Sample Abstract C - Child Life Council

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presentation will provide an overview of how a region of child life student coordinators created a networking initiative for the purposes of building positive working relationships, establishing lines of communication, supporting one another through program growth and challenges, and increasing consistency amid regional student programming. C. Program’s Development/Description of Concept/Methodology of Research- In May 2011, a children’s hospital hosted the first regional gathering of student coordinators representing eight child life programs. Since that meeting, there have been two other sessions hosted by other children’s hospitals in the region, with the fourth scheduled for the fall 2012. These full-day sessions allowed student coordinators the opportunity to openly discuss programming processes, needs and challenges. This encouraged community and prevented one organization from dominating the discussion (Grams, 2012), thus fostering an attitude of collaboration rather than competition. For example, discussion items were collectively decided prior to the gathering and prioritized by all attendees on the day of the session. In order to ensure productive dialogue, coordinators from the host-hospital facilitated conversation, served as timekeeper and transitioned the discussion. Topics discussed have included: • Implementation of CLC certification eligibility requirements relevant to student programming (CLC, 2012) • Alignment of practicum and internship expectations and program content • Implementation of effective supervisor training • Structure of departmental student programming team • Partnerships with regional academic institutions Coordinators at the host-hospital were responsible for delegating action-items requiring follow through and providing meeting minutes to both those present and those unable to attend. D. Results/Outcomes - As a result of this initiative, child life professionals in the region have built positive and supportive relationships. Attendees have reported they are more comfortable contacting each other with questions and concerns and agree that student programs benefit from these conversations. Other outcomes include document sharing and increased consistency between programs in the region. For example, at the most recent session, attendees agreed to follow common deadlines and offer dates for practicum programs. For the spring 2012 session, representatives from universities and colleges were invited to share their feedback and ideas, affording an opportunity to build relationships and improve communication between academic institutions and child life programs. Their participation has created an avenue for discussion around the Child Life Council’s requirements for academic preparedness (CLC, 2012b). Obstacles
include event promotion and participation; however, the number of programs represented increased with each networking session. E. Relevance to child life practice This initiative impacts child life practice by creating a practical forum for relationship building and discussion between multiple organizations. Attendees are able to better their student program content in a way that is meaningful and supportive, thus directly benefitting students who complete training programs in the region. Through this initiative, student coordinators discuss and promote recent CLC efforts to bring consistency and credibility to training programs (CLC, 2012b). Just as the participants of this initiative embrace the components of collaborative leadership, innovation, and information sharing supported by the Magnet Model of Nursing (ANCC, 2012) and the Core Concepts of Patient- and Family-Centered Care (IPFCC, 2012), other regional child life professionals can collaborate to implement similar programs. Poster Organization: The poster will be composed of three sections. Section one will introduce the background information, the process of conducting a needs assessment, and developing and implementing a regional initiative. A model, highlighting the essential elements of the initiative and illustrating their relationship to one another, anchors section two, the largest section. Components of this model include collaborative leadership, mutual influence, innovation, information sharing, peer collaboration, and communication. Lastly, section three, will identify obstacles and clarify outcomes achieved by the initiative. References: American Nurses Credentialing Center. (2012). Magnet recognition program model. Retrieved from http://www.nursecredentialing.org/Magnet/ProgramOverview/New- Magnet-Model.aspx Child Life Council. (2002) Official documents of the Child Life Council. (3rd ed.). Rockville, MD: Child Life Council. Child Life Council. (2012a). Eligibility requirements. Retrieved from http://www.childlife.org/Certification/Getting20Certified/EligibilityRequirements.cfm Child Life Council. (2012b). Child life professional certification candidate manual. Retrieved from http://www.childlife.org/Certification/Getting20Certified/Eligibility Requirements.cfm
Page 1: Poster Title: Excellence through co

Sample Abstract C - Child Life Council

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