Julie Beck – Poster Teaser

In-acting the 2016 New Zealand Health Strategy in first year undergraduate nursing to transform registered nurses for the future

Introduction

In better meeting the health needs of people, families and communities now and in the future, New Zealand (NZ) transformed the national health strategy in 2016. This transformation is a shift in emphasis from an illness-focused professional directed system to a person, family, community focus with health promotion at the central core.

Background

The goal is that  ‘All New Zealanders  will live well, stay well, and get well in a system’ that is ‘ people powered, providing services close to home, is designed for value and high performance and works as a team in a smart system’. Therefore this new strategy means there is major transformation in the way that everyone in the health service works.

Conclusions

Nursing students are prepared for this new focus in the Bachelor of Nursing programmes in NZ. This poster will explicitly demonstrate this with examples of teaching and learning strategies, and student experiences from the first year undergraduate nursing programme at Manukau Institute of Technology that align with the NZ Health Strategy and the transforming of registered nurses for the future.

Key words:

Emma Collins – Poster Teaser

Teaching paediatrics to undergraduate nursing students in a bachelor of nursing programme

Introduction
In New Zealand, paediatrics is taught as a component of the Bachelor of Nursing Programme. Students graduate as comprehensive nurses, with the ability to work immediately in a paediatric setting. The Nursing Council of New Zealand sets guidelines for nursing schools to comply with when developing their curriculum. However, the teaching of paediatrics is ultimately determined by the school.

Rationale
It was unclear exactly what to teach undergraduates in regards to child health, and there were no clear guidelines in the literature as to what is taught elsewhere.

Methodology
In 2015, a curriculum mapping exercise was undertaken to determine where and when paediatrics was taught in the Bachelor of Nursing programme. Curriculum mapping allows for greater transparency within a course and can provide better allignment. This was completed using the New Zealand Child Health Nursing Knowledge and Skills Framework from the College and Youth Section (NZNO) and Plunket NZ (2014).

Results
After the exercise was completed, it was discovered that there were some areas that needed to be covered further and some aspects that were covered better than perviously thought. Since then, a robust and staircased delivery of paediatrics has been establised, keeping in line with the philosophical underpinning of the school.

Conclusion
Students now graduate with a clear and transparent introduction to paediatric nursing, and are able to articulate where and when this learning occurred.   This is transformative in that this school is preparing students well to work with children upon graduation, to meet the needs of our growing population.

Key words: Paediatrics; curriculum mapping; child health teaching; undergraduate nursing.

Wendy Blair – Poster Teaser

Nurses’ recognition and response to unsafe practice by their peers: An integrative review

Introduction

This presentation will summarise an integrative review of literature (2004 to 2014) undertaken to inform a larger mixed methods study. This review used Whittemore and Knafl’s revised framework for integrative reviews (2005) to critically examine how nurses recognise and respond to unsafe clinical practice in their peers.

Background

Unsafe nursing practice impacts on patient safety, workplaces and individuals. Despite the importance of recognising unsafe practice – including professional codes that mandate reporting – it remains unclear how registered nurses recognise behaviours and cues that constitute unsafe practice in their peers and how they respond to these situations.

Results

Nineteen articles from 15 studies were included in the review. Using a systematic integrative approach, the following four themes emerged:

Behaviours and cues for recognising unsafe practice

Nurses’ response to witnessing unsafe practice

Consequences of being reported for unsafe practice

Factors that contribute to unsafe practice

Conclusions

These Findings indicate the reasons for unsafe practice are multifactorial, with behaviours and cues that indicate unsafe practice, impacted by organisational and individual characteristics. The responses of Individual nurses are varied, and there are professional and personal costs of being reported or reporting unsafe practice. The small number of studies reviewed limits the conclusions that can be drawn. However they highlight that nurses can identify unsafe practice in their peers, and the need for further research to support identification and reporting.

Key words: unsafe practice, reporting, nursing, practice

Chris Gaul – Poster Teaser

Trials and tribulations of using technology in the classroom – Reflections from a novice!

Introduction

As the world becomes more digitally active, the use of technology in education is becoming increasingly more common. Whether it has a place in every classroom is a contentious hot topic.

Background

The use within undergraduate nursing programmes has not escaped these developments, but it is probably fair to say that anecdotally the implementation of technology has been predominately the use of simulation to replicate clinical scenarios. There are many different applications, programmes and educational software available to educators. Identifying appropriate tools, understanding their suitability and finding time to become familiar with such technologies can feel like a minefield as a novice user. In an attempt to try ‘new ways’, a journey into the world of apps and software was embarked upon!

Results

This presentation will show-case examples of different applications that have been tried and tested, with the sole aim of enhancing the learning experiences of our nursing students. These include the use of Socratives, One Note Classbook, Moodle and the increased use of digital mobile devices.

Conclusions

The benefits seen so far for the learners have been increased engagement,  development of skills for the future, and improved methods of feedback, whilst one of the benefits for educators has been reduced time marking.

Motivation, enthusaism and a willingness to extend one’s self are key skills required for these challenges.  I will share my lived experiences and offer reflections on the good, the bad and the wouldnt go there again!

Key words: technology; education; reflection.

Becky Conway – Poster Teaser

No pain, more gain: rolling out CoolSense technology with a hiccough or two

Introduction
Children in hospital experience a number of painful procedures including infusion and phlebotomy, which they find frightening and anxiety provoking. Commonly, topical anaesthetic creams are used to numb the site of injection, but these can be expensive and effectively prolong the procedure.

Background
When a Child Health service introduced a new pain numbing technology called CoolSense in one patient care unit, the feedback from children and their parents was overwhelmingly positive: more effective numbing of the injection site and reduced waiting times. In addition to this, CoolSense represented a substantial financial saving for the organisation.

Preparations were duly made to introduce CoolSense across the department. Supplies were ordered and education planned. However, following its introduction, there followed reports of skin injury and device malfunction which lead to the partial withdrawal of CoolSense.  Two areas continued to use CoolSense and log every application. No skin injury occurred during the period of logging each application.

Results
A number of mitigating factors were found to have contributed to the unsuccessful launch of CoolSense including: a broken device which was not removed from circulation; unclear understanding of skin injury; staff were overwhelmed with competing information on new technologies; in one area, the Charge Nurse was absent during implementation; the rumour-mill was rife; storage issues.

Conclusion
In our efforts to make healthcare faster, safer and more accurate we are adopting new technologies at the rate of knots. Successful implementation of even the best technologies requires more than passion. Anticipatory planning, the use of simulation, mindfulness of staff reactions to ‘new stuff’, monitoring during the bedding in phase and proper reporting are activities we need to include when introducing technology.

Key words: paediatric nursing, child health, procedural pain, technology

Kathy Trezise – Poster Teaser

Empowering student nurses’ learning in the DEU through ICT access

Introduction
The rationale for this presentation is to describe the increased student engagement in a newly formed Dedicated Education Unit (DEU) through the access to information technology. It has been widely discussed at a regional level that lack of access during the undergraduate years to technology was seen as a barrier to fully immersing the student in the clinical environment and the ability to  “walk in the shoes” of the registered nurse.
Background
The Dedicated Education Unit concept was planned to be implemented at Capital and Coast District Health board (CCDHB) in July 2016 to coincide with the pre-registration nine week clinical placement for students from Massey University and Whitireia New Zealand.  A cohort of 26 students was the ideal pilot group to test the feasibility of providing students with the same computer access as registered nurses.
It was time to walk the talk and trust the professionalism of our future colleagues with this additional responsibly and to demystify the computer applications in a District Health Board.
Results
The students embraced the responsibility with great enthusiasm fully engaging with the technology, and willingly providing feedback via survey monkey on their experiences and verbally through focus groups – “I felt like a nurse” aptly sums up the responses.
Students used the access wisely to take on-line e-learning programmes, communicate with their clinical liaison nurse and review patient diagnostic results to enhance their placement and course requirements.

Conclusion
If you are considering how to provide additional opportunities to enable the transition from student to graduate nurse role, then access to health technology is another piece of the puzzle. There should be no surprises for your graduate nurses as they enter our workforce

Key words: Student engagement; research, technology; dedicated education unit.

Adam Proverbs – Poster Teaser

Being a learner: Students’ experience of nurse lecturers during practicum

Introduction
The purpose of this presentation is to share a research project which explores student experiences of clinical lecturers during practicum. The presentation will report on data concerning student experiences of dialogue with nurse lecturers, and how learning is supported in clinical environments.

Background
Learning in clinical environments is a key aspect of the Bachelor of Nursing pre-registration programme. Nurse lecturers assist students’ knowledge acquisition in practicum to become safe nursing practitioners making informed clinical judgments. Nursing students have limited situational and ready-to-hand knowledge of how to approach clinical scenarios. Therefore, this research explores student experiences of dialogue with nurse lecturers in practicum, and how learning is supported in practicum.

Methodology
A purposive sample of three third-year nursing students from two different education providers were interviewed, with data analysed using an interpretive phenomenological approach.

Results
Being a Learner
emerged as the central theme with three sub-themes evident; experiencing the unfamiliar, being good in clinical environments, and professional sense-making. Support through dialogue with nurse lecturers provides a significant source of safety for students, especially when faced with challenging situations in practicum.

Conclusion
Nurse lecturers enhance learning opportunities by listening to student experiences and providing strategies to help students make sense of clinical situations. Lecturers encourage growth and enhance reflective skills of students using ready-to-hand clinical situational knowledge, lecturers encourage growth and enhance reflective skills of students. Education providers who prepare nurse lecturers sufficiently, enable students to feel supported and valued, therefore, allowing knowledge acquisition.

Key words: student nurse; education; clinical learning; nurse lecturer; reflection.

Louise Allen

101 – The impact of face-to-face and web-based simulation on patient deterioration and patient safety

Introduction
There are significant patient safety concerns regarding nurses’ ability to manage patients that are physiologically deteriorating.  The degree to which face-to-face (F2F) and/or web based (WB) simulation programmes impact care is unknown.

Aim/objectives
A mixed methods interventional cohort trial was used to compare the effectiveness of two forms of simulation education F2F versus WB, on nurses’ ability to manage patient deterioration.

Methods
Australian nurses in Victoria were trained in primary response, to emergencies, in a public medical ward in two regional hospitals and in two private hospitals using either F2F or WB versions of the patient deterioration programme First2Act. Participant performance was rated, focus groups and cost benefit analyses completed, and patient vital sign charts reviewed (3 month pre and post intervention).

Results
A total of 129 nurses attended training from the four hospitals.  We also reviewed 1,951 patient notes.  Knowledge, confidence and competence increased significantly (p=<0.001) in both F2F and WB programmes. 60% of patients met the ‘clinical review’ criteria, of which 12% were correctly reviewed pre-intervention and 29% post-intervention – with no difference in effect between F2F and WB interventions.  The WB intervention had significant cost benefits.  Focus groups identified the benefits and limitations of the programmes and concerns around the management of deterioration and the prescriptive nature of vital sign charts.

Conclusions

Both F2F and WB programmes had significant educational and clinical impact with cost benefits for WB training.  To reduce the time it takes to reach competency and to reduce F2F time, the use of BOTH programmes is recommended i.e. ‘Blended learning’.

Key words:

Ari Neocleous

102 – “There’s more than one way to skin a cat.” Peer mentoring: Promoting safety in nursing.

Introduction
This presentation will describe how peer mentoring promotes safe nursing practice and enhances transition to registered nurse practice. Peer mentoring and how it aids transition and promotes safety will be explained.

Background
As part of a Master’s thesis, a qualitative research study, utilising focus groups, was undertaken in 2016 to explore the impact of peer mentoring on the final year Bachelor of Nursing students’ transition to nursing workforce. A total of seven new graduate registered nurses who had been in a peer mentoring programme participated in the study. One of the findings of the study was that peer mentoring promotes safety in nursing practice, particularly in the transition to the nursing workforce.

Results
Peer mentoring enhances communication skills, increases quality of patient safety and promotes accountability, enabling recognition of the consequences of one’s own action in relation to safe nursing practice. Peer mentoring further increases the awareness of safety in relation to protecting nursing registration and preparing students for transition to nursing practice. Peer mentoring opportunities in undergraduate nursing education enhances learning for peer mentors and peer mentees.

Conclusion
Peer mentoring increases student engagement as well as impacting on transition to nursing practice.

Key words: Peer mentoring; peer mentor; transition to practice; safety; nursing education

Metua Daniel-Atutolu

103 – Transformational nursing practice through Pasifika cultural immersion and self-identity and connection

Introduction
The purpose of this presentation is to share the transformational nursing practice of Pasifika undergraduate nursing students who were engaged in clinical placement in the Cook Islands.  The immersion in Pasifika culture and cultural competency led to a deeper understanding of self-identity and connection in the students’ nursing practice.

Background
Third year Pasifika nursing students, enrolled at Manukau Institute of Technology on the Bachelor of Nursing Pacific programme, travelled to the Cook Islands for two weeks’ clinical placement.  It was to better understand what Pacific people living in New Zealand meant by the term “Islands”.  The students also wanted to experience nursing in a Pacific nation and compare that to nursing in New Zealand.

Results
The result was a life changing experience for the eight Pasifika nursing students and their nursing lecturer. The experience can only enhance their nursing practice, particularly when working with Cook Islands people, Pasifika people and others.  These students participated in clinical practicums that they would not have had the opportunity to engage in at the undergraduate level in New Zealand.  The narratives shared of clinical practice, cultural competency and the immersion of culture has only enhanced their identity of self. The connection to their own cultures is transformational.

Conclusion
In order to help Pasifika students (and others) transform their nursing practice, the opportunity to immerse themselves in their culture (i.e. shared worldviews – values, beliefs and practices)  deepens their knowledge and engagement with Pasifika people (and others) and enhances them clinically, culturally, and the identity of self and connection.

Key words: Transformational nursing practice; cultural immersion; cultural competency; student experiences.