Scientific Program

Conference Series Ltd invites all the participants across the globe to attend 22nd International Conference on Global Nursing Education & Research Melbourne, Australia.

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Scientific Program Day 1
Scientific Program Day 2

Day 2 :

  • Modernization in Nursing Education

Session Introduction

Dr.Juliana Thompson

Northumbria University, UK

Title: Development of a Workforce Competency Framework for Older People with Complex Needs (EnCOP)
Speaker
Biography:

Dr Juliana Thompson is a senior lecturer in adult nursing at Northumbria University, UK, and a Scholar of the Florence Nightingale Foundation. Her academic and research activities focus on the development of a workforce skilled in the health and social care of older people, integrated health and social care, advanced clinical practice development in primary care, and the involvement of older people in nurse education.

 

 

Abstract:

Statement of the Problem: Health and social services are challenged to meet the care needs of increasing numbers of older people who are highly dependent, have complex conditions, have limited functional reserve, and require end-of-life care. Providing high quality care for older people requires a highly competent workforce. Researchers have reported that currently, the workforce is not adequately proficient. A multi-disciplinary, multi-sector ‘Pathways of Care’ team was set up to identify competencies required for a skilled workforce. The team commissioned this study to develop understanding of required competencies of the workforce caring for older people, develop a workforce competency framework for Enhanced Care for Older people with Complex Needs (EnCOP), develop understanding of priority areas for development by mapping staff against the EnCOP framework, and develop understanding of capacity, capability and agreement for cross-system workforce development. Methodology and Theoretical Orientation: A mixed methods study informed by collaborative action research was undertaken. Thematic analysis of focus groups with staff working in health, social and voluntary sector services informed understanding of the required competencies. This, together with analyses of existing workforce competency research literature and discussions with the ‘Pathways of Care’ team informed development of the EnCOP framework. SSPS statistical analysis of surveys and practice observations, and qualitative thematic analysis of stakeholder focus groups and workshops informed a competency gap analysis. Findings: A standardised, integrated competency framework working across sectors and professions is required that accounts for staff at essential care, specialist, and advanced levels. Four competency domains are required (see figure 1). Gap analyses found competency development is required in teaching, learning and support across organisational and sector boundaries, if competency in other domains is to be successfully developed. Conclusion and Significance: Agreement and support across all sectors, organisations and professions for adoption of an integrated competency framework is required.

RENATO RAFAEL COSTA LIMA

Faculdade Ateneu,Fortaleza,Ceará,Brazil

Title: NURSING EDUCATION ON PROCEDURES IN THE PRIMIGEST WITH ROUTE BAG
Biography:

Renato Rafael Costa Lima, has a degree in nursing, atulamente attends the seventh semester of the physiotherapy course of the atheneu college.

 

Abstract:






INTRODUCTION: In pregnancy, the fetus is involved in a membrane within the uterus that contains a fluid produced by the mother's body. This liquid protects the baby from impacts and possible problems with infection and is where the baby grows and develops with the nutrition of the placenta. When this membrane ruptures without being completely made thus a broken bag that in this case can attenuate the gestational period by the eminent risk to the fetus. 



OBJECTIVE: To present Nursing diagnoses and interventions regarding premature amniorrexis. 



METHODS: Nursing diagnoses were investigated regarding premature amniorrexis for better Nursing care based on the North American Nursing Diagnosis Association (NANDA). It should be emphasized that for each nursing diagnosis some interventions were implemented.



RESULTS AND DISCUSSION: Diagnoses and interventions are necessary for better care and uniqueness in the care. For anxiety, it has been noticed that the patient may be frightened, worried, nervous, anxious, irritated, facial tension, shaking hands, stress, the intervention would be to perform relaxation exercises, guide self-control and provide comfort measures. 



CONCLUSION: We conclude that nursing diagnoses and interventions regarding premature amniorrexis are of relevant consideration, among them the risk for maternal / fetal infection related to the ruptured pouch is due to the routine evidence of fetal risk due to the brief exposure of amniotic content to the external environment, thus increasing the risk of fetal infections and distress. Nursing is responsible for a broad and resolutive approach to better care.


















RENATO RAFAEL


Faculdade Ateneu,Fortaleza,Ceará,Brazil


Title: NURSING EDUCATION ON PROCEDURES IN THE PRIMIGEST WITH ROUTE BAG













Biography:



Renato Rafael Costa Lima, has a degree in nursing, atulamente attends the seventh semester of the physiotherapy course of the atheneu college.




Abstract:



INTRODUCTION: In pregnancy, the fetus is involved in a membrane within the uterus that contains a fluid produced by the mother's body. This liquid protects the baby from impacts and possible problems with infection and is where the baby grows and develops with the nutrition of the placenta. When this membrane ruptures without being completely made thus a broken bag that in this case can attenuate the gestational period by the eminent risk to the fetus. 



OBJECTIVE: To present Nursing diagnoses and interventions regarding premature amniorrexis. 



METHODS: Nursing diagnoses were investigated regarding premature amniorrexis for better Nursing care based on the North American Nursing Diagnosis Association (NANDA). It should be emphasized that for each nursing diagnosis some interventions were implemented.



RESULTS AND DISCUSSION: Diagnoses and interventions are necessary for better care and uniqueness in the care. For anxiety, it has been noticed that the patient may be frightened, worried, nervous, anxious, irritated, facial tension, shaking hands, stress, the intervention would be to perform relaxation exercises, guide self-control and provide comfort measures. 



CONCLUSION: We conclude that nursing diagnoses and interventions regarding premature amniorrexis are of relevant consideration, among them the risk for maternal / fetal infection related to the ruptured pouch is due to the routine evidence of fetal risk due to the brief exposure of amniotic content to the external environment, thus increasing the risk of fetal infections and distress. Nursing is responsible for a broad and resolutive approach to better care.


















Kerri Arcus


School of Health, Whitireia Community ,New zrealand


Title: Teaching Cultural Safety: what informs practice? 










Speaker 


Biography:



Kerri Arcus is Academic Leader, Postgraduate Nursing Studies, School of Health, Whitireia Community Polytechnic, NZ. Kerri has research interests in a range of nursing education topics including teaching cultural safety, the education and transition of Internationally Qualified Nurses, building research capacity in nursing, graduate nurse education, and curriculum design. 




Abstract:



Culturally responsive nursing care is a crucial aspect of effective nursing service delivery. Cultural safety is the approach that has informed nursing practice in Aotearoa New Zealand (NZ) for over three decades. NZRNs must provide evidence that they practice in a culturally safe manner to maintain an Annual Practicing Certificate. Cultural safety is a compulsory component of all NZ nursing undergraduate programmes and these curricula are audited regularly by the Nursing Council of New Zealand. However, despite being a regulated requirement there is minimal research published on how to teach (and assess) cultural safety.



A research project was undertaken to identify best-practice cultural safety teaching and to document pedagogies. Central to cultural safety is an understanding of the bicultural relationship between Māori, the indigenous population of NZ, and non-Māori New Zealanders. The research was informed by Appreciative Inquiry. Having gained ethics approval, focus groups were held with eight academic staff from a range of nursing programmes to examine how cultural safety was interpreted in their teaching, in curricula, and to document these practices and examples. Focus groups were recorded, transcribed and analysed for themes. 



Findings revealed that nurse teachers adopt a range of strategies and approaches in academic settings and in clinical education environments. The data revealed both personal and structural factors that can either enable or act as barriers to teaching cultural safety. These findings were organised under six overarching themes: critical reflection for transformation, fear of getting it wrong, authenticity, visible versus invisible curriculum, supportive infrastructures, and more research.



Cultural safety is an imperative for nursing in New Zealand. This research advances nursing education by examining what influences the academic and clinical teaching of cultural safety and offers best-practice examples to advance the discourse arounds, and teaching of cultural safety. More research is recommended.