also a director on the board of BGI, a social agency running a range of intervention programmes for at risk youth and their families.
Professor Debbie Tolson PhD MSc BSc (Hons) RGN is Head of Research within the School of Nursing, Midwifery and Community Health at Glasgow Caledonian University, Scotland, UK. Where, in her role as Professor of Gerontological Nursing, she leads the Gerontological Research Programme and Directs the Scottish Centre for Evidence Care of Older People; A Collaborating Centre of the Joanna Briggs Institute. She is a member of the International Honor Society of Nursing, Sigma Theta Tau, and Global Advisory Council for the biennium 2007-2009. In 2007, she received the award ‘Best of Worldviews on Evidence Based Nursing’ for the innovative Scottish Gerontological Nursing Demonstration Research Project, which pioneered social participatory learning approaches to promoting evidence based care with older people and nurses. Her teaching responsibilities focus on post graduate research student supervisions majoring on those completing PhDs in areas related to the health care of older people and family carers. Her current, portfolio of externally funded research projects exemplifies her passion for working with older people and for promoting an enriched learning experience in which individuals and care can flourish. Synopsis Promoting a Collaborative Future: The Caledonian Development Model The international health care development agenda promotes evidence informed multi-professional practice. Implicit in this imperative is the valuing of collaborative approaches and the pursuit of collective goals, namely achievement of the highest quality of health care possible. Paradoxically traditional systems within nurse and midwifery education reward individual attainment, creating an interesting dynamic if our ultimate ambition is to develop practice together. There is a growing body of research suggesting that change interventions are more likely to be effective in practice when national level strategies support individual and team interventions within a facilitated change framework. This keynote explores the genesis and impact of the Scottish Caledonian Development Model which offers such a change orientated framework (Tolson et al 2006). The innovative approach centres around a community of practice, adopts an inclusive and value based approach to constructing national care guidance (Booth et al 2007) and social participatory learning methods facilitated through an internet based college. Impact evaluations consistently demonstrate practice improvement (Tolson et al 2008); feedback from demonstration sites (hospital, care home and community settings) reveals sustained improvements beyond three years. The challenges and mutual benefits for nurse education and practice arising from the Caledonian Development Model will be debated, alongside opportunities to involve care recipients and members of the multi-professional health care team. References Marianne Whittington
Marianne Whittington has been involved in almost every humanitarian crisis that has occurred in the past 17 years, including Iraq, Darfur, Afghanistan, Angola, Kenya, Thailand and the former Yugoslavia. More recently, she was part of a very different scene, when the Governor-General and Red Cross patron Anand Satyan presented her with a Florence Nightingale Medal at Government House in Wellington. Marianne Whittington was also made a Member of the New Zealand Order of Merit in the 2008 New Year Honours. She has undertaken three missions to Afghanistan with the Red Cross, both during and after the Taliban's rule. Her last mission to Kandahar began only months after the terrorist attack on the World Trade Centre in New York and consequently during a time of considerable tension and uncertainty. The idea of working in a humanitarian role was first planted in Marianne Whittington's mind in 1987 during a trip to Nepal. While there, she visited Kunde Hospital, established with the support of Sir Edmund Hillary's Himalayan Trust. "The hospital and the work the people there were doing for the local community inspired me to come home and search out a humanitarian organisation where I could use my nursing skills to help make a difference. I have a strong belief in the principles of the Red Cross and Red Crescent.” When not on a humanitarian mission, Marianne Whittington works at Waitakere Hospital's emergency department.
Dr Robin Youngson is a former engineer, a practising anaesthetist, a systems thinker, and for six years was Clinical Leader for the development of the new Waitakere Hospital in Auckland, New Zealand. Robin is the founder of the Centre for Compassion in Healthcare (www.compassioninhealthcare.org). Robin graduated with an honours degree in engineering at Cambridge University. He worked for three years in oil exploration, saving funds to pay his way through medical school in Bristol. He took honours in Medicine and then became a Fellow of both the Royal College of Anaesthetists of England and the Australian and New Zealand College of Anaesthetists. He was the pioneering doctor on the Childflight, paediatric Air Ambulance Service in NZ. He started his first consultant job at Auckland Hospital as an anaesthetic specialist in 1994. Robin was closely involved in patient process redesign and quality improvement. The turbulent healthcare reforms of the 1990’s led him to issues of leadership, particularly in response to the introduction of alien corporate and market ideology. He founded The Clinical Leaders Association of NZ (CLANZ) in 1998. He was Acting Chair of the NZ EpiQual committee in 2006 and played a significant role in shaping the national strategy for quality improvement in healthcare. He was appointed to the new national Quality Improvement Committee (QIC) and was also the NZ representative on the International Steering Committee for Patient Safety Solutions within the WHO Global Alliance on Patient Safety. He was also an international spokesman for the World Health Organisation in the 2007 launch of the new strategy for “People at the Centre of Health Care: Harmonising mind, body and systems”. Robin has presented and taught widely on issues of clinical service redesign, patient-centred reform, clinical leadership, patient safety, open disclosure, and compassion in healthcare. Title of the Opening Address - “Where will you cast your pebble?” Synopsis Where will you cast your pebble? Can you see the beauty in every one of your patients? Can you see the beauty in every one of your students? If so, you know the privilege of service.
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