Bryan College Scholarly Works Archives

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Faculty, administrators and staff of the Bryan College of Health Sciences are encouraged to submit their professional scholarship to the Scholarly Works Archives. This might include, but is not limited to, peer-reviewed journal articles; theses or dissertations; abstracts of books or book chapters; conference papers or presentations; technical reports; white papers; abstracts or presentations from College symposia; professional website content. Selected student works will be included upon the recommendation of a faculty member.

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Now showing 1 - 20 of 45

Active learning in the undergraduate classroom: A journal-club experience designed to accentuate course content
(National Association of Biology Teachers, 2016) Anderson, Kelsi L.
Students in the natural sciences should be prepared as undergraduates to read and apply concepts from the scientific literature. I describe a strategy that enforced the necessity to deliver high volumes of content while incorporating an active-learning technique. Students were assigned to read and discuss articles from the scientific literature that complemented content being delivered via traditional lecture. Students were encouraged to participate by coming to class prepared with written questions, and discussion was directed by instructor-prepared prompts. Students were assessed via low-stakes assignments based primarily on participation. This teaching method has proved effective, as verbally reported by past students who are currently enrolled in graduate programs. These students report feeling more prepared than their peers to discuss and learn from the scientific literature.
Alternative Learning Strategies to Increase Clinical Judgment for the NCLEX Next Generation Exam
(Bryan College of Health Sciences, 2021-12) Nespor-Hartig, Elizabeth; Grummert, Kerri; Olerich, Melina
Purpose: To evaluate alternatives to traditional clinical experiences that can increase students’ clinical judgment and clinical competencies in order to better prepare them for the Next Generation NCLEX exam. Literature Review: An important goal of nursing education is to improve the competencies and clinical judgment of nursing students. Traditional clinical is utilized to help develop student’s clinical judgment skills and clinical competencies. In many locations, nursing programs are limited in enrollment due to lack of clinical resources. The field of nursing is growing rapidly with nursing educators working diligently to meet the challenges of faculty shortages and limited clinical sites (Curl, E. D. et al., 2016). The Theoretical Framework that was utilized was NCSBN Clinical Judgment Measurement Model. The Third layer was primarily utilized due to it being the measurable cognitive aspects of clinical decision making. Methods: A fishbone diagram was utilized to determine a gap. IRB approval was obtained. An extensive literature review was conducted and a coding procedure was developed. Articles were reviewed, categorized and coded. Expert interviews were conducted and categorized into themes. Spiral data analysis was utilized to determine themes within the research. Results: Simulation, case studies and reflections were found as valid tools to increase student clinical judgment skills. Faculty evaluation and feedback is needed to determine the level of clinical judgment and to address areas of clinical judgment that need improvement. Faculty can use evaluations to address gaps in clinical judgment. Conclusions: Through this review, it was determined that simulation, case study, and reflection are valid alternatives to traditional clinical time to increase student’s clinical judgment. Educators need to implement clinical judgment into curriculum to prepare students for the Next Generation NCLEX exam. Future recommendations include development for a standardized evaluation tool with governing body support and an implementation plan for faculty.
Assessing undergraduate nursing students' confidence utilizing simulated bedside shift report
(Bryan College of Health Sciences, 2018-12) Bratt, Julie; Ehmke, Courtney; Park, Emily; Barbara Sittner, Ph.D., RN, APRN-CNS, ANEF. Bryan College of Health Sciences
PURPOSE: The purpose of this quality improvement project is to use simulation training for bedside nurse reporting with undergraduate nursing students to increase their confidence levels. BACKGROUND: Typically, nursing students are not taught how to perform handoff communication systematically; handoff reporting is learned through vicarious observations and apprenticeship experiences. As a result, they may observe many clinical handoff reports but lack the ability to independently conduct effective reports during care transitions and critique the reports of others (Lee et al, 2016). Clinical simulation training helps to ensure participants receive the same content, affording them the opportunity to practice new skills, and help to work through challenging situations and learn from their own and others' mistakes in a safe environment (Connolly, 2017). METHOD: An educational power point was reviewed by the students at the beginning of their simulation day. Students completed a 4 question pre and post survey developed by the research team to assess student confidence utilizing SBAR format. RESULTS: Results were analyzed using a Paired T test. The average pre and post scores have a p value of <0.0001, and it was found that 267 percent of undergraduate nursing students said they strongly agreed feeling confident when delivering bedside shift report after participating in a simulated environment. CONCLUSIONS: The results of this survey indicate the need for continued bedside shift report during simulation experiences to increase future nursing students' confidence.
An Assessment of Burnout and Associated Characteristics among Midcareer Prelicensure BSN Faculty
(2019-05) Bentjen, Melinda
The United States is projected to experience a shortage of registered nurses due to aging baby boomers and growing need for health care. Nursing faculty shortage directly impacts the supply and demand for nurses. Each career stage of nursing faculty, early, middle, and late, have components that effect the work group. There is a need to explore midcareer nursing faculty based on the majority of faculty fall in this career stage and have many challenges in work-life. The purpose of this study is to understand more about the pragmatic issues of education by investigating the prevalence of active, Midwestern, prelicensure, midcareer Bachelor of Science in Nursing (BSN) faculty experience of burnout. The main aim is to discover if midcareer prelicensure BSN faculty experience burnout. The Maslach Burnout Inventory-Educators Survey (MBI-ES) was used to collect data from a sample of 44 Midwestern midcareer nursing faculty. In this descriptive, cross-sectional design, midcareer nursing faculty were chosen by a convenience sampling. The results of frequency distribution and t tests (p=0.0086) showed that midcareer nursing faculty (mean=23.55) had a significantly higher level of burnout based on their Emotional Exhaustion Subscale score compared to postsecondary teachers (mean=18.57). Pearson’s correlation coefficients found that midcareer nursing faculty who exercised (2-tailed=0.007) and taught more credit hours (2-tailed=0.14) in a semester had a low level of burnout based on their Personal Accomplishment Score. Results of this study indicate that midcareer nursing faculty have high Emotional Exhaustion. Findings from this study suggest that midcareer nursing faculty who have a hobby, exercise, and teach more credit hours in a semester demonstrate a high Personal Accomplishment. Further investigation into the work/life balance of midcareer nursing faculty would assist in supporting professional development and mentoring program.
Association of household food- and drink-sharing practices with human herpesvirus 8 seroconversion in a cohort of Zambian children
(Oxford University Press for the Infectious Diseases Society of America, 2017-10-17) Crabtree, Kay L.; Wood, Charles; Wojcicki, Janet M.; Minhas, Veenu; Kankasa, Chipepo; Mitchell, Charles
Background: Human herpesvirus 8 (HHV-8) infection occurs in early childhood and is associated with human immunodeficiency virus type 1 (HIV-1) infection and risk for Kaposi sarcoma, but behaviors associated with HHV-8 transmission are not well described. Methods: We enrolled and followed a prospective cohort of 270 children and their household members to investigate risk factors for HHV-8 transmission in Lusaka, Zambia. Results: We report an incidence of 30.07 seroconversions per 100 child-years. Independent risk factors for HHV-8 incident infection included having a child who shared utensils with a primary caregiver (hazards ratio [HR], 2.33; 95% confidence interval [CI], 1.49-7.14), having an increasing number of HHV-8-infected household members (HR, 1.27; 95% CI, 1.09-2.79), and having >/=5 siblings/children in the household (HR, 2.24; 95% CI, 1.03-4.88). Playing with >5 children a day was protective against infection (HR, 0.54; 95% CI, .33-0.89), as was increasing child age (HR, 0.96; 95% CI, .93-.99). Conclusions: This is the first study to find a temporal association between limited child feeding behaviors and risk for HHV-8 infection. Child food- and drink-sharing behaviors should be included in efforts to minimize HHV-8 transmission, and households with a large number of siblings should receive additional counseling as childhood infections occur in the home context.
Bezoar
(Bryan College of Health Sciences, 2019-11) Klein, Randa; Julie Morbach, MA, RDMS, RVT, RT(R)
Although uncommon, bezoars are a well-recognized accumulation of partially or completely undigested material present anywhere in the gastrointestinal tract. There are multiple types of bezoars, each classified according to their contents. In this case study, a female child presented to her primary care physician with generalized abdominal pain. Physical examination verified the presence of a palpable mass in the epigastric region. The primary care provider ordered an abdominal ultrasound examination, which was followed up with a computed tomography (CT) contrast exam. Comparison of the two imaging modalities resulted in the diagnosis of a gastric bezoar. Onset of bezoar symptoms does not occur until the mass becomes relatively large in size. Once symptoms are present it is important for doctors and healthcare professionals to diagnose and treat bezoars in an accurate and timely manner. Early detection provides the patient enough time to attempt noninvasive treatment options before the bezoar becomes life threatening.
Characterizing the Antibacterial Properties and Transcriptional Alternations Induced by Lemongrass Oil in Staphylococcus aureus
(The Journal of Experimental Microbiology & Immunology+, 2017) Christensen, Collin J.; Anderson, Kelsi L
Essential oils have risen in popularity as “all natural” alternatives used to treat a myriad of conditions. To begin to elucidate the antibacterial properties of essential oils, we tested the effectiveness of lemongrass oil (LGO), tea tree oil (TTO), and willow bark extract (WBE) against Staphylococcus aureus growth. To do so, a Methicillin-Resistant strain of Staphylococcus aureus (USA300) was exposed to each oil using disk diffusion assays. Of the oils, LGO had the greatest zone of inhibition. The Minimum Inhibitory Concentration (MIC) of both LGO and citral (the primary chemical component of LGO) was determined in macro-broth cultures; exposure to increased concentrations of each resulted in dramatic cell death as determined by cell growth assays. To begin to determine the molecular mechanisms underlying the observed antibacterial effects, we exposed cells to a sub-inhibitory concentration of citral and hybridized the RNA to Affymetrix GeneChips®. Transcripts differentially affected in citral- versus mocktreated cells represent virulence factors, hypothetical proteins, and intergenic regions. Taken together, these results demonstrate that LGO exhibits antibacterial properties against a highly pathogenic bacterial species that is exceedingly resistant to the currently available antibiotics.
Compassion awareness
(Bryan College of Health Sciences, 2018-12) Belz, Marsha; Gerken, Ashton; Kimminau, Linda; Barbara Sittner, Ph.D., RN, APRN-CNS, ANEF. Bryan College of Health Sciences.
PURPOSE: To increase awareness and educate on compassion fatigue versus compassion satisfaction, with two progressive care units, at a midwestern medical center. Following education, does this improve the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) nursing composite scores? BACKGROUND: Since the implementation of the HCAHPS, hospital reimbursement has been associated with quality metrics and patient experience ratings. The transparency and focus on metrics has created additional stress on critical care nurses. These nurses report less capacity for compassionate feelings toward patients when they perceive their role expectations are not met. METHOD: There were 29 participants involved. The nurses were educated on compassion satisfaction and compassion fatigue and were invited to take the Professional Quality of Life survey (ProQOL). Chi-Square analyzes were used to find the relationships between burnout and age, education, unit tenure and nursing experience. A statistically significant relationship was found between burnout and unit tenure (chi sq = 15.3, p <.009). Nurses, with a tenure between one and three years were almost three times as likely to experience burnout compared to nurses with less than one year and more than three years of unit tenure. A statistically significant relationship was also found between burnout and nursing experience (chi sq = 10.6, p <.05). However, there was no correlation with the HCAHPS. CONCLUSIONS: Strategies were provided to the nurse managers on ways to identify and prevent compassion fatigue. These recommendations include: utilizing the ProQOL, being a transformational leader and implementing a meaningful recognition program.
Dandy-Walker variant
(Bryan College of Health Sciences, 2019-12-03) Heckathorn, Mikayla; Julie Morbach, MA, RDMS, RVT, RT(R)
Fetal anatomy scans are one of the most important tools in evaluating a fetus for abnormalities. A primary focus of the fetal ultrasound is the brain. Ultrasound of the fetal brain can detect abnormalities in the brain like those with characteristics that fall under the dandy-walker complex. Detection of a brain abnormality can alert the obstetrics doctor and the imaging team that there may be abnormalities elsewhere in the body. Detecting abnormalities early can place the patient under a high-risk pregnancy flag and get the patient to maternal fetal medicine for further assessment and counseling. This case study looks at a pregnant patient coming to her initial 20-week fetal anatomy scan. Findings of an abnormal cerebellum and suboptimal views of the face and heart prompted a recommendation to the maternal fetal medicine clinic for a follow-up. Dandy-Walker malformation falls under the category of dandy-walker complex, it is the most common malformation of the cerebellum. After being referred to the maternal fetal medicine clinic the patient had a detailed fetal anatomy ultrasound. This confirmed the finding of an abnormal cerebellum consistent with dandy-walker variant. A hypoplastic or absent nasal bone was also discovered and because of the patient’s advanced maternal age raised the probability of the fetus having Down Syndrome. Following the referral to maternal fetal medicine, the team at MFM closely monitored the patient due to maternal factors that placed her in a high-risk category. Detection of this abnormality allowed the patient to receive many options and the level of care and counseling necessary following a diagnosis of dandy-walker variant and Down Syndrome.
Delayed Umbilical Cord Clamping
(2019-05) Boller, Southern; Young, Shayna; Hoppe, Lesa. PhD, MSN, RN
The purpose of this research project was to look at the effect and assess the delaying of the umbilical cord clamping at birth. The articles obtained were from CINAHL and PubMed. The PICO question that gave results included: in neonates (greater than 34 weeks gestation), does delayed umbilical cord clamping, compared to early umbilical cord clamping, affect hematocrit/hemoglobin. This evidence-based practice of delayed cord clamping has been implemented in medical centers around the country and world as the beneficial effects has been shared through research and trials. Delayed umbilical cord clamping, as compared to early, has shown benefits including a decrease in mortality, an increase in the hemoglobin and hematocrit, and an overall increase in the baby's well-being, especially in pre-term infants. This research included data sources from randomized controlled trials and systematic reviews - meta analysis. The studies can be applied to a general population through the labor and delivery process. One specific finding of the research articles was the commonalities in relationship to hematological components related to delayed cord clamping. The intervention group saw a higher hematocrit and hemoglobin without increases in hyperbilirubinemia or symptomatic polycythemia. This leads to an increase in oxygen available to the newborn, which helps to increase the oxygen saturation and better perfuse the organs. The infant's vital signs will show an improvement including the cardiac output, heart rate, and blood pressure. Other findings included in the research were a decrease in mortality in infants and a higher APGAR score at birth. The delaying of the clamping caused a reduction of the incidence of blood transfusions, infection, and sepsis. Many of the benefits were documented later on in the infants' life. This included a lower incidence of anemia and iron deficiency. The selected studies gave collected data and reviewed bias related to delayed versus early umbilical cord clamping. The researchers saw many benefits through the subjects including improvement to the infant's health and development throughout their lifespan. The benefits included an increase in hemoglobin and hematocrit, a higher APGAR score, lower bilirubinemia, and lower incidence of hospital mortality. Delayed umbilical cord clamping has shown to be safe, beneficial, and is now being implemented in health care facilities around the world.
A Descriptive Study Exploring the Components of Academic Coaching Programs in Nursing Education across the Midwest
(2021-03-24) Johnson, Angela M.
Research supports that academic coaching programs help students succeed in their progression through a nursing education program. Based on the literature, there is a need for further definition and a deeper understanding of academic coaching programs’ components and their effectiveness in promoting nursing student success. This study explores what constitutes best practices for creating and implementing academic coaching programs in nursing education to promote student success. Participants were chosen through the purposeful sampling of Deans, Directors, and Program Chairs of nursing programs in eleven Midwestern States. All participants were sent an invitation to participate that included a link to an author-created survey tool constructed for this study. This study revealed the most commonly implemented components of academic coaching programs and their level of effectiveness. There were thirty possible components established from the review of the literature. Participants were asked whether their program utilized the component and ranked its level of effectiveness in student success. This study recommends that implementing academic coaching program components of the highest level of effectiveness would be of the most significant benefit. Further studies are recommended to validate the most common components and those most effective in promoting student success. Keywords: academic coaching, academic success, education, nursing, nursing students, program development, academic achievement, success coaching.
Essential Emotional Social Intelligence Skills for Nursing
(2020-03-20) Minster, April Leigh
There is research to support that emotional-social intelligence skills positively impact academic and practice performance outcomes in nursing. Based on the literature, there was a need to explore the most important emotional-social intelligence skills used in nursing practice and how those skills are developed. The purpose of this grounded theory study was to understand the emotional-social intelligence skills used and developed in nursing practice. Participants were chosen through purposeful sampling. Semi-structured interviews were conducted and an emotional-social intelligence skills checklist based on the Bar-On Model of Emotional-Social Intelligence (2006) was used. The emerging Minster Five-Factor Model of Emotional-Social Intelligence for Nursing was developed based on the data collected. This study revealed four essential skills that registered nurses use in practice: empathy, stress tolerance, flexibility, and problem solving. Self-awareness was determined to be a key skill needed for registered nurses to develop emotional-social intelligence skills. This study found that emotional-social intelligence can be learned and developed. Mentors, role models, and coaches within the context of the acute care setting assisted in the development of emotional-social intelligence. Engagement was an important factor for development to occur. This study recommends including emotional-social intelligence skills in nursing curriculum. Further studies are recommended to validate the essential emotional-social intelligence skills for nursing.
Evaluating Components of Nurse Residency Programs That May Impact Nurse Retention Rates Beyond the Initial Year of Hire
(Bryan College of Health Sciences, 2021-12) Coleman, Chrissie; Middlekauff, Jennifer; Nash, Wendie
Purpose: To create a framework of components for successful nurse residency programs (NRP) where the key goal is for improving nurse retention rates in the second year of hire. PICO: Among new graduate nurses who participate in a nurse residency program, what components of the NRP can increase an organization’s second year retention rate? Literature Review: Research studies have shown that participation in a NRP leads to an increase in retention in the first year of hire. While NRPs offer a way to improve first year retention rates, further research is needed to assess the effectiveness of content, structure, and to assess retention rates past the initial year of hire. Theoretical Framework: Benner’s Nursing Theory, From Novice to Expert provides a framework for use as a consistent guide for the key elements of NRP’s and this project. Methods: IRB approval was granted for an evidence based project to proficiently analyze relevant and current evidence, and conduct expert interviews with Human Resources (HR) and NRP experts. Data were collected through guided NRP and expert HR interviews to determine possible components of NRP programs that could impact second year retention rates. Results: This evidence based project has created an opportunity to disseminate knowledge for best practice, as well as recommending revisions for NRP’s to meet the contemporary needs of healthcare systems. An NRP’s utilization of the Framework of Successful Components may optimize retention among second year nurses. Recommendations: Next steps needed are to begin building relationships between HRs and NRPs beyond the initial year of hire, supporting an assessment of current technological capabilities, and lastly, to consider potential benefits of rural communities participating in an NRP program and the support needed for this to occur.
Exploring the methods and value of retaining Master's prepared nurses at the bedside
(Bryan College of Health Sciences, 2019-12-11) Meyer, Kris; Hayes, Bryanna; Bedient, Kama
The purpose of this quality improvement project was to explore the methods and value of retaining advanced degree nurses at the bedside and determine incentives that would support this action. BACKGROUND: Literature supports the benefit of master’s prepared nurses (MPNs) providing bedside care to improve patient outcomes, decrease mortality and failure to rescue, and address the nursing shortage. METHODS: A survey was developed using Google Forms to evaluate the nurses’ awareness of the supporting literature and identify desired incentives. The key stakeholders included nursing directors. The setting was a large medical center located in the Midwest. The survey was emailed to all registered nurses at the medical center and yielded 208 responses. The sample included 66 nurses with a master’s degree or higher, or planning to obtain a master’s degree in the next 5 years. RESULTS: Over half of the respondents had minimal to no knowledge of the benefits of having MPNs at the bedside and only 16.1% of nurses were motivated to remove themselves from the bedside by seeking a higher degree. The most significant incentives to keep MPNs at the bedside included pay increase (90.3%) and weekend/holidays off (71%); 67.7% of MPN respondents were currently practicing bedside nursing. The qualitative data identified a tuition assistance program and recognition on name badge as common incentives. RECOMMENDATIONS: Take the findings to an interprofessional focus group for further analysis, educate employees of the benefits of having MPNs at the bedside and discuss the results with the stakeholders.
Exploring the Transitions of Student Veterans Who Have Experienced a Traumatic Event While Serving in the Military Then Attended a Nursing Program
(2021) Warren, Jessica
The purpose of this qualitative phenomenological study was to explore the transition of student veterans who have experienced a traumatic event while serving in the military then attended a nursing program. Schlossberg’s Transitional Theory was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Five student veteran participants completed interviews via Zoom and shared experiences about their transition through nursing school. Data was analyzed using Tesch’s eight steps. The participants’ experiences generated themes of: Transitional Barriers, Transitional Support, Personal Growth, and Driving Forces. Student veterans who experience a traumatic event while in the military are often faced with numerous challenges. Overall, the participants expressed several barriers and obstacles that they encountered while in their nursing program. The participants also expressed different types of support that allowed them to preserver despite the challenges they faced. Based upon the findings of this study, there is a need for more awareness of student veterans and the unique support services they may require while in a nursing program. The results of this study also suggest a need for additional training of nursing faculty and staff concerning student veterans and their unique needs.
Factors Influencing the Recruitment and Hiring of Early Career Nurse Faculty
(2019-05) Sladky, Katie Ann
The nursing faculty and subsequent nursing shortages have plagued the profession for decades with little progress made in altering the trajectory of the problem (AACN, 2005; IOM, 2010; NLN, 2017). Primary influences on the faculty shortage include later entry into faculty roles, the aging of faculty, and early retirements, and a logical solution is to recruit nurses to faculty roles earlier in their careers. The purpose of this study was to examine factors relating to recruitment strategies and hiring practices used by administrators of undergraduate, prelicensure nursing programs for early career nursing faculty. This study contributes new knowledge about administrators’ perspectives on hiring well-qualified young nurses for faculty roles and the most effective recruitment strategies for that demographic. A cross-sectional, descriptive survey design was used. The sample consisted of 80 nursing program administrators from eight Midwestern states. The survey tool was developed by the researcher based on the literature and consisted of 15 questions regarding hiring practices for open faculty positions and recruitment methods that were evaluated for how effective they could be, their frequency of use, and how effective they have been if used. Results of the study showed that nursing program administrators have a strong desire to hire well-qualified young nurses for faculty roles but that this population is not applying for open faculty positions as frequently as older nurses. The strategies that have been most effective for early career nurse faculty recruitment are recruiting individuals recommended by current faculty, the direct recruitment of individuals, and engaging in direct conversations encouraging a future faculty role. These results demonstrate the need for intentionality in recruiting potential candidates for academic careers and the importance of shedding a positive light on nursing education and the faculty role. Administrators, faculty, and all other stakeholders within nursing education must take ownership in putting these methods into action.
Formal mentor toolkit
(Bryan College of Health Sciences, 2018-12) Baer, Nichole; Barker, Molle; Melcher, Candace R.
BACKGROUND: The nursing profession is plagued with a major nursing shortage due to the aging population of the nursing workforce, baby boomers and due to the increasing demands of the healthcare organizations. The turnover rate of new graduate nurses within the first year of employment only compounds this problem. Up to 50% of new graduate nurses change jobs during their initial year of employment, 13% contemplate leaving their job, and some leave the professional altogether (Boamah & Laschinger, 2015). Nurse residency programs (NRP) were found to decrease the 12 month turnover rate from 36% to 6.5% (Trepanier, Early, Ulrilich, & Cherry, 2012). In addition, the retention rate of new graduate nurses assigned to a mentor was 91% compared to non-mentored nurses with a retention rate of 66% (Schroyer, Zellers, & Abraham, 2016). PURPOSE: The purpose of this project was to focus on developing a toolkit to be utilized as a resource for implementing a formal mentor program to support the retention of new graduate nurses. The population of interest were new graduate nurses participating in the Nurse Residency Program at a Midwestern regional hospital. METHOD: Researchers reviewed literature that supports a formal mentor program. Based off of information obtained in the literature, the formal mentor program was developed. This proposal was then formally presented to key stakeholders, including the Chief Nursing Officer. RESULTS: After presenting the toolkit to the key stakeholders, dialogue took place that afforded the opportunity for further clarification and suggestions to take place. Recommendations from the stakeholders for various changes were made and notes were taken of their questions and recommendations. Key recommendations for strengthening the formal mentor program were: offer the mentor program to experienced nurses new to the organization as well as to the new graduate nurses; change the timing of the initiation of the program from 6 months to 12 months for the new graduate nurses; offer the formal mentor program to experienced nurses beginning just prior to their orientation ending; the mentor may need to be assigned to more than one mentee due to the volume of new hires or experienced nurses interested in participating in the program; the mentor/mentee would ideally be paired together from the same unit however if the volume of new hires outnumbered the qualified mentors, mentors from sister units could be assigned to the mentee. CONCLUSION: The results of the presentation of the formal mentor program to the key stakeholders was favorable. Additional collaboration to further develop the formal mentor program is necessary for further development and successful implementation.
A framework to standardize faculty development of interprofessional education
(Bryan College of Health Sciences, 2019-12-11) Kinnett, Katie; Francis, Lindsey; Kornfeld, Dixie; Wehrman, Kristi
The purpose of this capstone project was to create a framework to standardize the process of faculty development of Interprofessional Education (IPE). Background & Significance: Current research focuses on the learner and fails to address the educational needs of faculty with IPE. Standardized faculty development of IPE is essential due to faculty being taught in the traditional single-professional models. A lack of understanding of IPE exists in all aspects, making a framework imperative to create meaningful learning experiences for students. Methods: SMART objectives with Plan-Do-Study-Act (PDSA) cycles were utilized as follows: finding evidence-based IPE guidelines, framework building, and collaboration with an instructional design expert to solidify the framework presentation. Stakeholders within academia were found and provided insight into the use of a framework. Literature was reviewed and themes were selected as a guide for faculty development. The theoretical frameworks of Lewin’s Change Theory and the Transformational Learning Theory drove the construction of the framework. Results: The completed framework depicts how the themes intertwine with Lewin’s Change Theory and the Transformational Learning Theory to guide faculty development in a continuous process. Conclusion: The vision of the framework is to provide a standardized guide for development of faculty to increase the implementation of meaningful IPE learning activities into the curriculum.
Generational Diversity Among Registered Nurses in the Workplace: A Quality Improvement Project for Enhancing Communication and Collaboration
(Bryan College of Health Sciences, 2020-12-09) Weise, Jackie; Bernecker, Whitney
Purpose: The purpose of this quality improvement project was to enhance intergenerational communication and collaboration among staff RNs in the workplace. What are the strategies to enhance communication and collaboration among generationally diverse RNs? Literature Review: The RN workforce is currently comprised of three generational cohorts including baby boomers, millennials, and generation X. RNs from generation Z will soon be entering the workforce. Generational diversity influences many workplace outcomes including morale, commitment, and patient care. Generational diversity among RNs effects communication and collaboration in the workplace. The Dynamic Social-Ecological Model of Generational Identity in the Workplace identifies how differences in generational diversity can negatively impact workplace outcomes. Methods: A comparative correlation design was used to analyze three generational cohorts on six acute care hospital units. The units’ nursing directors served as stakeholders. The SMART objective was to identify ten strategies to improve communication and collaboration among staff RNs to foster an inclusive, intergenerational work environment. The Workplace Intergenerational Climate Scale (WICS) was utilized to collect data. Data were analyzed using descriptive and inferential statistics. The IRB determined this to be a quality improvement project. Results: The results guided the identification of strategies which included generational competence and sensitivity education, team building, reverse mentoring, embracing generational strengths, and building a culture supportive of generational diversity. The strategies were shared with the stakeholders and unit staff via posters. Conclusion: An implementation plan and timeline are necessary to incorporate the recommended strategies within the project’s setting.
Incarcerated Left Inguinal Hernia
(2019-11-08) Sedivy, Allison; Morbach, Julie, MA, RDMS, RVT, RT(R), Bryan College of Health Sciences
The patient of this case had undergone a unique experience as he had minimal risk factors for an inguinal hernia. He presented to the emergency department with a sudden onset of a severe left incarcerated inguinal hernia. After an ultrasound and CT imaging, he immediately was sent to surgery for a left-sided inguinal hernia repair. During surgery complications were discovered as some of the bowel had been incarcerated. Twelve days after the surgical procedure, the patient presented again to the emergency department with symptoms of a right inguinal hernia. After additional imaging, he was sent back for another surgical repair. With the proper imaging modalities of computed tomography and ultrasound available to evaluate his condition, he was able to receive necessary care for a good outcome.

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