2016 TNA–TASN Joint Conference

Culture of Health: The Nurse, The Patient, The 

Community--Maximizing Life’s Potential

Culture of Health: The Nurse, The Patient, The Community – Maximizing Life’s Potential 

Culture of Health: The Nurse, The Patient, 

The Community – Maximizing Life’s Potential 

October 28–30, 2016 | Murfreesboro, TN | Embassy Suites SE – Murfreesboro 

Table of Contents 

Welcome from the TNA President. .................................................................... 3 

Welcome from the TNA Executive Director. ............................................................. 5 

Welcome from the Tennessee Association of Student Nurses. .............................................. 9 

2016 TNA & TASN Conference Schedule. ............................................................. 11 

Embassy Suites Floor Plan Meeting Rooms. ........................................................... 17 

General Announcements. .......................................................................... 19 

Meet Our Keynote Speaker. ........................................................................ 21 

Meet the Presenters .............................................................................. 22 

2016 Membership Assembly Rules and Information ..................................................... 29 

Disclosures to Participants, Continuing Nursing Education Instructions. ..................................... 30 

Introduction to Robert’s Rules of Order ............................................................... 31 

2015–2017 Legislative and Health Policy Statements .................................................... 33 

Tennessee Nurses Political Action Committee (TNPAC). .................................................. 35 

TNPAC Legislative Participants. ..................................................................... 38 

Nightingale Tribute & Memoriam. .................................................................... 43 

TNA Board of Directors and Staff. ................................................................... 44 

TNA District Map. ................................................................................ 45 

2016 Slate of Candidates. ......................................................................... 46 

Poster Abstracts. ................................................................................ 49 

TNA Financials .................................................................................. 62 

TNA Area of Interest Form. ......................................................................... 66 

TNA Past Presidents. ............................................................................. 67 

Tennessee Nurses Foundation (TNF) – Mission – Goals – Initiatives ......................................... 68 

TNF Board of Trust Roster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 

TNA Member Benefits. ............................................................................ 73 

TNA 2017 Events. ................................................................................ 74 

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 

www.tnaonline.org 

Published by: 

Arthur L. Davis 

Publishing Agency, Inc. 

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Welcome from the TNA President 

Sandy Murabito, Ed.D, MSN, RN 

On behalf of the TNA Board of Directors & staff, I welcome you to the 2016 Tennessee Nurses 

Association & Tennessee Association of Student Nurses Annual Conference. This is our 

seventh consecutive year in linking arms with TASN, and we appreciate the ability to partner 

with these emerging nurse professionals. 

This year’s conference Culture of Health: The Nurse, The Patient, The Community: 

Maximizing Life’s Potential, is a topic in which we are all invested. In particular, registered 

nurses have much power to contribute to the vision and work of promoting and sustaining 

health, wellbeing and equity across our state. Our intention is that this conference will 

energize and amplify our work in caring for ourselves, our patients and our communities. 

There is something in this conference for everyone including educational sessions, poster 

sessions, legislative updates, networking and FUN! My most favorite part of the conference 

weekend is bringing nurse professionals from across our state together in one place. The expertise and talent we have 

in our organization is rich and diverse. The relationships built and nurtured during this time are, in my opinion, one of the 

best values in attending. I encourage you to enjoy and take part in the conference events. 

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BSN Contact the School of Nursing, 270.809.2193 

Advanced Practice DNP Options: 

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« Strong faculty committed to excellence in education and practice. 

www.murraystate.edu/nursing 

Equal education and employment opportunities M/F/D, AA employer 

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Welcome from the Executive Director 

Sharon Adkins MSN, RN 

Welcome to the 2016 TNA & TASN Joint Conference, Culture of Health: The Nurse, The 

Patient, The Community – Maximizing Life’s Potential. Once again, we are 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. 

This year we take a look at health and its many dimensions. From the healing power of humor, 

sexual health, and spiritual well-being to leadership, substance abuse, and mentoring, you 

will see the wide variety of topics and expertise to be presented. Take full advantage of all 

that is offered. 

The Membership Assembly will do the work of the association… giving direction, setting 

priorities, and dealing with issues of importance to our patients and our profession. As in the past, this is also an 

opportunity to support the work of TNPAC and TNF by “bidding often and bidding high” in both the TNF silent auction 

and the TNPAC live auction…Christmas is just around the corner and what better way to shop! 

Two events are very special, the Welcome Reception and the Awards Gala. Be sure to attend, to relax, to celebrate and 

to have fun. This year’s conference 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. I look forward to spending these next 

days with you…my colleagues and friends. 

This year’s conference has been diligently planned under the 

direction of Jenny Webb (TNA Board Director of Education) 

and our 2016 Conference Planning Committee. 

Please thank the following individuals for their yearlong 

effort in planning our annual conference: 

Keeley Bowman 

Takeitha Chambers 

Patsy Crihfield 

Evelyn Jones-Talley 

Christina Ketron 

Carla Kirkland 

Canaan Lindsay 

Ashleigh McMahan 

Sandy Murabito 

Gladys Nance 

Billie Sills 

Ginger Smith 

Susan Smith 

Donna Wallace 

Jenny Webb 

Raven Wentworth 

Stephanie White 

Tracy Wilson 

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Welcome from the Tennessee Association of Student Nurses 

Gladys Nance, BSN, RN, TASN President 2015-2016 

Greetings from the Tennessee Association of Student Nurses and welcome to the 2016 TNA 

and TASN annual joint conference! I would like to personally thank you for your willingness to 

attend the conference and your commitment to this wonderful association. This conference 

is an opportunity to develop as a professional nurse and network with one another. It will 

provide a wealth of information that you will be able to bring back to your school or practice. 

Take this as an opportunity to challenge yourself and partake in the multiple sessions TNA 

and TASN will be providing. If you have joined us before, I encourage you to foster our 

newcomers and share your experience. Lastly, I would like to extend a special thank you to 

the 2015- 2016 TASN Board of Directors for their hard work and dedication. Thank you TASN 

for a great year and for allowing me to represent you! 

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2016 TNA & TASN Conference Schedule 

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Committed to Excellence. 

Committed to You. 

Thank you to our faculty 

for serving in TNA leadership. 

• Bachelor of Science in Nursing 

• Accelerated BSN for Second-Degree 

Students 

• RN to BSN 

• Associate degree to BSN dual degree 

• LPN to BSN 

• Master of Science in Nursing 

• Clinical Nurse Leader 

• Post-Master’s Certificate Program 

• PhD in Nursing 

• Doctor of Nursing Practice (BSN or MSN 

to DNP) 

• Professional Development Programs 


Tracy Wilson 

Sandy Murabito MSN, 

EdD, RN Assistant Professor of 

Nursing – President, Tennessee 

Nurses Association 

Donna Copenhaver MSN, 

EdD, RN Assistant Professor of 

Nursing – Secretary, Tennessee 

Nurses Association 

Tracy Wilson MSN, DNP, 

RN, FNP-BC, CNE Assistant 

Professor of Nursing – Nominating 

Committee Member, 

Tennessee Nurses Association 

Loretta Bond PhD, RN, CNE 

Assistant Professor Nursing – Vice- 

President, District #3, Nashville 

Donna Copenhaver 

Loretta Bond 

Many graduate and undergraduate programs are available online. 

ETSU.edu/nursing 

888-37-NURSE 

www.belmont.edu 

ENSURING ACCESS TO 

QUALITY HEALTHCARE 

FOR ALL TENNESSEANS. 

It’s our priority. Nurses help make it possible. 

WWW.THA.COM 

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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. 

BlueCare Tennessee and BlueCare, 

Independent Licensees of BlueCross BlueShield Association 

Please visit our website at 

bluecare.bcbst.com 

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. 

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Embassy Suites Meeting Rooms 

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General Announcements 

Welcome to the 2016 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. 

The Tennessee Nurses Political Action Committee, (TNPAC), will host a Legislative panel on Friday from 2:15-3:45 p.m. 

in rooms Mirabella B-D. 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. 

Join us Friday evening between 6:00 – 9:00 p.m. for food and fun during the Welcome Reception and Exhibits. Enjoy 

networking time, participate in the costume contest, take a shot at the photo booth, and meet and greet exhibitors. 

The Tennessee Nurses Foundation Silent Auction opens Friday at 10:00 a.m. in Mirabella A. Donations can be dropped 

off until 11:00 a.m. Saturday morning. The auction will close Saturday at 4:30 p.m. 

ZUMBA classes will be held Saturday and Sunday mornings at 7 a.m. in Mirabella J. Don’t miss this chance to start your 

morning off with a bang! 

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. 

Your registration fee includes a ticket to attend Saturday evening’s TNA Awards Gala. You should have received the 

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. 

TNPAC will feature the second Annual District Basket Challenge and Auction during the Awards Gala. All proceeds will 

support TNPAC efforts in reaching its 2016 fundraising goal. Please take this opportunity to bid high and often. 

Sunday morning’s Sunrise Service will be held in Cambridge A at 7:30 a.m. Gary Crotty and Wilhelmina Davis will lead 

the service and Kathryn 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. District signs will be posted so you can gather 

with your district colleagues. 

Not a TNA member? Join TNA now and receive $25 off your Full rate annual membership dues. Don’t miss this 

opportunity! Many members tell us they are where they are today because of the connections they have made 

through TNA. 

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 2016 TNA & TASN Annual Conference! 

Registration Hours 

Friday: 8:00 a.m. – 6:00 p.m. 

Saturday: 7:00 a.m. – 4:30 p.m. 

Sunday: 7:30 a.m. – 10:00 a.m. 

VOTE on Sunday 

Vote Sunday morning between 7:30 – 9:00 a.m. in 

Mirabella A. Election results will be announced during 

the closing of the Membership Assembly. 

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2016 Tennessee Nurses Association Awards Gala 

Saturday, October 29, 2016 | 7:00 pm – 9:00 pm 

Music by Jeff Nelson 

Award Recipients will be honored with the following: 

Outstanding Member Award 

Professional Promise Award 

Nursing Excellence in Education Award 

Nursing Excellence in Administration Award 

Nursing Excellence in Direct Care Award 

Lifetime Achievement Award 

Alma E. Gault Leadership Award 

Louise Browning Political Nurse Award 

100% Faculty Membership Certificate of Recognition 

President’s Membership Certificate of Recognition 

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Friday 

2016 Presenters 

Saturday (continued) 

Dispelling the Myths of Suicide 

Clark Flatt 

Founder and President 

Jason Foundation, Hendersonville 

Nursing for the Greater Good: 

The Healthcare Gap in Tennessee 

and How You Can Help the Healing 

Co-Presenters 

Margaret Ecker, RN, MS 

Retired, formerly Outreach Coordinator 

at Tennessee Justice Center, Nashville 

and 

Clare Sullivan, MSPH, RN, MSN 

Vice President, THCC Executive Board 

Tennessee Health Care Campaign, 

Nashville 

Saturday 

Implementation of a Motivational 

Interviewing Program to Assist 

Intrapartum Nurses in Identifying 

Barriers and Health Behaviors that 

Reduce Breastfeeding Rates 

Leigh Ann Breckenridge, DNP, MSN, RN 

Assistant clinical professor, University 

of Memphis, Loewenberg College of 

Nursing, Memphis 

Surviving Shift Work 

Jennifer Hensley, EdD, CNM, 

WHNP-BC, LCCE 

Associate Professor, WHNP Program, 

Vanderbilt University School of Nursing, 

Nashville 

Ten Evidence-based, Efficient, and 

Effective Strategies to Safeguard 

Your Nursing Practice When Caring 

for Patients Taking Opioids 

Karen Hande, DNP, ANP-BC 

Assistant Professor, Vanderbilt 

University School of Nursing, Nashville 

Screening, Brief Intervention, and 

Referral for Treatment: A Tool for 

Early Identification for Substance 

Abuse Risks 

Patsy Crihfield, DNP, APRN, FNP-BC, 

PMHNP-BC, PMHS 

Associate Dean of Graduate Programs 

and Professor of Nursing, Union 

University, Ripley 

Spiritual Well-Being: Are Nurses 

Prepared to Provide Spiritual Care 

Nancy LaBine, PhD, MSN, RN 

Director of Nursing, Cleveland State 

Community College, Cleveland 

Promoting Positive Sexual Health for 

Your Patients: It’s All About Quality 

of Life 

Diane Todd Pace, PhD, APRN, FNP-BC, 

NCMP, FAANP 

Associate Professor/Director DNP Program 

UTHSC College of Nursing, Memphis 

Starting That Crucial Conversation: 

Preparing Your Patient, Family 

and Significant Other for Life’s 

Inevitable Event 

Emma Murray, DNP, APRN, ACNP-BC, 

FCCS 

Asst. Professor, Department of 

Acute and Tertiary Care, University 

of Tennessee Health Science Center, 

College of Nursing, Memphis 

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Saturday (continued) 

2016 Presenters 

Sunday (continued) 

Should Nurses Go Vegan? 

(How to Avoid Eating Our Young) 

Jennie Anderson, MSN, RN, CVRN-BC 

Lead Faculty Chattanooga College PN 

Program, Chattanooga 

Mentoring a Bond of Trust 

Cathy Yancey, RN, CCM 

Certified Case Manager, Baptist 

Memorial Hospital, Memphis 

Achieving Cultural Competence in 

the Health Care Profession 

Linda Darnell, MSN, RN 

Associate Professor of Nursing, Austin 

Peay State University, Clarksville 

Sunday 

Care of the LGBT Patient 

Self-Care: What’s It Got to Do With 

Leadership 

Deborah Lee, PhD, RN 

President, Better Choices Wellness 

Certified Integrative Health Coach 

Instructor, Integrative Health Coach 

Professional Training Program, Duke 

Integrative Medicine 

Research Specialist, College of Health and Human 

Services, Western Kentucky University 

Jesse M. Ehrenfeld, M.D., M.P.H. 

Associate Professor of Anesthesiology, 

Surgery, Biomedical Informatics & 

Health Policy 

Director, Education Research – Office of 

Health Sciences Education 

Director, Program for LGBTI Health 

Associate Director, Vanderbilt Anesthesiology & 

Perioperative Informatics Research Division 

Department of Anesthesiology | Vanderbilt University 

School of Medicine, Nashville 

Integrating a Quality Improvement 

Framework into Nursing Student-Led 

Community Health Project 

Co-Presenters 

Natasha McClure, MSN, PNP-BC 

Instructor of Nursing, Vanderbilt School 

of Nursing 

and 

Carrie Plummer, PhD, ANP-BC 

Instructor of Nursing, Vanderbilt School 

of Nursing 

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* This continuing nursing education activity was approved by the North 

Carolina Nurses Association, an accredited approver by the American Nurses 

Credentialing Center’s Commission on Accreditation. 

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Annual TNA DISTRICT BASKETS 

Challenge and LIVE AUCTION 

Saturday, October 29, 2016 

Awards Gala 

REMINDER: ALL PROCEEDS BENEFIT TNPAC 

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2016 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 

attendance. 

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 

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 portfolio. 

Registration 

Friday: 8:00 a.m. – 6:00 p.m. 

Saturday: 7:00a.m. – 4:30 p.m. 

Sunday: 7:30a.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. 

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. 

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Disclosures to Participants 

Purpose 

Participants will gain knowledge on a broad range of health related topics and strategies that they can integrate into 

their practice. 

Contact Hour Credit 

Participants at the 2016 TNA & TASN Joint Conference can earn a maximum of 10 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 

• Be seated in the session room no later than five minutes after it has started. 

• Remain in the session until the scheduled ending time. 

• Complete and submit the Evaluation Form(s) and the Verification of Attendance/Certificate Form listing each 

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 2016 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). 

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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 

confusion. 

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 rules! 

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

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. 

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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 Chairman. 

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. 

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2015-2017 Legislative and Health Policy Statements 

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

approximately 100,000 registered nurses. This position paper outlines the basic philosophy of the TNA’s Membership 

Assembly 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 actions. 

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: TNA is supportive of initiatives that improve health and health care and 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, including: 

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 (2008); 

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. 

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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. 

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35


Thanks to the following for their 2016 

contributions and support! 

Sharon Adkins 

Diana Baker 

Leigh Ann Breckenridge 

Cynthia A. Borum 

Debra Chyka 


Patricia Cunningham 

Sharon Davis 

Francisca Farrar 

Mary Bess Griffith 

Amy Hamlin 

Richard Henighan 

Derenda Hodge 

Aranya Hyers 

Florence Jones 

Pam Jones 

LaKenya Kellum 

Jill Kinch 

Shelley A. Miller 

Jenny Mullen 

Sandra Murabito 

Allyson Neal 

Wendy Nehring 

Diane Pace 

Janie Parmley 

Charlyne Parson 

Louanne O’Dell 

Kimberly Perry 

Chaundel Presley 

Melissa Ott 

Kathy Putman 

Christine Reed 

Sheila Ridner 

Frances W. Billie Sills 

Greater Memphis APRN 

Tracey Stansberry 

Peggy Strong 

Debra Sullivan 

Elizabeth Haley Vance 

Jennie Walls 

Jenny Webb 

Raven Wentworth 

TN ACNM Affiliate 

TNA District 3 – Music City 

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37


2016 TNPAC Legislative Participants 

Senator Mark Green – Clarksville 

Senate District 22 – Stewart, Houston and Montgomery Counties 

1st Vice Chair, Senate Commerce and Labor Committee; Member of the Senate Energy, Agriculture 

and Natural Resources Committee; and Member of Senate State and Local Government 

Representative Mary Littleton – Dickson 

House District 78 – Cheatham and parts of Dickson Counties 

Vice Chair, House State Government Committee; Member of the House Health Committee; 

and Member of House State Government Subcommittee 

Representative Sherry Jones – Nashville 

House District 59 – Parts of Davidson County 

Member of the House Civil Justice Committee; House Health Committee and 

House Civil Justice Subcommittee 

Representative Joe Pitts – Clarksville 

House District 67 – Montgomery County 

Member of the House Education Instruction and Program Committee; House Insurance and 

Banking Committee; House Ethics and House Education Instruction and Program Subcommittee 

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“It’s the Season of Giving” and TNA would like to help with your Happy 

Holidays shopping through a special LIMITED TIME OFFER. 

For every NEW TNA membership you refer from October 28th through 

November 30th TNA will send you a $25 Amazon e-gift card, “no limit” 

on the number of new members you recruit during this campaign. 

*** IMPORTANT! The new member MUST list your name and email 

address as “Person who referred me to TNA” when he/she joins either online 

at www.tnaonline.org (preferred) or by printed application for you to receive 

credit for new membership(s) and $25 Amazon e-gift card(s). 

*** Don’t Forget, when shopping with Amazon through the TNA website, you 

are supporting TNA, the Voice for all Registered Nurses in Tennessee! 

Simply visit www.tnaonline.org, and click “Shop Now” 

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A VERY SPECIAL THANKS 

2016 Sponsors and Exhibitors 

(At Press Time) 

Conference SPONSORS 

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School of Nursing Luncheon SPONSORS 

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EXHIBITORS 

AQUINAS COLLEGE 

BELMONT UNIVERSITY 

BLUE CROSS BLUE SHIELD OF TENNESSEE 

BLUECARE TENNESSEE 

CAPSTONE COLLEGE OF NURSING – UNIVERSITY OF ALABAMA 

CHALLENGER CORPORATION 

CHAMBERLAIN COLLEGE OF NURSING 

CHAMELEON CORPORATION 

EASLEY WINERY 

EAST TENNESSEE STATE UNIVERSITY - COLLEGE OF NURSING 

ERLANGER HEALTH SYSTEM 

FREEMAN FINANCIAL GROUP 

HEALTHTRUST WORKFORCE SOLUTIONS 

HURST REVIEW SERVICES 

KAPLAN NURSING 

KING UNIVERSITY 

METHODIST LEBONHEUR HEALTHCARE 

ONE MAIN FINANCIAL/SPRINGLEAF 

PIKEVILLE MEDICAL CENTER 

PLATINUM EDUCATIONAL GROUP 

RELODE 

SYLVIA RAYFIELD & ASSOCIATES, INC./ICAN PUBLISHING, INC 

TENNESSEE DRUG CARD 

TN PROFESSIONAL ASSISTANCE PROGRAM (TNPAP) 

THE GIDEONS INTERNATIONAL 

THE NEXT DOOR 

TRISTAR HEALTH 

UAB SCHOOL OF NURSING 

UNION UNIVERSITY SCHOOL OF NURSING 

UNIVERSITY OF MEMPHIS – LOWENBURG COLLEGE OF NURSING 

UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER – COLLEGE OF NURSING 

UNIVERSITY OF TENNESSEE AT CHATTANOOGA 

UNIVERSITY OF TENNESSEE KNOXVILLE – COLLEGE OF NURSING 

VANDERBILT UNIVERSITY SCHOOL OF NURSING 

WESTBERG INSTITUTE FOR FAITH COMMUNITY NURSING 

WESTERN GOVERNORS UNIVERSITY 

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43


2016 TNA Board of Directors and Staff 


MSN, Ed.D, RN 

President 

Nashville 

Billie Sills 

MSN, RN, CLNC 

Past President, 

Johnson City 

Haley Vance 

DNP, APRN, CPNP-AC 

Vice President 

Nashville 


EdD, MSN, RN 

Secretary 

Eagleville 


MSN, RN, CS, FNP 

Treasurer 

Union City 

Amy Hamlin 

Ph.D, MSN, APN, 

FNP-BC 

Director - Operations 

Ashland City 

Deb Chyka 

DNP, RN 

Director - Membership 

Knoxville 

Jenny Webb 

PhD(c), MSN, RN, CNE 

Director - Education 

Humboldt 

Sharon Davis 

DNP, APRN, WHNP-BC 

Director – Government 

Affairs 

Powell 

Chaundel Presley 

DNP, FNP-BC 

Director - Practice 

Lafayette 

Debra Henline 

Sullivan 

PhD, MSN, RN, 

CNE, COI 

Representative – 

Presidents Council 

Readyville 

TNA Staff 

Sharon A. Adkins 

MSN, RN 

Executive Director 

Diane 

Cunningham 

Executive Assistant 

Wilhelmina Davis 

Manager of 

Government 

Affairs/Lobbyist 

Kathryn Denton 

Manager of Marketing, 

Member Services/IT 

Managing Editor - 

Tennessee Nurse 

Tracy Depp 

Communications 

Administrator 

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District Map 

45


Tennessee Nurses Association 

2016 Slate of Candidates and Statements 

President Elect – vote for one (1) 

Elizabeth “Haley” Vance, DNP, APRN, CPNP-AC 

District 3 

Associate in Neurological Surgery; Pediatric Nurse Practitioner 

Vanderbilt University Medical Center, Nashville 

Resides in Nashville 

I have had the privilege of serving as Vice President of TNA for the past 2 years. It has been an honor to work alongside 

a fantastic board and TNA staff to grow the organization and represent nurses across the state. I look forward to an 

opportunity to continue to serve as we seek to advocate for nurses and advance nursing practice in the years to come. 

Vice President – vote for one (1) 

La-Kenya N. Kellum, DNP, RN, NE-BC, CNML 

District 1 

Clinical Director 

Le Bonheur Children’s Hospital, Memphis 

Resides in Memphis 

RN for over 16 years. TNA/ANA member since 2000 with over 14 years of leadership experience. Past TNA secretary, 

chair of Nominating Committee and TNF board member. I have served on several committees at the state level 

including the education committee, nursing practice committee and operations committee. At the district level (District 

One), I have served in several positions including vice president, president, and treasurer. I also served as an ANA 

delegate (2007, 2009). My strengths include energy and drive to accomplish goals. I am interested in serving as TNA 

Vice President because new opportunities create challenges allowing for the growth of knowledge and innovation in a 

diverse environment. 

Treasurer – vote for one (1) 

Mary Bess Griffith, PhD(c), RN, CS, FNP, CNE 

District 10 

Director, Nursing Department 

Bethel University, McKenzie 

Resides in Union City 

I have served in this position for one term. I would appreciate the opportunity to serve one more term to complete some 

projects that are in process, such as, developing a treasurer’s training program, a Dean’s recruiting packet, and a license 

plate marketing packet for Deans. I would like the chance to increase membership in TNA thus revenue in the budget. 

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Nominating Committee – vote for two (2) 

Tracy R. Wilson, DNP, MSN.ED, RN, FNP-BC, CNE 

District 15 

Assistant Professor 

Belmont University, Nashville 

Resides in Nashville 

I am currently completing my first term on the Nominating Committee. I have enjoyed being a part of this committee and 

learning the process of how elections are put together. It has allowed me to be introduced to many other people in TNA 

that maybe I would not have had the opportunity to meet. I would love to continue my service and help to provide an 

excellent group of members that are able to serve our association. 

Belinda Fleming, PhD, APRN, FNP-BC 

District 1 

Director, FNP Program 

University of Memphis, Memphis 

Resides in Memphis 

Hello, I am Belinda Fleming and I am running for Nomination Committee. I have nursing experience as a staff nurse, 

a public health nurse, advance practice nurse and nursing instructor. I am very interested in the future of nursing and 

hope to positively influence the next generation. I am a career long member of TNA and I have enjoyed the benefits of 

the positive effects it has had on my profession. TNA has helped me to grow and it is my hope that as a member of this 

committee that I may contribute and encourage others to contribute to the profession. All nurses should be members. 

Jenny Webb PhD(c), RN, CNE 

District 6 

Assistant Professor of Nursing 

Bethel University, McKenzie 

Resides in Humboldt 

Director – Education – vote for one (1) 

I am currently serving as the Director of Education for TNA and have really enjoyed the experiences I have had in this 

position. I have been a nurse educator for the past 5 years and obtained my CNE in July 2015. I completed the MSN 

program with a focus in education from Union University and am currently completing my PhD with a focus in education 

from the University of Tennessee at Knoxville. 

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Director – Membership – vote for one (1) 

Allyson Neal, DNP, APRN, PMHNP-BC, CNS-BC, CPNP 

District 2 


University of TN Health Science Center, Memphis 

Psychiatric Nurse Practitioner 

Helen Ross McNabb-Sevier County 

Resides in Sevierville 

I have been a member of TNA since 1995, have served as District 4 President, past member of Advanced Practice 

committee, current member of Full Practice Authority Committee. I believe the profession of Nursing is best advanced 

with a strong membership and would appreciate the opportunity to work toward an increase in membership, not only 

numbers but in activity as well. 

Karen Hande, DNP, ANP-BC 

District 3 


Vanderbilt University School of Nursing, Nashville 

Resides in Brentwood 

Karen Hande is DNP prepared adult health board certified nurse practitioner. She earned her BSN from the University 

of Connecticut in 1999 and was employed as a bone marrow transplant nurse at Brigham and Women’s Hospital in 

Boston, Massachusetts. Karen furthered her education at Boston College and earned an MSN. Her experience as a 

nurse practitioner began at Dana Farber Cancer Institute in the hematology outpatient clinic. She continued her practice 

in adult primary care in outpatient clinics in Connecticut and Tennessee. Her pursuit for a practice doctorate was 

commenced at Vanderbilt University School of Nursing in Nashville, Tennessee in 2013. Karen is an assistant professor 

at the Vanderbilt University School of Nursing in the DNP program. Karen also practices at the Vanderbilt Ingram Cancer 

Center in the Supportive Care Clinic. 

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Adolescents and Apps: Bad Connections 

Patsy E. Crihfield DNP, APRN, FNP-BC, PMHNP-BC, PMHS 

Poster Presentation Abstracts 

Problem: Technology and social media have expanded our abilities to be more informed and to reach out to a greater number of 

people and resources. However, these advances have increased the risks of encountering unwanted and often harmful contacts for a 

vulnerable population. 

Background: Technology, especially the smart phone, provides opportunities to improve communication and share educational and 

personal information. Approximately 75% of adolescents in the US have access to a smart phone. 93% of adolescents report they 

use the phone to avoid boredom. Smart phones can pose a risk, especially to adolescents who are not developmentally mature and 

lack discernment about the safety of phone applications. Most applications pose little or no threat to the physical or emotional safety 

of the adolescents. Unfortunately, some expose adolescents to negative or dangerous influences. The highlight of most questionable 

applications is anonymity. This can be simultaneously alluring and threatening if the contact person has inappropriate intentions. 

Many companies admit that filtering systems are not failsafe. For example, Chatroulette, Kik, Omegle, and others have reported 

problems with inappropriate content, including sexting and pornography. 

Summary and Implications: Health care providers need to recognize the positive and negative aspects of technology use by 

adolescents. We have opportunities in a multitude of settings to educate parents and adolescents about the vigilant use of social 

media and open the dialogue about safe practices to avoid harm. Recommendations and data from reliable sources provide us with 

the information to provide accurate information to both adolescents and parents. 

An Innovative Approach in Prevention of Pneumocystis Jirovecii Pneumonia in 

Patients with Human Immunodeficiency Virus 

Tracy McClinton, DNP, AG-ACNP, BC 

Pneumocystis pneumonia (PCP) is a common opportunistic infection in individuals with human immunodeficiency virus (HIV) and a 

CD4 count less than 200, as well as individuals who have advanced to the Acquired Immunodeficiency Disease Syndrome (AIDS). 

In 2015 Tennessee was ranked 12th of the top 15 states leading with AIDS diagnoses in the United States. The Centers for Disease 

Control and Prevention estimate a mortality rate of 5% to 40% for those treated for PCP and a mortality rate of 100% for those not 

treated. The recommendation for HIV patients with a CD4 count less than 200 is treatment with PCP prophylaxis. An innovative 

approach is evaluation of treatment decisions and development of a force field to document such decisions. 

Background: Increase number of individuals with human immunodeficiency virus in the community. 

Objective: To determine whether patients with human immunodeficiency virus (HIV) with a CD4 lymphocyte count of


The goal of this project was to promote increased parental satisfaction in relation to their child’s care, as well as to promote improved 

outcomes in this population. The aims were to create and implement a care coordination tool to be implemented for patients with 

special health care needs; increase collaboration among providers; and improve referral to community resources for this patient 

population. 

Materials and Methods: Tools used for implementation of the project were the QI “Chronic Care Checklist, the Tennessee Disability 

Pathfinder and community resource list, and the “Family/ Caregiver Survey” developed by the Center for Medical Home Implementation. 

The checklist was administered to identified patients aged 0-22 years old, within the primary care pediatric office during regularly 

scheduled visits for illness or well-visits. Pre-intervention data was obtained using the “Family/Caregiver Survey” mailed to randomly 

selected families identified as having one or more children with a chronic condition. Post-intervention data was obtained from families 

which received the intervention. 

Results/Discussion: Responses obtained from the “Family/Caregiver Survey” revealed a 30% increase in family satisfaction with 

care as indicated by an “Excellent” response to a survey question regarding level of care provided in the primary care setting. 

Additional investigation of completed checklists reveals that 57% of patients who took part in implementation received a referral for a 

service, specialty, or education regarding community resources. 

Collaborative Care for Chronically ill Children: Inter-professional Education to Care for 

Children with Multiple Chronic Conditions and their Families 

Sandra Mixer, PhD, RN, CTN-A 

Background: One in fifteen children are diagnosed with multiple chronic conditions (MCC). Definition of MCC is as follows: 

• Two or more physical illnesses/poor health conditions OR one or more physical illnesses with a mental health condition 

• Duration of ≥ 1 year 

• Ongoing medical attention or limited ADLs 

Care of children with these conditions involves multiple providers and management of care including medications. Often care is 

fragmented, unorganized and causes undo stress on families. 

Goals: 

• 3 year grant (2014-2017) collaboration with UT-Knoxville College of Nursing, Graduate School of Medicine, & East Tennessee 

Children’s Hospital 

• Inter-professional Education: PNP & MD student team training to solve clinical care problems in simulation & acute, primary, 

and home settings. 

o Enhance communication 

o Promote understanding provider role & responsibilities 

o Family- and relationship-centered care 

• Add acute care track to PNP program. 

• Roadmap for sustainable IPE at UTKCON 

Methods: 

Simulation 

• Teams include PNP and medical students 

• 18 scenarios with cultural diversity such as LGBT, physical disabilities, Hispanic, Rural Appalachian, Asian, generational 

dynamics 

Inter-professional home visits 

Preliminary Findings: 

• Approximately 100% increase in amount of PNP students (from 8 to 15) with newly developed acute care track addition. 

• Increased collaboration between medical and PNP students in simulation and home visits 

• Four families of MCC children “teaching” student teams about life experiences of families with chronically ill children 

• Positive student evaluations of IPE process with children with MCC 

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Cultivating Civility in Nursing 

Amy Black, MSN, APN, FNP-BC 

Eve Rice, DNP, MSN, CPNP 

Bettina Shank, MSN, BSN, RN 

Incivility, bullying, and lateral violence are a few words used to describe unhealthy behaviors that can negatively affect any workforce 

environment. The American Nurses Association (ANA) has recognized these unhealthy, unproductive behaviors as a very serious issue in 

the field of nursing (ANA, 2015). Nurse educators are in a key position to set the tone and expectation of professional behaviors through 

professional role modeling and instruction. 

The purpose of this study is to first identify perceptions and concerns regarding uncivil behaviors among nurse educators in academia. 

In order to implement an evidence-based initiative cultivating civility in nursing, faculty must first take self-inventory. The methods used 

were pre- and post-intervention surveys (Workplace Incivility Survey© and Healthy Workplace Inventory©) from 21 nursing faculty which 

provided insight into nursing faculty’s perceptions of civility in the academic setting. Based upon our findings, our recommendation includes 

creating a civility team consisting of faculty/students, a civility pledge utilizing Provision 1.5 from the ANA Code of Ethics (ANA, 2015), 

motto, ground rules for conduct, a mandatory civility meeting with faculty/students each semester, and implementing evidenced-based 

strategies for addressing incivility such as Team Strategies & Tools to Enhance Performance & Patient Safety (TeamSTEPPS), utilizing the 

CUS (Concerned, Uncomfortable, Safety) model of communication (AHRQ, 2016; Clark, 2015). Finally, nurse educators are leaders who 

play a key role in cultivating a culture of civility in nursing. By exemplifying these healthy behaviors, nurse educators provide a platform to 

begin an initiative of culture change within the field of nursing. 

Driving Down Business: Preventing Geriatric Trauma 

April Humphrey, BSN, RN 

It quickly became obvious to us just how frequent falls in the community are happening in our elderly patient population when we began 

reviewing the data from last year. 45% of the total admissions to our level one trauma center were in relation to falls. When reviewing 

national data we found that the Center for Disease Control report that one out of every 3 adults age 65 and older fall every year and less 

than half talk to their healthcare providers about their fall. After reading alarming data as an organization, we decided that it was time to 

make an impact on these numbers and drive down our business by focus on falls in the community. This presentation will discuss our 

multidisciplinary approach senior safety and fall prevention. You will also learn how we teamed with our local office on aging to provide 

multiple educational series in the community. Finally we will discuss our success with implementation of A Matter of Balance fall prevention 

program. The University of Tennessee Medical Center is the only licensed provider of Matter of Balance in East Tennessee. We hope to be 

given the opportunity to share with other healthcare professionals how we founded our community falls prevention education program and 

also give ideas on how to build or expand your own program. 

Effective Stress Reducing Strategies for Nurses 

Raven Wentworth, DNP, APRN, AGPCNP-BC, FNP-BC 

Meg Yates, BSN Student 

The purpose of this poster presentation will be to identify stress-reducing strategies that any nurse can utilize despite their employment 

setting. Stress in the workplace has been identified as a major contributor to burnout and frequent job turnover. Burnout and turnover 

not only negatively affects the nurse, but also the organization and patient outcomes. A literature review will be conducted to reveal what 

strategies have been identified and proven to be effective. Three strategies, based on the evidence, will then be discussed and presented. 

Empowering a Culture of Safety and Healthy Nurses: Prevention of Nurse Fatigue and 

Shift Work Sleep Disorder 

Debbie Ellison, PhD, MSN 

Francisca Farrar, Ed.D, MSN, BSN 

Missy Blanks, MSN, BSN 

Nurses are not only caretakers for patients, but lead lives outside of the work environment. Unfortunately, some of the daily activities 

and responsibilities of nurses outside of the nursing profession may interfere with patient care outcomes and patient safety. The ability of 

nurses to balance work and family life is one stressor that leads to sleep deprivation and the lack of caring for one’s own well-being, such 

as unhealthy eating habits and lack of exercise due to fatigue and exhaustion. It is vital that nurses learn the importance of caring for one’s 

own health first in order to become more efficient health care professionals who cares for others. 

Nursing is a caring profession that is physically and mentally draining. Most nurses work twelve hour shifts that are challenging and taxing 

on the body. This applies also to nurse executives and nurse educators. Overtime demands and the economic need to work a second job 

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adds extra stress to the body and mind. An imbalance in healthy working hours causes fatigue and even exhaustion. Nurses are at risk 

for developing a shift work sleep disorder and are at risk for extreme fatigue, errors, work-related injury, and medical conditions such as 

diabetes, hypertension, cancer, obesity, and adverse reproductive outcomes due to sleep deprivation. 

Healthy work hours, adequate sleep, power naps at work, and balancing family/work/school are discussed with recommendations to 

empower a healthy practice environment. Case reports with analysis and recommendations are discussed to overcome these barriers. 

Empowering International Adolescents Towards Healthy Behaviors 

Amanda MacLurg, BS, MSN Student 

Kelsey Moore, MSN Student 

Caitlin Nelson, BS, MSN Student 

Problem Addressed: International adolescents have increased rates of risky health behaviors, barriers to health care, and chronic disease 

risk factors. 

Objectives: Ten nursing students collaborated with a local nonprofit to improve their adolescent participants’ health outcomes by 

increasing knowledge of nutrition and first aid, conflict resolution techniques, and engagement in mindfulness and healthcare career 

education. 

Methods/Procedures: Adolescent participants, enrolled in a local nonprofit after-school program, identified concerns regarding knowledge 

deficits and health education needs on a stakeholder survey. In response, nursing students provided a series of five, one to three hour, 

evidence-based interventions including: role play, teach back, and interactive activities. The interventions addressed: nutrition, first aid, 

mindfulness, conflict resolution, and healthcare careers. Project outcomes focused on acquisition of topic-specific knowledge and were 

measured by pre- and post-test. 

Findings: Participants self-reported a range of 20% to 47% increases in topic-specific knowledge. During post- intervention debriefings 

participants expressed high satisfaction with topics and teaching methods. They also noted benefits of interactions and education with 

nursing students. 

Recommendations for Future Practice/Research: Future research should focus on obtaining data related to behavioral changes and 

health outcomes rather than knowledge acquisition. In addition, longitudinal cohort studies could be performed to assess the effectiveness 

of interventions on long-term behavior change and reduction of risky behaviors. Researchers may also consider utilizing control and 

intervention groups to assess the development of chronic disease risk factors. 

Empowering VA Nurses through Shared Governance 

Teris Webb, MSN, BSN 

Problem: Successful shared governance implementation challenges the status quo and depends on nursing leadership cultivating a 

collaborative and autonomous environment. Shared Governance requires the participation of nurses who exhibit a professional identity that 

reflects a responsible, empowered, equitable role and an understanding of the professional identity of nursing which is often lacking from a 

culture of the status quo. 

Objective: The pilot team of a unionized federal hospital used a shared governance model to develop a “healthier work environment.” 

Using the recommendations from the American Nurses Credentialing Center and the Institute of Medicine healthy work environment 

characteristics: workplace cleanliness, order and collaborative relationships were chosen as their first project. 

Method: Using the 5S Model of Improvement, the nurses focused on three initiatives. Patient care concerns involved safe communication 

of patient care status, the appearance of work space and the function of providing cleanliness to patients’ area. Nursing developed 

strategies to address and measure results. 

Findings: Three projects were implemented: organization of visible nursing areas consequently eliminating clutter; Implemented a smoother 

process of delivering, changing and removing linen from patients’ room and developed a Nursing Assistant Hand-Off report between shifts 

to assure a smooth and safe transition of care. 

Consequently, post-shared governance nurse satisfaction scores improved overall. 

Recommendations: Shared governance can be initiated in the most resistant cultures. Nurses’ professional identities are transformed; 

they become patient focused, autonomous and more satisfied with their practice. 

Investigation into the impact of using shared governance on professional identity in similar environment is needed. 

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Fall Reducing Strategies In The Nursing Home Patient 

Amanda Barber, BSN Student 

Maria Escamilla, BSN Student 

Caitlin Harper, BSN Student 

Kyle Trent, BSN Student 

We will be presenting on research that has been proven effective to reduce falls concentrated to the nursing home population. 

Our presentation will include a visual poster board and a written research paper. Our research will include articles ranging from a 

broad spectrum of interventions to single proven interventions that reduce falls. The research to prevent falls in the elderly is vital 

in decreasing acute traumatic injuries that can and often times result in long term damage. This leads to further debilitating disease 

processes and a higher cost of health care. Our goal is to educate and provide a wide variety of measures in not only fall prevention, 

but also the reduction of risk factors as well. This information is critical to excellent health care services in all aspects of nursing. 

Fill the Pantry 

McKinley Agatha-Mancebo, BA, MSN Student 

Charlene Donovan, Ph.D 

Katelyn Engbert, MS, BS, BA, MSN Student 

Allison Mitchell, BA, MSN Student 

Haley Pace, BS, MSN Student 

Background and Purpose: Children with poor access to healthy food are at risk for many negative health outcomes. A group of 

nursing students worked with a preschool in an under-resourced community in a large metropolitan area. Over a third of students 

qualify for a weekend food supplement “backpack program,” exemplifying the need for an intervention to increase student access 

to essential food resources. We developed a process to distribute healthy food along with the backpack program and built the 

infrastructure for a school food pantry so there was a designated location to accept food donations. 

Methods: To obtain resources needed to create and stock the food pantry, we worked to develop relationships with community 

stakeholders, compiled a list of those willing to pledge to the program and began accepting donations. 

Results: Through cash donations and partnerships with organizations, we were able to purchase the pantry infrastructure and 

obtained cash donations and commitments for produce donations for the upcoming school year. 

Limitations: As this project was part of a course assignment, we had a time constraint of 9 months to understand the community’s 

needs and work to develop relationships. To address this limitation, we developed a plan to transition the project to incoming 

students to ensure continuity. 

Discussion: Developing the food pantry and food donation project will get healthy produce to the school children to help fill their 

nutritional gaps and ultimately improve health outcomes. This approach is scalable to other pre-K schools with children who have 

limited access to food. 

Green Means Go: School Based Asthma Self-Assessment Program 

Taylor Johnson, BS, MSN Student 

Mackenzie Seibert, BS, MSN Student 

Problem addressed: In an effort to increase school attendance and reduce asthma-related truancies in pre-kindergarten through fourth 

grade we addressed gaps in asthma knowledge among students, teachers and parents at an elementary school in Nashville, Tennessee. 

Objectives: This project aimed to teach students with asthma to perform daily self-assessments, educate teachers to identify symptoms 

and help with assessments, and improve communication with parents regarding their child’s asthma symptoms while at school. 

Methods/Procedures: Students who self-identified as having asthma were educated to perform daily asthma self-assessments 

during a 30 minute session. Teachers were provided a 20 minute education session. Students documented their asthma zone 

daily on a calendar. Parents were notified if the student had two consecutive yellow zone days. Parents were invited to an asthma 

presentation and offered home visits to address environmental triggers. 

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Findings: Of 90 students who participated, 100% verbally demonstrated an age-appropriate understanding of asthma and could 

self-identify their zone. Daily asthma zone reporting was 26% overall; however, three classrooms had 0% participation. One parent 

attended the asthma information session, one home visit was completed and no parent notifications were returned. 

Recommendations for Practice: Teacher feedback indicated participation would have been higher if initiated at the start of the 

academic year. Limited parental involvement hindered efforts to improve communication between the school and parents regarding 

asthma. The program was recognized by the school system as the sole resource for children with asthma and will move forward as 

an initiative to specifically address children with asthma-related truancies. 

Identifying Caregivers in Primary Care to Influence Keeping Elderly Patients in the Home 

Carissa Myers, BSN, DNP Student 

Lisa Ousley, DNP 

Florence Weierbach, PhD 

There are many barriers present to keeping elderly in the home. One of these barriers is lack of identifying and supporting caregivers 

of these patients. Informal caregivers provide the majority of care for elderly patients residing in the community. Being able to identify 

and support these caregivers in the primary care setting may prevent caregiver burden, with a primary goal of keeping the care 

recipient in the home. This interactive presentation objectives include; exploring the influences of the caregiver role and the elderly’s 

ability to stay in the home, critiquing the existing evidence for identifying caregivers of elderly patients and introducing and describing 

ongoing research within a Tennessee Primary Care Practice. 

Implementing an Innovative Advanced Practice Preceptor Development Program: 

Assuring Quality Clinical Education and Practice Transitions 

Susan Bosworth, MSN, APRN, FNP-BC 

Janet Myers, DNP, APRN, FNP/GNP-BC, ADM-BC, CDE, NE-BC, CLNC 

Clinicians, nurse administrators, graduate nursing educators and students acknowledge the challenges inherent in securing advanced 

practice preceptors who are passionate, skillful, experienced providers who also demonstrate a zest for teaching. Advanced practice 

registered nurse (APRN) preceptors provide a unique, valued, and critical role in a graduate nursing student’s clinical education, as 

well as the professional acclimation and practice transition of novice and experienced providers. 

To maximize clinical learning and onboarding experiences, APRN preceptors must demonstrate skills in learner assessment and 

evaluation, interprofessional communication, effective role modeling, and appropriate socialization of individuals to specified roles, 

practice settings, and organizational culture. 

Based on a needs assessment and gap analysis of advanced practice providers conducted in early 2015, an academic medical 

center developed and implemented an innovative, structured advanced practice preceptor program. The program’s objective was 

to effectively transition and successfully assimilate students, novice and established clinicians into a diverse, complex healthcare 

system. Blending on-line and didactic training, the targeted curriculum coaches preceptors to elicit critical thinking, demonstrate 

effectual communication, facilitate interprofessional team building, apply conflict management skills, model professionalism, and 

evaluate clinical and social competence. 

Launched in late 2015, the program utilizes a tiered, multi-modal approach to learning. The resulting program has yielded fully 

functioning core team members with preceptors who optimize student’s educational experiences and transition and onboard 

professionals while serving as a compelling recruitment and retention strategy. Data extraction from the first two cohorts shows that 

there was a statistically significant improvement in the assessment and evaluation portions of precepting. 

Improving the Quality of Healthcare in Rural Tennessee Adolescents: Fostering 

Resilience Through Effective Coping Mechanisms 

Vanessa H. Phipps, DNP, MSN, CPNP-PC 

Purpose: The purpose of this project was to identify coping mechanisms utilized by some rural Tennessee adolescents. 

Methodology: A descriptive design was utilized to identify coping strategies utilized by rural Tennessee adolescents based on 

answers to the self-answered questionnaire A-COPE. The convenience sample consisted of 15 adolescents encountered at a small 

rural health clinic. 

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Results: The adolescents who participated in this project recorded various coping mechanisms (positive and negative) while residing 

in a community where many citizens participate in risky behaviors. Although the sample size was small, this project can provide a 

starting point for healthcare providers as they encounter adolescents who are in need of assistance with identifying effective coping 

mechanism in their own lives. 

Implications for practice: By understanding and identifying current coping mechanisms, healthcare providers are better equipped 

to determine areas where at-risk adolescents need help to develop positive coping mechanisms and to find ways to reduce negative 

coping mechanisms in the vulnerable population. Thus, healthcare providers can better serve the adolescent population and help 

adolescents in transitioning into young adulthood. These professionals’ heightened awareness will also lead to greater psychological 

and physical health among at-risk adolescents. 

Incivility in the Nursing Work Environment 

Elizabeth De Leon, BSN Student 

Meredith Morris, BSN Student 

Today, we have reached a society where healthcare is ever expanding, changing, and evolving. Baby boomers are aging and diseases 

are rocketing, resulting in an increased demand for nurses. According to the National Council of State Boards of Nursing and The 

Forum of State Nursing Workforce Centers (2013), 55% of the RN workforce is age 50 or older. In addition, the Health Resources 

and Services Administration predicts more than 1 million registered nurses will reach retirement age within the next 10 to 15 years. 

(Nursing Shortage, 2014). The process to becoming a nurse all begins with nursing school. Nursing school is a demanding time for 

anyone who commits to it and can be emotionally, physically and mentally draining. As nursing students enter the hospital, the only 

thing they have to cling to is all that they have studied. The unit floor is where they finally begin putting what they know into practice. 

Nursing students work with the staff to gain invaluable experience to further their learning. Staff with hostile attitudes can impair the 

way nursing students further their practice. It can negatively impinge on their confidence thus decreasing competency. Demands 

of the profession and time continue to be factors that affect the nurse-student relationship. Rather than having a supportive nurse 

that empowers others to do their best, we are seeing nurses experiencing burnout and compassion fatigue resulting in a toxic work 

environment. Have we as a nursing profession progressed beyond eating our young or is it still a problem today? 

In patients with long term indwelling catheters, is routine and PRN catheter care with 

antimicrobial solutions alone enough to prevent CAUTI’s? 

Tammy Maxwell, BSN Student 

Brianna Newsome, BSN Student 

Samuel Seaton, BSN Student 

Catherine Williams, BSN Student 

In this presentation, we will discuss if routine and PRN catheter care with antimicrobial solutions alone is enough to prevent CAUTI’s 

in patients with long term indwelling catheters. Studies indicate that with one month of catheterization, which is also considered the 

differentiation between short- and long-term catheterization, the daily risk of bacteriuria approaches 100%. This is due to the fact 

that over time, a layer of microbes forms on the catheter surface. The longer a catheter is in place, the more microbes are produced; 

therefore, increasing the risk of urinary tract infection. These microbes tightly adhere to the catheter surface and are extremely 

resistant to antimicrobial solutions, necessitating removal of the catheter to successfully eradicate an infection. Cleansing with 

antimicrobial agents alone is not sufficient in preventing CAUTI’s due to the microbes’ adherence to the catheters surface. 

Keywords: catheterization, bacteriuria, urinary tract infections, CAUTI, antimicrobial 

Interprofessional Problem Solving through Community Health: An Interdisciplinary 

Global Health Immersion Pilot 

Chelsea Biegler, BA, MSN Student 

Background: The increasing globalization of healthcare has created a high demand for professionals trained in cultural competence 

and interdisciplinary decision-making. Nurses, who deliver 90% of healthcare worldwide, are well suited to address complex global 

health issues. However, few international educational opportunities exist for nursing students through which they may learn to 

navigate diverse cultural and professional landscapes. 

Objective: This pilot integrated community health nursing clinical experience with an existing business course to teach students 

to work abroad as part of an interdisciplinary team. The project aimed to increase awareness of the central role of nursing in global 

health and foster collaboration among members of the nursing school and several other university departments. 

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Methods: Students completed course work in social entrepreneurship and poverty alleviation and worked in teams to determine 

project deliverables. Students traveled to partner sites throughout Central America to implement planned interventions according to 

each organization’s needs. 

Results: Six nursing students successfully participated in the course and completed project deliverables. Students reported a greater 

understanding of the role professional nurses play in global health and a greater appreciation for the benefits of interdisciplinary teamwork. 

Conclusion: By integrating global health experiences into the core nursing curriculum, universities can increase the number of 

graduate nurses who are equipped to care for patients in global communities. In order to advance the role of nursing in global health, 

it is critical to continue to develop opportunities for real world experiential learning. 

Introducing Global Population Health Competencies into the Baccaulaureate Nursing 

(BSN) Curriculum 

Katelyn Erickson, BSN Student 

Cathy Taylor, DrPH, MSN, RN 

Karah Walters, BSN Student 

Problem: Nurses are increasingly asked to incorporate global public health/population health competencies into their practice and to 

deliver culturally sensitive, evidence- based care, yet there are few accepted standards to guide introduction of these concepts into 

the baccalaureate nursing (BSN) curriculum. 

Methods: The study abroad, Public Health Perspectives Maymester at Belmont University comprises a novel approach to introducing 

this content. Beginning with a 2- day immersion experience in local and regional public health systems and strategies aimed at 

protecting and promoting health locally, students learned about comprehensive health information systems, health and illness trends 

and determinants of health in the United States (U.S.). Subsequent travel and assignments focused on systems of care, resources 

and patient outcome comparisons between the U.S., the United Kingdom and the Republic of Ireland provided opportunities for 

students to assess the health of selected populations and to identify inequities in access, care and outcomes. Cultural, behavioral, 

socioeconomic and policy-related contributors to health and illness in selected populations were examined. 

Results: All students demonstrated improved concept-based pre- and post-test scores as well as satisfactory competence in basic 

public health and population health skills, e.g., locating and using epidemiologic data to assess population health and inequities 

in care and outcomes as well as identification of contributors to health and wellbeing at the population level. Student feedback 

indicated the experience was meaningful. 

Recommendations: The study abroad, Maymester immersion experience is an acceptable strategy for introducing basic global 

public health/population health competencies at the BSN level. 

It’s Not a Matter of If It Will Happen, But When It Will Happen: Surviving a Catastrophic 

Electronic Documentation Event 

Dallas Gail Broyles, DNP, MSN, BSN 

Louann S. O’Dell, DNP, MS, BSN 

The purpose of the presentation is to increase participants’ awareness on the importance of recognizing and owning clinical 

technology downtime processes. Believing organizational downtime processes are in place without ongoing review will be severely 

tested during an extended downtime event. The presentation supports the conference theme by identifying strategies to deal with 

rapid change by establishing ongoing collaborative partnerships as they relate to catastrophic downtime events to ensure quality 

of care, continuity of care, and data capture. A recent catastrophic downtime event magnified the need to be better prepared 

for extended downtime occurrences. As clinicians adopt and become reliant upon clinical technologies in their clinical workflow, 

disruptions to access, system availability, and downtime can have serious consequences on healthcare outcomes and patient care. 

Downtime processes had a major impact on ancillary departmental functions, communications, and productivity that impacted 

patient care outcomes including data capture, staffing patterns, productivity, finance, Meaningful Use, and regulatory requirements. 

Dependence upon electronic documentation systems’ automation of processes has resulted in the fragmentation of previously 

known paper documentation and associated clinical workflow processes. Strategies should include ongoing education, evaluation of 

downtime forms, and improved downtime communication with all collaborative partners, including academic institutions. Strategies 

and processes should be hardwired through ongoing drills, practice, and evaluation. Just as disaster drills include community 

agencies, downtime drills should involve all partnerships and community stakeholders. Nurses can be instrumental in promoting a 

culture of health-even in catastrophic events. Surviving a catastrophic electronic documentation event requires thorough planning 

and pre-established collaborative partnerships. 

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Location, Location, Location: Exploring Healthy Aging in Three Diverse Living Environments 

Deborah Ellison, PhD, MSN, BSN 

Kristen Hershey, PhD, MSN, BSN, RN 

Tasha Ruffin, MSN, BSN 

Older adults live in a variety of settings including skilled nursing facilities, senior independent or assisted living communities, and 

independent living in the general community. Each of these settings has benefits and drawbacks to promoting healthy aging. The 

lived experience of three seniors living in three different communities will be explored to identify how healthy aging can be improved 

in each of those settings. For example, skilled nursing facilities may have safety benefits over independent living, but autonomy 

is often sacrificed. Best practices in living environments for older adults such as principles of The Eden Alternative, the American 

Association of Retired Persons (AARP), the Administration on Aging (AOA), and the Centers for Medicare and Medicaid Services 

will be used as a lens to view how each environment could be improved. Understanding how to maximize the benefits and minimize 

the drawbacks of each setting will assist the nurse in promoting healthy aging regardless of the living environment. Understanding 

benefits and drawbacks of a variety of settings will also provide the nurse with the knowledge to help clients and families make 

informed decisions on where and how they live during their senior years. 

Mindfulness Centered Stress Reduction: A Phase II Study 

Karen Hande, DNP, MSN, BSN 

Carrie Plummer, PhD, MSN 

Background: While certain levels of stress can be beneficial in promoting learning and motivation, high levels and/or extended 

periods can prove detrimental to mental and physical health. Mindfulness Centered Stress Reduction (MCSR) is a tool by which 

MCSR practitioners may promote improved physical and psychological health as well as quality of life (QoL). 

Problem Statement: While certain levels of stress can be beneficial in promoting learning and motivation, high levels of stress can 

prove detrimental to a student’s mental and physical health. 

Purpose: The purpose of this study was to expand a pilot study to further examine the effect of a MCSR intervention on the 

perceived stress levels, mindfulness, self-compassion, and overall quality of life of nursing students enrolled in an intensive, 

accelerated Masters of Science in Nursing (MSN) Program. 

Methods: 46 participants were randomly assigned to undergo MCSR training and 75 served as a control group. The MCSR 

intervention included twenty, 1.5-hour weekly sessions of MCSR training, including: gentle yoga movements, Tai Chi, Qigong, and 

guided meditation and breathing exercises. All participants completed a demographic form, the Holmes-Rahe Life Stress Inventory, 

the Perceived Stress Scale (PSS-10), the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R), and the World Health 

Organization Quality of Life - Brief (WHO-BREF) scale at four study intervals. 

Results: A comparison of the intervention to the control group data at weeks 0, 10, 20, and 32 is still pending at time of abstract submission. 

Discussion and Conclusions: The discussion and final conclusions are pending at this time. 

More Money, More Problems?: The Effect of Family-Based Psychoeducation on 

Depression and Anxiety in Affluent Adolescents 

Kendra Osborn, BA, MSN PMHNP Student 

Background: Early studies have demonstrated that affluent teenagers have anxiety, depression, and substance abuse rates similar 

to that of teenagers from low socioeconomic backgrounds. Current evidence has revealed that family-focused psychoeducation 

alleviates symptoms of depression and anxiety in adolescents, but its efficacy has not yet been evaluated in affluent teens. 

Objectives: This project sought to explore the efficacy of the use of family-based psychoeducation to improve mental health 

outcomes in affluent teens. 

Methods: A literature search using the search engines PsychInfo, Google Scholar, PubMed for peer reviewed articles from 2012- 

2015. Key words used included: “adolescents, anxiety, depression, affluence, family-based psychoeducation.” 

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Results: The scholarly evidence revealed that adolescents from affluent families have high levels of depression anxiety, and stress. 

Affluence alone was not found to be a risk factor to mental illness but rather “competitive norms” and perceived parental pressure in 

affluent communities acts as a mediating factor that could lead to negative adolescent adjustment (Kaslow et al, 2012). One study 

demonstrated that this relationship could be buffered by organized activity involvement (Randall, Bohnert & Travers, 2015). Familybased 

interventions proved to be effective for depression and anxiety in the adolescent population (Bhasin, Sharma, and Saini, 2010). 

Conclusion: Based on this review of evidence-based literature, it is hypothesized that family-focused psychoeducation can be used 

for prevention and early detection of mental illness in affluent adolescents by acting on the mediating factor, perceived parental 

pressure. Further studies are warranted to test this hypothesis. By using the current evidence to guide practice, mental health 

outcomes will improve and death by suicide will be prevented in this population often overlooked by healthcare providers. 

Nursing Care for Depressed Elderly in Nursing Homes and in Home Health 

Morgan Cinkovich, BSN Student 

Joseph Flamm, BSN Student 

Amanda Oliver, BSN Student 

Jeffery Whitby, BSN Student 

Depression is a common psychiatric disorder among the elderly. Research has shown that there are significant differences in the 

way nurses treat depression in the elderly population living in a nursing facility and the elderly population living in their own homes. 

Nursing interventions include pharmacological (administering medications) and nonpharmacological (tailoring to their emotional and 

social needs) interventions. Nurses working in nursing facilities can provide many of the same nonpharmacological interventions as 

nurses working in the home health setting, however, nurses working in the home health setting can provide more one on one care. 

The home health nurse can really zone in and focus on the one patient, where as a nurse working in a nursing facility has many 

patients in their care and many times cannot provide that one on one care when it is most needed. 

Promoting Effective Patient Communication in Vulnerable Women 

Ginny Moore, DNP 

The ability of patients to communicate effectively with health care providers has been associated with improved outcomes and 

increased patient satisfaction. At highest risk for lack of essential communication skills are vulnerable populations. This poster 

presentation describes the promotion of effective patient communication skills in communities of women recovering from lives of 

addiction, violence, and prostitution. Conference participants will learn methods of instruction for teaching essential communication 

skills in vulnerable populations. 

Promoting Wellness for Your Total Hip and Total Knee Replacement Patients 

Ginger Thomann, BSN, RN 

Wellness is defined as “the quality or state of being healthy in body and mind, especially as the result of deliberate effort.” At 

the University of Tennessee Medical Center, we performed over 1,100 joint replacements last year and understand that it is our 

responsibility to give patients every opportunity to be well. As care providers, we play a major role in the “deliberate effort” to ensure 

wellness for our patients. We will share how we provide wellness opportunities through our Joint Class, Pre-Admission Testing, the 

Institute for Healthcare Improvement’s ProjectJOINTS, utilizing TXA to decrease blood transfusions, Day of Surgery Mobilization, and 

an average length of stay of 2.4 days. Participants will learn how to implement best practice to promote wellness for total hip and 

total knee replacement patients. 

Putting it all together: Using live simulation in the large classroom setting to enhance 

clinical reasoning in applying principles of client centered care 

Heather Flynn, MSN, RN 

Within small group skills lab, nurse learners are adequately prepared learning psychomotor skills required to meet the physical needs 

of their patients. Opportunities for psychological skill development may be included on occasion within this setting, but are routinely 

deficient for various reasons, such as inadequate time or space. Understanding the benefits that role-playing can offer, the classroom 

was flipped, and a form of live simulation in the large setting was implemented with the objective of learners demonstrating clinical 

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reasoning through their ability to operationalize core concepts of client centered care within the clinical setting. This strategy included 

faculty members performing brief case scenarios with a focus on incorporating principles of client centered care that had been 

emphasized during previous course weeks including: culture, spirituality, gender, communication, learning preferences and patient 

teaching strategies. 

After each role play simulation, class discussions included identification of which components of care were evident, analysis of 

strengths and weaknesses, and identification of alternative therapeutic client centered skills. Learners were then encouraged, but not 

required, to replay the scenario, followed by an informal debriefing. All learners were active participants through reflection showing 

critical thinking and reasoning. 

Use of live simulation in the large classroom can allow for consistent skilled learning experiences for students. Learners have the 

opportunity to observe, analyze, evaluate, and practice interventions that focus upon client centered care that is unique to an 

individual’s needs and capacities, resulting in the enhancement of critical reasoning necessary when caring for future patients. 

The Development, Implementation, and Evaluation of a Web-Based Learning Module 

on Advance Care Planning: Enhancing the Knowledge of Clinical and Advance 

Practice Nurses in Tennessee 

Holly Dillon Dockery, BSN, RN 

It is believed that when healthcare professionals address advance care planning (ACP) in practice, the quality of life (QOL) for both 

aging individuals and those facing the end-of-life (EOL) is increased and healthcare costs associated with unnecessary medical 

treatments is decreased. However, many ACP gaps and practice barriers surrounding ACP remain. Due to the growing population 

of adults with chronic and comorbid health conditions seeking care in a complex healthcare economy, members of the healthcare 

workforce such as nurses would benefit from ACP education. Due to limited funding for professional continuing education, the use of 

a web- based learning module has been suggested as one way to reach out to healthcare workers to improve ACP processes. 

The “Self Entitlement Theory”: Equipping Nurses with Skills and Self-awareness to 

Care for the Demanding and Difficult” Patient 

Traci Brackin, DNPc, APRN, FNP-BC, CWOCN, CFCN 

Introduction 

This discussion is regarding a very sensitive topic for nurses at the bedside and in leadership positions. Since healthcare institutions 

are now rated and reimbursed accordingly for patient satisfaction scores, hospital and healthcare administrators are trying to 

find creative ways to “handle” the demanding and difficult patients. This discussion will review the “Self Entitlement Theory” and 

components from other professions for a theoretical framework that nurses can utilize to build skills to interact with and meet the 

needs of this patient population. Similarly, we can adopt a self-awareness regarding the patient perspective and interact accordingly. 

This discussion will involve motivational and engaging elements of the nursing profession that allow us to maintain a very professional 

patient nurse relationship while caring for our patients. This is certainly a delicate topic of conversation, but very much needed for 

every bedside nurse and nurse leader currently in practice. 

Abbreviated Outline 

I. Introduction 

II. Self Entitlement Theory 

A. Background 

1. Personal journey in nursing 

2. Implications for practice 

B. Theories from other professions 

1. Psychology 

2. Sociology 

C. Other nursing theories related to care 

1. Hildegard Peplau 

2. Betty Neuman 

3. Martha Rogers 

4. Virginia Henderson 

D. Economical and societal factors 

1. New government policies 

2. Patient satisfaction 

3. Leadership/Administration standards 

III. Interventions 

A. Nurse/Patient relationship 

B. Leadership Intervention 

C. Boundaries 

D. Practice Pearles 

IV. Outcomes 

1. Improved patient care 

2. Healthy work environment 

3. Supportive Leadership 

4. Improved nurse satisfaction 

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The Specialty Practice of Faith Community Nursing: Promoting a Culture of Health for All 

Sharon T. Hinton, DMin, MSN, RN-BC 

Faith community nursing provides a wholistic link between health care, faith communities, and the community at large. Participants 

in this interactive presentation will gain insight and understanding of how the specialty practice of faith community nursing applies 

sound principles of evidence-based nursing practice with wholistic care of body, mind, and spirit to individuals, families, and diverse 

populations across the life span. Historical foundations, description and development of various practice models and educational 

requirements for certification along with examples of congregational , community and professional collaboration to provide outreach 

to the surrounding community including options for serving at-risk populations such as the aged, working poor, and rural populations 

will also be discussed. 

The View From The Other Side of the Bedrail: A Qualitative Study of the Patient 

Experience of Critical Illness 

Judith A. Rosenburg, PhD, MS, MPH 

Within small group skills lab, nurse learners are adequately prepared learning psychomotor skills required to meet the physical needs 

of their patients. Opportunities for psychological skill development may be 

Qualitative research is a collection of observation based methods employed by nurses when studying human populations and 

experiences (Denzin, Sage Handbook of Qualitative Research). Among these methods is “ethnography,” wherein open-ended 

informal interactions with study subjects form the basis of observation. In some situations, the observer may also be the subject, 

creating “auto-ethnography” (Bochner, Evocative Autoethnography). In late 2015 the author, a nurse practitioner, anthropologist, and 

teacher of nurses in training, experienced a severe illness, followed by 33 days in acute care hospitalization and 42 days in skilled 

nursing facilities. This presentation provides an auto-ethnography based on the author’s experiences as a patient, viewed through 

the lens of her professional roles. Key observations to be discussed were experiences of isolation, imprisonment, depression, and 

disorientation. Professional hospital staff have distinct duties that generally revolve around a patient’s physical, but not mental being. 

The author frequently felt as though she was an inconvenience. Experiences of disorientation were exacerbated when the author 

was moved from one facility or room to another, or when one group of caregiving staff would rotate off and be replaced with another. 

Additional observations were that as a patient, the author felt to be equated with her illness, but seldom acknowledged as being 

mentally and cognitively intact. 

The Whole Person Wellness Project: Lessons Learned and Implications for Promoting 

Health in a Faith Community 

Sharon Caldwell Jones, DNP, MS, SM, BSN 

Problem: Chronic diseases are epidemic. Personal knowledge, empowerment, and behavior change are essential to promote health. 

Faith communities are places that can impact health because of the long term relationships, access to all ages, and a shared culture. 

Incorporating health into the faith culture can impact large numbers of diverse people. 

Objectives: 

1. Empower participants with knowledge regarding a wholistic approach and how small personal choices can improve one’s own health 

2. Begin development of a faith community nurse practice site. 

Methods/Procedures: A $5,000 grant was awarded from the Tennessee Department of Health and IRB approval was obtained. An 

educational/ health-coaching type of intervention program was delivered to two different aggregates in one faith community over a 5 

month period in 10 sessions. Two groups were targeted for the intervention: people in a recovery program and people not involved in a 

recovery program. The Wellness Inventory TM wheel was used as the framework and included a wholistic approach. Blood pressure, 

height and weight were measured pre- and post-intervention. Pre- and post-intervention surveys included the SF36, the URICA, and the 

Wellness Inventory assessment. Personal goals each session and a qualitative evaluation at the end were also assessed. 

Findings/Recommendations: Data is being currently analyzed. The time frame of 5 months was challenging for all participants; no 

one in recovery programs completed the intervention. Participants reported being surprised about all the dimensions that impact 

personal health. 

Study findings and recommendations will be reported. 

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TNA PAST PRESIDENTS 

*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 

Jill S. Kinch (Nashville) (Interim President) ...................................................... 2012–2013 

Billie Sills (Johnson City). ................................................................... 2013–2015 

*deceased 

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2016–2017 TNF Board of Trust and Staff 

Sue MacArthur 

Ed.D, APRN, BC 

President 

Columbia 


Ed.D, MSN, RN 

Ex-Officio 

Nashville 

Sandra Marklin 

MSN, RN, Ph.D 

Nashville 

Amy Hamlin 

Ph.D, MSN, FNP-BC, APN 

Vice President 

Ashland City 

Sharon Chapman 

MSN, RN, APN-CNS 

Maryville 

Tommie Norris 

DNS, RN 

Collierville 

Janice Harris 

MSN, RN 

Treasurer 

Wartrace 


Ed.D, MSN, RN 

Eagleville 

Billie Sills 

MSN, CLNC, RN 

Johnson City 

Dara Rogers 

BSN, RN, OCN 

Secretary 

Murfreesboro 

Doris Davenport 

DSN, RN, PNP 

Clarksville 

Karen Starr 

MSN, RN, LADAC, MAC 

Nashville 

STAFF 


MSN,RN,Ph.D(c),CS,FNP 

Union City 

Haley Vance 

DNP, APRN, CPNP-AC 

Nashville 

Sharon Adkins 

MSN, RN 

TNF Executive Director 

Bill Jolley 

Vice President, 

TN Hospital Association 

Non-Nurse Community 

Leader 

Sue Willoughby 

BSN, RN 

Franklin 

Mike Harkreader 

MS, RN, CARN 

TnPAP Executive Director 

Kathryn Denton 

TNF Program Manager 

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more than 400,000 hotels and resorts worldwide! Visit: 

SnazzyTraveler.com/TNA for details! 

• COMING SOON! Walden University 

A U.S. regionally accredited university offering online 

bachelor’s, master’s, and doctoral degrees. 10% tuition 

benefit offered. 

Other Benefits: 

• Free Online Continuing Education—Available at no or 

reduced cost through ANA Members Only 

• OJIN: The Online Journal of Issues in Nursing – The 

current issue of this peer reviewed electronic journal 

is available only through ANA MembersOnly on 

Nursingworld.org 

• Free weekly Legislative Updates and PRN Alerts 

when the Tennessee Legislature is in session 

• Free monthly e-newsletter TNA News Express for 

Members 

• American Nurse Today – ANA’s official monthly (six 

print/six electronic) journal packed with information you 

can use in your practice. 

• The American Nurse – published every other month to 

keep you current on nursing policy and ANA issues you 

need to know 

• Leading edge conferences and exciting educational 

events at the national, state and local levels at member 

discounted rates 

• Find and post employment opportunities at TNA’s online 

Career Center. Click the Career Center link at tnaonline. 

org 

• Protect yourself with Professional Liability Insurance 

through Mercer Consumer 

• Financial and Long Term Care planning through 

Innovative Financial Group, LLC 

• Enhance and extend your leadership skills through ANA’s 

Leadership Institute 

• Numerous networking opportunities 

• Discounted products through nursesbooks.org, 

the official publishing arm of ANA 

• As a member, you will save up to $125 on an ANCC 

Initial Certification and $150 on Recertification 

• Provide opportunities to comment on policy 

development at state and federal levels and give 

input on scopes and standards of nursing and specialty 

practice 

• Tennessee Nurses Foundation’s scholarships and Grants 

programs—Turn to page 68 

• American Nurses Foundation—Nursing Research Grant 

Fund 

• Discussion groups—free subscription to TNA’s Listservs 

• Information and Position Statements – affecting your 

practice, your profession and the policies that impact us all – 

via ANA MembersOnly on NursingWorld.org 

• UNA Prescription Drug Card Program. Savings of up 

to 75% on both brand and generic medications 

• Term Life Insurance offered by Hartford Life and 

Accident Insurance Company 

• Auto Insurance offered by Nationwide 

Visit tnaonline.org 

 

VISIT tnaonline.org for member benefits or call 615-254-0350 

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2016 TNA–TASN Joint Conference

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