Interprofessional mentoring: Innovative strategies for developing and sustaining effective clinical faculty

A successful career in professional practice does not necessarily equate to a successful career as an educator. Novice faculty must be professionally ‘developed’ through strong and effective mentoring. This presentation describes an innovative interprofessional mentoring program pairing junior and senior clinical faculty in a structured program for one year.

Conference Identifier: NERC20G16

Under the influence…The use of personal electronic devices (PEDs’) in the operating room

The attendee can expect a compelling power point presentation that informs the audience about the impact of the usage of personal electronic devices in the operating room on patient safety, ethical considerations as well as legal implications. The appreciation of the risks is emphasized with 2 brief case studies.

Conference Identifier: NERC20G08

Evaluation of infection integration in a concept-based curriculum: Are we preparing students for practice?

The morbidity/mortality associated with HAIs, the rapid rise of antibiotic resistance, and the resurgence of pathogens like Ebola virus, make it essential that nursing students develop a deep understanding of the infection concept. This session describes an evaluation of a baccalaureate nursing concept based curriculum for infection concept integration.

Conference Identifier: NERC20G11

Teacher self-efficacy, autonomy, innovation, empowerment, and faculty development: What is the connection?

As nursing education shifts from a teacher-centered classroom to learner-centered classroom there is a need to understand what helps or hinders faculty members to be innovative and change their teaching methods. Participants will learn about the relationship between teacher self-efficacy, autonomy, innovative behaviors, empowerment, and faculty development.

Conference Identifier: NERC20G13

Assessing nursing students’ perceptions of the QSEN competencies: A systematic review of literature

This session will cover a discussion of evaluating and summarizing the research about graduating pre-licensure nursing students’ perceptions of their knowledge, skills, and attitudes within all QSEN competencies.

Conference Identifier: NERC20G17

Use of common technology (Fitbit) as an aid to increase ambulation among pre-heart transplant patients

This activity focuses on the use of commonly available Fitbit activity measuring device to motivate pre heart transplant patients to walk. A qualitative research done on 8 patients who were issued a fitbit revealed after 2 weeks of use that the fitbit motivated them to walk more.

Conference Identifier: NERC20G08

Does quick response technology (QR) used by student nurses in clinical impact learning?

Using QR technology with nursing students in clinical will provide useful resources at point of care, learned in didactic or skills lab and helping to bridge the theory practice gap. This technology can also help decrease student anxiety, improved self-efficacy and knowledge, can improve patient safety, and student learning outcomes.

Conference Identifier: NERC20G07

Building collaborative interprofessional teamwork skills with IPE and simulation

This session describes a comparative study looking at two methods of educating learners for interprofessional collaboration followed by simulation. Measurable outcomes of learning focused on differences between education groups, as well as predictors of teamwork skills.

Conference Identifier: NERC20G10

Faculty development for simulation-based education: Different evidence-informed approaches

This session reports on an integrative review to appraise faculty development for educators using simulation-based education, with a focus on the topics that comprise formal training, the structure of training programs and evaluation methods of educators using simulation-based education. Exemplars of professional development strategies for simulation educators will be presented.

Conference Identifier: NERC20G03

The DMLES: An instrument to assess competence in debriefing for meaningful learning

Formal training in theory-based debriefing followed by competence assessment has been recommended by regulatory bodies, yet there is no description of attainment benchmarks. The purpose of this study was to test an instrument which can be used to self-assess and observationally assess behaviors consistent with Debriefing for Meaningful Learning.

Conference Identifier: NERC20G12