2014 Tennessee Nurses Association Conference Yearbook

NURSES TRANSFORMING HEALTHCARE: A WORLD OF OPPORTUNITY
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.
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