Breast-fed low birth weight premature infants: A description of nutritional intake in the first six months of life

This is a secondary analysis of a larger project entitled Breast-feeding Services for LBW Infants-Outcomes and Costs (L. Brown, RN, Ph.D., Principal Investigator), funded by NINR at NIH, (NR 03881). The larger project was a randomized clinical trial, of women planning to breast-feed their LBW infant. The control group received routine breast-feeding care and an intervention group received a structured program of breast-feeding services provided by an advanced practice nurse. Healthy premature LBW infants from the control group were selected as subjects for this secondary analysis. One question of this secondary analysis was to describe the nutrition of healthy premature LBW infants over time. A longitudinal prospective descriptive design was implemented collecting data from the same group of babies from birth to six month corrected age. Fifty infants from the larger study fit the study criteria of healthy breast-feeding LBW premature infants. Nutritional intakes of these infants were described

Implementing a graduate nursing program at a distance through an urban-rural partnership.

The purposes of this poster presentation are to 1) describe the implementation of a master’s of science in nursing (MSN) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of master’s prepared advanced practice nurse experts in rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its MSN program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the clinical courses, the faculty teaches onsite in Philadelphia webcasting to students in their rural homes so that they can view and hear the lecture. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This urban-rural partnership addresses increasing demands for educating greater numbers of master’s prepared advanced practice nurses to work in north and central rural Pennsylvania thus promoting access to health care in rural underserved communities

Implementing a Practice Doctorate Program at a Distance through an Urban-Rural Partnership

The purposes of this poster presentation are to 1) describe the implementation of a doctor of nursing practice (DNP) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of doctorally prepared advanced practice nurse experts in both urban and rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its DNP program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the applied biostatistics course, the faculty teaches onsite in Philadelphia projecting the SPSS and the database on screen so that students on both campuses can simultaneously view, hear, and interact with the discussion. There is a doctorally prepared faculty member onsite in Danville as a resource for the students. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This unique urban-rural partnership, made possible through advanced technologies, addresses increasing demands for educating greater numbers of doctorally prepared advanced practice nurses to work in north and central rural Pennsylvania, thus promoting access to health care in rural underserved communities. Other than in academia, there are no doctorally prepared advanced practice nurses employed in practice in the area

Developing Interprofessional Teams using High Fidelity Resuscitation

Interprofessional simulations using scenarios, megacodes, algorithms, and high fidelity equipment provide a closer approximation to what clinicians are likely to face as a team in the actual resuscitation of a newborn infant

The Extent of Disability Education in Three Levels of Nursing Education: A Descriptive Quantitative Stud

Purpose This quasi-experimental research project, completed by a Qualtrics survey, assessed the knowledge and confidence of baccalaureate, masters, and Doctor of Nursing Practice (DNP) nursing students’ about caring for People With Disabilities (PWD). Participants completed a Qualtrics survey to assessed the knowledge and confidence about caring for People With Disabilities.https://jdc.jefferson.edu/nursingposters/1028/thumbnail.jp

Navigating distance learning technologies using team teaching

In 2004, the American Association of Colleges of Nursing (AACN) adopted the position to move the current level of preparation necessary for advanced practice nurse (APN) roles from the master\u27s degree to the doctoral level. AACN also called for educating APNs and other nurses seeking top leadership and clinical roles in Doctor of Nursing Practice (DNP) Programs. In September 2007, the Jefferson School of Nursing welcomed its first cohort of 18 DNP students. Students represented a wide variety of practice specialties including acute care, primary care, healthcare administration, population health, education and industry. Twenty students comprise the second cohort entering in September 2008. Nationwide, Jefferson is one of 79 schools of nursing offering a DNP degree

Kids Into Health Careers: A Rural Initiative

Abstract Purpose: To describe a project that introduces middle school and high school students living in Pennsylvania’s rural geographic regions to nursing careers through outreach extended to students regardless of gender, ethnicity, or socioeconomic status. Method: The authors employed many strategies to inform students about careers in nursing. The methods included: working with guidance counselors, participating in community health fairs, taking part in school health career fairs, collaborating with Area Health Education Centers, serving on volunteer local education advisory boards, developing a health careers resource guide, and establishing a rural health advisory board. Findings: Developing developmentally appropriate programs may have the potential to pique interest in nursing careers in children of all ages, preschool through high school. Publicity is needed to alert the community of kids into health care career programs. Timing is essential when planning visits to discuss health care professions opportunities with middle and high school students. It is important to increase the number of high school student contacts during the fall months. Targeting high school seniors is particularly important as they begin the college applications process and determine which school will best meet their educational goals. Conclusions: Outcome measures to determine the success of health career programs for students in preschool through high school are needed. Evaluation methods will be continued over the coming years to assess effectiveness

The Use of Standardized Patient Simulation for Interprofessional Teaching of Palliative Care Communication Skills

The Use of Standardized Patient Simulation for Interprofessional Teaching of Palliative Care Communication Skills • Children who receive palliative care services are affected by illnesses that are different in nature and number from those that typically affect adult recipients. • Interdisciplinary/Interprofessional teams are the norm: • Special knowledge of pediatric developmental, psychological, social and spiritual dimensions round out the comprehensive palliative care of pediatric patients. • Even symptom management requires unique assessment tools. • http://www2.aap.org/sections/palliative

Implementing an MSN Nursing Program at a Distance Through an Urban-Rural Partnership

Recruiting, retaining, and educating advanced practice nurses is essential to meet the growing need for advanced practice nurses in rural and urban communities. Through the support of Health Resources and Services Administration funding, the urban school of nursing expanded its MSN program and implemented the graduate curriculum on its rural campus by utilizing emerging online and distance education technologies. The purpose of this manuscript is to provide an overview of expanding an existing MSN program offered in an urban, traditional classroom setting to rural graduate nursing students via an online synchronous format. In addition, the article will describe the rural growth of the existing neonatal nurse practitioner program as an exemplar and the different methodologies that are being used in each program to engage the rural nurse practitioner students in clinical courses. In addition, strategies to address barriers related to rural nurse practitioner student recruitment and retention will be discussed

Obstetrical Simulation Drills: A Cultural Change in Communication and Practice Environment: An Interdepartmental Learning Project

As a department that is constantly reliant on interdepartmental interactions, we have implemented simulation training for nurses and house staff for Labor & Delivery, High Risk Antepartum, and the Postpartum areas over a 3 year period. We subjectively acknowledge the value of the process for our staff and units, but have never formally measured outcomes to support this practice. We believe simulations are a valuable component of learning for our staff and believe there is opportunity to address team functionality and identification of and resolution of system issues. The overall goal is to improve the obstetrical practice environment. We utilized safety attitude questionnaire results compiled through the Hospital Risk Management Department to survey the overall climate of the work environment. Drills are conducted every 6 weeks on one of the obstetrical care areas. Sessions are videotaped and used for immediate debriefing conducted at the end of each drill. Clinical knowledge / performance of the emergent scenario as well as teamwork and communication processes are evaluated. Participants are asked to complete a drill evaluation. Designated observers summarize drill activities with specific emphasis on strengths as well as growth opportunities in the following areas: · Mutual support · Communication · Situation monitoring · Leadership · System issues Unresolved system issues are communicated in a monthly interdepartmental forum to seek guidance and resolution. A resurvey of the safety attitude questionnaire is underway and will be compared to the initial findings. In addition, interest sparked by staff concerning patient safety, teamwork, and communication has evolved into a Balanced Score Card Patient Safety Initiative: Life Wings. This project is a pilot program to implement concepts of crew resource management to improve interdepartmental communication, optimize quality and safety of patient care, and ultimately reduce malpractice risk. Learning Objectives: At the end of this session, participants will: Discuss the impact of simulation training on the clinical practice environment. Identify the benefits of similar program implementation in their clinical setting