president’s pen · 2018-03-31 · president’s pen kna & ana to launch a special pilot...

current resident or

Presort StandardUS Postage

PAIDPermit #14

Princeton, MN55371

HighlightsPresident’s Pen . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Accent On Research . . . . . . . . . . . . . . . . . . . . . . 3

Student Spotlight . . . . . . . . . . . . . . . . . . . . . . . . 4

Improve Breastfeeding Rates . . . . . . . . . . . . . . . 5

Verbal Abuse of Pediatric Nurses . . . . . . . . . . . . 6

The Impact of an Alcohol Education Program . . . 9

Nursing Student Voices . . . . . . . . . . . . . . . . . . 10

Welcome New Members. . . . . . . . . . . . . . . . . . . 12

KNA Members on the Move . . . . . . . . . . . . . . . . 13

KNA Calendar of Events . . . . . . . . . . . . . . . . . . 13

Kentucky Nurses Foundation . . . . . . . . . . . . . . 15

Membership Application . . . . . . . . . . . . . . . . . . 15

SAVE THE DATES Legislative Days

Feb. 5, 12, 19, 20132

An Award Winning Publication

THE OFFICIAL PUBLICATION OF THE KENTUCKY NURSES ASSOCIATION

Volume 61 • No. 1 Circulation 72,000 to All Registered Nurses, LPNs and Student Nurses in Kentucky January, February, March 2013

President’s PenKNA & ANA to Launch

A Special Pilot Project In 2013The following is a letter sent to the Presidents

and Executive Directors of members states of the American Nurses Association at the end of October 2012.

We are pleased to share with you some exciting news about an innovative pilot project between Kentucky Nurses Association (KNA) and ANA. KNA contacted ANA several weeks ago with a request to develop a pilot project that tests the concepts advanced by ANA at the 2012 House of Delegates, i.e., the establishment of a single, joint membership at a reduced dues level, with maintenance of a “legacy membership” at the current, higher dues level. The respective boards approved the approach; KNA members affirmed this direction at their October 26 membership meeting; and a Membership Pilot Project and Services Agreement has been reached.

Under the pilot agreement, our goals are to:

• Maximize resources in the interest ofmembers;

• Make use of flexibility within ANA Bylawsto try new approaches to membership development; and

• Ultimatelytogrow!

The basic framework of the pilot agreement includes:

• KNA’scorporateexistenceand itsboard’s roleas the governing body remain unchanged.

• KNA will receive operational services fromANA for which it will pay reasonable fees to be agreed upon by the parties.

• KNA’s Executive Director (ED) will report tothe ANA CEO/designee in order to promote this integrated and mutually reliant pilot project. The KNA President will retain her/his authority to evaluate the ED’s job performance and will collaborate with the ANA CEO/designee to do so.

Karen A. Daley

• ANA and KNA will identify ways to ensurean active lobbying presence in Kentucky on behalf of KNA.

• ANAwillmanage themembershipcampaignsand will pay most costs associated with the pilot membership campaigns; KNA will contribute to the membership campaign costs.

We are excited about this highly collaborative pilot project, creating a bright future and sharing lessons learned with the larger community.

Sincerely,

Karen A. Daley, PhD, MPH, RN, FAANPresidentAmerican Nurses Association

Kathy Hall, MSN, BSN, AA, RN-BCPresidentKentucky Nurses Association

Kathy Hall

Join the KNA Today! Information on

page 15

SAVE THE DATESurviving Your First Year

March 1, 2013Page 4

• Kentucky Nurse January, February, March 2013

Published by:Arthur L. Davis

Publishing Agency, Inc.

www.kentucky-nurses.org

INFORMATION FOR AUTHORS• Kentucky Nurse Editorial Board welcomes submission

articles to be reviewed and considered for publication in Kentucky Nurse.

• Articlesmaybesubmittedinoneofthreecategories:• Personalopinion/experience,anecdotal(EditorialReview)• Research/scholarship/clinical/professionalissue(Classic

Peer Review)• ResearchReview(EditorialReview)

• Allarticles,exceptresearchabstracts,mustbeaccompaniedby a signed Kentucky Nurse transfer of copyright form (available from KNA office or on website www.Kentucky-Nurses.org) when submitted for review.

• Articleswillbereviewedonly if accompanied by the signed transfer of copyright form and will be considered for publication on condi tion that they are submitted solely to the Kentucky Nurse.

• Articlesshouldbetypewrittenwithdoublespacingonone side of 8 1/2 x 11 inch white paper and submitted in triplicate. Maximum length is five (5) typewritten pages.

• ArticlesshouldalsobesubmittedonaCDinMicrosoftWordor electronically

• Articlesshouldincludeacoverpagewiththeauthor’sname(s), title(s), affiliation(s), and complete address.

• StylemustconformtothePublicationManualoftheAPA,6th edi tion.

• Monetarypaymentisnotprovidedforarticles.• Receiptofarticleswillbeacknowledgedbyalettertothe

author(s). Following review, the author(s) will be notified of acceptance or re jection. Manuscripts that are not used will be returned if accompa nied by a self-addressed stamped envelope.

• TheKentucky Nurse editors reserve the right to make final editorial changes to meet publication deadlines.

• Articlesshouldbemailed,faxedoremailedto:

Editor, Kentucky NurseKentucky Nurses AssociationP.O. Box 2616Louisville, KY 40201-2616(502) 637-2546Fax (502) 637-8236or email: [email protected]

District Nurses Associations Presidents 2012

#1 Carolyn Claxton, RN H: 502-749-7455 1421 Goddard Avenue Louisville, KY 40204-1543 E-Mail: [email protected]

#2 Ella F. Hunter H: 859-223-8729 94 Summertree Drive Nicholasville, KY 40356 E-Mail: [email protected]

#3 OPEN

#4 Kathleen M. Ferriell, MSN, BSN, RN H: 502-348-8253 125 Maywood Avenue W: 270-692-5146 Bardstown, KY 40004 E-Mail: Kathleen. [email protected]

#5 Nancy Armstrong, MSN, RN H: 270-435-4466 1881 Furches Trail W: 270-809-4576 Murray, KY 42071 E-Mail: [email protected]

#6 OPEN

#7 Cathy Abell, PhD, MSN, RN, CNE H: 270-782-3923 637 Willow Bend Circle W: 270-745-3499 Bowling Green, KY 42104 E-Mail: [email protected]

#8 Marlena Buchanan, RN W: 270-831-9735 7475 Highway 283 Robards, KY 42452 E-mail: [email protected]

#9 Peggy T. Tudor, EdD, MSN, RN H: 859-548-2540 21 Trail Lane Lancaster, KY 40444-9578 E-Mail: [email protected]

#10 OPEN

#11 Loretta J. Elder, MSN, RN, CAPA H: 270-667-9801 1150 Baptist Hill Road Providence, KY 42450 E-Mail: [email protected]

“The purpose of the Kentucky Nurse shall be to convey information relevant to KNA members and the profession of nursing and practice of nursing in Kentucky.”

Copyright #TX1-333-346For advertising rates and information, please contact Arthur L. Davis

Publishing Agency, Inc., 517 Washington Street, PO Box 216, Cedar Falls, Iowa 50613, (800) 626-4081, [email protected]. KNA and the Arthur L. Davis Publishing Agency, Inc. reserve the right to reject any advertisement. Responsibility for errors in advertising is limited to corrections in the next issue or refund of price of advertisement.

Acceptance of advertising does not imply endorsement or approval by the Kentucky Nurses Association of products advertised, the advertisers, or the claims made. Rejection of an advertisement does not imply a product offered for advertising is without merit, or that the manufacturer lacks integrity, or that this association disapproves of the product or its use. KNA and the Arthur L. Davis Publishing Agency, Inc. shall not be held liable for any consequences resulting from purchase or use of an advertiser’s product. Articles appearing in this publication express the opinions of the authors; they do not necessarily reflect views of the staff, board, or membership of KNA or those of the national or local associations.

The Kentucky Nurse is published quarterly every January, April, July and October by Arthur L. Davis Publishing Agency, Inc. for Kentucky Nurses Association, P.O. Box 2616, Louisville, KY 40201, a constituent member of the American Nurses Association. Subscriptions available at $18.00 per year. The KNA organization subscription rate will be $6.00 per year except for one free issue to be received at the KNA Annual Convention. Members of KNA receive the newsletter as part of their membership services. Any material appearing herein may be reprinted with permission of KNA. (For advertising information call 1-800-626-4081, [email protected].) 16mm microfilm, 35mm microfilm, 105mm microfiche and article copies are available through University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106.

2013 EDITORIAL BOARD

EDITORSIda Slusher, DSN, RN, CNE (2010-2013)

Maureen Keenan, JD, MAT

MEMBERSTrish Birchfield, DSN, RN, ARNP (2012-2015)Donna S. Blackburn, PhD, RN (2011-2014)

Patricia Calico, PhD, RN (2012-2015)Sherill Cronin, PhD, RN, BC (2011-2014)

Joyce E. Vaughn, BSN, RN, CCM (2010-2013)

REVIEWERSDonna Corley, PhD, RN, CNE

Dawn Garrett-Wright, PhD, RNPam Hagan, MSN, RN

Elizabeth “Beth” Johnson, PhD, RNDeborah A. Williams, RN, EdD

KNA BOARD OF DIRECTORS—2012-2014

PRESIDENTKathy L. Hall, MSN, BSN, RN (2012-2014)

IMMEDIATE PRESIDENTMattie H. Burton, PhD, RN, NEA-BC (2012-2014)

VICE-PRESIDENTMichael Wayne Rager, DNP, PhD(c), FNP-BC, APRN, CNE

(2011-2013)

SECRETARYNancy K. Turner, MSN, RN (2011-2013)

TREASURERKathy Hager, DNP, ARNP, CFNP, CDE (2012-2014)

DIRECTORS-AT-LARGETeresa H. Huber, MSN, RN (2012-2014)

Mary Bennett, RN, APRN, PhD (2011-2013)Peggy T. Tudor, MSN, RN, CNE, EdD (2011-2013)

Jo Ann Wever, MSN, RN (2012-2014)

EDUCATION & RESEARCH CABINETLiz Sturgeon, MSN, RN (2012-2014)

GOVERNMENTAL AFFAIRS CABINETJoe B. Middleton, BSN, RN, CC/NREMT-P, AAS-P (2011-2013)

PROFESSIONAL NURSING PRACTICE & ADVOCACY CABINETKaren G. Blythe, MSN, RN, NE-BC (2012-2014)

KNF PRESIDENTMary A. Romelfanger, MSN, RN, CS, LNHA (2010-2013)

KNA STAFF

EXECUTIVE DIRECTORMaureen Keenan, JD, MAT

ADMINISTRATIVE COORDINATORCarlene Gottbrath

ADVANCE YOUR NURSING CAREER TO A HIGHER DEGREE.

DNP (Post Master’s)Offered in a hybrid format combining online study with on-campus

classes one Friday evening/Saturday per month

MSN for Family Nurse Practitioner (FNP)Full-time or part-time on campus for RN’s with a BSN

RN-to-BSNNew for Fall 2013 - Complete your bachelor’s degree in as little as

16 months with most courses online

WWW.BELMONT.EDU/GRADNURSING

BELMONT UNIVERSITY SCHOOL OF NURSINGEDUCATING NURSES FOR OVER 40 YEARS

LPNs for busy pediatric practice. Light lab, injections, history etc. Salary commensurate with experience. Excellent benefits.

Send resume to Administrator:

4171 Westport Road, Louisville, KY 40207 or fax to (502) 895-6278.

No phone calls please

NursiNg FacultyWestern Kentucky University (WKU), School of Nursing, is seeking candidates for full- time (9-month) faculty appointments which will be available Fall 2013 in the ADN (3 positions), BSN (7 positions), and DNP (2 positions) programs.

Requirements:Licensure as a RN in Kentucky or a compact state is required for nursing faculty members. A minimum of a MSN degree is required for faculty teaching in clinical courses; a minimum of a Master’s Degree in a related field is required for teaching non-clinical courses. A Doctorate or Doctoral candidacy with APRN in family practice required for appointment in the DNP program. Tenure track placement for all positions requires a Doctorate or ABD status.

A letter of interest, resume/CV, and contact information for three professional references including email and phone numbers should be sent electronically to:

Dr. Donna Blackburn,[email protected]

Chairperson, School of Nursing Search Committee

Review of applications will begin immediately and continue until positions are filled.

Western Kentucky University does not discriminate on the basis of race, color, national origin, sex, sexual orientation, disability, age, religion, or marital status in admission to career and technical education programs and/or activities, or employment practices in accordance with Title VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Revised 1992, and the Americans with Disabilities Act of 1990.

Persons with disabilities, who need reasonable accommodations to participate in the application and/or selection process, should notify The Office of Equal Opportunity/Affirmative Action/University ADA Services at (270) 745- 5121, a minimum of five working days in advance.

Reflecting The Healing Ministry of Christ

Martin Co Home HealthMingo Wayne Home Health

Preferred Choice Home Care (A Mingo-Wayne Home Health Branch)

Preferred Home Health1-800-377-6244

Offering Skilled Nursing, Home Health Aides, Physical Therapy and Occupational Therapy

Thinking about a BSN?

THINKUNION

Dedicated Faculty • Small Classes • Competitive Tuition

RN-to-BSN

unionky.edu/rn-to-bsn

January, February, March 2013 Kentucky Nurse •

Accent On ResearchDATA BITS

How Tai Chi Is Your Nursing Staff?It is expected that as the “baby boom” generation

of nursing professionals begins to leave the workforce during the next decade, there will be significant impact on the healthcare system. Older nurses are generally defined as those at age 45 years and older; this age group makes up a large part of the current nursing workforce. Studies have shown that workplace related injuries contribute a great deal to nurses’ decisions to retire early. For older nurses, injuries involving back pull or back strain, as well as other musculoskeletal injuries, contribute significantly to leaving the workforce. As healthcare providers examine methods and options for retaining their older nursing staff, Tai Chi has emerged as an effective option for enhancing both physical and mental health. Nurse researchers from The University of Vermont conducted an evidence-based pilot study to determine if Tai Chi could provide a measureable, cost effective option to promoting physical and mental health, decreasing work related stressors, and promoting increased productivity for older nursing professionals in the hospital setting.

What is Tai Chi? It is an ancient Chinese form of martial art which consists of slowly paced and smoothly connected movements of all body parts. Most importantly, Tai Chi emphasizes the mind-body connection during the exercises. Positive effects of Tai Chi have been widely documented in studies conducted in other aging populations, suggesting that it may be an equally positive technique for older nurses. After a hectic day at work, being able to take a wellness class at the workplace wearing comfortable fitting clothes and sneakers makes Tai Chi even more attractive to the hospital nursing staff.

The study was a randomized control trialincluding two groups of female nurses who were

studied over 15 weeks. The Tai Chi group was comprised of 6 nurses and the control group was comprised of 5 nurses. The Tai Chi group attended a Tai Chi class once per week at their workplace. This group was also asked to practice the technique on their own at home for 10 minutes a day for at least 4 days per week during the 15 week period. The control group received no intervention but was promised a Tai Chi class following completion of the study.

Although the findings of the study showed no statistically significant improvement in general physical and/or mental health among the Tai Chi group, there was a notable decline in both measures among the control group. Compared with the control group, the Tai Chi group showed improvement in the areas of work stress, reduction in general stress, and improvement in trunk flexibility, as well as in the sit-and-reach testing. The Tai Chi group also demonstrated a 3% increase in work productivity and had no unscheduled time-off hours as compared with a total of 49 hours of unscheduled time off by the control group during the study period. The cost of the Tai Chi program (the instructor’s fees) was recovered by not having to use replacement nurses to cover for time off by the Tai Chi nurses.

This pilot study suggests that as healthcare employers examine strategies to help retain their workforce of older nurses, cost effective workplace wellness programs such as Tai Chi classes might be well worth considering. The importance of retaining our older, experienced nurses in the hospital setting is obvious. Their value is immeasurable as they serve as mentors and motivators in the education of younger nurses who are entering the healthcare profession. Maintaining the mental and physical health and well being of our older nurses is vital to

retaining their valuable presence in the healthcare system.

Source: Palumbo, M. V., Wu, G., Shaner-McRae, H., Rambur, B., & McIntosh, B. (2012). Tai Chi for older nurses: A workplace wellness pilot study. Applied Nursing Research, 25, 54-59.

Submitted by: Mary Holmberg, RN, and Aimee Perdue, RN, RN-BSN students at Bellarmine University, Louisville, KY.

Data Bits is a regular feature of Kentucky Nurse. Sherill Nones Cronin, PhD, RN, BC is the editor of the Accent on Research column and welcomes manuscripts for publication consideration. Manuscripts for this column may be submitted directly to her at: Bellarmine University, 2001 Newburg Rd., Louisville, KY 40205.

I’m inventing a new model of health care.I’m not just a nurse.

Apply Today: VAcareers.va.gov/nursing Follow VA Careers

Arlette, VA RN

INDWES.EDU866-498-4968

A recognized leader in adult education for

over 27 yearsAs a Registered Nurse, you understand the importance of education.Your skills and knowledge are put to use on every shift. You also understand earning your Bachelor of Science in Nursing or Master’sdegree will make you an even better nurse.

A degree from Indiana Wesleyan University says you value the education, not just the degree. It says you want to treat the whole person, not just the patient. And it says you want to make a differencein your life and the lives of others.

A degree from Indiana Wesleyan University makes a statement.

NURSINGDEGREES THATMAKE A STATEMENT

Online/Lexington/LouisvilleFlorence/Shepherdsville

Kentucky Education Centers* • Post-licensure (RNBSN)

IWU Online• Post-licensure (RNBSN)

• MSN/MBA

• MSN in Administration and Education

• Certificate in Parish Nursing

* Not all programs available at all locations


Student SpotlightReview of a Research Report on Postpartum Depression Impacted by Home Health VisitsAshley Cook, RN-BSN Student

Department of Baccalaureate & Graduate Nursing, College of Health Sciences,

Eastern Kentucky UniversityRichmond, Kentucky

Counseling and support groups have been commonly established as crucial components for non-pharmaceutical treatment of postpartum depression. However, many women do not seek intervention once postpartum depression has surfaced. The objective of this paper was to review Tamaki’s (2008) research report on clients with postpartum depression who experienced home health visits by mental health nurses for impending use in evidence-based nursing practice (EBNP).

Review of Research ReportThe lack of support systems and the enormous

amount of women who do not seek treatment for postpartum depression was identified by Tamaki (2008) as the research problem. The research purpose “…aimed to evaluate the effectiveness of home visits by mental health nurses for Japanese women with post-partum depression” (Tamaki, 2008, p. 420). Neither a research question nor hypothesis was explicitly stated. Prior research studies on the efficiency of early intervention and prevention were the focus of the literature review (Tamaki, 2008). The research framework was built on the Orem-Underwood model (Tamaki, 2008, p. 420). Informed consent from the women who agreed to participate in the study, along with approval from the Institutional

Ethics Committee, was stated as having been obtained (Tamaki, 2008). Both qualitative and quantitative research designs were used in Tamaki’s (2008) study. The study used both an experimental research type and a phenomenological research approach (Tamaki, 2008). The study participants included a nonprobability (quota) sample of 16 Japanese women, ages 18 and older, all of whom were in the postpartum phase of the pregnancy process (Tamaki, 2008). Neither statistical power nor data saturation were reported. Methods used to measure and/or evaluate the study participants included the Edinburgh Postnatal Depression Scale (EPDS), the Structured Clinical Interview for DSM-IV AXIS I Modified Version for the Trans-Cultural Study of Postnatal Depression, and a smaller version of the World Health OrganizationQuality of Life Assessment Instrument (Tamaki, 2008, p. 421). Data were collected via face to face interviews; additionally, the individuals in the intervention group also completed a questionnaire to evaluate the home visits (Tamaki, 2008, p. 421). Validity and reliability of the data collection tools were stated as having been established (Tamaki, 2008). The qualitative data, obtained from the open-ended questionnaires, was examined “using a qualitative content analysis approach” (Tamaki, 2008, p. 421). The quantitative data were analyzedusing descriptive (i.e., numbers, percentages, means, and standard deviations) and inferential (i.e., chi-square, Wilcoxon signed-rank test, and Mann-Whitney U-test) statistics (Tamaki, 2008, p. 421, 422). The research findings from Tamaki’s (2008)

study indicated “…that home visits by mental health nurses can help women recover from postpartum depression and also improve their perceived quality of life” (Tamaki, 2008, p. 424). The women in the control group also showed some improvement with postpartum depression with a reduction in the EPDS scores over time, which could have been influenced by the interview process itself where the women spoke about their feelings or the bond they felt with the interviewer (Tamaki, 2008, p.424, 425).

SummaryThe research findings from Tamaki’s (2008)

study are important to EBNP for both maternity and psychiatric-mental health nurses. Although the findings demonstrated that mental health visits showed improvement in women with post-partum depression, one suggestion would be to implement a study with a larger sample population and in multiple cultures. With support supplied by numerous quantitative and qualitative studies, such as Tamaki’s (2008) study, postpartum depression could be treated with a new non-pharmaceutical measure that would be more beneficial and effective to women and their babies. It will also open new doors for EBNP in mental health and revolutionizehome health nursing.

ReferencesTamaki, A. (2008). Effectiveness of home visits by

mental health nurses for Japanese women with post-partum depression. International Journal of Mental Health Nursing, 17 (6), 419- 427. doi: 10.1111/j.1447-0349.2008.00568.

Nurses Must Wear Many HatsSandra D. Gross

WKU RN to BSN student

As a student in an RN to BSN program, I was asked to reflect on some of the different hats nurses wear. In today’s world of nursing, every nursing professional must be willing to put on various hats at different times to fulfill multiple roles. In addition to the nursing hat, some of these hats include the hat of a construction worker, UPS service provider, police, coach, and chaplain. At times, nurses also wear a crown.

The construction hat is worn on many occasions. I currently work in an acute care facility that is on the journey to achieving Magnet recognition. This requires construction from all members of the health care team. Nurses have the opportunity to take a leadership role in this construction process, from

building cohesiveness among group members to constructing new policies and procedures. Another example is the construction of care plans. Nurses serve as the coordinator of the interdisciplinary team in the development and implementation of individualizedpatientcareplans.

Nurses in all clinical settings wear the UPS® hat every shift they work. Nurses do lots of deliveries in an eight or twelve hour shift. These deliveries may range from items some may see as simple, such as a pillow or blanket, to delivering the correct medication. Important deliveries may also be a smile or a reassuring hug.

Unfortunately, sometimes hostility and violence may arise and the nurse must put on the police hat to help restore order and safety. All nurses are coaches whether they are coaching the certified nursing assistant or precepting the new RN graduate. There will be times when a patient is facing a life ending situation and the nurse wears the hat of the chaplain in order to provide comfort. Working on an oncology floor, I put on this hat many times. The chaplain role includes important attributes of nursing including advocacy, compassion, counseling, and educating. When a patient, family member, or co-worker sends you a thank you note that is when you have received your crown for a job well done.

Over the short course of my nursing career, I am proud to have worn the many hats as I assumed the various roles of a nurse. I have worn these hats with much pride and dignity. I see the most important hat that nurses wear as the nursing cap. Even though it is not often visibly seen, it symbolizes much tothe nursing profession. This is the hat that those in the nursing profession, including myself, are most excited about and worked so hard to receive. I will continue to wear these and other hats with pride in my daily walk as a nurse.

Renew yoursense of adventurewhile fulfilling yourspirit of compassion.

At Samuel Simmonds Memorial Hospital, you’ll have the unique opportunity to provide healthcare to the vibrant communities of the North Slope and an Inupiat people ready to share their culture and heritage.

Samuel Simmonds Memorial Hospital is looking for adventurous and compassionate nurses in the following capacities:

Nurses – ER, Clinic, Inpatient, Labor and Delivery, Case Management.

In addition to our competitive salaries, we also offer medical/dental/vision coverage, retirement plans, subsidized housing, a relocation allowance, and much more. For more information go to www.arcticslope.org or to apply contact Human Resources at [email protected] or call 907-852-9204.

Arctic Slope Native Association

Embracing the past. Looking towards the future. Together we can heal.

MAINE – SUMMERNURSE JOBS!

Premier coed Maine camps seek Nurse Manager, Charge Nurses, RNs, LPNs. Top

salaries, travel allowance, room & board.

[email protected]: 1.888.LAUREL.1

SAVE THE DATESURVIVING YOUR FIRST YEARMarch 1, 2013 @ Knicely Center in

Bowling Green

For Agenda & Registration Details Go to

www.kentucky-nurses.orgonline registration only


Improve Breastfeeding Rates by Increasing Health Care Providers Knowledge and Attitude

John A. Myers, PhD MSPH University of Louisville School of Public Health

and Information Sciences

Background and SignificanceWhile breastfeeding is recognized as one of

the most highly effective preventive measure a mother can take to protect the health of her infant (Lawrence, 2005), too many newborns start their lives not being breastfed. According to the Kentucky Report Card and Immunization Report,breastfeeding rates among Kentucky mothers lag behind the rest of the US (63% vs. 74%), (Kentucky, 2009). The success rate for breastfeeding may be greatly improved through active support from a new mother’s health care provider. However, many health care providers have lower than expected attitudes towards providing counseling to new mothers for breastfeeding due to a perceived lack of knowledge concerning breastfeeding (DiGirolamo AM, 2003).

The literature suggests that some physicians are ambivalent about breastfeeding promotion (DiGirolamo AM, 2003). Surprisingly, 61% of new mothers believe their physician had no preference concerning how they fed their infants (DiGirolamo AM, 2003). The current study aimed to increase breastfeeding rates (at discharge) in Louisville by increasing the knowledge and attitudes of health care providers concerning breastfeeding, who manage the care of new mothers.

MethodsTo increase breastfeeding rates at discharge,

the Louisville Putting Prevention to Work (LPPW) initiative (http://www.louisvilleky.gov/Health/Putting PreventiontoWork) developed a training program for Louisville nurses, pediatricians, obstetrician/gynecologists, family practitioners, and their offices. The goal of training program was to increase health care providers’ knowledge and attitudes toward breastfeeding as well as providing breastfeeding guidance to their patients.

A tool was developed which aimed to measure increases in an individual health care provider’s attitudes and behaviors regarding breastfeeding and breastfeeding guidance. The tool educated and enabled medical providers to:

– provide breastfeeding-specific anticipatory guidance to support mothers to successfully breastfeed.

– assist women with breastfeeding problems, challenges, and help themutilize communityservices

– choose one opportunity in their practice to improve care of breastfeeding mothers and babies.

– develop or adopt a breastfeeding assessment tool of their choice

– refer patients to a lactation consultant or consider having one on staff to work with patients if red flags are identified or problems persist

– decrease recommendations for supplementation with formula unless medically necessary

– develop a breastfeeding policy for office, and– remove formula marketing items from office

(e.g. pens, mugs, calendars...)

Data were then collected concerning breastfeeding rates (at discharge) from the women who delivered at the four birthing hospitals in Louisville; during the 12-month follow-up period (n=8138). Multi-variable logistic regression techniques were used to explore if breastfeeding rates increased over time.

ResultsAs seen in Table 1, the odds a mother breastfed

at discharge significantly increased over time following the implementation of the training program (OR=1.27, 95% CI 1.12-1.45, p=0.001). The breastfeeding rate increased from 61% at baseline to 67% at 12-months follow-up (see Figure 1). Post-hoc comparisons suggest that Time Point 1 was significantly different from Time Point 3 (p=0.012) and Time Point 4 (p=0.001).

In addition, significant differences in breastfeeding rates were seen by age (OR=1.04, 95% CI 1.02-1.05, p<0.001) and between ethnicity groups (ORAA=0.78, 95% CI 0.65-0.96, p=0.029, ORHispanic=2.05, 95% CI 1.78-2.36, p<0.001). Older mothers as well as Hispanic mothers were more

increase the knowledge and attitude of health care providers can lead to increases in breastfeeding rates. Although, given the results of the post-hoc comparisons, it may take 6 months to observe a significant increase in breastfeeding rates. Similarly, given the shape of the curve of breastfeeding rates over time, and the non-significant results between later time points (e.g., time Points 3 and 4), it can be assumed a plateau will be reached. We are continuing to collect data on breastfeeding rates at discharge and will discover what the plateau is and when it is reached.

A limitation of our study is that we measured breastfeeding rates at discharge. Future studies will need to investigate the influence the training program had on breastfeeding rates at 3-month, 6-month and 12-month follow-up. We are developing a project to measure these later breastfeeding rates and hope to report the findings in a later manuscript.

ConclusionThe training program developed in this study

provides a unique opportunity for Kentucky Nurses to assist in increasing breastfeeding rates. There is a need for nurses to become more active in encouraging and providing guidance for breastfeeding by new mothers. Kentucky nurses who wish to increase breastfeeding rates in their community could develop similar training programs within their community aiming to equip clinicians and offices with better knowledge and attitudes concerning breastfeeding. In addition, establishing if the results of the current study hold consistent in other areas of Kentucky is warranted and merits research.

ReferencesDiGirolamo AM, G.-S. L., and Fein SB. (2003). Do

Perceived attitudes of physicians and hospital staff affect breastfeeding decisions? Birth, 30(2), 94-100.

State of Kentucky. (2009). KY report card and immunization report. Frankfort, KY.

Lawrence RA and Lawerence R. (2005). Breastfeeding: A guide for the Medical Profession. St. Louis, MO: Mosby.

likely to breastfeed at discharge; while African-American mothers were less likely to breastfeed at discharge. The model fit the data well (Hosmer-Lemeshow χ2=12.1, p=0.149).

Table 1. Multiple logistic regression model predicting whether a new mother breastfeeds at discharge.

Predictor OR 95% CI p-value

Time Point 1.27 1.12-1.45 0.001

Age 1.04 1.02-1.05 <0.001

Ethnicity

White

African-American 0.60 0.53-0.67 <0.001

Hispanic 2.05 1.78-2.36 <0.001

Figure 1. Breastfeeding rates stratified by time point.

DiscussionGiven the importance of breastfeeding for the

health and well-being of mothers and their children, it is critical that we develop innovative strategies to support breastfeeding. Our results suggest that implementing a training program aimed to

The College of Health Professions is seeking:

Chair, Dept. of Advanced Nursing StudiesNorthern Kentucky University – Possess a doctoral degree in nursing and be eligible for licensure in KY.

Visit jobs.nku.edu for more information.

WWW.NKU.EDU


Verbal Abuse of Pediatric Nurses by Patients and FamiliesAnn Truman

Kosair Children’s HospitalMyra Goldman and Carlee Lehna

University of LouisvilleJill Berger

Norton HealthcareRobert Topp

Marquette University

Abstract

ObjectiveThe purpose of this study was to determine the

extent to which nurses practicing in a pediatric hospital encounter verbal abuse by patients and families and their reactions to this abuse.

BackgroundVerbal abuse, the most common type of workplace

violence against nurses results in declining morale and job satisfaction, and can negatively impact nurse turnover and quality of patient care.

MethodsThe study employed a concurrent triangulation

strategy using mixed methods. The 162 nurses who volunteered completed a 3-part questionnaire, and a subgroup participated in one of three focus groups.

ResultsEighty-two percent of subjects reported verbal

abuse an average of 4 times per month. The majority of these continued to think about the incident for a few hours (25%), a few days (36%), or a week or more (12%). Nearly half reported feeling angry or powerless and 14% said they thought of leaving their position.

ConclusionsThe findings of this study described the

nature and scope of the problem, and prompted improvement in processes and education to support nurses.

This study was motivated by nurses employed at an urban children’s hospital reporting increased incidences of verbal abuse by patients and families. These nurses told of negative encounters which produced feelings of frustration. They perceived that the hospital’s increased emphasis on patient and family satisfaction prevented them from setting limits on verbal abuse perpetrated by patients and families. Nursing administration, concerned about staff morale, proposed a study that would describe the extent to which nurses practicing in a pediatric hospital encounter verbal abuse by patients and families and their reactions to this abuse.

Review of the LiteratureThe threat of violence is an increasing concern for

nurses in the workplace. Between 1993 and 1999, nurses in the United States experienced a higher rate of work related violence (22 per 1,000 workers) than any other healthcare professional (Durhart, 2001). Studies have demonstrated that nurses are subjected to physical, emotional and verbal abuse in their workplace settings by patients, patient’s families, physicians, administrators, fellow nurses and other healthcare workers (Judkins-Cohn, 2010). While a majority of studies have focused on abuse of nurses in the emergency and psychiatric settings, this is a problem that affects nurses across all specialties and settings (Crilly, Chaboyer, & Creedy, 2004, Henderson, 2003, Levin, Hewitt, & Misner, 1998, Rowe & Sherlock, 2005).

Abuse among nurses has been studied by researchers on both sides of the Atlantic (Lanza &Kayne, 1995, Libscomb & Love, 1992, Roach, 1997, Whittington, 1997). A multinational study by Poster (2006) compared the incidence of abuse between psychiatric nurses in the United Kingdom, United States, Canada and South Africa. The results of this study found that a majority of the sample (75%) reported being physically abused at least once during their careers. Only 62% responded that they felt safe in their work environment most of the time. These findings indicate that nurses are clearly justified in being concerned for their physical safety and well-being. Additionally, research supports that incidents of physical abuse against nurses are underreported (Lanza & Kayne, 1995, Libscomb &Love, 1992, Poster, 2006).

Verbal abuse is the most common form of abuse experienced by nurses. Duncan et al. (2001) noted that nurses report only one in five incidents of verbal

abuse. Cameron (1998) found that 85% of nurses reported experiencing verbal abuse in their job, 45% of whom had experienced such abuse in the past 15 days of work. In 2001, a Canadian survey found that over 50% of front-line nurses had been verbally abused and 22% reported physical abuse within the previous 12 month period (“Nurses report abuse,” 2001). A more recent study in Canada examined verbal abuse among pediatric nurses and found that 94% had been a victim of verbal abuse at least once during a three month period (Pejic, 2005). A study of verbal abuse among nurses in Turkey found that 86% reported having been verbally abused within a 1 year period (Uzun, 2003). Maguire and Ryan(2007) surveyed 87 Irish mental health nurses of which 80% had experienced non-threatening verbal abuse and 54% had experienced threatening verbal abuse at work in the last month. In a study that surveyed 2,487 Australian nurses, 65% reported experiencing emotional abuse in the last 5 shifts they had worked, with the majority of abuse coming from the patients under their care (Roche, Diers, Duffield, & Catling-Paull, 2010). Jonker, Goossens, Steenhuis and Oud (2008) examined the incidence of abuse experienced by nurses practicing in the Netherlands. They found that younger and less experienced nurses were more likely to experience abuse at work compared to their more experienced counterparts. A study conducted in the United States by May and Grubbs (2002) concluded that 50% of nurses who experience verbal abuse by cognitively impaired patients or patients undergoing substance withdrawal overlook the verbal abuse. In addition, 48% noted that they had never filed any written reports regarding verbal abuse from family members and/or visitors.

A limited number of studies have indicated that verbal abuse experienced by nurses may negatively impact their morale and job satisfaction, sometimes resulting in turnover (Anderson, 2002, Cameron, 1998,Gates, Fitzwater,&Meyer, 1999, Pejic, 2005)Walrath, Dang, and Nyberg (2010) reported that 48% of the nurses interviewed in focus groups knew of a nurse who had transferred to a different unit or department because of experiencing verbal or physical abuse Thirty-four percent of their sample stated that they knew nurses who had left the organizationduetoexperiencingabuse.Turnover iscostlytoorganizationsandcannegativelyimpactthequality of patient care.

Purpose and Research QuestionsThe purpose of this study was to determine the

extent to which nurses practicing in a pediatric hospital encounter verbal abuse by patients and families and their reactions to this abuse. This purpose will be addressed by answering the following research questions:

1. How often do nurses practicing in a pediatric hospital encounter verbal abuse by patients and families?

2. Among nurses practicing in a pediatric hospital who encounter verbal abuse, what are their reactions and responses to this abuse?

Methods

DesignTo address these research questions, a descriptive

study was conducted using quantitative and qualitative approaches to obtain data. The study was reviewed by the organization’s InstitutionalReview Board and determined to be exempt from further review. Registered nurses were recruited from a single pediatric hospital to participate in the qualitative and/or quantitative components of the study. Individuals who volunteered to participate in the quantitative component anonymously completed two questionnaires. These questionnaires included a background questionnaire and a paper and pencil instrument concerning the degree, type, frequency and outcomes of verbal abuse they may have experienced by patients and/or their families. Nurses who volunteered to participate in the qualitative component participated in focus groups of 6-8 participants each and discussed their experiences of verbal abuse in a collective setting. Focus groups took place in the hospital away from the nurses’ normal work environment. The content of the focus group meetings were audio recorded and field notes were kept by the two research nurses coordinating the focus groups, who were not hospital employees. The focus group discussions were guided by the research questions.

SampleRegistered nurses (RNs) employed full or part

time in direct care roles were recruited to participate in the study by placing survey packets on every nursing unit. Potential participants were encouraged by members of the nursing research council to complete the packet. A box was placed on each unit to collect the anonymously completed surveys. Twenty nurses from throughout the institution volunteered to participate in three focus groups. Participants for these focus groups were solicited by non-hospital employee members of the research team attending unit-based nursing council meetings and explaining the study. Following this explanation members of the group were invited to participate in the focus groups.

InstrumentsTwo instruments were used to collect quantitative

data from the sample. A 10-item questionnaire was used to collect background information about the subjects. Data about verbal abuse by patients and/or their families were gathered through the nurses completing a second paper and pencil instrument. This second instrument was adapted from the tool developed by Rowe & Sherlock (2005) and studied by others (Oweis & Diabat, 2005, Pejic, 2005) which explored the types, frequency and responses to verbal abuse of nurses by other nurses. The instrument developed by Rowe & Sherlock combined the Verbal Abuse Survey developed by Cox (1987) and the Verbal Abuse Scale developed by Manderino and Berkey (1997). This instrument yielded six characteristics of nurse on nurse verbal abuse including the type and frequency of verbal abuse, the emotional reactions to the verbal abuse, cognitive appraisal of the encounter, the coping behaviors used, the effectiveness of the coping, and the long-term negative effects of the abuse. Since nursing staff were asked to complete the survey during their working shift, the present study employed only 3 of these subscales to study frequency of verbal abuse, emotional responses and coping behaviors. Furthermore, participants were asked to complete the survey in the context of verbal abuse by patients and families rather than other healthcare providers. Eight separate types of verbal abuse were listed on the frequency subscale. Respondents were asked to indicate the frequency with which they experienced each type of verbal abuse in the previous 12 months on a 0-6 scale (0=never, 1=one to six times per year , 2=once per month or less, 3=several times a month, 4=once per week, 5=several times a week, 6=every day). Seventeen emotional responses were listed and subjects were asked to rate the degree to which they reacted emotionally when they experienced verbal abuse from a patient or family member on a 0-6 scale (0=Not at all, 1=Very mild feeling, 2=Mild, feeling, 3=Moderate feeling, 4=Strong feeling, 5= Very strong feeling, 6=Extreme feeling). Finally twelve coping responses were listed and subjects were asked to indicate the degree to which their thinking was similar to the thoughts listed as they evaluate the verbal abuse on a 0-6 scale (0=Not similar at all, 1=Slightly similar, 2=Mildly similar, 3=Moderately similar, 4=Similar, 5=Very similar, 6=Extremely Similar).

Three focus groups consisting of 6-8 different registered nurses lasting no more than an hour each were conducted to collect qualitative data to address the research questions. Six open-ended questions were used to stimulate discussion in the focus groups. These included:

1. Describe some of the most frequent forms of abuse to nurses seen at this hospital?

2. Tell me about the reasons why you believe nurses perceive they are abused?

3. What are the nurses’ most common responses to being abused? Please describe an example.

4. Whom do you see most often abusing the nurses?

5. Abuse causes what to the nurses?6. What are some suggestions to help prevent

abuse to the nurses?Focus groups were held at the hospital in meeting

rooms that were away from the units and were conducted by non-hospital personnel to facilitate candid discussion.

Verbal Abuse of Pediatric Nurses continued on page 7


Data Analysis

Quantitative Data AnalysisOnce the questionnaires were collected a

codebook was developed for closed ended questions to provide numerical results for analysis. Data were transcribed from questionnaires to excel spread sheets and double entered to identify transcription errors. Descriptive statistics, including frequencies and percentages, were calculated to describe the demographics and verbal abuse experienced by the sample.

Qualitative Data AnalysisFocus groups (FG) were held shortly after the

surveys were collected. The senior qualitative researcher recorded field notes upon completion of the first FG session. Subsequent sessions were conducted by two qualitative researchers. After each FG session, the audio-taped dialogue was transcribed verbatim; transcriptions were verified for accuracy by listening to the tapes at the same time the transcriptions were read. Thematic analysis was begun immediately and findings from a previous FG suggested additional questions for the next session.

Credibility was determined through member checking. This allows for the participants in subsequent groups to verify thematic responses found in previous sessions (Cresswell, 2008, Lincoln & Guba, 1985). Descriptions from collected data were used to triangulate quantitative findings. Researcher biases were minimized by presentingthe results to the members of the nursing research council. Peer debriefing enhanced the accuracy of the participant responses. These methods ensured the trustworthiness of the qualitative findings.

ResultsA total of 162 nurses representing all areas of

the hospital and all shifts completed the surveys. Their mean age was 38.6 years. They had been nurses an average of 13.7 years and employed in this hospital an average of 10.81 years. Participants were predominately female (98%) with the majority holding a baccalaureate degree (61%), working full time (73.5%) and on day shift (63%). The 29 nurses participating in the focus group reported a mean age of 41 years. They had been a nurse an average of 17.95 years and in their current position an average of 7.27 years.

In answer to research question 1, “how often do nurses practicing in a pediatric hospital encounter verbal abuse by patients and families?” the median response was 2 times per month (see Figure 1). Twenty-five nurses (15.4%) reported no instances of verbal abuse. Ninety-three nurses (57.4%) reported 1-3 instances per month. There was a difference between day shift and night shift for frequency of verbal abuse (p=0.018). There was no difference between units.

Research question 2 asked, “among nurses

Verbal Abuse of Pediatric Nurses continued from page 6

practicing in a pediatric hospital who encounter verbal abuse, what are their reactions and responses to this abuse?” The top four reactions are anger (25.9%), determination to problem solve (23.5%), powerlessness (16%) and embarrassment (11.7%) (see Figure 2). Eighty-two percent (82%) continued to think about the incident for a few hours (25%), a few days (36%) to more than a week (12%) (see Figure 3). In addition, 14% of the sample reported that they have contemplated leaving their position after a verbally abusive incident. Sixty-five percent of the sample perceived that they handled abusive situations well, citing the use of 3 techniques: basic assertiveness (30%), conflict resolution (31%) and co-worker support (20%).

Focus group resultsMajor thematic units corresponded directly

with quantitative subscale findings and previous research. Participants reported feeling that abusive behavior has increased in recent years. They related that the focus on patient satisfaction has led to a belief among nurses that administration would always side with the patient or family in a dispute. This belief leads to an increased sense of powerlessness to set limits and assertively handle abusive behavior. Participants relayed an understanding that patients and parents are stressed when in the hospital, but stated that over time they lose the ability to be the outlet for that stress. Many in the group felt that verbal abuse caused decreased job satisfaction, low self-worth and burnout, and reported that they have known nurses who quit their jobs in response to repeated

verbal abuse. Participants stated that they look to their colleagues for support, and were aware of other resources available such as risk management, pastoral care, and employee assistance.

DiscussionBoth the quantitative and qualitative analyses

lend support to the research stating that verbal abuse has a negative impact on morale and job satisfaction, and can affect job performance and the quality of patient care. It further supports that verbalabusecanhaveanimpactontheorganizationthrough increased staff turnover and poor retention rates (Anderson, 2002, Bowers et al., 2006, Cameron, 1998, Gates et al., 1999, Gerberich et al., 2004, Pejic, 2005, Ryan et al., 2008).

Nurse participants described feeling that no change would occur with the reporting of verbal abuse due to the prevailing attitude that the customer is always right. This supports previous findings from the literature documenting that only one in five incidents of verbal abuse is ever reported (Duncan et al., 2001, Jonker, Goossens, Steenhuis, & Oud, 2008).

Findings from the focus groups were used to guide the implementation of hospital wide solutions. Participants provided suggestions that ranged from use of multi-disciplinary teams to de-escalate an abusive situation, to personal training on how best to handle these events. One staff nurse stated, “…I urge any staff member to report verbal abuse when it happens or the culture will not change. There needs to be documented evidence to support the incidence of abuse in order for those not at the bedside to know the gravity of the problem.”

Implications for NursingA presentation of the research study and findings

at a hospital nursing grand rounds resulted in a frank discussion between bedside nurses and nurse managers about the current work environment. Nurses reinforced the research findings and agreed that many times the verbal abuse by patients and families was not reported because nurses felt no

Figure 1: Distribution of frequency of verbal abuse events per month

Verbal Abuse of Pediatric Nurses continued on page 8

Figure 2: Reactions of nurses to verbal abuse events

Figure 3: Nurses’ report of how long they continue to think about verbal abuse after the incident

Toll Free: 855-891-7356

1st Annual Excellence in Nursing SymposiumMay 17-19, 2013 • Cleveland, Ohio

Schedule includes:• Breakout Sessions by Discipline• Private Cocktail Event at Rock & Roll Hall of Fame with Exclusive Concert• Lake Erie Cruise on the Goodtime III – Cleveland’s Largest Excursion Ship• Shuttles to Horseshoe Casino• Tour at the Greater Cleveland Aquarium• Expert Speakers • Raffle Prizes

Call us today or visit our Events Page at:

www.higginshealthcare.com

NURSES - JOIN US FOR A FUN-FILLED 3 DAY EVENT!!Giving all practicing APNs, RNs, LPNs and Student Nurses, throughout the

United States, an opportunity to network with other professionals. CEU’s Awarded.


action would be taken. Managers reassured nurses that they would be supported, and encouraged them to report any verbally abusive situations. The chief nursing officer asked all directors and managers to have discussion with staff on their units in formal and informal meetings to assure nurses that verbal abuse will not be tolerated and should be reported.

The findings of the study were also presented to the hospital’s Safety and Executive teams. These teams expressed concerns over the nurse not reporting verbal abuse situations and attempting to manage these on their own. These groups suggested several educational programs and resources to assist the nurse in these situations. Nurses are now encouraged to formally report a verbal abuse encounter through the Patient Safety Reporting System (PSRS) to ensure that Risk Management and nurse leaders are aware of the incident and can provide follow up with the nurse as needed.

In the two years following the study several educational programs were developed and made available to staff to assist them in the management of verbally abusive encounters. An interactive program was developed which teaches nurses and physicians how to communicate difficult information with patients and families. This program helps healthcare providers to strengthen and hone their communication skills in difficult situations by using actors to portray family members and videotaping simulated patient encounters. Through critique of the videotapes participants learn better strategies to manage difficult conversations or deescalate angry behavior (Peterson, Porter, & Calhoun, in press).

Additional programs at nursing grand rounds have focused on de-escalation, crisis prevention, personal safety and how to set limits with patients and families. These programs give nurses information on how to handle an abusive situation, who they can call for help, and what resources are available to assist nurses to deal with negative feelings after a verbal abuse encounter.

In an effort to strengthen the new nurse’s skill level and understanding, the orientation lecture on Service Excellence was enhanced. In addition to emphasizing the importance of giving patients andfamilies the best experience possible, the educator points out that nurses have a right to be treated with respect and are not expected to tolerate verbal abuse or threatening behavior. If any type of abuse occurs, the nurse should seek consultation with the assistant nurse manager or nurse manager and report the abuse in PSRS.

ConclusionThe hospital’s intense focus on increasing patient

satisfaction scores was interpreted by the nursing staff as “the patient is always right, no matter what”. Consequently, nurses involved in encounters of verbal abuse rarely reported them, so nurse leaders were not aware of the extent of the problem. This study provided nursing leadership with valuable

information about the extent of the problem, as well as the impact and possible steps to correct it. Several educational and process measures have been implemented since completion of the study. A second shorter survey is under consideration to determine if the efforts of the past two years have made an impact on nurses’ coping strategies and perceived support from nursing leadership.

References

Poster, E. C. (2006). A multinational study of psychiatric nursing staff’s beliefs and concerns about work safety and patient assaults. Archives of Psychiatric Nursing, 10(6), 365-373.

Anderson, C. (2002). Workplace violence: Are some nurses more vulnerable? Issues in Mental Health Nursing, 23(4), 351-366.

Bowers, L., Simpson, A., Eyres, S., Nijamin, H., Hall, C., Grange, A., & Phillips, L. (2006). Serious untoward incidents and their aftermath in acute inpatient psychiatry: The Tomkins acute ward study. International Journal of Mental Health Nursing, 15(4), 226-234.

Cameron, L. (1998). Verbal abuse: A proactive approach. Nursing Management, 29(8), 34-36.

Cox, H. C. (1987). Verbal abuse in nursing: Report of a study. Nursing Management, 22, 47-50.

Cresswell, J. (2008). Research design: Qualitative, quantitative, and mixed methods approach. Newbury Park, CA: Sage.

Crilly, J., Chaboyer, W., & Creedy, D. (2004). Violence towards emergency department nurses by patients. Accident and Emergency Nursing, 12(2), 67-73.

Duncan, S. M., Hyndman, K., Estabrooks, C. A., Hesketh, K., Humphrey, C. K., Wong, J. S.,...Giovannetti, P. (2001). Nurses’ experience of violence in Alberta and Brittish Comumbia hospitals. Canadian Journal of Nursing Research, 32(4), 57-78.

Durhart, D. T. (2001). National crime victimizationsurvey: Violence in the workplace, 1993-1999. Retrieved from https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=190076

Gates, D. M., Fitzwater, E., & Meyer, U. (1999).Violence against caregivers in nursing homes: Expected, tolerated and accepted. Journal of Gerontological Nursing, 25(4), 12-22.

Gerberich, S. G., Church, T. R., McGovern, P. M., Hansen, H. E., Nachreiner, N. M., Geisser, M. S.,...Watt, G. D. (2004). An epidemiological study of the magnitude and consequences of work related violence: The Minnesota Nurses Study. Occupational and Environmental Medicine, 61(6), 495-503.

Henderson, A. D. (2003). Nurses and workplace violence: Nurses’ experience of verbal and physical abuse at work. Canadian Journal of Nursing Leadership, 16(4), 82-98.

Jonker, E., Goossens, P., Steenhuis, I., & Oud, N. (2008). Patient aggression in clinical psychiatry: Perceptions of mental health nurses. Journal of

Verbal Abuse of Pediatric Nurses continued from page 7 Psychiatric and Mental Health Nursing, 15(6), 492-499.

Judkins-Cohn, T. (2010). Verbal abuse: The words that divide impact, impact on nurses and their perceived solutions. Southern Online Journal of Nursing Research, 10(4), 234-247.

Lanza, M. L., & Kayne, H. I. (1995). A comparisonof patient and staff perceptions. Issues in Mental Health Nursing, 16, 129-141.

Levin, P. J., Hewitt, J. B., & Misner, S. T. (1998). Insights of nurses about assaults in hospital-based emergency departments. Image: Journal of Nursing Scholarship, 30(3), 249-254.

Libscomb, J. A., & Love, C. C. (1992). Violence towards health care workers: An emerging occupational hazard. American Association of Occupational Health Nurses, 40(5), 219-228.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.

Maguire, J., & Ryan, D. (2007). Aggression and violence in mental health services: Categorizingthe experiences of Irish nurses. Journal of Psychiatric and Mental Health Nursing, 14(2), 120-127.

Manderino, M. A., & Berkey, N. (1997). Verbal abuse of staff nurses by physicians. Journal of Professional Nursing, 13(1), 48-55.

May, D. D., & Grubbs, L. M. (2002). The extent, nature and precipitating factors of nurse assault among three groups of registered nurses in a regional medical center. Journal of Emergency Nursing, 28(1), 11-17.

Nurses report abuse by patients, families. (2001, October 25). The Globe and Mail, p. A5.

Oweis, A., & Diabat, K. M. (2005). Jordanian nurses’ perception of physicians’ verbal abuse: Findings from a questionnaire survey. International Journal of Nursing Studies, 42(8), 881-888.

Pejic, A. R. (2005). Verbal abuse: A problem for pediatric nurses. Pediatric Nursing, 31(4), 271-279.

Peterson, E. B., Porter, M. B., & Calhoun, A. (In press). A needs-assessment based curriculum for the navigation of relational crises in medicine. Journal of Graduate Medical Education.

Roach, L. (1997). Violence at work. Nursing Standard, 12(5), 22-23.

Roche, M., Diers, D., Duffield, C., & Catling-Paull, C. (2010). Violence toward nurses, the work environment and patient outcomes. Journal of Nursing Scholarship, 42(1), 13-22.

Rowe, M. M., & Sherlock, H. (2005). Stress and verbal abuse in nursing: Do burned out nurses eat their young? Journal of Nursing Management, 13(3), 242-248.

Ryan, E. P., Aaron, J., Burnette, M. L., Warren, J., Burket, R., & Aaron, T. (2008). Emotional responses of staff to assault in a pediatric state hospital. Journal of the American Academy of Psychiatry and the Law, 36(3), 360-368.

Uzun, O. (2003). Perceptions and experiences ofnurses in Turkey about verbal abuse in clinical settings. Journal of Nursing Scholarship, 35(1), 81-85.

Walrath, J., Dang, D., & Nyberg, D. (2010). Hospital RNs’ experiences with disruptive behavior: A qualitative study. Journal of Nursing Care Quality, 25(2), 105-116.

Whittington, R. (1997). Violence to nurses: Prevalence and risk factors. Nursing Standard, 12(5), 49-56.

Earn a Credential That’s in Demand Nationwide• “Top 15” ranked nursing school• Practice specialties for all interests• State-of-the-art nursing informatics

and facilities• Community of scholars with broad

faculty expertise• Distance learning opportunities• New BSN to DNP option

Master of Science in Nursing (MSN)

Doctor of Nursing Practice (DNP)

PhD in Nursing Scienceclinical interventions, health services research

Learn more. Apply today.www.nursing.vanderbilt.edu

Vanderbilt is an equal opportunity affirmative action university.

When disaster strikes,who will respond?

The Kentucky Department for Public Health is seeking nurses to register and train as Medical Reserve Corps (MRC) volunteers. When events such as ice storms, flooding or pandemics occur in Kentucky, our citizens need nurses to provide compassionate care. Register to volunteer and receive training from your local MRC unit today. By doing so, you can be prepared to serve your community, family and neighbors when they need it most.

To learn more, go online athttps://khelps.chfs.ky.gov


The Impact of an Alcohol Education Program Using Social Norming

Alcohol-associated accidents are a leading cause of mortality in college age students (Hingson, Heeren, Zakocs, Kopstein, & Wechsler, 2002). Physical and sexual assault, emotional and mental health trauma, and legal problems are just a few of the negative consequences associated with alcohol use in this group (Turner & Shu, 2004). Unfortunately, statistics associated with alcohol abuse continue to be consistent. From 1993 to 2001, the numbers of college students participating in binge drinking (defined as consuming five drinks at one sitting for men and four drinks at one sitting for women) were approximately 44% (Wechsler, Lee, Kuo, Siebring, Nelson, & Lee, 2002).

Healthy People 2010 objectives were developed to address the problem but were not met (US Department of Health and Human Services, 2001). A leading health indicator of Healthy People 2020 is aimed at the reduction of binge drinking in the United States and the objectives are focused on the reduction of alcohol and/or drug use across populations (U.S. Department of Health and Human Services, 2012). In order to achieve the Healthy People 2020 imperatives and improve the health of generations, it is essential to indentify innovative interventions aimed at reducing alcohol consumption in college populations. Social norming interventions, based on Social Norming Theory, have been shown to have a positive effect on changing behaviors in college-age populations.

Social Norming Theory posits that people will strive to fit in with their perceived norm. The higher the perceived level of drinking behavior, the greater the risk for heavy drinking and the resultant alcohol-related problems. Several studies indicate that college students substantially overestimate the amount of alcohol consumed by their peers (Berkowitz & Perkins, 1986; Perkins & Berkowitz,1986; Perkins & Wechsler, 1996). If there is a causal relationship between perceptions of norms and personal drinking behaviors, then programs that target correcting perceptions should result in a reduction in risky drinking behaviors. Social norming activities have shown some effectiveness in correcting perceptions and reducing alcohol use in large urban universities (Moreira & Foxcroft, 2008; Neighbors, Lee, Lewis, Fossos, & Larimer, 2007). However, generalizability to include all populationgroups cannot be established and additional research is necessary.

The main objective of this study was to correct perceptions and reduce alcohol use in first-year college students at a rural university using social norming interventions. This endeavor evolved from a class project designed to provide psychiatric nursing students and community health nursing students with a venue to meet course objectives for leading group education.

The study used a pretest-posttest design utilizing tests developed at VirginiaCommonwealthUniversity which were modified to only address issues related to alcohol use. A social norming program incorporating interactive components for students was prepared. The interactive components included the “Bartender Challenge” encouraging students to pour in accurate measurements, the “Clicker Challenge” which uses an audience response system to gather data and demonstrate student’s perceptions of actual and expected behaviors, and the “Strategy Challenge” in which students brainstorm methods to keep themselves safe in party environments. Peer-group presentations were a key feature of this program. Senior nursing students were trained and performance-tested by the researchers to provide consistency in the program presentation using the same slides and speaker notes. Nursing students referenced posters strategically placed throughout the campus reporting prior year’s statistics on drinking behaviors.

One week prior to the student-led presentations, a researcher explained the study to the target audience and invited the students to participate. All students accepting the invitation were given pretests at that time. Participating students took posttests six-weeks after the presentations. The surveys for 314 students were included in the data analysis. Participants were first semester students ranging

from 18-44 years of age with 42% female, 58% male, and 82 % caucasion.

Overall, students’ perceptions of what “other” students’ think and do showed a positive statistically significant (p <.01) result; however, this did not create a positive change in students’ own drinking behaviors as expected. The amount students’ self-reported having consumed at their last social gathering (although not statistically significant: p =.663) had slightly increased (3.89% to 4.01%) and borders dangerously close to the definition of binge drinking.

Peer pressure and the practice of using protective behaviors were measured on a 5-point Likert scale ranging from strongly agree to strongly disagree. Pretest and posttest findings demonstrated a positive significant difference in what students believed “others” expected them to drink (p <.01) and in what they believed their “friends” expected them to drink (p <.02). Unfortunately, there were no significant differences in the practice of protective behaviors like using an alternate non-alcoholic beverage, setting limits before hand, utilizing designated drivers,eating before drinking, pacing drinks, or avoiding drinking games.

Paired t-test findings were mixed. There was no significant difference on students’ attitude about their own drinking; however, there was statistical significance in what students’ believed other students’ attitudes were about drinking (p <.01). The choices ranged from “drinking is never a good thing to do” to “getting drunk frequently is okay if that is what the individual wants to do.” There were minimal differences on the first extreme; however, there was a notable rise in the middle answer, “it is ok to get drunk occasionally if it does not interfere with academics or work responsibilities (49.5%-55.1%).” Furthermore, there was a significant decrease on the last extreme (29.7%-21.5%). These findings suggest that students are accepting of intoxication on occasion but are less forgiving when it impairs the ability to meet obligations.

In conclusion, while social norming interventions were partially successful in correcting perceptions of normal drinking behaviors among college students on this campus, the improved perceptions did not lead to a decrease in risky drinking behaviors or an increase in protective behaviors. The study had a few weaknesses. The program was presented during one class session and may have had more impact if provided in smaller bites over 3-6 weeks. In addition, the time period between the pretest and the posttest was very short (6 weeks). A longer time period may have provided more distinctive results. Additional presentations would need to be done varying the length of the program and the time interval between testings to see if this would elicit a correlation between improved perceptions and personal drinking behaviors.

References

Berkowitz, A.D. & Perkins, H. W. (1986). Problemdrinking among college students: A review of recent research. Journal of Americal College Health, 35, 21-28.

Hingson, R.W., Heeren, T., Zakocs, R.C., Kopstein, A., & Weichsler, H. (2002). Magnitude of alcohol related mortality and morbidity among U.S. college students ages 18-24. Journal of the Studies on Alcohol, 63(2), 136-144.

Moreira, T. & Foxcroft, D.R. (2008). The effectiveness of brief personalized normative feedback inreducing alcohol-related problems amongst university students: Protocol for a randomizedcontrolled trial. BMC Public Health, 8, 113.

Neighbors, C., Lee, C.M., Lewis, M.A., Fossos, N., & Larimer, M.E. (2007). Are social norms the best predictor of outcomes among heavy-drinking college students? Journal of Studies on Alcohol and Drugs, 68(4), 556-565.

Perkins, H.W. (2007). Misperceptions of peer drinking norms in Canada: Another look at the “reign of error” and its consequences among college students. Addictive Behavior, 32(11), 2645-2656.

Perkins, H.W. & Berkowitz, A.D. (1986). Perceiving

the community norms of alcohol use among students: Some research implications for campus alcohol education programming. International Journal of Addictions, 21, 961-976

Perkins, H. W., & Wechsler, H. (1996). Variation in perceived college drinking norms and its impact on alcohol abuse: A nationwide study. Journal of Drug Issues, 26, 961-974.

Turner, J.C. & Shu. J. (2004). Serious health consequences associated with alcohol use among college students: Demographic and clinical characteristics of patients seen in an emergency department. Journal of Study on Alcohol and Drugs, 65(2), 179-183.

United States Department of Health and Human Services (2001). Healthy People 2010, 2nd ed. With understanding and improving health and objectives for improving health (2 vols.): U.S. Department of Health and Human Services.

United States Department of Health and Human Services (2012). Healthy People 2020. Available at http://www.healthypeoplegov/2020/topicsobjectives2020/objectiveslist.aspx?topicId=40 Accessed July 10, 2012.

Virginia Commonwealth University. http://osdfs 2010.dgimeetings.com/Libraries/Presentations/E-1_L_Hancock.sflb.ashx

Wechsler, H., Lee, J.E., Kuo, M., Siebring, M., Nelson, T.F. & Lee, H. (2002). Trends in college binge drinking during a period of increased prevention efforts: Findings from four Harvard School of Public Health College Alcohol Study surveys: 1993-2001. Journal of American College of Health, 50(5), 203-217.

www.murraystate.edu/nursing

School of Nursing

Advance Your Career!RN - BSN - OnlineContact Linda Thomas, [email protected]

BSNContact the School of Nursing, 270-809-2193

Advance Practice DNP Options:• FamilyNursePractitioner• NurseAnesthesia(pendingCOAapproval)• Post-Master’sDNPProgram

Contact:Dina Byers, PhD, APRN, ACNS-BC

[email protected]

More than 15 years experience in educating advanced practice nurses to meet the complex

health care needs of society.Strong faculty committed to excellence in

education and practice.


Nursing Student Voices: Reflections on an International Service Learning Experience

M. Eve Main, DNP, APRN-BCDawn Garrett-Wright, Ph.D., MSN, CNE

Molly Kerby, Ph.D., MPHWestern Kentucky University

AbstractFor the past decade participation in service

and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize.Researchers analyzed student journals utilizingqualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students’ awareness of their place in a global society and the potential contribution they can make in society.

For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student’s academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional whowillbecomearesponsiblecitizen.

PurposeThe purpose of this study was to explore the

lived experience of undergraduate and graduate nursing students participating in a multidisciplinary service learning course in rural, underserved village in Belize. For this study, the definition ofservice learning is “a course-based, credit-bearing educational experience in which students participate in an organized service activity that meets acommunity need and reflect on their service activity as a means of gaining a deeper understanding of course content, a broader appreciation of the discipline, and enhanced sense of civic responsibility and/or a greater interest in an understanding of community life” (Personal Communication, B. Strenecky, January 4,2010).

Western Kentucky University (WKU) is a land grant university located in south-central Kentucky and was founded in 1906. Its mission includes the preparation of students to be productive, engaged leaders in a global society. Since 2005, WKU faculty and students have participated annually in a service-learning project in Belize.The International Multidisciplinary Public and Clinical Health Team (IMPACT) Belize Project isconducted in the remote village of Gales Point, BelizelocatedontheAtlanticcoast.Thecommunityis amixture of Creoles, Mestizos, andMayans butis dominated by Garigunas, a people descended from African slaves (Johnson, 2003). In keeping with WKU’s goals, IMPACT Belize provides aservice-abroad opportunity for students in health related professions to develop an interdisciplinary understanding from hands on experience though a service-learning project that challenges students to contemplate issues in a new dimension.

The research question for this study was “What is the lived experience for BSN and MSN students participating in an international, multidisciplinary, service learning course?”

Literature ReviewThe need for international service learning

opportunities is evidenced by increasing globalization exposing students to world problemssuch as poverty, economic disparities, and issues of social justice. Many nursing students are young adults and research indicates that young adults engage in less civic engagement and voluntary endeavors in comparison to those at other stages of life (Galston, 2004; Oesterle, Johnson, & Mortimer, 2004). Research in service-learning demonstrates that participation in service-learning projects can strengthen interpersonal skills, self-efficacy, and social responsibility (Astin, Vogelgesang, Ikeda, & Yee, 2000). Eyler and Giles (1999) noted a positive effect of service-learning on critical thinking and comprehension. Astin et al. (2000) found that service learning when compared with volunteerism has

a unique impact on activism, writing skills, and critical thinking and may have the direct impact of the choice of a service career.

More specifically international service learning activities can promote positive outcomes in nursing students. In a grounded theory study to explore the meaning of an international experience, nursing students reported increased cultural sensitivity, increased self-confidence, and increased knowledge of social justice (Haloburdo & Thompson, 1998). Walsh and DeJoseph (2003) conducted an exploratory study to describe the experiences of students and faculty following a service-learning experience. Their findings indicated that both the students and faculty had an increased awareness of the global community. Similar findings by Amerson (2009) also suggest that participation in international service-learning projects increase cultural competence in baccalaureate nursing graduates.

There is also evidence of longer lasting outcomes in the nursing profession. Callister and Cox (2006) found that participants in international clinical experiences noted a greater commitment to improvement in healthcare abroad and in their communities. Evanson and Zust (2006) found in a two-year follow-up that nursing students who had participated in an international clinical experience showed evidence of incorporating global awareness and social justice in their professional practice.

MethodsThe study was designed using qualitative

methods for data collection. Several months before the planned trip, interested students completed an application and participated in an interview with multidisciplinary faculty from WKU. Nine nursing students, both undergraduate and graduate were selected to participate. Prior to travel, all students, faculty and professional staff participated in a two-day orientation. Topics covered during orientation included: history, geography and the sociopolitical climate of Belize, service learning, team buildingexercises, and introduction to the $100 solution project. Students enrolled in the nursing service-learning course for the IMPACTBelize project wererequired to complete journals making entries during the orientation period prior to the trip, during the eight-day trip to Gales Point and upon returning to the United States. Journal responses were open-ended; however, the course faculty provided suggested topics for discussion in the course syllabus.

Protection of Human SubjectsThe WKU Human Subjects Review Board

approved this study before data collection began. Researchers approached students during the orientation period to consider participating in the study. The researchers provided information to the students regarding the procedures for the study and answered questions. Students were assured that participating in the study or declining to participate would not affect their participation in the IMPACT Belize program or trip and that participationdid not positively or negatively influence their course grade. Informed consent was obtained from all participants. There were no exclusions of participants based on age, gender, or ethnicity. No data analysis began until after course grades were assigned and posted.

Data AnalysisResearchers analyzed student journals utilizing

qualitative data analysis techniques. Student journals were copied and materials were submitted for review anonymously. The primary method for examining the data was content analysis. The tool chosen was the flexible content analysis approach by Hickey and Kipping (1996) for open-ended responses. This approach was adapted and carried out by nursing faculty/researchers in the current study. A third researcher confirmed the coding structure and overall themes. The basic steps in this content analysis were 1) immersion and identification of preliminary categories, 2) reaching consensus on categories, 3) allocating category and code details, 4) dealing with rogue responses, and 5) merging and reallocating details (Hickey & Kipping, 1996).

Immersion in the data began as an independent

process with each researcher separately reading the journal to develop a sense of what the students were saying as a whole regarding this experience. The researchers made notes in the margins of the copied journals and highlighted key words and phrases. Each researcher worked independently to develop preliminary categories for the data. The researchers then met in person on two separate occasions to discuss the preliminary coding structure. The researchers reached a consensus on the categories for coding the full set of journals. After deciding on the main categories, the researchers worked independently to code all the student journals with the established coding structure. A final meeting was held to discuss the coding structure. At this time, researchers finalized the coding structurediscussing rogue responses and revising detail codes. A faculty member from the Women’s Studies department at WKU was selected to review and confirm the coding structure. After confirmation of the themes by the third reader, the last step was the selection of exemplar quotes from the student journals to represent each theme and subtheme.

ResultsThere were eight consistent themes found in

the student journals. These themes included the following: 1) expectations and emotions regarding the trip, 2) developing a reciprocal relationship with the community, 3) valuing interdisciplinary collaboration, 4) acquiring knowledge that would impact their future nursing practice, 5) growing personally, 6) making future plans to continue doing service work, 7) recognizing themselves as part ofa larger social network and a shared responsibility for social problems, and 8) buying into the interdisciplinary change projects.

Expectations and EmotionsEach student expressed a variety of emotions

in their journals prior to arriving in Belize. Thestudents felt excitement and anxiety as they prepared for this experience. As one student stated, “I feel anxious. I’m nervous. I’m excited, but I’m scared. I can’t wait to be there, and even with all the preparation, I still am not sure if I truly know what to expect.” Another student echoed this sentiment, I did not sleep the night before embarking on this journey because I was so excited...periods of exhilaration and unbelief that I was actually headed to Belize.” Students also expected and hoped to beofservicetothecitizensofGalesPointandthatthiswould be a life changing experience. “I really want to make a difference in their lives. I expect to learn as much from them as I will be able to teach.”

Developing a Reciprocal Relationshipwith the Community

Students voiced an appreciation of the reciprocal relationship they developed with members of the community. By providing medical services, the students felt they were meeting a need of the community, but many were surprised by the “gifts” they received in return from the community. Students were treated to Creole drum lessons at the Maroon Creole Drum School, participation in a traditional fertility dance called the Sambai, Creole lessons, and tours of local areas among other activities. One student wrote, “I especially liked the drum lessons and I was honored that they would share such a special tradition with us.” When discussing the Sambai, another student stated, “The Sambai was awesome. The Sainbai is a traditional African fertility dance. I was surprised how much it reminded me of dance clubs back home, but this was actually better, because of the sense of community that existed at the Sambai. I have never experienced anything even similar to it. I feel honored to have been invited to participate.” The overall feeling of reciprocity can be summed up by the student who said, “I love the feeling of community here, and I love thattheyareallowingmetobeapartofit!”

Valuing Multidisciplinary CollaborationMany of the nursing students had limited

experience working with professionals from other health professions and scholarly disciplines. The trip provided them with an opportunity to work with faculty and students from diverse disciplines such as

Nursing Student Voices continued on page 11


Public Health, Dentistry, Allied Health and Women’s Studies. This experience provided the students with a rich understanding of partnerships between disciplines to solve community problems at home and abroad. According to one student,

“this trip has really helped me see how the different disciplines on this trip are interrelated. Our differences and similarities can be drawn upon to form a complete picture of health. In this case, together we are getting different views and angles of a situation.”

Another student wrote,

“I got to see firsthand how the multidisciplinary part of our IMPACT motto fit in to the clinic. We, as medical professionals, are here to treat their health problems, and they are here to prevent them from occurring again. I think the key is education.”

Acquiring Knowledge that wouldImpact Their Future Career

Students found that they learned skills and knowledge that they could carry into their future careers in the nursing profession. These skills and knowledge related to the importance of health education for all people, the need for using good communication skills with people of various cultures, time management, finding creative solutions and working in teams to problem solve. One student wrote, “In my chosen career, I will not havethetimetoplanandorganizeeverything.Iwillneed to be able to find a solution from what is right around me with creativity and confidence-possibly withnotime,orlearntorealizethatitwillcometome when it is time.” This quote demonstrates the positive effect of this experience on the student’s confidence as she entered her chosen profession after graduation. Another student reported the importance of communication when she said, “I wasdoing intake this afternoonand I realizedhowimportant it is to just let them talk. They reveal so much more information about themselves than if we were to just go through a list of “yes” or “no” questions.

Growing PersonallyThe growth experienced by the students on this

trip was not limited to increasing their confidence in their professional skills and knowledge. A great deal of person reflection and growth was voiced in the student journals. One student wrote,

“Each new experience helps me to learn minute details about myself and my abilities that I might otherwise never know. By learning to understand myself, my faults, my weaknesses, and my strengths, I make myself into the person I know I can be. By striving to be that better person and understand myself...”

Another student wrote,

“I’m usually a girl with a plan, but since coming here, I’ve really enjoyed taking a step back and watching how things work out. This isn’t always easy for me to do, but I think I’m starting to learn that it might be better for me.”

Yet another student voiced, “being on this trip has made me realize phones, TV, and internet are notcrucial ... sometimes I feel that technology, although it is handy and useful, perhaps it takes away from our creativity.” The theme can be summed up by the following journal entry at the end of the trip, “It is weird how a little over a week can have such an impact on you.”

Planning Future ServiceIt became obvious from reading the students’

journals, that this course had sparked a desire to participate in future service projects at home and abroad. One student noted, “this trip has made me want to travel more and see the world. It has also made me want to do more volunteer efforts in countries that are less fortunate.” Another student emotionally wrote, “When I looked up and saw the people from the village, my friends, the laughter and the sense of community, I got chills. I know this is a calling, something I must dedicate my life to.” The students clearly voiced that this was not just a once in a lifetime experience but the beginning of a life of service to others.

Nursing Student Voices continued from page 10 Recognizing the Larger Social Network andShared Responsibility/or Social Issues

Throughout the student journals, there was evidence of a growing understanding of the interconnectedness of people and the responsibility to the larger social network. An astute student voiced,

“The people here are very trusting and forthcoming with their thoughts and feelings. I imagine that is because of our ongoing relationships and visits here. I see now why repeat visits are important. Hopefully, sometime in the future our work here will have made such an impact that we can travel to another place and make our mark there.”

As another student succinctly stated, “I am a citizen of the world. When a community or anyindividual has a problem—I have a problem.”

Buying into Multidisciplinary Change ProjectsDuring the course of the week in Belize, the

students worked in groups with students and faculty from diverse disciplines on what was termed “The $100 Solution.” This is a change project in which students are given $100 to use to develop a solution to a community problem and improve the life of the community. One of the notable $100 solutions developed by the students in the IMPACT Belize programwas a communitymeeting betweenvillagers in Gales Point and officials from the Belizean Ministry of Health to address ways thecommunity’s health care needs could be served on a regular basis. One student reported in her journal about the importance of this type of project. She stated,

“tonight we began working on our $100 solution. We decided we were going to promote the mobile health unit by funding a community meeting. There were a lot of good ideas brought up tonight in reflection. I think our project impacts me personally because the nurse’s role is health promotion and I also feel like this has a lasting impact on the community as opposed to a one- time ‘fix’.”

ConclusionsInternational service learning opportunities

increase student’s awareness of their place in a global society and the potential contribution they can make in society. Findings from the current study mirror those found by Walsh and DeJoseph (2003) in that students came away from the IMPACT Belize Project with a greater awarenessand understanding of a global community. In addition, students in the IMPACT Belize programreported a desire to work with needy populations to improve healthcare, which is similar to the findings of Callister and Cox (2006). Students in our study reported a great deal of personal growth,

as well as a greater understanding of the need for multidisciplinary collaboration in healthcare. The students reported learning valuable skills and knowledge that they can take into future practice as nurses. In the future, more investigation is needed on the long term effects of international service learning on nursing students. Additional studies should include post college outcome measures of working in their local community, volunteerism, and civic engagement. Since multidisciplinary partnerships in service learning and civic engagement, continued research should focus on collaboration as well.

References

Amerson, R. M. (2009). The influence of international service-learning on cultural competence in Baccalaureate nursing graduates and their subsequent nursing practice. Retrieved from ProQuest (UMI No. 3389233)

Astin, A., Vogelgesang, L, J. Ikeda, E. K, and Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: UCLA Higher Education Research Institute.

Callister, L. C & Cox, A. H. (2006). Opening our hearts and minds: the meaning of international clinical nursing electives in the personal and professional lives of nurses. Nurse Educator, 8, 95-102.

Evanson, T. A. & Zust, B. L. (2006). “Bittersweet knowledge:” The long-term effects of an International experience. Journal of Nursing Education, 45, 412-419.

Eyler, J. and Giles, D. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.

Galston, W. A. (2004). Civic education and political participation. PS: Political Science and Politics, 37, 263-266.

Haloburdo, E. P., & Thompson, M. A. (1998). A comparison of international learning experiences for baccalaureate nursing students: Developed and developing countries. Journal of Nursing Education, 37, (1), 13-21.

Hickey and Kipping (1996) Issues in research. A multi-stage approach to the coding of data from open-ended questions. Nurse Researcher, 4, 81-91.

Johnson, M. E. (2003). The making of race and place in nineteenth-century British Honduras. Environmental History, 8, 598-617.

Osterle, S., Johnson, M. K. & Mortimer, J. T. (2004). Volunteerism during the transition to Adulthood: A life course perspective. Social Force, 82, 1123-1149.

Walsh, L. & DeJoseph, J. (2003). “I saw it in a different light:” International learning experiences in baccalaureate nursing education. Journal of Nursing Education, 42, 266-272.

Visit Midway College at www.midway.edu.

NURSING FACULTY: Midway College, a four-year liberal arts college founded in 1847, seeks applications to fill immediate needs in the Associate Degree Nursing Program.

Nursing Instructor & Clinical Coordinator: Responsible for student placement & monitoring student progress in clinical performance. Conducts clinical site visits, monthly clinical level meetings, orientation of new clinical instructors, & evaluation of clinical instructors. Assists the Division Chair with recruitment of clinical faculty and preparation of the Bluegrass Planning Request for Clinical Sites. Teaching responsibilities of half time faculty. Adjunct Clinical Instructors: Oversight, instruction and evaluation of student performance in the clinical setting. MSN degree is required, teaching experience preferred. (1) Minimum two years nursing experience. Direct inquires to Barbara Kitchen at (859) 846-5335 or e-mail [email protected]

Review of applications will begin immediately and continue until the positions are filled. Send a letter of application, curriculum vitae, unofficial transcripts and names, addresses and phone numbers of at least three references to Anne Cockley, SPHR Director of Human Resources, Midway College, 512 East Stephens St., Midway, KY 40347-1120. Visit Midway College at www.midway.edu.

NOTICE OF NON-DISCRIMINATIONMidway College does not discriminate on the basis of race, color, religion, national or ethnic origin, marital status, age, or disability in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other College-administered programs or in its employment practices. In conformity with Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681 and its implementing regulation at C.F.R. Part 106, it is also the policy of Midway College not to discriminate on the basis of sex in its educational programs, activities or employment practices. The admission of women only in the Traditional Day Programs is in conformity with a provision of the Act. For additional information, contact the College’s Title IX Coordinator:

Anne Cockley, Director of Human Resources11 Pinkerton Hall, 512 E. Stephens St., Midway, KY 40347

859.846.5408, [email protected]


District #1Alexandra Marie AllgeierKristin BaisinGadira Kali BlakelyDawn D. BrewerSteven Brockman-WeberSandra J. ConnMaria Gatti CoulterElizabethGibbsBrenda V. HackettSharon Bramblett JamisonErica LembergerMarian A. McKayKathryn M. MershonSharon Kaye Brown MillerBarbara J. PolivkaAbigail Ray-CamarotaDebra Louise RaymanLuigene Noreen RolandAngela R. WalkerStephanie Pentes WallaceIrene Yang

District #2Melanie Adams-JohnsonSarah M. ClaunchBrittany M. ClickRachel Galiff DevoreMaria Louise FeraSherry D. GullerPatricia Faye HopkinsMelissa IsonFelicia McAllisterChristopher McClellanKaren Lynn McIntoshClayton Edward MooreTeresa K. NelsonTeri PartinAlesha G. PenningtonDebbie RassenfossMichelle Royalty-JohnstonKaren H. SextonJulie Anne Smith

District #2 (Continued)Gail Leigh StarnesBarbara Tate

District #3Andrea Nicole BakerKathy W. BergerTara BevansSarah Jane CampbellDeborah S. CummingsJami Janise GibsonCharlotte E. KinneyAndrea D. MorrowLula Mae PeccoLynn SmithRebeca Monroy TacyTina Saloan ThompsonAnnanth WaraichJoDee WilsonAnna Wolford

District #4Diana Lynn BlairLinda BuchertLaurel Alexander DarhaliAmyElizabethThomasWanda Gail TurnerRhonda G. ValeMary Jo ViersDolores Elinora WhiteStephanie Lynn Wright

District #5Lori A. BallardNicole Marie Freeman

District #6Rebecca AkersCharlotte A. FreiElizabethS.HarkleroadRhonda L. HarveyStephanie Raelynn JustmanAnthony W. Powers

District #7Karen AgeeMary Jo Diane BakerLeslie A. BradshawAndrea BroughtonCheryl Rene GoreWendy B. MooreNeena W. PattersonJessica ProffittRhondaBrooksQuenzerAngela Michelle RussellTamera SkaggsLynette S. SmithJennifer Waterbury

District #8Claire Marie CarothersBrenda F. HesterLisa LovellTabitha S. RobinsonDeborah Kay Yates

District #9

District #10Thomas BollandWenifred CarpenterKathleen ExlineCosby E. FanninNick HammondsDebra A. HayesBrenda Michelle StapletonTamara Kay Wellman

District #11Kristi FusonKimberly Marie NewmanSusan PiperSondra Upton PriceLisa N. RoarkHolly Chyann ShemwellAmy Wells

Welcome New MembersThe Kentucky Nurses Association welcomes the following new and/or

reinstated members since the October/November/December 2012 issue of the KENTUCKY NURSE.

SAVE THE DATESLegislative Days (pick one)

February 5, 2013 @ Rough River State Park

February 12, 2013 @ Morehead Convention Center

February 19, 2013 @ Holiday Inn Hurstbourne in Louisville

For Agenda & Registration Information

Go to www.kentucky-nurses.org

online registration only

CLASSES FORMING

866-755-7887sullivan.edu/mybsn

A focused BSN,for the focused RN.

You know a BSN is in your future. Now, the question is, how quickly do you want it? With Sullivan University’s College of Nursing, you can complete your core courses in as few as 20 months* entirely online.

Discover these distinct Sullivan Advantages:• Accelerated curriculum that

doesn’t compromise quality

• Nursing courses are sequential and continuous

• Each online class is limited to 20 students

• Nursing advisors will help you reach your goal

• Faculty is readily available

ONLINE. 20 MONTHS*.

* Prior to beginning nursing courses, all general education classes must be completed.

Sullivan University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award Associate, Bachelor’s, Master’s and Doctoral degrees. 1866 Southern Lane, Decatur, GA 404-679-4501

For program information, visit: disclosure.sullivan.edu

4 627 D i x i e H i g way • Lo u i s v i e , K 4 0216

Join Our Quality Team at OMHS.

Being ranked among the Top 5% of the nation’s hospitals hasnot come easy - or overnight. It’s been a process. One that’staken time, effort and working with dedicated staff to changethe way we do things.

Changing processes where appropriate has not only resulted ingreater quality and better care – but it has resulted in betteroutcomes for our patients and those they love.

Improving Quality. Improving Care. Improving Outcomes.

Apply online at www.omhs.org or Call 1-877-227-3841.

2009, 2010, 2011 & 2012 Distinguished HospitalAwards for Clinical Excellence.TM

Good peopledelivering Great quality care.


January 20131 New Years’ Day Holiday – KNA Office

Closed

2 KNA Office Reopens

21 Martin Luther King, Jr. Holiday – KNA Office Closed

23 5:30 PM District 3 Meeting, Colonial Cottage, Erlanger, KY (Snow Date is January 30)

February 20135 Legislative Day #1 2013, Rough River State Park, Falls of Rough, KY

11 Materials Due for the April/May/ June 2013 Issue of Kentucky Nurse

12 Legislative Day #2 2013, Morehead Conference Center, Morehead,

KY

18 President’s Day Holiday – KNA Office Closed

19 Legislative Day #3 2013, Holiday Inn Hurstbourne, Louisville, KY

March 20131 Surviving Your First Year 2013, Knicely

Center, Bowling Green, KY

May 201313 Materials Due for the July/August/

September 2013 Issue of Kentucky Nurse

27 Memorial Day Holiday – KNA Office Closed

June 201311 Materials Due for the Call to Summit

2013

July 20134 Fourth of July Holiday – KNA Office

Closed

August 201312 Materials Due for the January/

February/March 2013 Issue of Kentucky Nurse

September 20132 Labor Day Holiday – KNA Office Closed

November 201311 Materials Due for the January/

February/March 2014 Issue of Kentucky Nurse

28-29 Thanksgiving Holiday – KNA Office Closed

December 201320-31 Christmas Holiday – KNA Office Closed

January 20141 New Year’s Day Holiday

2 KNA Office Re-opens

*All members are invited to attend KNA Board of Directors meetings (please call KNA first to assure seating, meeting location, time and date)

Kentucky Nurses Association Calendar Of Events 2013 - 2014

Patricia B. Howard, PhD, RN, NEA-BC, FAAN, is serving as interim dean of the University of Kentucky College of Nursing. She replaced Jane M. Kirschling, who left UK in December 2012 to become dean of the School of Nursing and university director of Interprofessional Education at the University of Maryland.

Marianne H. Hutti PhD, WHNP-BC, of the University of Louisville, presented a research poster entitled “A Psychometric Evaluation of the Perinatal Grief Intensity Scale in the Subsequent Pregnancy after Perinatal Loss” at the biannual meeting of International Stillbirth Alliance in Washington, DC on October 5, 2012 and as a podium presentation at the national meeting of the Association of Nurse Practitioners in Women’s Health (NPWH) in Orlando, FLA on October 13, 2012. Co-investigators on this study are Deborah S. Armstrong, PhD, RN, and John Myers, PhD, MPH. The study won the Women’s Health Research Award at the NPWH meeting.

Debra Moser, DNSc, RN, FAAN, professor and Linda C. Gill Chair in Nursing, University of Kentucky College of Nursing, recently received a Notice of Grant Award from the National Institute for Nursing Research. She will serve as a multi-principal investigator with Dr. Greg Jicha of the UK Sanders-Brown Center on Aging on their project, “Early Detection and Prevention of Mild Cognitive Impairment Due to Cerebrovascular Disease.” The grant will be funded for five years.

Karen Robinson, PhD, PMHCNS-BC, FAAN, of the University of Louisville, presented “Influence of Church Involvement on Social Support, Burden and Depression in AD Caregivers” at the Sigma Theta Tau International Honor Society European Conference in Cardiff, Wales in July, 2012. XiaoRong Wang, PhD(c) and Valerie McCarthy, PhD, RN were co-investigators.

KNA Members on the Move

Loewenberg School of NursingPreparing leaders. Promoting health.

You, To a Higher Degree.The Online RN to BSN Degree

The University of Memphis Loewenberg School of Nursing offers an online Bachelor of Science in Nursing (BSN) degree for Registered Nurses. Advance your career while working closely with faculty, nurses and patients — at times and locations that are most convenient for you.

All students are eligible for in-state tuition. To apply and learn more about one of the nation’s top nursing programs, log on tomemphis.edu/rntobsn.

[email protected]

Human Touch Collection: EMPATHY “EMPATHY”© is a fine Jewelry signature piece of the Human Touch Jewelry Collection. The title connotes caring, compassion, affinity, sympathy and Understanding between two persons—“What comes from the heart touches the heart” (Don Sibet)

EMPATHY was designed by professional nurses working in concert with nationally renowned silversmith Joseph Schmidlin. All proceeds from the sale of the jewelry will go toward scholarships for individuals who are currently working on becoming a nurse or advancing their nursing degree.Actual Size 2 1/2 x 1 11/16”

There are three options available to choose from: Option 1 Option 2 Option 3

Sterling silver 14k gold vermeil over Sterling silver with a sterling silver 14k gold heart

Cost $77.00 $100.00 $150.00Discount25% -19.25 -25.00 -37.50New Price $57.75 $75.00 $112.50Tax $3.47 $4.50 $6.75TOTAL $61.22 $79.50 $119.25

Payment Method: _________ Cash _______ Check (make check payable to: KNA- District 1)

Credit Card: ____________ Visa _________ MasterCard ___________ Discover

Number: _________________________________________ Exp. Date: ____________________________

Mail to: _________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Phone Number: ________________________________________________

Send Payment to: Kentucky Nurses Association - District 1 PO Box 2616, Louisville, KY 40201-2616 FAX: (502) 637-8236

For more information, contact KNA at (502) 637-2546.

Jewelry Amount

Tax

Postage, add $6.50

Total

nursingALD.comAccess to over 10 years of

nursing publications at your fingertips. Contact us to advertise in this publication or online!

Simplify your nursing research....Nursing Newsletters

Online

Read Your State Newsletter Online!


TheHumanTouch

Copyright 1980Limited Edition Prints

byMarjorie Glaser Bindner

RN Artist

Limited Edition Full Color PrintOverall size 14 x 18

Signed and numbered (750)—SOLD OUTSigned Only (1,250)—$20.00

Note Cards—5 per package for $6.50

THE PAINTINg

“The Human Touch” is an original oil painting 12” x 16” on canvas which was the titled painting of Marge’s first art exhibit honoring colleagues in nursing. Prompted by many requests from nurses and others, she published a limited edition of full color prints. These may be obtained from the Kentucky Nurses Association.

The Human Touch

Her step is heavyHer spirit is highHer gait is slowHer breath is quickHer stature is smallHer heart is big.She is an old womanAt the end of her lifeShe needs support and strengthFrom another.

The other woman offers her handShe supports her armShe walks at her paceShe listens intentlyShe looks at her face.She is a young woman at theBeginning of her life,But she is already an expert in caring.

RN PoetBeckie Stewart*

*I wrote this poem to describe the painting, The Human Touch by Marge.” Edmonds, Washington 1994

FOR MAIL OR FAX ORDERS

I would like to order an art print of “The Human Touch”©

________ Signed Prints @ $20.00 _________ Total Purchases ________ Package of Note Cards @ 5 for $6.50 _________ Shipping & Handling (See Chart)

_________ Subtotal ________ Framed Signed Print @ $180.00 _________ Kentucky Residents Add 6% Kentucky Sales Tax _____Gold Frame Tax Exempt Organizations Must List Exempt Number _____Cherry Wood Frame _________TOTAL

Make check payable to and send order to: Kentucky Nurses Association, P.O. Box 2616, Louisville, KY 40201-2616 or fax order with credit card payment information to (502) 637-8236.For more information, please call (502) 637-2546.

Name: ________________________________________________________________________ Phone: _____________________

Address: ___________________________________________________________________________________________________

City: ______________________________________________________ State___________ Zip Code: ______________________

Visa/MasterCard/Discover:____________________________ Expiration Date: ________________________________________

Signature (Required): _______________________________________________________________________________________

Shipping and Handling

$ 0.01 to $ 30.00 . . . . . . . . . . . . . . . . . . . . . . . $6.50

$ 30.01 to $ 60.00 . . . . . . . . . . . . . . . . . . . . . $10.95

$ 60.01 to $200.00 . . . . . . . . . . . . . . . . . . . . $35.00

$200.01 and up . . . . . . . . . . . . . . . . . . . . . . . $55.00

*Express delivery will be charged at cost and will be charged to a credit card after the shipment is sent.

Professional Nursing in Kentucky * Yesterday *Today Tomorrow

KNA’s limited edition was published in 2006. Graphics by Folio Studio, Louisville and printing by Merrick Printing Company, Louisville.

Gratitude is expressed to Donors whose names will appear in the book’s list of Contributors. Their gifts have enabled us to offer this limited edition hard-back coffee-table-type book at Below Publication Cost for Advance Purchase Orders.

The Editors have collected pictures, documents, articles, and stories of nurses, nursing schools, hospitals, and health agencies to tell the story of Professional Nursing in Kentucky from 1906 to the present.

Publication Price - $20.00______ $20.00 per book______ Add $6.50 shipping and handling per book (for 2-5 books - $10 or 6-19 books - $20)______ Total Purchase______ Grand Total

Name _______________________________________________

Address _____________________________________________

City _____________________ State ____ Zip ____________

Credit Card Payment (Circle One):

MasterCard – Visa – Discover

Number _____________________________________________

Exp. Date ___________________________________________

Signature ___________________________________________

Fax, Mail or E-mail Order to:

Kentucky Nurses AssociationP.O. Box 2616Louisville, KY 40201-2616FAX: 502-637-8236E-mail: [email protected]

CLEARANCE SALE CHECKOUTQUANTITIES ARE LIMITED

KNA golf Shirt (Short Sleeve)—REDUCED TO $8 EACH

Color: Red Navy Blue _____ Small (6) _____ Small (11) _____ Medium (8) _____ Medium (10) _____ Large (5) _____ Large (6) _____ X-large (2) _____ X-Large (1) _____ 2X-Large (2)

KNA Microfleece Sleeveless Vest—REDUCED TO $10.00 EACH

Color: Red Royal Blue ____ Medium (2) ____ Large (3) ____ Large (2)

____ KNA Purple Back Pack (87) $4.00 each ____ KNA Going Green Bag (150) $4.00 each ____ KNA Pedometer (37) $3.00 each ____ KNA Gripper Bottle (37) $3.00 each ____ KNA Post-It-Note Cube (100) $3.00 each ____ KNA Black Travel Bag (10) $3.00 each ____ Centennial Medallion (28) $4.00 each ____ Book Mark (175) $1.00 each ____ Lest We Forget VHS (2) $5.00 each

__________ Subtotal

__________ Shipping & Handling

__________ 6% Kentucky Sales Tax

__________ GRAND TOTAL DUE

Payment Type: _____ Cash ____ Check ____ Credit Card

Name: __________________________________________

Address: ________________________________________

City, State, Zip Code: ____________________________

Phone: __________________________________________

Visa / MasterCard / Discover:

Expiration Date: ________________________________

_________ - _____________ - ____________ - ________

Signature (Required for Credit Card Orders):

_________________________________________________

“NURSINg: LIgHT OF HOPE”by

Scott gilbertsonFolio Studio, Louisville, Kentucky

Photo submitted by the Kentucky Nurses Association, July2005totheCitizensStampAdvisoryCommitteerequesting that a first class stamp be issued honoring the nursing profession. (Request Pending)

Package of 5 Note Cards with Envelopes - 5 for $6.50

I would like to order “Nursing: Light of Hope” Note Cards

______ Package of Note Cards @ 5 For $6.50 ______ Shipping and Handling (See Chart) ______ Subtotal ______ Kentucky Residents Add 6% Kentucky Sales Tax ______ TOTAL

Make check payable to and send order to: Kentucky Nurses Association, P.O. Box 2616, Louisville, KY 40201-2616 or fax order with credit card payment information to (502) 637-8236. For more information, please call (502) 637-2546.

Name:_______________________________________ Phone: _____________________

Address: _________________________________________________________________

City: _______________________________ State: ______ Zip Code: _____________

Visa / Master Card / Discover: ___________________________________________

Expiration Date: _______________________

Signature (Required for Credit Card Orders): __________________________________

Shipping and Handling$0.01 - $30.00…...$6.50 $60.01 - $200.00……$20.00$30.01 - $60.00…..$10.95 $200.01 and up…...…$45.00*Express Delivery will be charged at cost and will be charged to a credit card after the shipment is sent.

The Kentucky Association of HealthCare Facilities Congratulates our

2012 Nursing Award Winners

2012 Director of NursingSally Jo Magness

Masonic Home of Shelbyville2012 Administrative Nurse

Patricia DeanThe Terrace Nursing and

Rehabilitation Facility, Berea2012 Nurse – RNJessica Daniels

Harlan Health and Rehabilitation Center2012 Nurse – LPN

Tracy FluhrNazareth Home, Louisville

For information on long-term care career opportunitiescontact KAHCF at 502-425-5000

KNA Centennial VideoLest We Forget Kentucky’s POW Nurses

This 45-minute video documentary is a KNA Centennial Program Planning Committee project and was premiered and applauded at the KNA 2005 Convention. “During the celebration of 100 years of nursing in Kentucky—Not To Remember The Four Army Nurses From Kentucky Who Were Japanese prisoners for 33 months in World War II, would be a tragedy. Their story is inspirational and it is hoped that it will be shown widespread in all districts and in schools throughout Kentucky.

POW NURSESEarleen Allen Frances, Bardwell

Mary Jo Oberst, OwensboroSallie Phillips Durrett, Louisville

Edith Shacklette, Cedarflat

_____ Video Price: $25.00 Each

_____ DVD Price: $25.00 Each

_____ Total Payment

Name ________________________________________________

Address______________________________________________

City _________________________________________________

State, Zip Code ______________________________________

Phone _______________________________________________

Visa * MasterCard * Discover *

Credit Card # _______________________________________

Expiration ___________________________________________

Signature ____________________________________________(Required)

Kentucky Nurses AssociationP.O. Box 2616

Louisville, KY 40201-2616Phone: (502) 637-2546 Fax: (502) 637-8236

Visit us online anytimewww.kentucky-nurses.org


KENTUCKY NURSES ASSOCIATIONMEMBERSHIP APPLICATION FORM

How Did You Hear About KNA? ________________________________________________________________________

❑ Mrs. ❑ Ms. ❑ Miss ❑ Mr. All Credentials: __________________________________________________

Last Name: Graduation Month & Year: ___________________________________________________ __________________________________________________

First Name: Pre-Licensure Program: ___________________________________________________ __________________________________________________

Middle Name: Employer: ___________________________________________________ __________________________________________________

Maiden Name: Employer Address: ___________________________________________________ __________________________________________________

Nick Name: Employer City/State/Zip Code: ___________________________________________________ __________________________________________________

Mailing Address: Work Phone: ___________________________________________________ __________________________________________________

City/State/Zip Code: Work Fax: ___________________________________________________ __________________________________________________

Home Phone: Work E-Mail: ___________________________________________________ __________________________________________________

Home E-Mail: ___________________________________________________

RN Licensure Number: ___________________________________________________

State of Licensure: ___________________________________________________

I. MEMBERSHIP CATEgORIES(choose one)

____ FULL MEMBER (Select One)

____ Full Membership/Full Time Employment

____ Full Membership/Part Time Employment

____ ASSOCIATE MEMBER(Receives Full Benefits) (Select One)

____ 1) RN enrolled in at least half time study as defined in KNA policies* * School

__________________________________________(KNA reserves the right to verify enrollment)

____ 2) Graduate of prelicensure program within one year of graduation

__________________________________________(KNA reserves the right to verify enrollment)

____ 3) Registered nurse not employed

____ SPECIAL MEMBER (select one)

____ 1) Registered nurse who is retired and not actively employed in nursing

____ 2) Registered nurse who is currently unemployed as nurse due to disability

____ 3) Impaired registered nurse with limited membership

NOTE: Your dues include the following annual subscriptions: The American Nurse, the American Nurse Today, and The Kentucky Nurse

Make Checks Payable to:AMERICAN NURSES ASSOCIATION

MAIL CHECK AND APPLICATION TO:

KENTUCKY NURSES ASSOCIATIONP.O. Boxc 2616Louisville, KY 40201-2616Tel: (502) 637-2546Fax: (502) 637-8236

TO PAY USING A BANK CARD

________________________________________________Visa / Mastercard

________________________________________________Card Expiration Date

________________________________________________Signature

State Nurses association dues are not deductible as charitable contributions for tax purposes, but may be deductible as a business expense. Consult your tax advisor.

II. PAYMENT OPTIONS(Amount Includes ANA/KNA/District

Membership)

FULL MEMBER ___ Monthly—$24.75—Withdrawal from your

checking account. (Enclose check for 1st month payment. Signature is required below.* See monthly bank draft section)

___ Annual—$291.00—Enclose check or pay by credit card

ASSOCIATE MEMBER

___ Monthly—$12.63—Withdrawal from your checking account (Enclose check for 1st month payment. Signature is required below.* See month ly bank draft section.)

___ Annual—$145.50—Enclose check

SPECIAL MEMBER

___ Monthly—$6.56—Withdrawal from your checking account (Enclose check for 1st month payment. Signature is required below.* See m onthly bank draft section)

___ Annual—$72.75—Enclose check

*MONTHLY BANK DRAFTIn order to provide for convenient monthly

payments to American Nurses Association, Inc (ANA),thisistoauthorizeANAtowithdraw1/12ofmy annual dues from my checking account on the 15thof eachmonth;ANA is authorized to changethe amount by giving the undersigned thirty (30) days written notice; the undersigned may cancel thisauthorizationuponwrittenreceiptbythe15thof each month

* ______________________________________________SignatureforBankDraftAuthorization

KNA Use Only

State _______________ District ___________________

Exp. Date __________ Payment Code _____________

Approved by ________ Date _____________________

Amount Enclosed _______________________________

Kentucky Nurses Foundation

The Kentucky Nurses Foundation (KNF) promotes the advancement of nursing by providing scholarships for nurses and funding research that advances nursing practice and improves health outcomes for citizens of Kentucky. KNF is a 501(c)foundation funded by donations.

The KNF Board is pleased to announce the 2012 scholarship recipients. The first recipient is Jessica O’Flaherty who will be completing her BSN at Western Kentucky University in December 2012. Ms. O’Flaherty has been active in many campus activities, including President of the Honors Club and a KY Association of Student Nurses (KANS) member. The second recipient is Jamie Lynn Olinger who will be completing her AD in Nursing from Hazard Community and Technical Collegein 2013. Ms. Olinger wants to show her children that if you work hard you can achieve anything. Congratulations to Jessica O’Flaherty and Jamie LynnOlingerasyoupursueyournursingcareers!

The KNF Board is also pleased to announce the 2012 Research Award recipient. This award goes to Jean Edwards, RN, BSN and a PhD student at the University of Louisville. The research topic is “Understanding the Social Determinants of Healthcare Access from the Perspective of Hispanic Latino Immigrants in Louisville, Kentucky.” Ms. Edwards is entering the first year of her doctoral studies and is supported by her Doctoral Chair, Dr. Vicki Hines-Martin, PhD, RN, FAAN. We look forward to hearing more about this project over the coming year.

For more information about KNF, for scholarship and research applications, or to make a donation check out the website at www.kentucky-nurses.org/knf.htm.

Dynamic Career Opportunity

Mildred Mitchell-Bateman Hospital is a 110-bed Acute Care Mental Health facility operated by the West Virginia Department of Health & Human Resources. Surrounded by beautiful mountains, the Hospital is located in the second largest city in West Virginia on the banks of the Ohio River, only minutes away from Ohio & Kentucky.

We are seeking qualified staff to fill permanent and temporary positions.• Nurse Manager • Nurse Supervisor • Staff RNs • LPNs

• Health Service Workers• Unit Clerk • Interpreter

Temporary positions do not include benefits.Interested individuals should contact:

Patricia G. Hamilton, RN, BC Director of [email protected]

1530 Norway Avenue, Huntington, WV 25709Phone 304-525-7801 X 227

FAX 529-6399

www.batemanhospital.orgMildred Mitchell-Bateman Hospital is a Drug Free Workplace.

Minorities are encouraged to apply. Equal Employment Opportunity Employer

Full-Time Positions Come with Generous State of

West Virginia benefits!

Education in Your Own Time and PlaceWe offer 18 Online AccreditedCertificate Programs including:

• Anticoagulation • Oncology • Case Management • Pain • Diabetes • Stroke • Health Informatics

health.usi.edu/certificate

Online degree programs RN-BSN, MSN, DNP health.usi.edu • 877/874-4584

D12-105421


FNU is proud to call Kentucky home!

• Doctor of Nursing Practice (DNP) - new in • Post-Master’s Doctor of Nursing Practice (DNP)• Master of Science in Nursing (MSN)• Bridge Option for ADNs• Post-Master’s Certificates

Distance education options:

Complete yourcoursework and

clinical work in yourown community

• Nurse-Midwife• Family Nurse Practitioner• Women’s Health Care Nurse Practitioner

Become a...

Distance Education from the Birthplace of Nurse-Midwifery and Family Nursing in America

www.frontier.edu/kynurse

Did you know that nearly a quarter of our students attend part time? You can work, have a family life and work toward your next nursing degree with our hybrid programs, designed for working nurses.

RN-BSN | BSN-DNP | MSN-DNP | BSN-PhD | MSN-PhD

Check out our website, www.uknursing.uky.edu. Contact our Student Services staff with questions. Let us show you how others have done it and you can, too!

Our DNP tracks include: Adult-Gerontology Acute Care Nurse Practitioner | Adult-Gerontology Clinical Nurse Specialist | Pediatric Nurse Practitioner | Populations and Organizational Systems Leadership | Primary Care Nurse Practitioner (family or adult-gerontology) | Psychiatric/Mental Health Nurse Practitioner

It’s a balancing act you can do.

UK HEALTHCARE RECRUITING EXPERIENCED NURSES IN:

• Emergency Department

• Endoscopy and Interventional Radiology

• Trauma ICU• PACU and Perioperative, on call

Also available:

• Paramedics, Per Diem Pool

• Surgical Technologists

For more information on employment at UKHC, including

the possibility of advancing your education and qualifying for

tuition reimbursement, visit our employment website at

www.uky.edu/hr/ukjobs.

KYNurse_UKCON_DEC2012.indd 1 12/3/12 1:20 PM

president’s pen · 2018-03-31 · president’s pen kna & ana to launch a special pilot...

Documents