2014 Tennessee Nurses Association Conference Yearbook



Nurses Transforming Healthcare: A World of Opportunity

October 10-12, 2014

Murfreesboro, TN ♦ Embassy Suites SE

Table of Contents

Welcome from the TNA President .................................................................2

Welcome from the TNA Executive Director ..........................................................3

Welcome from the Tennessee Association of Student Nurses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

2014 TNA & TASN Conference Schedule . ...........................................................7

Embassy Suites SE Floor Plan Meeting Rooms . .....................................................10

General Announcements .......................................................................11

Meet Our Keynote Speakers . ....................................................................12

Meet the Presenters . ..........................................................................13

2014 Membership Assembly Rules and Information ..................................................16

Disclosures to Participants, Continuing Nursing Education Instructions . ..................................17

Introduction to Robert’s Rules of Order ............................................................18

2013-2015 Legislative and Health Policy Statements .................................................20

Tennessee Nurses Political Action Committee (TNPAC) ...............................................22

Nightingale Tribute & Memoriam .................................................................27

TNA District Map .............................................................................28

TNA Board of Directors & Staff . ..................................................................29

2014 Slate of Candidates . ......................................................................31

Poster Abstracts . .............................................................................39

TNA Financials ...............................................................................53

TNA Area of Interest Form . ......................................................................57

TNA Past Presidents ..........................................................................58

Tennessee Nurses Foundation (TNF) - Mission - Goals - Initiatives ......................................59

TNF Board of Trust Roster ......................................................................62

TNA Member Benefits . .........................................................................64

TNA 2015 Events .............................................................................65

Printed and Published for the Tennessee Nurses Association by:

Arthur L. Davis Publishing Agency

517 Washington, P.O. Box 216, Cedar Falls, IA 50613

(319) 277-2414


Published by:

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Publishing Agency, Inc.




Welcome from the TNA President

Billie Sills, MSN, RN, CLNC

It is so great to see you here at the TNA&TASN JOINT CONFERENCE WHOSE THEME


This is the intraoral year for the new TNA organizational structure that was adopted by

the House of Delegates last year. We come together this year as a Membership Assembly

which is now the governing and official body of TNA. Each member attending will vote

on important resolutions, candidates for the Board of Directors and any other issues that

come before the Assembly when it is in session. The Membership Assembly identifies

and discusses issues of concern to the members and provides direction for the Board of


This year’s program offers outstanding programming that will give each of us not only the

many areas that now involve nursing; but will provide a glimpse into the not too distant

future of the many opportunities for nurses to be involved in, and more importantly to lead the way towards the

transformation of healthcare as we know it today.

For the fifth year we have joined forces with the Tennessee Association of Student Nurses. The joining together of

TNA-TASN provides us with exceptional opportunities for networking, acquiring new information, learning what’s

new in the ever changing healthcare field, interacting with our future generation of professional nurses, as well as

catching up with our colleagues and friends across the state. The continuing education program offerings that have

been scheduled for this conference provide you with 5.5 contact hours of exceptional CE opportunities.

The exciting thing about attending the conference is the fact that each of us brings uniqueness to the meeting. It is

this uniqueness that makes nursing not only a profession, but a community that includes nurses from all specialties,

certifications and experiences. Take advantage of this opportunity to network, share stories, relax together, have fun

and interact with our next generation of nurses. Together we are Team TNA and we are the voice for professional

nursing in the state of Tennessee.



Welcome from the Executive Director

Sharon Adkins, MSN, RN

Welcome to the 2014 TNA & TASN Joint Conference, Nurses Transforming Healthcare: A

World of Opportunity. Once again, we are so excited to be joining the future of nursing–

our students–as we learn together, discuss issues, share our stories and have fun! What

a wonderful opportunity to pass on a bit of our wisdom and experience to students just

beginning the journey that many of us have been traveling a long time.

We have made some changes! This year’s event begins with a Welcome Reception

(including some surprises) on Friday evening. Our Awards Gala will be an opportunity to

celebrate our colleagues and our profession. TNA’s first Membership Assembly will give

voice and vote to all our members. You will have an opportunity to do some Christmas

shopping at the TNF Silent Auction and TNPAC’s live auction while supporting the work of

both programs. Those of you attending the Sunrise Service on Sunday will experience the

spiritual gifts of our own Gary Crotty, Wilhelmina Davis and Kathy Denton.

This year’s presentations are outstanding and offer a variety of topics that will be of interest to all. Our Membership

Assembly will be doing important work that will affect the profession and the public we serve.

This is a time to re-connect, re-energize, and re-commit to the work before us. It is a time to engage with others,

explore new ideas and expand our vision for the future. Please take full advantage of these days ahead. I look

forward to speaking with each and every one of you.



Welcome from Tennessee Association of Student Nurses

Katherine Donovan, TASN President


Greetings from the Tennessee Association of Student Nurses! I would like to extend

a warm welcome to all nurses and students in attendance at the TNA & TASN Annual

Conference, and I thank you for taking time out of your busy schedules to come. I

applaud the students here for actively seeking opportunities to be an active member of

the profession. Your presence here shows your commitment to nursing and does not go


Before I give an update on the past year, I would like to extend my gratitude to a few

people. First and foremost, I would like to thank the Tennessee Nurses Association in their

continued support of student nurses and without their resources we would be unable to

put on a conference of this magnitude. To our liaisons Lisa Kirkland and Dr. Tese Stephens,

thank you for your wise counsel and your availability to the TASN Board of Directors. To

my Board of Directors, thank you for a great year and all of your work; and Carla Rosser

my Vice President, thank you for all your hard work and collaboration to make this conference a success.

This year has flown by and as the President of TASN I have had more opportunities for leadership than I would

have imagined. In April, I attended TNA’s Legislative Summit and addressed 1,100 nursing students from across the

state of Tennessee. The following week, the National Student Nurses Association hosted their annual convention in

Nashville and as president of the host state, I was asked to address several hundred students during the opening

House of Delegates. At the same convention, our Legislative Director Marqueta Abraham presented her resolution on

safe staffing levels for nurses which passed and was adopted with an overwhelming 94% of the vote.

Two years ago I attended this conference for the first time with absolutely no plans to run for student office and

unaware that such a thing even existed. At the last possible minute, I stepped out of my comfort zone and ran for

secretary. A year later, I won the presidency and now as a graduate who is ineligible to run again, I challenge both

nursing and pre-nursing students to step out of their comfort zones and pick up where the current board of directors

leaves off. I also hope all of you will take home what you learned this weekend and share it with those at your school.

I am truly grateful to have had the opportunity to be the TASN President this year and will always have a special

place in my heart for this organization. To the registered nurses, I am very proud to call myself an RN now and

transition from a student to one of your peers.

It has been my honor to represent student nurses in Tennessee for the 2013-2014 term. Thank you for a great year!


Alive Hospice Clinical Director Jeff Sidler & Patient Andra Butler

Learn with us.

Today’s student nurse is tomorrow’s hospice RN, and Alive Hospice

is Middle Tennessee’s center for education and training in hospice

and palliative care. Explore end-of-life care as a career path through

clinical experiences with hospice professionals. Interested?

Learn more at AliveHospice.org/institute.

Looking for a change? Alive Hospice is looking for nurses with a

heart for hospice. Apply online at AliveHospice.org/jobs.

Alive Hospice: Because heartbreak and healing

go hand in hand.






Safe Sleep

For Your Baby

No Toys

in Crib

Do Not


No Bumper

Pads or Pillows

in Crib

Put Baby

to Sleep

in Crib

Use a

Tight Fitting


Put Baby

on Back

to Sleep

Baby Should

Sleep on a Firm


Do Not

Overheat or


Remember the ABC’s of Safe Sleep:

Babies should Sleep Alone, on their Back and in a Crib

Learn more at:






Embassy Suites Meeting Rooms



General Announcements

Welcome to the 2014 TNA & TASN Joint Conference! Please greet the new members and first-timers and make them

feel welcome. New Members have lavender ribbons and First Time Attendees have turquoise ribbons.

Your Registration Fee includes your ticket to attend Saturday evening’s TNA Awards Gala. You should have received

a ticket with your name badge. Please bring the ticket with you for admittance to the Gala. Space is limited for this

event, but based upon availability, you may purchase guest Gala tickets for $45 each. Please inquire at the TNA

registration desk for additional tickets.

The Tennessee Nurses Political Action Committee, (TNPAC), will host a Legislative panel on Saturday at 10:45 a.m.

in rooms Oakleigh A-C. This will be a great opportunity for conference participants to dialogue with invited legislators

as well as discuss current issues facing the nursing profession in today’s political climate.

The Tennessee Nurses Foundation Silent Auction opens Friday at 6:00 p.m. in room Mirabella A. Donations can be

dropped off until 8:00 a.m. Saturday morning. The auction will close Saturday at 4:30 p.m.

TNPAC will feature the second Annual District Basket Challenge and Auction. Baskets will be on display throughout

the conference. Auction will take place at the end of Membership Assembly on Sunday. All proceeds will support

TNPAC efforts in reaching its 2013-2014 fundraising goal. Please take this opportunity to bid high and often.

On Saturday, the Exhibit Hall is open to all attendees in conjunction with the Schools of Nursing Luncheon. Please

visit the exhibitors and sponsors who support your profession through TNA. The lunch is complimentary for those

registered for the entire conference or for Saturday only, but you must have made a reservation. If you made a

reservation, you should have received a luncheon ticket with your name badge. Please bring your ticket with you for

admittance to the Luncheon. Guest Luncheon tickets may be purchased for $30.00 based on availability.

Sunday morning’s Sunrise Service will be held in room Cambridge A at 7:00 a.m. Gary Crotty and Wilhelmina Davis

will lead the service and Kathy Denton is providing special music.

For General Sessions held in the Membership Assembly meeting room, please gather near the front of the room.

There is no assigned seating for General Sessions, however; for Membership Assembly business sessions it is

important that you sit in the designated area for members and nonmembers of TNA.

Not a TNA member? Join TNA now and receive a $25 discount on this year’s conference registration fee. You

will also receive a certificate for $25 off the 2015 TNA Annual Conference and Membership Assembly to be

held October 23-25 at the Marriott Cool Springs Franklin. Don’t miss this opportunity!

Your input and opinions help TNA improve conferences for future years. Individual session evaluation forms are

included in your Conference folder. When leaving the Conference, please drop off your completed evaluation form

and Attendance Verification/Certificate form (yellow copy) at the registration desk.

Again, welcome to the 2014 TNA Annual Conference!

Registration Hours

Friday: 3:00 p.m. – 6:00 p.m.

Saturday: 7:00 a.m. – 4:30 p.m.

Sunday: 7:30a.m. – 10:00a.m.

VOTE on Sunday

Vote Sunday morning between 7:00 – 8:30 a.m. in Mirabella room A. Election results will be announced during the

closing of the Membership Assembly.





Practice Change to Promote Use of

a Decision Support Tool for Patients

with Diabetes Type 2 at a Nurse Run

Clinic in Southern Appalachia

Leslie A. Morris, BSN, RN, PCCN

Registered Nurse, Mission Hospital,

Asheville, North Carolina

2014 Presenters

Optimized Efficiency and

Effectiveness: Impact of Medical

Center Workflow Analysis

Marilyn Dubree, MSN, RN, NE-BC

Executive Chief Nursing Officer,

Vanderbilt University Medical Center

BSN Leadership & Management

Stimulation: Critical Thinking

Practice for Delegation,

Prioritization and Patient Safety


Donna Copenhaver, EdD, MSN, RN

Assistant Professor, Belmont

University School of Nursing

Sandy Murabito, EdD, MSN, RN

Assistant Professor, Belmont

University School of Nursing

April Kapu, DNP, MSN, RN, ACNP-BC

Assistant Director, Advanced Practice

Nursing, Vanderbilt University Hospital

Nursing Student Resilience: A

Strategy for Retention and Success

Teresa A. Stephens, PhD, MSN, RN

Clinical Assistant Professor &

RN-BSN Coordinator, University

of Tennessee, Knoxville Nursing

Research Coordinator, The University

of Tennessee Medical Center

2014 Tennessee Men’s Health

Report Card

Tom Christenbery, PhD, RN, CNE

Associate Professor, Vanderbilt School

of Nursing

TNF Plenary Session

Leadership & Mentoring

Marqueta Abraham

TASN Board, Legislative Director

What is Palliative Care? An ELNEC


Michele Arns, DNP, FNP-BC

Assistant Professor, East Tennessee

College Of Nursing, Graduate Program

April Stidham, DNP, FNP-BC

Assistant Professor & DNP

Coordinator, East Tennessee College

of Nursing, Graduate Program

Katherine Donovan, BSN, RN

TASN President

Lisa Kirkland, BSN,


Assistant Professor of Nursing,

Tennessee Wesleyan College

Mona Wicks, PhD,


Professor, College of Nursing, The

University of Tennessee Health

Science Center







2014 Membership Assembly Rules & Information

Membership Assembly (MA) General Rules of Order

1. All TNA members may speak. Before addressing

the MA, it is necessary to secure the floor by going

to a nearby microphone. After recognition by the

President, the member shall state his or her name

and district before speaking.

2. Any TNA member may make motions.

3. All motions shall be presented to the President in

writing on the forms provided.

4. TNA members shall be limited to three minutes

when speaking.

5. No member who has already had the floor in debate

on the immediate pending question shall be entitled

to the floor a second time until others who wish to

be heard on the question have had an opportunity

to speak.

6. The voting body shall consist of the Board of

Directors, Past Presidents, and TNA members in


7. Only the resolves of resolutions/proposals shall be

acted upon by the MA.

8. The President may suspend the Rules in order to

allow a nonmember to speak.

9. All cell phones, pagers and other devices shall be

silenced throughout meetings during MA.

Guidelines for Discussion on Resolutions/Proposals

1. To facilitate discussion, comments will be limited

to three minutes, and no member may speak more

than once to a question if someone who has not

spoken wishes to do so.

2. Individuals who suggest substantial changes in the

wording of any proposal are asked to submit those

changes in writing before the hearing is adjourned.

3. Sponsors or the Reference Committee may perfect

the resolution/proposal for presentation to the MA

after completion of the hearings.

4. The sponsor may withdraw a resolution/proposal at

any point in the review process.

5. Only the resolves of resolutions/proposals shall be

acted upon by the MA.

Continuing Nursing Education (CNE) Credit

RN participants attending CE sessions will be awarded

contact hours. The procedure is as follows:

1. Complete the CNE Evaluation and leave it in the tray

at the registration desk before you leave.

2. Complete an Attendance Verification of CNE Activity

listing the sessions you attend. Participants must

attend an entire CNE session to receive credit.

3. Detach the yellow copy of the Attendance

Verification form and leave it in the tray at the

registration desk.

4. Retain the white copy for your professional



Friday: 3:00 p.m. - 6:00 p.m.

Saturday: 7:00 a.m. - 4:30 p.m.

Sunday: 7:30 a.m. - 10:00 a.m.

Conference Badges

All meetings of the conference are open to registered

participants. Exclusive of invited guests, attendance

at any meeting other than the Awards Gala, Welcome

Reception or School of Nurses Luncheon requires the

payment of at least one day’s registration.

The Tennessee Nurses Association appreciates those

who helped develop this event, especially the TNA

Committee on Education members:

Mary Lynn Brown

Francisca (Chita) Farrar

Tommie Norris

Billie Sills

Karen Ward

Georgita Washington



Disclosures to Participants


Participants will gain knowledge of best practices and tools to better care for patients, educate students and impact

health care policy and finances.


Contact Hour Credit

Participants at the 2014 TNA & TASN Joint Conference can earn a maximum of 5.5 contact hours for attending.

Official Accreditation Statement

The Tennessee Nurses Association is accredited as a provider of continuing nursing education by the American

Nurses Credentialing Center’s Commission on Accreditation.

Requirements for Successful Completion for Continuing Education Credit

To receive contact hour credit for each session attended, attendees must

session attended. Turn in the yellow copy before you leave the conference.

Conflicts of Interest

The ANCC has established guidelines whereby all speakers must disclose any affiliations which may cause a conflict

of interest.

A Conflict of Interest occurs when an individual has an opportunity to affect educational content about health-care

products or services of a commercial interest with which she/he has a financial relationship.

No conflicts of interest were disclosed.

Commercial Support

Sponsors have made contributions to Tennessee Nurses Association in support of the 2014 TNA & TASN Joint

Conference: See handout included in the conference packet for a final list.

Non-Endorsement of Products

The Tennessee Nurses Association’s accredited provider status refers only to continuing nursing education activities

and does not imply that there is real or implied endorsement of any product, service, or company referred to in this

activity nor of any company subsidizing costs related to the activity.

Off-label Product Use

This CNE activity does not include any unannounced information about off-label use of a product for a purpose other

than that for which it was approved by the Food and Drug Administration (FDA).



Introduction to Robert’s Rules of Order

What Is Parliamentary Procedure?

It is a set of rules for conduct at meetings that allows everyone to be heard and to make decisions without


Why is Parliamentary Procedure Important?

Because it’s a time tested method of conducting business at meetings and public gatherings. It can be adapted

to fit the needs of any organization. Today, Robert’s Rules of Order newly revised is the basic handbook of

operation for most clubs, organizations and other groups. So it’s important that everyone know these basic


Organizations using parliamentary procedure usually follow a fixed order of business. Below is a typical


1. Call to order.

2. Roll call of members present.

3. Reading of minutes of last meeting.

4. Officers reports.

5. Committee reports.

6. Special orders—Important business previously designated for consideration at this meeting.

7. Unfinished business.

8. New business.

9. Announcements.

10. Adjournment.

The method used by members to express themselves is in the form of moving motions. A motion is a proposal that

the entire membership take action or a stand on an issue. Individual members can:

1. Call to order.

2. Second motions.

3. Debate motions.

4. Vote on motions.

There are four Basic Types of Motions:

1. Main Motions: The purpose of a main motion is to introduce items to the membership for their

consideration. They cannot be made when any other motion is on the floor, and yield to privileged,

subsidiary, and incidental motions.

2. Subsidiary Motions: Their purpose is to change or affect how a main motion is handled, and is voted on

before a main motion.

3. Privileged Motions: Their purpose is to bring up items that are urgent about special or important matters

unrelated to pending business.

4. Incidental Motions: Their purpose is to provide a means of questioning procedure concerning other motions

and must be considered before the other motion.

How are Motions Presented?

1. Obtaining the floor

a. Wait until the last speaker has finished.

b. Rise and address the Chairman by saying, “Mr. /Madam Chairman, or Mr. /Madam President.”

c. Wait until the Chairman recognizes you.

2. Make Your Motion

a. Speak in a clear and concise manner.

b. Always state a motion affirmatively. Say, “I move that we ...” rather than, “I move that we do not ....”.

c. Avoid personalities and stay on your subject.

3. Wait for Someone to Second Your Motion

4. Another member will second your motion or the Chairman will call for a second.

5. If there is no second to your motion it is lost.



6. The Chairman States Your Motion

a. The Chairman will say, “it has been moved and seconded that we ...” Thus placing your motion before

the membership for consideration and action.

b. The membership then either debates your motion, or may move directly to a vote.

c. Once your motion is presented to the membership by the chairman it becomes “assembly property,”

and cannot be changed by you without the consent of the members.

7. Expanding on Your Motion

a. The time for you to speak in favor of your motion is at this point in time, rather than at the time you

present it.

b. The mover is always allowed to speak first.

c. All comments and debate must be directed to the chairman.

d. Keep to the time limit for speaking that has been established.

e. The mover may speak again only after other speakers are finished, unless called upon by the


8. Putting the Question to the Membership

a. The Chairman asks, “Are you ready to vote on the question?”

b. If there is no more discussion, a vote is taken.

c. On a motion to move the previous question may be adapted.

Voting on a Motion:

The method of vote on any motion depends on the situation and the by-laws of policy of your organization. There

are five methods used to vote by most organizations, they are:

1. By Voice—The Chairman asks those in favor to say, “aye,” those opposed to say “no.” Any member may

move for an exact count.

2. By Roll Call—Each member answers “yes” or “no” as his name is called. This method is used when a record

of each person’s vote is required.

3. By General Consent—When a motion is not likely to be opposed, the Chairman says, “if there is no

objection ...” The membership shows agreement by their silence, however if one member says, “I object,”

the item must be put to a vote.

4. By Division—This is a slight verification of a voice vote. It does not require a count unless the chairman so

desires. Members raise their hands or stand.

5. By Ballot —Members write their vote on a slip of paper; this method is used when secrecy is desired.

There are two other motions that are commonly used that relate to voting.

1. Motion to Table—This motion is often used in the attempt to “kill” a motion. The option is always present,

however, to “take from the table,” for reconsideration by the membership.

2. Motion to Postpone Indefinitely—This is often used as a means of parliamentary strategy and allows

opponents of motion to test their strength without an actual vote being taken. Also, debate is once again

open on the main motion.

Parliamentary Procedure is the best way to get things done at your meetings. But, it will only work if you use

it properly.

1. Allow motions that are in order.

2. Have members obtain the floor properly.

3. Speak clearly and concisely.

4. Obey the rules of debate.

Most importantly, BE COURTEOUS.



Proposed 2013-2015 Legislative and Health Policy Statements

Introduction: The Tennessee Nurses Association (TNA) is the professional association representing Tennessee’s

88,000 registered nurses. This position paper outlines the basic philosophy of the TNA’s House of Delegates relative

to health care policy which may be addressed by the Tennessee General Assembly and the U.S. Congress.

Mission: To improve health and health care for all Tennesseans and residents of the state, advance nurse

leaders and the practice of nursing as essential to improvement efforts and transformational change, and

serve as the voice for professional nurses.

The American Nurses Association’s Code of Ethics outlines foundational provisions that frame TNA’s initiatives and


Vision: TNA supports a transformed health care delivery system that ensures that all Tennesseans and residents

of the state are able to access equitable and affordable essential services when and where they need them. The

transformed system envisioned by TNA is patient-centered, promotes inter-professional collaboration and care

coordination to improve patient outcomes and experiences, primary care and prevention are priorities, value is

emphasized, and there is expanded use of information technology to promote efficiency and effectiveness.

Goals: To realize the vision of a transformed health care delivery system, TNA is committed to ensuring that nurses

can practice to the full extent of their education, training, and experiences for the purpose of improving health and

health care. Therefore, TNA is supportive of initiatives that advance the following goals:

Optimal health system performance, including:

Improved patient care experiences;

Improved population health; and

Reduced per capita cost for health care.

Access to high-quality, affordable and acceptable care for all Tennesseans and residents of the state,


Provision of a standardized package of essential health care services provided and financed by public and private

plans with protection against catastrophic costs and impoverishment; and

Direct access to a full range of professional registered nurses and other qualified providers in a variety of settings

Full practice authority and enhanced participation in the delivery of care and policymaking for all professional

nurses, including:

Support for the Tennessee Board of Nursing as the sole regulatory authority over nursing education and practice;

Adoption of the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education


Elimination of financial, regulatory, organizational, and institutional barriers to the practice of professional nursing;

Participation of registered nurses on all local, state, and national health care advisory, policymaking, and

governing boards, committees, and task forces; and

Inclusion of APRNs as licensed independent providers (LIPs) in hospital licensure rules, health plans, and health

care facilities.



Assuring an adequate, competent, and diverse nursing workforce to meet current and projected health care

demands, including:

Improved data collection and information infrastructure to inform policymaking, planning, and evaluation;

Promotion of higher levels of education and training through seamless academic progression, inter-professional

education of health professionals, and lifelong learning;

Funding for nursing students and faculty, including loan forgiveness programs; and

Support for nurse safety in the patient care environment, staffing effectiveness plans, whistleblower protection,

and bans on mandatory overtime.







Nurses, the largest group of

health care professionals,

need legislative support and

a strong professional voice to

ensure a quality practice environment

and excellent health

care for patients. Joining

our efforts with other nurses

through the Tennessee Nurses

Association and TNPAC

contributions, nurses can

make the difference in important

health care decisions.



When Tennessee politicians

gather to make decisions

about nursing and health

care, it’s important they

hear from the experts -

Tennessee’s nurses. What’s

the best way to get their

attention? Through the

Tennessee Nurses Political

Action Committee




When you contribute

to TNPAC, your funds

are used to support the

election of state legislative

candidates who support

nursing and quality,

cost-effective health care.

TNPAC’s support is given

regardless of political

affilliation, and instead,

focuses on improving

health care.


When selecting candidates/legislators for












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Post-Master’s Certificate Program

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Professional Development Programs

Many graduate and undergraduate programs

are available online.





Tennessee Nurses Association

2014 Slate of Candidates and Statements

President Elect – vote for one (1)

Sandy Murabito, MSN, EdD, RN

District 3


Assistant Professor

Belmont University School of Nursing

Nashville TN

I have been a member of the Tennessee Nurses Association since 1982 in District #3. I joined the Tennessee Nurses

Association as soon as I received my NCLEX scores and have remained a member ever since. I knew I needed

involvement with my professional association in order to fully progress in my chosen career. I have been a nurse for

over 30 years. In that time I have held multiple positions as a staff nurse, nurse manager, and currently as a nurse

educator. Like many of you, I have worked in my profession while simultaneously enhancing my knowledge. Over the

years my membership in this organization has resulted in many opportunities, long-lasting friendships, mentors, a

broadened perspective, and an appreciation for the impact TNA has had on our profession. Even more, I recognize

the influence that nurses possess. While healthcare has changed dramatically over the last several decades, there

has been an unwavering constant – commitment of the nursing profession to the patient. This promise is the

cornerstone of our practice. If elected, my pledge is to support policies and activities that empower our profession to

best fulfill this commitment.

Vice President – vote for one (1)

No Candidate

Nominations will be taken from the floor

of the Membership Assembly

Mary Bess Griffith, MSN, RN, CS, FNP

District 10

Union City

Director, Nursing Department

Bethel University


Treasurer – vote for one (1)

I have enjoyed the benefits of TNA membership since joining the nursing profession, and I feel it is time for me to

repay the Association for what it has given me by becoming actively involved in its administration and activities.

I believe I can contribute to the Association’s continued success by serving as its Treasurer. I have many years of

experience in planning, executing, and managing complex budgets. In addition to my current responsibilities as

Director of the Nursing Department (BSN, RN-BSN programs) at Bethel University, this experience includes stints

as treasurer of my local TNA District (1989-1991); dean of an associate degree nursing program; corporate director

of market services for a three-state area in addition to practice management oversight for multiple facilities in these

states; and work as a consultant assisting health care entities align budgeting priorities with operational and strategic

goals and objectives. I look forward to the opportunity to serve the TNA membership.


2015 Conference Calendar

Learn more and register online at www.npace.org



February 2-5, 2015

Primary Care Conference

Hilton Clearwater Beach


March 8-11, 2015

Primary Care Conference

& Pharmacology Update

Paris Las Vegas Hotel &



April 20-21, 2015

Pharmacology Update

Charleston Marriott


May 11-14, 2015

Primary Care Conference

with Workshops

Hilton Austin Hotel


June 22-26, 2015

Primary Care Conference

& Pharmacology Update

Ocean Edge Resort, Brewster

Attend every fourth

conference for free!


July 23-24, 2015

Pharmacology Update

Omni Providence Hotel


September 16-19, 2015

Primary Care Conference

Westin Savannah Harbor

Golf Resort and Spa


October 12-15, 2015

Primary Care Conference

with Workshops

Boston Park Plaza Hotel


November 16-19, 2015

Primary Care Conference

& Pharmacology Update

Hyatt Regency Crystal City

Nurse Practitioner Associates for Continuing Education (NPACE) is

accredited as a provider of continuing nursing education by the

American Nurses Credentialing Center’s Commission on Accreditation.

NPACE is a 501(c)(3) non-profit.

For more information on

the Rewards Program,

visit www.npace.org

Sponsorship and Exhibitor Opportunities Available




Treasurer Continued - Vote for (1)

Richard C. Meeks, DNP, RN, COI

District 15


Assistant Professor

Middle Tennessee State University-School of Nursing


I am interested in serving TNA in the capacity as treasurer. My background is nursing administration, critical care

nursing and now education. I am current treasurer of our local honor society chapter. My organizational skills and

networking abilities assists in roles such as the treasurer. I am glad to serve and would do my best to represent TNA

as a local professional and board member.

Director - Operations – vote for one (1)

Amy S. Hamlin, PhD, MSN, APN, FNP-BC

District 3

Ashland City

Professor of Nursing

Austin Peay State University


I believe that I would be an asset to the board and I would enjoy serving the profession in this capacity. I have been a

nurse for 17 years and an advanced practice nurse for 12 years.

I have served the profession in various roles including that of educator, committee member, community volunteer,

and researcher. I feel that I am a good communicator, an exceptional listener, and a person who is very dedicated to

improving the practice of nursing. I believe I would be a positive role model and advocate for nursing.

Director - Membership – vote for one (1)

Deb Chyka, DNP, RN

District 2


Clinical Assistant Professor

University of Tennessee College of Nursing


I am new to TNA as of 2012, but after joining became a delegate, attended the past 2 conventions and TNA’s

Legislative Summit, and am currently on the Board of Directors for District 2. For me, as a new member, the most

poignant fact about TNA is the lack of involvement by the 90,000 nurses who call Tennessee their home. Prior to my

becoming involved I was ignorant to what the organization worked for and accomplished, as well as the uphill battles

they fought in the political arena. At the Legislative Summit day on the Hill, I witnessed how a few very dedicated

nurses went to battle to maintain the rights of our practice. Unfortunately, I also witnessed the lack of a force of

nurses backing their spokespersons. Where are the nurses? Do they understand how important numbers are when

you are politically engaged? I didn’t, but I do now. My interest in serving is two-fold; I would like to better understand

why nurses do not become part of the state’s voice of nursing and secondly, what can be done to effect a change.

I am a motivated and positive person in my professional and personal life. I want to see if I can make a difference in




Director of Membership Continued - Vote for (1)

Rose Vick, RN, MSN, PMHNP-BC

District 3


Faculty Instructor

Vanderbilt University School of Nursing


I graduated from Vanderbilt University School of Nursing’s PMHNP program in 2007. After graduation, I joined

Norton Cancer Institute as part of a large interdisciplinary team to provide mental health services to cancer patients

and their families. In 2012, I moved back to Nashville to join the faculty at VUSN. I teach full-time in the PMHNP

program and am also working on my PhD at the University of Arizona, Tucson. Now that I have clinical and faculty

experience under my belt, I’m interested in becoming more involved in leadership and policy roles related to nursing.

I’m committed to supporting TNA and the advocacy efforts of this organization. I believe that we need to increase

membership and participation in order to have a stronger professional presence and change TN practice laws.

The state of TN is also in desperate need of integrated care models but in many respects is behind in adopting

progressive models geared towards health promotion. As an educator, I think it is essential to be intimately involved

in TNA so as to educate students on the processes and importance of membership.

Director - Education – vote for one (1)

Michele Arns, DNP, FNP-BC

District 5


Tenure Track Faculty – College of Nursing Graduate Department

East Tennessee State University

Mountain City

My interest in serving as the Director of Education stems from my years of teaching nursing at all levels and

mentoring new and experienced nurses. One of my responsibilities as an educator has been to identify education

needs and design a curriculum to satisfy those needs. The challenge of bringing “it all together” is what motivates

me! Along with experience, I bring excellent communication and organizational skills. I believe these qualities and my

experience will meet the needs of this board member position.

Anita Croinex, RN, BSN, AL A

District 9


Director of Health Services

Uplands Village

Pleasant Hill

As Director of Health Services, I am responsible for all areas of health care (home health, assisted living, LTC &

skilled care). I am an assisted living administrator. I currently am completing my dual degree for MSN/MHA, and will

be acting administrator for our nursing home.

I have founded and operated a nurse’s social organization for over 7 years, until the death of my husband. I am

a lifelong learner and have over 27 years of experience in nursing. I am an advocate for education & policy and

procedures. Over the last year I have started, from the ground up, a skilled nursing unit and after 3 surveys, raised

our CMS star rating from a 2 star to a 5 star!



Director - Government Affairs – vote for one (1)

Sharon K. Davis, DNP, APRN, WHNP-BC

District 2


Clinical Assistant Professor

University of Tennessee College of Nursing


Having been a member of TNA for several years, I support the goals and contribute to the success of this

organization. I practiced for 12 years as a WHNP and am a strong supporter of Advanced Practice Registered

Nurses and their role in the delivery of healthcare and improving the health status of Tennesseans. Mentoring

graduate and undergraduate nursing students while they have visited their state legislators and advocated for

bills important to Tennessee nurses, has given me insight into the policy making process and how I can effectively

contribute as an advocate for policies. Part of my teaching assignment includes assisting in the teaching of Health

Policy and Health Promotion at the Master’s level and assisting in the teaching of Health Policy at the doctoral level

this fall. This expertise along with my clinical experience, qualifies me for this position.

Darin “Scott” White, RN, BSN (MSN student)

District 2


Emergency Room Staff Nurse

Blount Memorial Hospital


I am very passionate about nursing. We are facing challenges and will see future challenges in our vocation that will

be immeasurable by today’s standards. I believe that I can make a change. I am an inventor of a medical device that

is awaiting a patent-pending status. This device will change the way certain ADLs will be performed, enhancing care

for many. With potential profits estimated to be worth near $216 million over the next five years, the proceeds from

my invention will be used to change the way care is delivered, especially in long-term care. I expect to graduate with

a MSN in Nursing Spring 2015. I graduated King University Fall 2013 with a BSN with distinction. I served 12 years

with the military as a medic and have been an RN since 2011. Residing in the emergency department, my passions

are coming to life as I see the future’s unveiling. Serving the TNA will allow me, not only to serve my fellow nurses,

but hopefully will help to serve mankind in a greater way - a way in making a positive difference for the future of

nursing and its patrons. I am sharp, attentive, creative, and assertive. I consider myself to be a leader and a mentor.

Although, there are those with more qualifications than I have acquired, there are few with as much heart and

passion as I possess.

Director - Practice – vote for one (1)

Chaundel L. Presley, DNP, FNP-BC

District 9


Regional Clinical Faculty/Assistant Professor and Family Nurse


Frontier Nursing University and Primary Healthcare Group, Inc.

Hyden, KY/Lafayette, TN

I am interested in serving on TNA’s newly organized Board of Directors as Director – Practice. As a professional nurse


Babies Were Born To Breastfeed


Breastfeeding is something special only you can do for your baby

It helps you and your baby bond with each other and your family

Breastfeeding is a time for you to relax and enjoy your baby

It is less expensive and easier than bottle feeding

Breastfeeding may help you lose the weight you gained during pregnancy


Breast milk is an excellent food for your baby, always warm and ready to feed.

Breast milk is easy for your baby to digest

Protects your baby against infections and food allergies

Your baby spits up less and has less diarrhea and constipation

Your baby loves to breastfeed and it comforts him/her


Of all ages

With small breasts

Who had multiple births

Who had C-section (Cesarean section)

Who work or go to school

For more than 90 years, the Tennessee Department of

Health has been helping mothers and their babies. To

make sure your new baby is healthy and gets off to a

good start, we strongly recommend breastfeeding.

Call your local health department, or the Tennessee Breastfeeding Hotline,

if you have questions about breastfeeding.

For more information about the Tennessee WIC Program visit http://health.tn.gov/wic



in Tennessee for 22 years, I have practiced in primary care, acute care, home health and nursing education. I am a

Doctor of Nursing Practice. I have experience working on TNA’s CE Committee and advocating for nurse practice

issues in the state legislature. I currently lead a local advanced practice organization, and am interested in promoting

safe and professional nursing practice in the State of Tennessee.

Nominating Committee – vote for two (2)

Melissa B. Swinea, DNP, APRN, ANP-BC

District 10


Professor of Nursing – Graduate Courses

Union University

My qualifications include access to statewide nursing leaders through my position at Union University and traveling

to each campus – Jackson, Germantown and Hendersonville. As District 10 interim President, I recruited a District

Vice President and have access to nursing leaders at the two universities located in our district. My interest in

serving stems from the desire to learn more about TNA and its association processes and from the hope of recruiting

unrecognized nursing leaders to serve in TNA.

Tracy R. Wilson, MSN, RN, FNP-BC

District 15


Instructor and Nurse Practitioner

Belmont University


I have been a member of TNA since March, 2013. I moved to Tennessee in December, 2012 and wanted to become

active with my state nurses association and then become active nationally. After attending the TNA convention last

October, I became extremely motivated and submitted my name for various committees. I am now a member of

the CE Review committee and the TN Action Coalition’s Leadership Committee. I have also joined my state’s NP

association and continue to be active in ANA. I recently was on ANA’s 2014 slate for its Nominating and Election





Real Possibilities is a trademark of AARP.

AARP offers so much more than advocacy and

access to discounts. Take a closer look, and you’ll

be surprised at the Real Possibilities we have to

offer right here in Tennessee. In our state, we seek

to age well in our own communities. We are

dedicated to helping Tennessee’s 50-plus residents

as they strive to achieve their aspirations, whether

it be exploring the world, living a healthy lifestyle,

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For more information, visit us at aarp.org/caregiving

Psychiatric Nurse


Prescriptive Authority


Mental Health Center of Denver is a nonprofit community mental health

center, and is the nation’s leader in progressive community-based mental

health. Work as part of a multidisciplinary team to provide various mental

health services to a diverse population. We offer counseling, housing,

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*Bilingual applicants are encouraged to apply.

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and our forward-focused wellness culture please

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resume to resumes@mhcd.org. Fax: (303) 758-5793.




BlueCare Tennessee recognizes that a

multi-faceted strategy is necessary to

support effective provider education.

Our goal is to provide up-to-date

information in a centralized location that

will assist your office practice.

Please visit our website at


to find the latest news regarding claims

billing instructions, TennCare program

requirements, quick reference guides,

specialized programs, frequently asked

questions, helpful forms, tutorials,

and toolkits.

BlueCare Tennessee and BlueCare,

Independent Licensees of BlueCross BlueShield Association

The University of Tennessee,

Knoxville College of Nursing

Academic Programs to Build or

Enhance Your Nursing Career

The University of Tennessee Knoxville, College of Nursing offers unique

opportunities for undergraduate and graduate education in nursing.

As the state’s flagship, research–intensive university, students have

access to state-of-the-art academic resources, research opportunities,

and a variety of clinical practice sites. The BSN and MSN programs

are fully approved by the Tennessee Board of Nursing and accredited

by the Commission on Collegiate Nursing Education (CCNE). Online

offerings increase accessibility of selected degree programs.

Traditional BSN

Accelerated BSN for Students with a College Degree in Another Field

RN to BSN Program Online

Summer terms

MSN Program Specialties

Doctoral Programs Offered Primarily Online with limited on-site activities

For more information visit The University of Tennessee, Knoxville College

of Nursing website at http://www.nursing.utk.edu/ or contact the Student

Services office at (865) 974-7606.

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA

institution in the provision of its education and employment programs and services.



Poster Presentation Abstracts

Using Videos Vignettes to Improve Diabetes Education for Nursing Students

Dr. Tanya Beard, DNP, MSN, RN

An estimated 347 million people worldwide are afflicted with diabetes mellitus (WHO, 2012). Patients with diabetes mellitus need

education (Funnel et al., 2012). A medium size university in Tennessee conveys diabetes mellitus information in a traditional faceto-face

lecture. This teaching strategy had produced consistently low performance on the unit examination questions related

to the diabetes mellitus specific content for junior-level professional baccalaureate nursing students. Effectiveness of traditional

face-to-face lecture and traditional face-to-face lecture with adjuvant vignettes to highlight difficult diabetes mellitus concepts for

baccalaureate nursing program students were evaluated using the Diabetes Basic Knowledge Test and the Diabetes Self Report

Tool (Drass, Muir-Nash, Boykin, Turek, & Baker, 1989). Scenarios were created with simulated reenactments of real-life diabetes

mellitus nursing situations. The intervention had a positive effect on the diabetes knowledge for the nursing students with a p

value 0.024.

Psychotherapy Experiences of Perpetrators of Child Sexual Abuse

Susan K. Blaine, BSN, RN

Background: Cynicism about sex offender treatment pervades both professional and lay literature. A Cochrane review of

randomized controlled trials (Dennis et al., 20 12) found no evidence to support any psychological intervention for sex offenders,

but Marshall and Marshall (2008) argue that RCT design has serious limitations for evaluating sex offender treatment. Rarely is a

qualitative approach used to explore offenders’ own perceptions about treatment.

Objective/Methods: The purpose of this study was to discover the meaning of therapy experiences to 11

perpetrators of child sexual abuse who received therapy during or after incarceration. The design combined both narrative inquiry

(Riessman, 2008) and existential phenomenology (Merleau-Ponty, 1945/1962). During interviews, participants spontaneously

revealed insights they gleaned from therapy, prompting this secondary analysis. Analytical rigor involved reading transcripts and

thematizing them in an interdisciplinary interpretive group.

Findings: Themes included: (a) “It just stripped away all the pretense, all the lies, all the manipulation;” (b) “I didn’t understand

myself; I found out all about myself through this;” (c) “Nobody knew any of my secrets; that was the first time I ever got to tell my

story;” (d) “The group has become a family for me;” and (e) “I’m very ashamed of what I’ve done; this treatment has really helped

me, gave me a second chance.”

Recommendations: This analysis captured the first-person perspective of participants’ therapy experiences. The relationship

between participants’ reported therapeutic benefits and subsequent sexual reoffending is unknown, but findings support the

increased optimism about treatment expressed by some contemporary scholars.

The Efficacy of Distraction for Pediatric Pain Relief

MeKenzie Brown

Sarah Cleary

Beth Jackson

The authors of this literature review seek to examine the efficacy of distraction techniques as a means to manage children’s pain

by answering the following questions:

1. How well do the specific distraction techniques of massage therapy, music therapy, the use of toys, breastfeeding, and

guided imagery affect pain perception in children compared to no distraction technique?

2. In which situations of reported pain by children is it clinically appropriate to utilize distraction techniques in nursing


3. Does intensity affect the outcome of the distraction technique?

4. Are certain distraction techniques more effective than others for specific developmental stages such as infant, schoolage

or adolescent children?



Improving New Nurse Marketability and Readiness for Practice

Martha Buckner, PhD, RN

LeeAnn Hanna, PhD, RN

Emily Morse, MSN, RN

Sandra Rosedale, MSN, RN

Beth Hallmark, PhD, RN

Kathy Jordan, MSN, MPH, RN

Hospitals hiring practices in today’s economy favor the hiring of experienced nurses creating challenges for new graduates

in finding initial employment. In addition, new graduates who do find employment frequently experience a gap between their

academic preparation and the realities of professional practice. Nursing residencies and transition programs have emerged as

a means to help students overcome the academic-practice gap. Nursing education programs are searching for opportunities

to increase their graduates’ clinical experience and marketability for employment. Many recent reports call for more strategic

partnerships between nursing service and nursing education. This presentation will describe a program which provides an

opportunity to strengthen an academic-practice partnership which will result in improved marketability and hiring of new graduate

nurses with a decrease in orientation time.

The Nursing Student Transition to Practice Program (NSTP) was funded by a grant from the Foundation of the National Student

NursesAssociation through the Promise of Nursing for Tennessee Nursing School Grants program administered by the Tennessee

Hospital Association. It was built around a partnership between Belmont University School of Nursing (BUSON) and TriStar

Centennial Medical Center (TCMC). This partnership aimed to increase participants’ clinical experience at TCMC in order to reduce

the academic-practice gap and improve marketability for employment. Eleven students participated in the program, leveraging

their required 72 hour clinical practicum and expanding it with 48 additional hours spent in clinical practice at TCMC on a Medical-

Surgical, Step-down, or Oncology unit. This presentation will describe the program outcomes and discuss implications for the future.

Reducing Catheter Associated Urinary Tract Infections

Cayla Busuito

This poster presentation will review the prevalence of catheter associated urinary tract infections (CAUTIs) in the healthcare

field along with the importance of reducing these statistics with the use of appropriate interventions. Reducing the number of

infections can result in fewer complications of the already debilitated patient. The main purpose, or PICO, will describe the effects

of using a nurse-driven protocol for continuance or removal of urinary catheters in hospitalized adult patients versus not using a

protocol to reduce CAUTI’s. The results will be discussed along with distribution of handouts for the public.

Optimizing the Value Equation: Creating a Standardized Inpatient Operating Model


Barbara Sanders, BSN, RN, MMHC

Healthcare has changed dramatically over the past decade, yet the models and methods by which care is delivered have not

changed appreciably. To meet the needs of the current health care environment, and to plan for an uncertain future, Vanderbilt

University Medical Center is working to develop a Standardized Inpatient Operating Model (SIOM). This model seeks to improve

continuity of care across the continuum through the provision of quality care for hospitalized patients with safe and efficient

handovers for the next level of care at the time of discharge. Responding to changes in staffing ratios and access to support staff,

re-engineering the workflow was essential. Using innovative tools and techniques, a care delivery model with a robust informatics

infrastructure has been developed and implemented in the post-surgical care areas. This new model reduces redundancy and

non-value added work. Additionally, the model provides an enhanced safety net for patients. Ultimately, the SIOM optimizes the

value equation by improving quality while maintaining or reducing cost. This interactive session focuses on the change management

process in a complex academic medical center. Participants will develop an understanding of the change management process and

understand the nature of rapid cycle, iterative change as a survival strategy in an ever-changing healthcare environment.

Establishing Baseline Genetic Literacy: A Pilot Study of the Nursing Workforce

Elisabeth Chismark, PhD, RN

Andrea Briscoe, MSN, RN

Personalized genetic-linked treatments impact healthcare and will continue to become more critical to patient care. Genetic

literacy is crucial to the understanding of the health process. Efforts to incorporate genetics into curriculum are underway, but

current efforts to educate the clinical nursing workforce are limited. Genetic literacy for nurses cannot be implemented adequately

until knowledge gaps have been identified and educational frameworks constructed to meet the identified needs. The purpose

of this study is to describe nursing baseline knowledge regarding genetic content and assess the usefulness of the tool for

measuring genetic nursing Essential Competencies.



A 31-item questionnaire, Genetic Literacy Assessment Instrument (GLAI), with 6 identified domains (nature of genetic material,

transmission, gene expression, gene regulation, evolution, genetics & society) was sent to the entire nursing staff at a single rural

southern hospital. There were 68 fully completed. Educational demographics of participants: 53.7% (n=45) entry level, 35.7% (n=30)

BSN, and 10.7% (n=9) advanced degrees with no statistical difference. Mean score on the 31-items was 65%. Statistically significance

differences were found between domain knowledge content with the lowest knowledge observed in gene regulation (19.1%).

This pilot study supports the limitation of baseline genetic knowledge in the clinical nursing workforce in a rural hospital and

genetic knowledge is not reflective of educational levels. There is an increased need to focus and develop genetic education to

meet the knowledge gaps and the nursing Essential Competencies in this workforce.

Evaluating Grief in Persons Living with the Diagnosis of HIV/AIDS

Malinda R. Conrad, FNP-BC, MSN

Background: A common misconception of grief limits its definition to mourning a loss of life as a result of death. However, grief

may be experienced with life altering events or the potential loss of life for persons living with chronic diseases or complicated

illnesses, i.e. diabetes, cardiovascular disease and HIV/AIDS. This qualitative study evaluates the presence of grief in persons

living with the diagnosis of HIV/AIDS.

Method: Seven operational paradigms were assessed using the Psychosocial Adjustment to Illness Scale Self Report (PAIS-SR).

There were 78 study participants evaluated with 50 participants completing the survey. There were male participants (N=33) and

female participants (N=17) from an HIV clinic in the southern region of the United States.

Results: The data analysis compared gender and age within the sample group (N=50). The statistical analysis revealed the

presence of grief in both genders. Data analysis indicated the presence of grief had a significant impact on sexual relationships.

This study proposes adopting a universal and functional definition of grief to include persons experiencing despondency related

to living with chronic diseases with periodic clinical assessments and appropriate interventions when necessary.

Preventing Patient Errors with a Collaborative Approach to Clear Communication

Linda Darnell, MSN, RN

Tasha Ruffin, MSN, RN

Current healthcare delivery models focus on quality, accountability, and safety. Communication breakdown can lead to patient

errors with potential harm to patients including sentinel events. Joint Commission added standardized communication to

the Patient Safety Goals and recommends SBAR as a best practice. SBAR is a structured-communication technique that is

a strategy for clear communication based on a statement of the situation, background, assessment, and recommendations

related to a critical issue. SBAR is a method to structure team communication that prompts health care providers to clearly and

concisely articulate with a structured communication tool. The communication tool provides confidence, clarity, and conciseness.

SBAR can be used in time sensitive or critical situations, when calling a physician, need for clarification, when dealing with

organizational problems, and during transitions of care.

Clear communication skills can be taught in a SBAR simulation. Scenarios can teach clear interprofessional communication

competencies to help nurses prepare for collaborative practice and prevent errors. The Interprofessional Education Collaborative

Panel identified four core competencies to promote quality, accountability, and safety. A SBAR simulation will address Domain 2:

Roles/Responsibilities, Domain 3: Interprofessional Communication, and Domain 4: Teams and Teamwork. The SBAR simulation

demonstrates a team approach and involves role playing of a nurse and physician. Debriefing analyzes roles, responsibilities,

conflicts, attitudes and values, communication, trust and respect, and legal issues. A quality improvement plan for improving

communication, teamwork and team-based care can be developed.

Creating a Culture of Accountability, Safety, and Quality with Interprofessional National Standards

for Safe Patient Handling and Mobility

Francisca Farrar, EdD, MSN

Debbie Ellison, PhD, MSN

Kristen Hersey, PhD(c), MSN

In June 2013 the American Nurses Association responded to the growing call for safe interprofessional collaborative practice by

releasing interprofessional national standards for safe patient handling and mobility. Eight open and voluntary national standards

are identified – 1) Establish a Culture of Safety, 2) Implement and Sustain a Safe Patient Handling and Mobility Program (SPHM),

3) Incorporate Ergonomic Design Principles to Provide a Safe Environment of Care, 4) Select, Install, and Maintain SPHM

Technology, 5) Establish a System for Education, Training, and Maintaining Competence, 6) Integrate Patient-Centered SPHM

Assessment, Plan of Care, and Use of SPHM Technology, 7) Include SPHM in Reasonable Accommodation and Post-Injury to

Work, and 8) Establish a Comprehensive Evaluation System.


Jenny smokes

two packs a day.

So does her mom.




This presentation will briefly historically overview the eight standards with enhanced focused on Standard 1- Establish a Culture

of Safety and Standard 5 - Establish a System for Education, Training, and Maintaining Competence. Guidelines for establishing

a culture of safety will be explored. Simulation as a best practice teaching strategy will be discussed including how it can be used

for learning transfer of handling and mobility skills to the setting, ergonomic protocols, collaborative care, new staff orientation,

annual competency and safety huddles. The presentation will provide multi-discipline perspectives on creating a culture of safety

with patient handling and mobility.

Phototherapy for Hyperbilirubinemia in Newborns

Emily Gaylord

Beth Fitzgerald

The authors reviewed six articles that addressed the question, “when is phototherapy for hyperbilirubinemia appropriate in

the newborn?” The authors found that although numerous studies had been preformed there was still not an exact point that

indicated when treatment needed to take place.

What the authors did find were that while there are several types of lights used for phototherapy, the LED lights were the most

successful in the least amount of time. One of the articles reviewed also discussed how parents should be included in the

treatment of their newborns. From the research reviewed, the authors suggest that more studies be performed so that more

precise answers could possibly be reached.

Academia-Industry Partnership to Prevent CAUTI

Beth Hallmark, PhD, MSN, RN

Tracy Johnson, DNP, FNP-BC

According to the CDC, each year there are 13,000 deaths associated with urinary tract infections. The vast majority of healthcare

associated UTIs are associated with catheterization. The estimated cost per incident for hospital-acquired catheter-associated

UTI is $370 million annually. CMS is now passing these costs along to health care institutions. CMS has implemented guidelines

to prevent CAUTI as well as vascular catheter associated infections.

In facilities that insert catheters as part of patient care, the prevention of CAUTI is often placed on the nursing education

specialists of the hospitals. During these uncertain times in healthcare, there may be a reduction in nursing education staff

creating an additional barrier to the effective prevention of CAUTI.

This project describes an academic-practice partnership funded by RWJ through THA to develop an evidence-based educational

plan aimed at preventing CAUTI and improving student understanding. Included was a pre-test to measure the knowledge,

a didactic component, using a voice over power point, a simulation video demonstrating proper techniques for insertion,

maintenance specimen collection, and removal of urinary catheters. Participants also engaged in a simulation exercise, followed

by a debriefing activity and post-test. 22 senior BSN students participated in the initial pilot of this program. The nursing school

and hospital have implemented measures to improve procedural training and protocols based on the available evidence and

guidelines. The pre-test and post-test data are currently being analyzed and will be presented. We will present these results of the

pilot and discuss ways to implement this program at other institutions.

Work Place Violence in the Psychiatric Out-Patient Setting

Ramona L. Hoehler, MSN, RN

Background: Work Place Violence (WPV) is a global concern due to the increasing awareness of the impact violence has on

the victim as well as their community. WPV is defined as physical violence, or threatening behavior such as verbal abuse, verbal

intimidation, cursing, threatening facial expressions or intimating that there will be consequences for the victim, such as job lost and/

or physical consequences. The United States Department of Labor (DOL) documented 17,220 incidents of WPV in the healthcare

setting during 2012. Currently, the out-patient psychiatric clinic chosen for the project is lacking a standard assessment tool for

identifying clients who might resort to violence while in the clinic. The purpose of the project is to determine if the Historical, Clinical,

Risk Management-20 assessment tool is effective in identifying those clients who are at risk of becoming violent.

Methods: A systematic literature review for best-evidence assessment tools was completed utilizing data banks PubMed and

CINAHL. Key words were violence assessment tools, community mental health violence, and violence towards psychiatry

providers. A Likert scale survey will be used pre- and post-educational presentation to ascertain the providers’ knowledge of

violence assessment tools. Providers will use the tool for eight weeks. When the eight weeks are concluded, a focus group of the

providers will share their findings. The last phase will be to develop a training guide for the clinic.

Evaluation: Results are pending. Expected date of completion is April, 2015.



Discussion: The best-evidence practice recommends that providers who work together should adopt one assessment tool to

use in their practice. Using the same assessment tool will benefit better communication between the providers. Ten assessment

tools have been identified in the literature review. The Historical, Clinical, Risk Management-20 was identified as the most reliable

assessment tool. No assessment tool is 100% accurate all the time. Providers are encouraged to follow their instincts if it conflicts

with the assessment tool.

Conclusion: Psychiatric Nurse Practitioners can use reliable assessment tools for identifying those clients who are at risk for

being violent in the out-patient clinic.

Structural Empowerment Theory: Outcomes of Adding Nurse Practitioners to Inter-Professional


April Kapu, DNP, MSN, RN, ACNP-BC

Pam Jones, DNP, RN, NEA-C

With optimal organizational structure, NPs can decrease healthcare costs with acute transition management, decreasing length of

stay (LOS) and with adherence to clinical practice guidelines, reducing complications associated with fragmented, unstandardized

care. In addition, NPs can generate revenue as billing providers.

Our rationale was that through organizational application of Structural Empowerment Theory, we could integrate acute care NPs

into inter-professional models of care, with a subsequent increase in revenue and reduction in costs via quality improvement.

With NPs added to the intensive care units (ICU), and hospitalist teams, we tracked revenue and NP associated quality metrics.

From July 1, 2011 – June 30, 2012, we tracked NP charges and collections for 4 ICU, and 1 hospitalist NP team, utilizing the

institution’s billing system. We developed practice specific electronic progress note templates to chart daily notes and collect

quality data which was then transferred to an electronic dashboard. From January 2011-Dec. 2011, we added NPs to rapid

response teams and collected data via a secure electronic data capture tool, REDCap. For a 6-month pilot, Dec.2011 - Feb. 2012,

of adding NP hospitalists to a trauma stepdown unit, we collected LOS data utilizing admission and discharge tracking software

and compared to 2 years prior.

The gross collections met 52% (FY11) and 88% (FY12) of salary and fringe expenses for four ICUs. After addition of NPs to

the rapid response teams in 2011, the ratio of rapid response to out of ICU arrest was 18%, as opposed to 35% in 2010. The

hospitalists NPs added to a particular hospital unit for 1 year showed high staff satisfaction and a 1.0 reduction in average length

of stay to the overall trauma service.

These studies demonstrate the value of adding ACNPs to inpatient models of care.

NPs as billing providers can generate revenue, avoid costs associated with hospital complications and save costs with decreased


Qualitative and Quantitative APRN Associated Outcomes: Implementation of an APRN Professional

Practice Evaluation Program with an Academic Medical Center

April Kapu, DNP, MSN, RN, ACNP-BC

This presentation will overview the Joint Commission standards for APRN Professional Practice Evaluation and how a consistent

framework was implemented for over 700 APRNs throughout a large medical center with varying specialties and practices.

Professional growth can be optimized with an effective performance evaluation program. The Joint Commission has identified

elements of Ongoing Professional Practice Evaluation (OPPE) and Focused Professional Practice Evaluation (FPPE), moving from

cyclical to continuous evaluation of a practitioner’s performance to identify practice trends that impact quality, patient safety and

determine whether a practitioner is competent to maintain existing privileges or needs referral for a focused review.

In a large academic medical center, professional, practice management, procedural and clinical competencies were identified

for each APRN specialty. Qualitative and quantitative measures were created with the use of surveys and dashboards displaying

APRN associated outcomes. The OPPE included a review of clinical privileges and continued competency. OPPE reviews were

conducted twice yearly, beginning 2011 and included peer review, self-assessment and proctor evaluation. Focused Professional

Practice Evaluation (FPPE) is required when a practitioner is hired to verify competency, when applying for new privileges and

whenever questions arise regarding the practitioner’s professional performance. An FPPE program was developed to identify

competency in review, proctor assignment, comprehensive plan for improvement, timeline for evaluation and key quantifiable

measures. Both OPPE and FPPE processes were approved through the Medical Center Medical Board and finalized into hospital




APRNs consistently met expectations in all competencies reviewed through OPPE. Dashboards were consistently within target

ranges and available for review by care team members. In addition, APRNs indicated heavy involvement in research, education,

publication, project development and leadership.

Identifying Sacred Cows Within a Magnet Recognized Academic Medical Center

Taylor Keasler, BSN, RN

Teresa M. Stephens, PhD, MSN, RN

The purpose of this proposed poster is to describe the process and results of a nurse-sponsored event to promote interest in

evidence-based practice at a large magnet recognized academic medical center.

The Nursing Research Council (NRC) at The University of Tennessee Medical Center (UTMC) sponsored a

contest for nurses to identify sacred cows within their own practice environments and to explore the evidence to promote

change for improved patient outcomes. Nurses were introduced to the phenomenon of sacred cows and invited to submit an

entry identifying a sacred cow within their practice setting. Participants were encouraged to evaluate the literature and to make

recommendations for practice. The NRC, supported by the Nursing Leadership Council, requested each nursing unit submit at

least one entry. Over 50 entries were submitted. Members of the NRC reviewed all entries and the top five were displayed as

posters during Nurses Week 2014. Posters were displayed in a prominent location and UTMC staff had the opportunity to view

and vote for the top three posters.

Results from this event include increased knowledge and interest in evidence-based practice, identification of future nursing

research opportunities, and opportunities for change within the institution to improve quality and safety of patient care. As a

result, 19 policies and practices are currently under review.

Meaningful Experiences that Keep Newly Licensed Nurses in Nursing

Lisa Kirkland, BSN, MS, RN, CRRN

This presentation covers preliminary findings of a doctoral research study focused on newly licensed registered nurses in


The phenomenon of interest in this research study is the rapid exodus of newly licensed registered nurses from hospital nursing

within the first two years after graduation. High turnover rates among new graduate nurses not only compromise the nursing

workforce but also negatively affect patient outcomes and result in enormous administrative costs. New graduate nurses give life

to an organization; yet leaders tend to focus primarily on the problems of job dissatisfaction and high turnover rates during the

most formative months of new nurses’ transition to practice. As a result, hospitals act as revolving doors because new graduates

enter and exit so quickly. When new nurses leave, they most often move to non-hospital environments or leave nursing altogether.

Nurses are trained to look for problems and find solutions; when we pay attention to problems, we draw attention to them. When

organizational leaders focus on problems, it is easy for new nurses to forget why they chose nursing as a career. This qualitative

research study contributes to nursing science and counter-balances the negativism presented in the literature by having newly

licensed registered nurses describe meaningful experiences during the first years of practice that keep them in acute care hospital

settings rather than focusing on the problems they encounter in the workplace.

This presentation may have implications for newly licensed registered nurses, staff development educators, clinical preceptors,

mentors, and nurse administrators.

Association between Clinical and Academic Self-Efficacy and Progression Among Ethnically

Diverse and Male Nursing Students in Tennessee

Jacqueline C. Lewis, PhD, RN

The nursing profession has historically been limited in racial and gender diversity. Even though significant strides have been made

to increase diversity and retention among ethnically diverse and male nursing students there remains underrepresentation of

these groups in nursing practice and academia. This study examined nursing academic self-efficacy (NASE) and nursing clinical

self-efficacy (NCSE) among ethnically diverse and male nursing students to determine whether these factors were associated with

academic progression (AP) from the first semester to the second semester of a nursing program.

The sample consisted of 878 first year ASN and BSN students attending 13 state nursing schools. Approximately 18.5% of the

sample were ethnically diverse and 16% were male. While NASE was significantly associated with AP in the overall sample,

logistic regression analyses indicated NASE was a significant predictor of progression for Caucasian students but was not a

predictor of success for the ethnically diverse students in this sample. Ethnically diverse students had an 82.5% lower odds



(β = -.175; p < .0001) of progressing to the second semester compared to their Caucasian counterparts after adjusting for

demographic and other variables. Male students had similar NASE scores but marginally lower NCSE scores than females but

there were no gender differences in progression.

These findings suggest that the predictors of academic retention among ethnically diverse students need further investigation.

Limited numbers of ethnically diverse and male students in nursing programs pose a challenge to the provision of culturally

competent care in the rapidly growing diverse American society.

Integrating Test-Enhanced Learning into a BSN Foundations of Nursing Class: A Pilot Project

Greta Marek, DNP, RN, CNE

Laura Downer, MSN, RN, FNP, CNE

Purpose: The purpose of this pilot project was to assist student learning by incorporating weekly post-lecture quizzes in an effort

to increase the spacing time of studying. We hypothesized that weekly quizzes would increase the frequency and time that a

student spent studying lecture material and that the result would be better long-term retention of information and increased unit

exam grades.

Problem: Testing, as a means of assessing student competence, is an integral part of any nursing course. Unfortunately, exam

scores often do not reflect the amount of time and dedication that students report studying. Several studies have reported the

positive effect that test-enhanced learning (TEL) has on the long-term retention of information, or what is known as the testing


Objectives: For this presentation, the learner will be able to: 1) Explain what test-enhanced learning is. 2) Describe three

advantages of test-enhanced learning.

Methods: Literature review of MEDLINE, CINAHL, Pubmed, EBSCOhost and Google Scholar databases from 2009-2014.

Findings: Our results indicated that TEL had a positive impact on the retention of course material, unit exam scores, student

matriculation, as well as end of semester student reports of an increase in their overall satisfaction with the course. Additional

benefits of weekly quizzes identified by faculty were being able to assist students with issues surrounding test-taking techniques

and testing anxiety several weeks prior to students taking a unit exam.

Recommendation: We encourage faculty to integrate TEL in their courses to help support student success.

High Alert Medication Pilot: Improving Patient Safety in the PCICU and PICU

Manda Mitchell, BSN, RN, TNCC

Ashley Bonner, BSN, RN, CCRN

Vanderbilt has drafted a “High Alert Medication” policy for VUMC. The goal is to increase medication safety awareness and

practice in the administration of medications recognized to “bear a heightened risk of significant harm when used in error.”

Current PCICU/PICU guidelines require the co-signature of all medications drawn up for patient administration within unit. Staff

non-compliance has been related to the large volume of medications that require co-signatures and roadblocks in patient care


Due to the large volume of high alert medications administered in the PICU and PCICU and non-compliance related to current

policy and guideline practices, the PICU and PCICU are optimal units to trial and evaluate the proposed high. Recommendations

include: reducing the number of medications requiring a co-signature, implement independent double-checks of high alert

medications, collect data to assess the compliance and effectiveness of the high alert medication pilot, share pilot findings

regarding the drafted policy with PICU and PCICU leadership, Pharmacy, PM&I, and VUH.

The High Alert Medication Pilot was successful in both the PCICU and PICU. The PCICU saw an overall compliance increase of

33 percentage points and the PICU saw an increase of 15 percentage points. Due to the success of the pilot, both the PCICU and

PICU decided to adopt this practice as the standard of care in both units. We continue to monitor our compliance using the audit

tool and report these results to management and staff. The goal is to implement this policy in other areas of VCH.


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Timely Management of Febrile, Immunocompromised Pediatric Patients: A Quality Improvement


Jennifer Morgan, MSN, RN

Background: Children with cancer and certain blood disorders are immunocompromised and are at a high risk of infection. Fever

is considered a medical emergency, as these patients can quickly deteriorate without prompt assessment and administration of

broad spectrum antibiotics. Time to antibiotic administration (TTAA) represents the interval from the patient’s arrival to antibiotic

delivery, and is a widely used key quality indicator. Time to assessment by nurses and clinicians are also potential areas for


Objective: To improve the timely management of febrile, immunocompromised children at the St. Jude Affiliate program sites.

Methods: Baseline data was collected at each of the six St. Jude affiliate sites via a retrospective chart review of children with

cancer or sickle cell disease who presented with a new febrile episode (n=60). Mean times to initial assessment, TTAA, and time

to post-antibiotic assessment were calculated. Each affiliate team implemented changes, and charts were reviewed for postintervention

improvement (n=67).

Results: Mean baseline time to initial nurse assessment was 16 minutes and decreased to 9 minutes post-intervention (15 minute

expectation). Baseline TTAA was 108 minutes (60 minute expectation); 64 minutes post-intervention. Time to post-antibiotic

nursing assessment decreased from 81 to 67 minutes, but remained above the 15 minute expectation.

Conclusion: This quality improvement initiative was effective in reducing TTAA and initial assessment times; however, continued

analysis is needed to ensure that results are sustained and post-antibiotic assessment improvements continue. Collaboration of

physicians, nurses, pharmacists, and other healthcare personnel is essential to achieving this goal.

A Multidisciplinary Approach to the Integration of a Spirometry Protocol in Primary Care

Alice Myers, MSN, RN, FNP

Chronic Obstructive Pulmonary Disease (COPD) is the third leading cause of death in the United States, surpassed only by heart

disease and cancer (American Lung Association, p.1). In addition, COPD results in 1.5 million emergency room visits and more

than 700,000 hospital admissions each year. In 2011, an official statement was issued by the American College of Physicians

(ACP), American Thoracic Society (ATS), and the European Respiratory Society (ERS), recommending that “spirometry should be

obtained to diagnose airway obstruction” (Qassem). Though guidelines exist for use of spirometry, it is only being used in about

a quarter of primary care offices. Barriers include cost and time of appropriate training of staff, as well as patients. Intimidation

by the machine has been perceived by some primary care providers as another impediment. In order to move spirometry to the

bedside, a streamlined multidisciplinary protocol could give the process “legs” and galvanize stakeholders to engage in improved

diagnosis and treatment of the COPD population. By using spirometry to diagnose and grade the severity of the disease,

objective data can be used to guide treatment, reduce fragmented patient care, and help to reduce the cost-impact to the patient

and communities in which they reside.

Transforming Healthcare Through Innovative Interprofessional Nursing Education

Tommie Norris, DNS, RN

Erwin Story, MBA

Description of the Problem Addressed: The Institute of Medicine (IOM) in A Bridge to Quality (2003), identified inadequate

interprofessional communications as key contributor to medical errors and inefficiencies in care. In separate reports, the World

Health Organization (2010), IOM (2011), and the U.S Department of Health and Human Services (Healthy People 2020) reinforced

the importance and necessity of interprofessional education efforts to improve health care for vulnerable and underserved


Objective(s): This presentation will focus on innovative interprofessional education at the UTHSC College of Nursing.

Methods/Procedures: Nursing students practice blood transfusions with students from Allied Health and participate in

interprofessional learning activities with students from Physical Therapy. In addition, the course, Respecting Choices, was offered

for the first time in spring 2014. Twenty five nursing students including RN to BSN and MSN-CNL students participated in this

elective in the spring 2014 semester. This one-credit, interprofessional course focuses on the impact of health care literacy and

how it affects patient decision-making. Students are provided with communication strategies for discussing Advanced Care

Planning, palliative and hospice care with patients and family members. Interprofessional learning groups have opportunities in

which difficult health care conversations are practiced utilizing Standardized Patients. All students complete course modules

to obtain a certificate in Health Care Literacy and Communication as well as Facilitator Certification in the Respecting Choices

Advanced Care Planning curriculum.



Findings/Recommendations: Interprofessional learning better prepares the future nursing workforce to practice in a team-based

environment to improve the safety and quality of health care being provided in the U.S. system.

The Student Safety Coach Project: A University-Agency Partnership

Billie Phillips, PhD, RN

Patient safety is a significant nationwide problem. Each member on a nursing unit must be aware of and uphold safety norms on

their unit through a culture of safety program. (Agency of HealthCare Research and Quality, 2001; IOM, 2005; Quality and Safety

Education for Nurses (QSEN, 2012).

In health care facilities, units may designate a person as a safety representative, who reports to a safety council (Cadwalladar,

1989; Dawson, 2003; University of Tennessee Medical Center, 2012).

In a project funded by the National Student Nurses Association (2012), Lincoln Memorial University and UTMCK, a magnet

designated hospital, became partners to conduct a pilot project. The project goals were:

1) Establish a program for staff nurses to mentor students and utilize those students at a higher capacity

2) Foster a culture of safety through increased awareness of a system safety program.

3) Increase clinical competency of new nurses related to safety.

This project was piloted and students in Medical Surgical courses in spring and fall of 2013. Student volunteers viewed the Safety

Coaches orientation video, and were assigned to practice with a unit Safety Coach. Students used the Quality and Safety Monitor

Assignment(QSEN)(Palmer, 2012).

In summary, this project revealed new ways in which students can be mentored to role model safety as part of a unit culture, and

students mastered essential competencies related to safety prior to orientation and practice. In addition, this project supports a

call for responsiveness to establish new partnerships among students, faculty and clinicians.

What Are Some Effective Nursing Interventions to Reduce Hospital Acquired Infections?

Hilary Roberts

Hospital acquired infections (HAIs) or nosocomial infections are the most common, preventable infections in the healthcare

setting. “HAIs are common, costly patient safety problems. Each year, HAIs affect approximately 1.7 billion patients, lead to 4.5

infections per 100 hospital admissions, and are associated with 99 thousand deaths” (Uchida et al., 2011).

There are numerous types of nosocomial infections that can affect any patient population; however, some patients are more

susceptible to infection than others. Some of the most at risk patient populations have been researched including oncology,

pediatric, geriatric, and neonatal. Each population was confronted with invading bacterium that can be transmitted from different

medical vectors. Central line infections are a concern for oncology patient populations. However, in geriatric populations, catheter

associated urinary tract infections are more common. “Hospital acquired, catheter associated urinary tract infections are a

common and costly health concern. In excess of 500,000 occur annually in the United Sates, accounting for more than thirty

percent of nosocomial infections” (Oman et al., 2012). Other at risk populations includes neonates, who are at risk of infection via

nasogastric tube feeding or tracheobronchial suctioning while in the hospital (Rahim & Barnett, 2009).

The healthcare staff is critical to patient care as well as implementing infection prevention strategies. However, compliance with

infection prevention guidelines is not always optimal. This literature review sought to identify which interventions were most

effective in preventions hospital acquired infections.

Educating Medical Assistants Employed in Outpatient Antenatal Settings Using a Web-based


Ramona G. Scott, DNP, MSN, BSN

Purpose: The purpose of this presentation is to educate nurses about the effectiveness of utilizing web-based learning to teach

specialty skills to medical assistants (MAs). The presentation, in lecture or poster, will include information about MA education

and certification and review findings from a pilot project in which MAs were taught nonstress testing skills using Moodle, a free

e-learning format.

Objective 1: Identify the need for medical assistants to be educated in specialty skills.

Objective 2: Cite examples of web-based learning platforms.

Objective 3: Recognize the role of web-based learning in staff education in an outpatient setting.



Clinical problem: Medical assistants (MAs) have diverse educational backgrounds and experiences. Specialty skills are not

taught as a part of most medical assistant programs and thus, must be learned on the job. Web-based, modular programs meet

the need for specialty skills education in a cost-effective, convenient way.

Methods: A pilot project was conducted to develop, implement, and evaluate a web-based learning module to teach nonstress

testing skills to medical assistants employed in six outpatient perinatal settings. Eighteen MAs participated in an online module

and completed the pre and post-tests. Demographic information and opinions were also elicited from the participants.

Results: Gains in knowledge were significant (p=.029, Cohen’s d=.87) and the participants indicated an appropriate level of

difficulty for the module.

Conclusion: The findings of this pilot study support web-based modular learning for MAs working in specialty settings and

nurses can be instrumental in the development of continuing education material for ancillary office staff.

Obesity and Type 2 Diabetes Mellitus Education through a School-Based Health Care Mobile


Shelia Perolina Umayam, DNP, MSN, RN, CPNP-PC

Introduction: The purpose of the project was to create and disseminate obesity management and type 2 diabetes mellitus

prevention education materials through Well Child, Inc. (WCI). The education materials were created to promote health, improve

health literacy, and encourage self-care among children.

Method: The project design was the creation of written materials adapted from the American Academy of Pediatrics (AAP) and

Centers for Disease Prevention and Control (CDC). The setting included WCI’s mobile clinics that travel to schools in over 30

Tennessee counties. The population included children ages 7 to 11 years old considered overweight or obese according to BMI.

WCI’s electronic health record (EHR) identified these children.

Results: A health literacy expert agreed that the education materials had readability and face validity.

Discussion: The patient education materials will begin dissemination August 2014. Future implications include follow-up studies

regarding the effectiveness of education materials in promoting health, improving health literacy, and encouraging self-care

among children.

Effects of Care Coordination and the Medical Home on Outcomes for Children with Special Health

Care Needs (CSHCN)

Donna Wallace, BSN

Description: The need for care coordination was first identified by the American Academy of Pediatrics in 1967, yet has remained

an under addressed issue for over four decades, leading it to remain a goal for Healthy People 2020. The concern regarding care

coordination for children with special health care needs (CSHCN) stems from the plethora of services, practitioners, medications,

therapies and technological interventions required to ensure survival for the patient, while promoting the best overall outcomes.

Coordination of information and services can be overwhelming for families, as well as among those providing care to the child.

This may often lead to miscommunication between families and practitioners, as well as medical errors, which may be detrimental

to the health of the patient.

Objectives: The purpose of this poster is to identify the challenges that exist in caring for CSHCN, models of care management

that promote patient and family-centered care and improved outcomes for the patient, effects of care management on outcomes

for CSHCN, and suggestions for implementation of a care coordination or medical home model in a pediatric setting.

Methods/Procedures: A systematic review of EBP literature from 2009-2014.

Findings and Recommendations: Use of care coordination services and/or the medical home model has been shown

to decrease inpatient admission rates, ED usage, length of stay, and medical errors. It has also been shown to increase

communication between practitioners, therapists and families, as well as an improvement in outcomes based on better utilization

of services.



Determinants of Health in the News: Integration of Concepts into Community Health Curriculum

Pamela Waynick-Rogers, DNP, APRN-BC

Sharon Jones, DNP, RN

Vanderbilt School of Nursing uses the Healthy People Determinants of Health as a framework for the community health

curriculum. The community health course is a three semester, longitudinal experience where students are assigned to a

community-based site for the duration of their Prespecialty year. The Determinants of Health in the News assignment given the

first semester is designed to demonstrate the integration of students’ knowledge regarding the Determinants of Health, Healthy

People 2020 and aggregate-based health issues. This activity offers students the opportunity to apply knowledge related to the

Healthy People Determinants of Health and Healthy People 2020 Objectives to a specified aggregate and health issue. There are

two objectives for this assignment: Demonstrate proficiency in navigating Healthy People website in order to access aggregatespecific

health issues, objectives, and the Determinants of Health and to demonstrate an understanding of the relationship

between aggregate-based health issues and Determinants of Health.

The poster will detail the assignment, provide student examples and feedback and demonstrate how this assignment meets

course objectives.

Hospital Organ Donation Advisory Committee: Restructure, Redesign, What Impact Can You Have

on the Frontlines?

Tanika Wilson, MSN, RN, NE-BC

Teresa Hobt- Bingham, MSN, RN

Heather Hart, BSN, RN, CCRN

Purpose: Restructuring the Organ Donation Advisory Committee (ODAC) at Vanderbilt University Medical Center has resulted

in an impact on the frontline care of Donor patients within our organization. In 2013, a change in leadership of the committee

occurred. The decision was made to restructure the committee going forward and to increase the frequency of meetings. By

re-engaging unit leaders in ODAC, we hoped to have a frontline impact on our donation processes. Our approach included four

areas of focus: committee restructure, adding key stakeholders, frontline education, and development of a nurse champion subcommittee.

Results: 2013 was the best year to date for donation at VUMC with the most organ donors (73) and the best conversion rate

(91%). VUMC also saw in increase in unit outcomes. VUMC gap analysis has noticeably improved starting in 2011 with 19 cases,

2012 had 15 cases while 2013 drastically decreased and ended with five cases. Unfortunately, the number of organs transplanted

per donor (OTPD) has decreased but this is a result of increased number of extended criteria donors. Our dashboard reflects

100% timely notification rates and referral rates for the last quarter of 2013.

Conclusions: As a result of the implemented changes, donation is now a Vanderbilt process and not a Tennessee Donor Services

process. Participants in this session will learn how to effectively redesign organizational committees; thereby, reengaging leaders

to support the frontline teams and involving frontline nurses in decision making. Process improvement efforts will be shared that

can be applied to the restructure of various workgroups.














*Mrs. Lena A. Warner . ..................................................................1905-1918

*Nina E. Wootton . ......................................................................1918-1919

*Myrtle Marion Archer . ..................................................................1920-1921

*Mrs. Daisy Gould . .....................................................................1921-1923

*Mrs. Myrtle E. Blair . ....................................................................1924-1925

*Abbie Roberts . .......................................................................1926-1927

*Mrs. Corrine B. Hunn . ..................................................................1928-1929

*Hazel Lee Goff . .......................................................................1930-1932

*Nancy Rice (Nashville) . .................................................................1933-1935

*Aurelia B. Potts (Nashville) . ..............................................................1936-1937

*Mattie E. Malone (Memphis) . ............................................................1938-1939

*Lennis Ault (Knoxville) . .................................................................1940-1942

*Frances H. Cunningham (Memphis) . .......................................................1942-1944

*Beatrice M. Clutch (Nashville) . ...........................................................1944-1948

*Ruth Neil Murry (Memphis) . .............................................................1948-1950

*Elizabeth H. Killeffer (Cookeville) . .........................................................1950-1952

*Violet M. Crook (Union City) . .............................................................1952-1955

*Catherine M. Sterling (Memphis) . .........................................................1956-1959

*Vesta L. Swartz (Johnson City) . ..........................................................1960-1961

*Mary Frances Smith (Memphis) . ..........................................................1962-1966

*Dorothy L. Griscom (Memphis) . ..........................................................1966-1969

*Dorothy Hocker (Nashville) . ..............................................................1969-1971

*Mary Evelyn Kemp (Nashville) . ...........................................................1971-1973

*Erline Gore (Nashville) . .................................................................1973-1975

Patsy B. McClure (Knoxville) . .............................................................1975-1977

*Emma Lou Harris (Chattanooga) . .........................................................1977-1979

*Mary Windham (Clarksville) . .............................................................1979-1981

Annie J. Carter (Nashville) . ...............................................................1981-1983

Margaret Heins (Knoxville) . ...............................................................1983-1985

Virginia Trotter Betts (Nashville) . ...........................................................1985-1987

Margaret Heins (Knoxville) . ...............................................................1987-1989

Frances Edwards (Nashville) . .............................................................1989-1993

Carol Blankenship (Johnson City) . .........................................................1993-1995

Sharon Adkins (Nashville) . ...............................................................1995-1997

Peggy Strong (Memphis) . ................................................................1997-1999

Gary Crotty (Knoxville) . ..................................................................1999-2001

Wanda Neal Hooper (Nashville) .......................................................... 2001-2003

*Maureen Nalle (Knoxville) . ...............................................................2003-2005

Susan Sanders (Lynchburg) . .............................................................2005-2007

Laura Beth Brown (Nashville) . ............................................................2007-2009

Elizabeth H. Smith (Piney Flats). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2009-2011

Lena Patterson (Ooltewah) . ..............................................................2011-2012




Promotion of Nursing Image Program

The Tennessee Nurses Foundation partners with other organizations to accurately portray the

professionalism of nursing and to promote a positive image of the profession and nursing.

TNF Grant Review Process

The grant review process will take approximately four to six weeks. If you miss a deadline, your grant

application will not be reviewed until after the next deadline date. If you have questions regarding the grant

application process, contact TNF at tnf@tnaonline.org.

TNF’s Initiatives

TNF’s RN to BSN Scholarship Program

The TNF RN to BSN Scholarship is an educational scholarship for eligible Registered Nurses in the State of

Tennessee who are continuing their education to attain a BSN.

Scholarship applications are reviewed once each year. The deadline is November 1.

Memorial Graduate Nursing Scholarship Program

The Tennessee Nurses Foundation supports the education of nurses who are members of the Tennessee

Nurses Association by providing scholarships for those nurses seeking higher education.

Scholarship applications are reviewed once each year. The deadline is November 1.

Nursing Research Grants

The Tennessee Nurses Foundation provides grants to nurses who are members of the Tennessee Nurses

Association engaging in scientific and other research projects focusing on nursing practice.

Grant applications are reviewed twice each year.

Submission deadline dates are the last day of February and August.



Leadership Nursing Program

The Tennessee Nurses Foundation provides scholarship opportunities for members of the Tennessee

Nurses Association to participate in a variety of leadership development programs to prepare nurses for an

enhanced role in nursing and community involvement.

In addition, scholarships for nursing students to attend the TNA and ANA Annual Conventions may be


Grant applications are reviewed twice each year.

Submission deadline dates are the last day of February and August.

Arthur L. Davis Publishing Agency LPN to RN Scholarship Program

The Tennessee Nurses Foundation supports the education of Licensed Practical Nurses by providing

scholarships for those nurses seeking higher education through an accredited LPN to RN nursing program.

Scholarship applications are reviewed once each year. The deadline is November 1.

TNA District Educational Scholarship Program

The TNA District Educational Scholarship is an educational scholarship provided by the Tennessee Nurses

Foundation to all TNA District Associations in an amount up to $2,000 per fiscal year. TNF’s fiscal year is

July 1 through June 30.

Applicants must contact their TNA District Association for scholarship application and criteria; must have

been a continuous member of TNA for at least one year prior to the scholarship application; or the applicant

shall be a non-licensed RN student in a nursing program. TNA members cannot be awarded outside of their

own District Association.

TNF’s Honor A Nurse Program

The Tennessee nurses Foundation (TNF) welcomes you to publicly recognize a special nurse in your life.

With your $50 tax-deductible donation to TNF, your honored nurse’s name will appear in the Tennessee

Nurse, (a quarterly publication sent to all Registered Nurses in the State of Tennessee), as well as in the

designated “Honor A Nurse” section under the Tennessee Nurses Foundation’s link at www.tnaonline.org.

A photo and brief paragraph may also be submitted to further recognize your honored nurse.

This program is available to honor any Tennessee nurse. Honor a nurse friend, nurse family member,

or nurse colleague by marking their anniversary, birthday, special event or occasion, or as a memorial.

Patients, or the patient’s family, may honor a nurse that truly made a difference in their care or the care of a

family member.



Your $50 donation will go toward continued support of the TNF and its work pertaining to scholarships,

and grants that support the needs of nurses in Tennessee. TNF is a nonprofit, 501(c),(3) organization.

Donations are tax-deductible to the fullest extent allowed by law and support the mission of TNF.

TNF’s TNA Membership Dues Scholarship Program

TNF’s TNA Membership Dues Scholarship Program is a program that allows a tax-deductible donation

to be given for TNA membership dues, thereby sponsoring a Registered Nurses’s membership in the

Tennessee Nurses Association. Donation amounts are for annual dues only. TNF will accept a Reduced

Dues donation only if the person being sponsored qualifies for that dues rate. TNA Reduced Membership

dues, ($145), are for RNs who are not employed, RNs who are full-time students, newly licensed

graduates, or age 62+ and not earning more than Social Security allows. All other RNs will qualify for the

Full Rate of TNA/ANA dues, ($290), or ($199) for the State-Only dues.

A secure online form is available at www.tnaonline.org. Please have the RNs name, mailing address,

daytime phone and email address ready before you click to make your donation. If you do not have a

specific RN you would like the donation to go to, check ‘A Deserving RN’ once you get to the donation

page and the TNF Board of Trustees will designate the membership for you.

The mission of the Tennessee Nurses Foundation is to promote professional excellence in nursing.

Membership in Tennessee’s professional nurses association, TNA, is the essence of being a nursing

professional. Your kind donation will help a nurse in pursuit of that endeavor.

Tennessee Professional Assistance Program (TnPAP)

The Tennessee Professional Assistance Program provides advocacy, referral, and monitoring services for

chemically dependent, psychologically or physically impaired health care professionals, who are licensed

or eligible for licensure in the State of Tennessee; and for students in health professional programs. Visit


For complete details on the Tennessee Nurses Foundation, visit www.givingmatters.com.

The mission of the Tennessee Nurse Foundation it to promote professional excellence in Nursing.








The University of Memphis

Loewenberg School of Nursing


Advance your career while working closely with faculty, nurses and patients –

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Academic programs include:

· Bachelor of Science in Nursing (BSN)

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with concentrations in:

- Executive Leadership (EMSN)

- Nursing Administration

- Nursing Education

- Family Nurse Practitioner

- FNP Post-Master’s Certificate

To learn more about one of the nation’s top nursing programs,

and to apply, visit nursing.memphis.edu or call 901.678.2003.

The BSN and MSN programs are accredited through the Commission on

Collegiate Nursing Education (CCNE).

A Tennessee Board of Regents Institution. An Equal Opportunity/Affirmative Action University




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