Provost Colloquium

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    Provost Colloquium: Master of Science in Nursing. Program brochure
    (Bryan College of Health Sciences., 2018-12-05)
    This is the program brochure for the capstone projects for the December, 2018 Bryan College of Health Sciences Master of Science in Nursing graduates. The brochure includes the Bryan College of Health Sciences MSN Program Philosophy and MSN Program Outcomes. The three capstone project abstracts presented are: Julie Bratt, Courtney Ehmke & Emily Park, "Assessing undergraduate nursing confidence utilizing simulated bedside shift report"; Marsha Belz, Ashton Gerken & Linda Kimminau, "Compassion awareness"; and Nicole Baer, Molle Barker & Candace Melcher, "Formal mentoring program."
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    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.
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    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.
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    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.