Prof Brian Dolan FRSA, MSc (Oxon), MSc (Nurs), RMN, RGN
Brian Dolan is Director of Health Service 360 UK, which provides online 360 appraisals for nurses, doctors, allied health practitioners and managers. He works with organisations undertaking leadership development, culture change improvements in patient flow and whole systems reform. He works mainly in New Zealand (where is Director of Service Improvement in Canterbury District Health Board), Australia and the UK.
Brian has a clinical background in emergency and mental health care. He has published over 80 papers in a range of nursing, medical and management journals and is author/editor of five books, mainly on emergency care with a sixth, ‘Practitioner as Teacher’, will be published by Elsevier in June 2017. He holds Masters degrees in Nursing (King’s College, London) and Educational Research Methodology (Oxford University) and is writing up a doctoral thesis at Manchester Metropolitan University into the consultation skills of emergency nurse practitioners.
He is a Fellow of the Royal Society of Arts, London and holds personal Chairs as Honorary Professor of Leadership in Healthcare at University of Salford Manchester and Visiting Professor of Nursing, Oxford Institute of Nursing, Midwifery and Allied Health Research, Oxford.
Having previously originated #last1000days hashtag, in November 2016, Brian originated the #EndPJparalysis to encourage patients to get up, dressed and moving. This has become an internationally renowned with >16 million impressions by early March 2017 and enables staff to enhance patient dignity, safety and autonomy as well as improving staff wellbeing through the simple action of getting patients dressed while in hospital.
In March 2017, with Lynda Holt, CEO Health Service 360, Brian published ‘The Last 1000 Days: How to make patients’ time the most important currency in healthcare’ featuring their newly developed TODAY model (Time, Ownership, Diagnostics, Actions, You) which provides a framework for systems and culture change to reduce needless waiting by patients. Further information can be found at www.last1000days.com
Dr Jane O’Malley is Chief Nursing Officer (CNO) at the Ministry of Health. The Office of the CNO provides strategic advice on the development of health policy and strategy in support of implementation and evaluation of responsive and future focussed health services. The CNO partners with senior leaders in nursing and across the sector to ensure effective contribution of the nursing workforce in supporting the health of New Zealanders and in particular to improve Maori health outcomes.
Eyes Shut Mind open ….
Within seconds of an introduction we have already formed a subconscious opinion, an opinion which will have been informed by the way someone looks, how they are dressed, their communication manner and the specific perspective of themselves that they have decided to share with us. Our opinion is also informed by our own pattern of communication and motivation, our past experiences and the current context in which we work. In recent years it has become increasingly uncommon for students of different professions to be trained at the same campus and to even socialize in the same locations. As professionals, we have been diverging.
Unfortunately, this divergence has paralleled the recognition of the importance of what is known as Human Factors, the development of our understanding in how humans learn and the prioritization of collaboration and teamwork in healthcare. We now recognize even more the importance of convergence with a common shared goal.
Can this divergence and convergence co-exist effectively or have we gone too far in separating out our training? This talk will consider some theoretical models of education and human behaviour and examine the practicalities of implementing these within the workplace. What are realistic expectations of our patients, families and staff? What are some things that would be helpful for us to know? How can we practise these to work together in effective teams? This is not easy and requires significant mental effort that needs to be enabled by others.
MB ChB MD Dip Ed FRCPCH FRACP
Maggie completed her undergraduate training at Birmingham University in the United Kingdom which was sponsored by the Royal Air Force (RAF). Before completing her clinical training in neonatology she did a doctorate in Medical Genetics at University College London and worked as an honorary clinical lecturer, which allowed her to begin to develop her interest in education. Maggie’s first substantive consultant post was at University Hospitals Leicester with a Specialist Interest in Undergraduate and Postgraduate Education. It was there that she developed an interest in simulation following a course in Boston (USA).
Maggie immigrated to New Zealand in 2008 and has been able to continue with her role as a neonatal consultant as well as developing her interest in education, clinical simulation and the role of human factors and teamwork in patient safety. Currently, she convenes the quality and patient safety vertical thread for the Advanced Learning in Medicine University of Otago Christchurch and works as Clinical Education Advisor supporting clinical SMOs in undergraduate education.
The New World Kirkpatrick Model – Getting to Kirkpatrick® Levels 3 & 4:Creating Believable Value
Ever thought about the learning we provide and the real links to Patient Outcomes? Can we demonstrate that any education we do actually translates to tangible outcomes for our patients? Training is still “on trial,” charged with incurring expenses in excess of the value it provides to the organisation. Training must reinvent itself and transcend the classroom. Attend this session to learn how to structure initiatives so they enhance on-the-job performance, impact on service delivery and patient outcomes. Discover the New World Kirkpatrick Model – the newest way to implement the four levels. This session will focus on tactics at Levels 3 and 4 and provide ideas that any nursing professional can implement in their own organisation.
Application on the Job:
- Understand why starting with desired results in mind is critical for any initiative to be successful.
- List specific tactics for influencing on-the-job behaviour.
- Identify elements of a programme plan that enhance on-the-job behaviour and bottom-line results.
David Dewhurst is a consultant and affiliate with Kirkpatrick Partners in the Australasian region. He is the co-founder and partner with Mark Harris in GMD Partnerships Ltd, a learning, development and performance business, based in New Zealand.
David has fifteen years experience in coaching and learning and performance development. Prior to this, David held general manager roles in the UK, Europe and New Zealand. David specialises in leadership development, strategic planning and coaching.
David works extensively as a lead facilitator, designing, developing and delivering customised learning and performance solutions in the healthcare, government, not for profit and private sectors. David’s strength is partnering with organisations over the long term to facilitate exceptional performance through their people.
Mark has over 15 years of learning and development experience with a background in operational and quality management. He works extensively as a lead facilitator, developing and delivering customised training for healthcare, government, not-for-profit and private industries. His areas of specialty include leadership development, business improvement, lean thinking and customer care.
Mark is Kirkpatrick Gold Level Certified, a Certified Kirkpatrick Facilitator and affiliate with Kirkpatrick Partners in the Australasian region. He is the co-founder and partner with David Dewhurst of GMD Partnerships Ltd., a learning, development and performance business located in New Zealand.
Together Mark and David have presented at the 2013 and 2014 AITD conferences in Australia and the 2016 ATD Intenational Conference in Denver, Colorado on their work implementing the Kirkpatrick Business Partnership Model. They have published several articles and their recent work with IHC NZ has been published in the latest Kirkpatrick book Kirkpatrick’s Four Levels of Training Evaluation
Maximizing entry to practice: Preparing new graduates for the ‘Real World’
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The preparation for, and integration of new nursing graduates (NNG) into the dynamic climate of the contemporary workplace today continues to challenge institutions of higher education and employers as well as administrators and labour policy makers across the globe. The education of our contemporary workforce is a complex process that requires the balancing of advanced professional concepts and ideals, with work-role realities. The author offers concrete insights into the elements required to successfully integrate NNGs into the intense and dynamic context of acute care practice. With over 16 years of research, innovation, practice, leadership and managerial experience with NNGs in acute care, Duchscher frames her ideas in her Stages of Transition © theory and model of Transition Shock ©. Her evidence-based, strategic approach to NNG transition is fed by over 10 years as the CEO of a large Canadian non-profit organization that served to support, sustain and develop leadership capacity in new professional nursing graduates. Having spent years working with NNGs and young nursing leaders at the intersection of education and practice, the author shares her insights on how to prepare professionals to lead their practice in a way that minimizes the stress they experience, while maximizing their early clinical and professional contributions. Optimizing a smooth professional role transition for our graduates not only maximizes their effectiveness as representatives of a professional discipline, but offers them to our communities as ambassadors of higher education and champions of social responsibility within the workplace.
Dr. Judy Boychuk Duchscher has been practicing nursing for 39 years in both Canada and the United States. Her professional path has kept her interfacing with the contemporary healthcare environment in a variety of roles: as a direct care ICU/CCU and cardiothoracic acute-care nurse, clinical nursing educator, university professor and clinical instructor, nurse manager, and transplant coordinator. As well, Dr. Duchscher spent 10 years developing, initiating and coordinating numerous heart/lung and organ donor transplant programs across the United States and Canada. She has studied hospital nursing extensively and maintains a long-standing commitment to working with younger generations of professionals during their initial transition to practice. Her research and study have generated a theory of Transition Shock and a model of the Stages of Transition that is being used internationally as the transition framework for nurse residency and new hire orientation programs. Duchscher’s study and work with newly graduated nurses inspired her to develop Nursing The Future, an organization that serves as a bridge for thousands of nurses between the ideals taught in education and the realities of the ‘real’ world of practice. Dr. Duchscher has received numerous awards for her research, teaching, and study of nursing and has published numerous peer-reviewed articles, book chapters and books on this subject. She maintains that: “it is the vision, creativity and passionate commitment of our newest professionals combined with the practice knowledge, wisdom and loyalty of our most experienced nurses that will drive nursing and healthcare forward”.
See general information page on how you can purchase Judy’s book – Nursing the future – The voice of the new graduate
Whānau – our best teachers
All adverse events are a tragedy. How we acknowledge and address the factors that contribute to an adverse event for whānau in a health system that consistently delivers inequitable health outcomes for Māori – is the challenge.
Inequalities are the cumulative effect of adverse events – on a grand scale. The root causes can be found in the ongoing effects of our history of colonisation and in the words of Dame Tariana Turia ‘the systematic damage incurred by decades of institutional racism’.
As health professionals, we are part of a health system perfectly designed to achieve imperfect results for Māori. So how can we learn and work with whānau to redesign a system that will improve their experience of health care and deliver equitable health outcomes.
Taima Campbell (Ngāti Tamatera, Ngāti Maru) is the Director for Hauraki Health Consulting Ltd a small health consultancy business, established in 2012. Taima has over 35 years experience in the health sector working in child health, public health, Maori health and nursing leadership roles. Previously the Executive Director of Nursing for the Auckland District Health Board, Taima has had extensive experience in clinical governance, leading change management programmes, strategic planning, service reviews, project management, workforce development and human resource management.
Taima has been the Co-Chair for the Board of the College of Nurses Aotearoa stepping down in 2015, and is a current member of the Health Practitioners Disciplinary Tribunal. She has experience at a governance level and is a Trustee for Te Korowai Hauora o Hauraki; and has been a trustee for the Hauraki Primary Health Organisation (PHO). Taima is a part-time student at the University of Auckland undertaking a Masters in Legal Studies specializing in Public Law.
Historical Imagination: The Past is Always Present
The past is always with us, so why not utilise it in nursing education? Engaging with the past means we use our historical imagination, not only to learn about nursing in decades gone by but to see the present in a new way. This presentation will show how nurse educators can use the past and draw on students’ historical imagination. As a particular example, it will show how ideas and practices related to preventing and treating wound sepsis 100 years ago can challenge us today.
Associate Professor Pamela Wood, PhD, RN. Dr Pamela Wood is an internationally recognised researcher in nursing history and has published extensively in this field. Her PhD in history explored the meaning of ‘dirt’ in nineteenth-century colonial New Zealand and the way it shaped ideas about public health. Her research now focuses on what has shaped people’s health beliefs and practices, and the way nurses in the early twentieth century adapted their hospital training to create new services and nursing practice in the marginal areas of rural backblocks, urban slums and war. She has a particular interest in exploring how nurses and nursing students today can use their historical imagination in addressing current professional issues. Dr Wood has extensive experience in undergraduate and postgraduate nursing education in New Zealand and Australia. She is currently Associate Professor at the Eastern Institute of Technology in Napier, New Zealand, and Director of the Nursing and Health History Research Programme in its Centre of Health Research.
Empathy: What we thought we knew and why it matters
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Empathy is a required attribute for all health professionals and fundamental to quality patient care. There is compelling research demonstrating that the provision of healthcare devoid of empathy results in a wide range of negative psychological and physiological outcomes for patients. Further, healthcare professionals who practice without empathy are at heightened risk of depression, burnout and attrition.
In the general community there have been generational shifts in empathy levels. In young adults empathy levels have declined by more than 40% over the last 30 years, with the steepest decline occurring since 2000. Although, one might expect graduates from healthcare degrees to have an empathetic disposition, a body of evidence has identified that empathy levels generally decline by up to 50% during the period of enrolment in an undergraduate nursing or medical degree.
An emerging body of research indicates that educational interventions specifically targeting empathy are key to promoting understanding and changing the attitudes of healthcare professionals towards the care of patients, particularly those who are vulnerable or stigmatised. Thus, explicit attention must be given to the development of empathy as a requisite employability skill for all healthcare students.
This presentation will explore the meaning, significance and application of empathy in nursing education. Examples of educational initiatives designed to enhance nursing students’ empathy skills will be illustrated and their impact supported by empirical findings.
Professor Tracy Levett-Jones is the Professor of Nursing Education and Discipline Lead at UTS. Her research interests include: belongingness, clinical reasoning, empathy, interprofessional education, cultural competence, simulation and patient safety. Tracy has authored ten books, the most recent being “Clinical Reasoning: Learning to think like a nurse” and Critical Conversations for Patient Safety; as well as nearly 200 book chapters, reports and peer reviewed journal articles. Tracy has been the recipient of multiple teaching and research awards and has led a wide range of projects designed to improve the quality of teaching and learning for health professional students, and influence and potentially improve patient outcomes.
Deb Boyd is the CEO of Auckland Eye Ltd, a registered nurse and e Health consultant.
She is passionate about health informatics and e Health and is one of the few Certified Health Informatician’s Australasia (CHIA’s) in New Zealand. Deb was the General Manager at Australia’s first fully integrated digital hospital: St Stephens Hospital, which opened in Hervey Bay, Queensland in October 2014 and achieved HIMSS Level 6 in November 2014.This exciting project delivered a brand new hospital with a fully functioning EMR and closed loop medication management system.
Deb has worked in both public and private sectors and has a good understanding of the challenges within each sector. Her career experience includes e Health, digital integration, clinical informatics, transformational leadership, clinical care, operational management, systems improvement, culture development and change management.
Deb is also a member of the Institute of Directors and is an appointed member of the HiNZ Board.
“In the shade of the Pohutukawa Tree” – a personal journey through Nursing and Nursing Education
In this presentation, I will cover my experiences of navigating different worldviews of culture, caring, sexuality, identity and Pacific nursing and midwifery workforce. It will discuss how these issues are currently addressed in Nursing and midwifery education. It is based on over 34 years teaching at undergraduate and postgraduate nursing education. More importantly it is from a Pacific worldview specifically from Fa’a Samoa. It is about solutions. It’s about mana. It’s showing Pacific midwives and nurses who have trained or are practicing in Western Palagi worldview – the way home.
Fuimaono Karl Pulotu-Endemann came to live in New Zealand as a small boy and trained as a Psychiatric, General and Obstetric nurse. He later became an independent consultant on Pacific health issues and developed the Fonofale model of Pacific mental health, accepted by the Mental Health Commission of New Zealand as the standard for treating Pacific mental health. As an educator, Pulotu-Endemann rose to be associate-head of Manawatu Polytechnic’s Nursing and Health Studies. In 1990, he became one of the first two Pacifica Justice of the Peace in the Manawatu region.
In the 2001 New Year Honours, Pulotu-Endemann was made a Member of the New Zealand Order of Merit for services to Public Health. He is also a sitting member of the CreativeNZ Pacific Arts Committee. Pulotu-Endemann holds the title Fuimaono, given to an Ali’i or high chief of Western Samoa. Fuimaono Karl Pulotu-Endemann is one of New Zealand’s best-known and most honoured fa’afafine.