Tennessee Yearbook 2020
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
<strong>Tennessee</strong> Nurses Association<br />
VIRTUAL<br />
CONFERENCE<br />
Friday, October 30
TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
<strong>2020</strong>: YEAR OF THE NURSE<br />
Table of Contents<br />
Welcome from the TNA President...................................................................3<br />
Welcome from the TNA Executive Director. .........................................................5<br />
General Announcements........................................................................... 7<br />
<strong>2020</strong> TNA Virtual Conference Schedule. ............................................................11<br />
Disclosures to Participants, Continuing Nursing Education Instructions.................................22<br />
<strong>2020</strong> Membership Assembly Rules and Information..................................................23<br />
Introduction to Robert’s Rules of Order.............................................................25<br />
112th Membership Assembly Agenda ...............................................................28<br />
2018-<strong>2020</strong> Legislative and Health Policy Statements.................................................29<br />
<strong>2020</strong>-2022 Legislative and Health Policy Statements ................................................ 31<br />
<strong>2020</strong> Resolutions. ...............................................................................33<br />
<strong>2020</strong> TNA Virtual Conference Sponsors. ...........................................................36<br />
<strong>Tennessee</strong> Nurses Political Action Committee .......................................................37<br />
Nightingale Tribute & Memoriam...................................................................38<br />
TNA Board of Directors & Staff with TNA District Map .............................................. 40<br />
<strong>2020</strong> Slate of Candidates .........................................................................42<br />
Poster Abstracts .................................................................................47<br />
TNA Financials.................................................................................. 66<br />
TNA Leadership Opportunities. ...................................................................70<br />
Area of Interest Form............................................................................. 71<br />
TNA Past Presidents..............................................................................72<br />
<strong>Tennessee</strong> Nurses Foundation (TNF) - Mission - Goals - Initiatives .....................................73<br />
TNF Board of Trust Roster. .......................................................................75<br />
TNA Member Benefits ............................................................................77<br />
TNA 2021 Events................................................................................ 80<br />
Published for the <strong>Tennessee</strong> Nurses Association by:<br />
Arthur L. Davis Publishing Agency<br />
P.O. Box 216, Cedar Falls, IA 50613 • (319) 277-2414<br />
www.tnaonline.org<br />
Published by:<br />
Arthur L. Davis<br />
Publishing Agency, Inc.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Welcome from the TNA President<br />
Carla Kirkland, MSN, APRN, ACNP-BC, FNP-BC, ENP-BC<br />
On behalf of the <strong>Tennessee</strong> Nurses Association Board of Directors and Staff, I welcome<br />
you to the <strong>2020</strong> <strong>Tennessee</strong> Nurses Association (TNA) Annual Conference. I am thankful for<br />
technology, which allows us to still be able to connect and support each other, although we,<br />
unfortunately, cannot meet in person this year.<br />
The theme of this year’s conference is <strong>2020</strong>: Year of the Nurse. We have done our best,<br />
via a virtual platform, to still bring you excellent continuing education offerings, with the<br />
opportunity to earn up to 10 contact hours and learn at your leisure. We felt it was important<br />
to be able to conduct the yearly business of the Association with our members through<br />
Membership Assembly. A superb slate of candidates will be presented, all of whom are<br />
eager to join the TNA leadership team and represent the needs of our nurses.<br />
What a year <strong>2020</strong> has been! I am so proud of all of our nurses in <strong>Tennessee</strong>, who have been leaders and<br />
caregivers during the COVID-19 pandemic. The strength, resilience, and willingness to do whatever has been<br />
needed for our communities has been noticed and well documented. Student nurses (our future leaders)<br />
and even nurses coming out of retirement have stepped up to help. TNA has made every effort to advocate<br />
for our nurses, provide frequent updates and support. Tina Gerardi, our TNA Executive Director, has done an<br />
excellent job representing nurses in the media and educating the public on a regular basis!<br />
Nurses have always been protectors of our most vulnerable populations, including the poor, those in<br />
underserved areas, and those with poor health literacy. COVID-19 has brought to light many deficiencies<br />
in our health care system, many of which nurses were already aware. It has also exposed health care<br />
disparities, especially among persons of color. TNA needs YOUR voice to join the voice of the Association,<br />
to advocate for these people, our patients, and our families, to improve health care in our state.<br />
Please review the resolutions submitted this year, regarding <strong>2020</strong>: Year of the Nurse, and regarding Support<br />
for Persons of Color, to see and understand the commitment TNA has for supporting our nurses, toward<br />
working to eradicate institutional racism.<br />
TNA is diligently continuing the work toward full scope of practice for <strong>Tennessee</strong> APRNs, in an effort to<br />
improve health outcomes. We made much progress this year and will continue to work with the Coalition<br />
for Access to Care in <strong>Tennessee</strong> in this effort. Please watch for requests from TNA regarding advocacy<br />
opportunities.<br />
Thank you for being a member of the <strong>Tennessee</strong> Nurses Association, for your support, and for your<br />
attendance at our virtual conference! I encourage you to reach out to the leadership of the TNA District<br />
where you live, to volunteer for a leadership position, or see in what area(s) your assistance is needed.<br />
Together we will grow and succeed!<br />
Best Regards,<br />
Carla<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Welcome from the Executive Director<br />
Tina Gerardi, MS, RN, CAE<br />
Welcome to the <strong>2020</strong> <strong>Tennessee</strong> Nurses Association (TNA) Annual Conference. This<br />
year is the first time in the 115-year history of TNA that the annual conference will be<br />
conducted virtually. Who knew last year as we celebrated the theme Nurses: The Real<br />
Super Heroes, that <strong>2020</strong> would show the world that nurses are indeed superheroes?<br />
<strong>2020</strong> started out being designated by the World Health Assembly as the Year of the<br />
Nurse and Midwife and by the American Nurses Association and TNA as the Year of the<br />
Nurse. <strong>2020</strong> was to be a celebration of the profession and intended to elevate the status<br />
and profile of nurses by recognizing the contributions that nurses make to public health<br />
and healthcare delivery. As coronavirus was first discovered in China in January <strong>2020</strong>, it<br />
spread across the globe with the pandemic infiltrating the United States. We witnessed<br />
in real-time the incredible impact that nurses and nursing have on public health, healthcare delivery, and the<br />
human essence of caring while delivering high-quality care to everyone across the country and around the<br />
world.<br />
In the spirit of the conference theme, <strong>2020</strong>: Year of the Nurse, we were to recognize each attendee for the<br />
extraordinary work registered nurses do every day, whether at the bedside, in the classroom, in the board<br />
room, or at the Capitol. Each day as we promote public trust for the nursing profession, we consistently<br />
provide quality patient care, quality nursing practice, quality nursing education, quality nursing research,<br />
quality nursing leadership, and quality health for all Tennesseans. Unfortunately, the COVID-19 pandemic will<br />
not allow us to do that in person this year, but we have a wonderful program for everyone.<br />
Our opening plenary will be a panel of nurses discussing their role in addressing the COVID-19 pandemic,<br />
lessons learned, and their perspectives on the future. Our closing plenary speaker, Lynn Pierce, will highlight<br />
the outcomes from NSO’s most recent RN Claims Study and discuss ways to avoid malpractice while assuring<br />
safe nursing practice in our daily work. As usual, we will offer concurrent sessions and poster presentations.<br />
Additionally, new this year, attendees can watch the taped educational offerings from sessions they could not<br />
attend in real-time to earn additional contact hours. The Membership Assembly will convene to do the work<br />
of the Association – reviewing resolutions and setting direction and priorities for the upcoming year, as well as<br />
electing new members of the board of directors. As we will not be able to have our usual Silent Auction and<br />
PAC Basket auction, we ask that you please make a monetary donation to support the work of the <strong>Tennessee</strong><br />
Nurses Foundation and the <strong>Tennessee</strong> Nurses Political Action Committee. We have a very busy one day<br />
together!<br />
I look forward to working together to make TNA the unifying voice for nursing in <strong>Tennessee</strong>.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
General Announcements<br />
Welcome to the <strong>2020</strong> TNA Annual Conference. This is the first time TNA will be conducting our conference<br />
virtually.<br />
Please follow the conference schedule and be sure to connect to the appropriate YouTube or Zoom Room<br />
for Membership Assembly and general sessions and for the concurrent sessions. A slide showing the<br />
appropriate web address to connect to the sessions will be displayed during breaks between sessions.<br />
Please take advantage of the chat feature while you wait for sessions to start to greet and make welcome<br />
the new members and first-time attendees to our conference.<br />
Since we cannot meet in person, the <strong>Tennessee</strong> Nurses Foundation Silent Auction and PAC Basket Auction<br />
cannot take place. These events are major fundraisers for each group. Please consider making a monetary<br />
donation to both by visiting the TNA website. Voting on motions will take place under the direction of the<br />
President.<br />
Not a TNA member? Don’t miss out on this opportunity to become part of the Voice for all nurses in<br />
<strong>Tennessee</strong>. Join TNA now!<br />
To receive the 1.0 contact hour for attending the poster presentations, you must visit ten posters. Poster<br />
Presentations can be viewed on the poster session page on the TNA website, TNAonline.org<br />
You will be able to do poster self-study and view concurrent sessions you were unable to attend in real-time<br />
to receive additional contact hours for one month after the conference is over.<br />
<strong>Tennessee</strong> Nurses Association is approved as a provider of nursing continuing professional development<br />
by the South Carolina Nurses Association, an accredited approver by the American Nurses Credentialing<br />
Center’s Commission on Accreditation.<br />
No conference speakers have indicated any conflict of interest related to their presentations.<br />
Voting will take place via Survey Monkey from noon – 1 p.m. A link to vote will be emailed to all attendees at<br />
11:45 a.m. on October 30.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
TNA Virtual Conference Schedule<br />
Friday October 30, <strong>2020</strong><br />
All Times Are Central<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
For more information on TNA’s Nurses<br />
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click on the Events menu.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Disclosures to Participants<br />
Outcome<br />
Participants will gain knowledge and new tools to integrate into their practice.<br />
Contact Hour Credit<br />
Participants at the <strong>2020</strong> Virtual TNA Annual Conference can earn a maximum of 10 contact hours for<br />
attending. Real-time contact hours and the opportunity to review and learn from recorded educational<br />
sessions and poster sessions.<br />
Official Accreditation Statement<br />
The <strong>Tennessee</strong> Nurses Association is approved as a provider of nursing continuing professional<br />
development by the South Carolina Nurses Association, an accredited approver by the American Nurses<br />
Credentialing Center’s Commission on Accreditation.<br />
Requirements for Successful Completion for Continuing Education Credit<br />
To receive contact hour credit for each session attended, attendees must<br />
• Visit at least ten posters<br />
• Miss no more than five minutes of any session.<br />
• Remain in the session until the scheduled ending time.<br />
• Complete and submit the Evaluation Form(s) and the Verification of Attendance/Certificate Form listing<br />
each session attended. Survey Monkey will be used this year to complete evaluations and verification of<br />
attendance certificates.<br />
Conflicts of Interest<br />
The ANCC has established guidelines whereby all speakers must disclose any affiliations which may cause a<br />
conflict of interest.<br />
A Conflict of Interest occurs when an individual has an opportunity to affect educational content about<br />
health-care products or services of a commercial interest with which she/he has a financial relationship.<br />
No conflicts of interest were disclosed.<br />
Commercial Support<br />
Sponsors have made contributions to <strong>Tennessee</strong> Nurses Association in support of the <strong>2020</strong> TNA Annual<br />
Conference.<br />
Non-Endorsement of Products<br />
The <strong>Tennessee</strong> Nurses Association’s approved provider status refers only to continuing nursing education<br />
activities and does not imply that there is real or implied endorsement of any product, service, or company<br />
referred to in this activity nor of any company subsidizing costs related to the activity.<br />
Off-label Product Use<br />
This CNE activity does not include any unannounced information about off-label use of a product for a<br />
purpose other than that for which it was approved by the Food and Drug Administration (FDA).<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
<strong>2020</strong> Virtual Membership Assembly<br />
Attending the Meeting via Virtual Technology<br />
Rules and Information<br />
1. Participants should join this virtual meeting online via the link provided to registrants.<br />
2. All participants should begin joining the meeting 30 minutes prior to the stated call in order to facilitate<br />
attendance and quorum determination. Participants may join the meeting on any computer or smart<br />
device with an internet connection. Participants using desktop or laptop computers should use their<br />
computer microphones and speakers for audio connection.<br />
3. Each participant is responsible for his or her connection to the internet and conference based on these<br />
Rules; no action will be invalidated on the grounds that the loss of, or poor quality of, a member’s<br />
individual connection prevented him or her from participating in the meeting, provided that at least a<br />
quorum of participants was connected and able to participate.<br />
4. Upon entering the meeting, all participants should mute their audio and remain muted unless being<br />
recognized to speak or vote.<br />
5. Each TNA member should name themselves via appropriate technology.<br />
6. Each non-TNA member participant needs to “rename” themselves with a “NM-“ prefix (ex. NM-Jane<br />
Doe), this will facilitate voting as nonmembers may not vote on any TNA issues.<br />
7. Attendance and quorum will be based on the prefix and names of the participants.<br />
8. Chat messages/short comments will be sent to everyone. The Q&A box will not be monitored.<br />
9. Use the Chat message feature to pose a question to the chair, speaker, or staff. Questions will be<br />
answered by the chair, speaker or be read aloud so that the appropriate person can be requested to<br />
answer<br />
10. A member intending to make a main motion, to offer an amendment, or to propose instructions to a<br />
committee, shall type the motion in the chat window. Having this prepared beforehand will provide a<br />
better understanding of the motion to be considered. Only members may propose or vote on motions.<br />
Membership Assembly (MA) General Rules of Order<br />
1. All TNA members may speak. Before addressing the MA, it is necessary to secure the floor<br />
by raising your hand or asking to speak in the chat box using Zoom technology. After<br />
recognition by the President, the member shall state his or her name and district before<br />
speaking.<br />
2. Any TNA member may make motions.<br />
3. All motions shall be presented to the President in writing via the chat box using Zoom<br />
technology.<br />
4. Only emergency motions or courtesy resolutions may be presented outside of the reference<br />
process.<br />
5. TNA members shall be limited to three minutes when speaking.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
6. No member who has already had the floor in debate on the immediate pending question shall<br />
be entitled to the floor a second time until others who wish to be heard on the question have<br />
had an opportunity to speak.<br />
7. The voting body shall consist of the Board of Directors and TNA members in attendance.<br />
8. Only the resolves of resolutions/proposals shall be acted upon by the MA.<br />
9. The President may suspend the Rules in order to allow a nonmember to speak.<br />
10. All attendees should place themselves on mute throughout meetings during MA unless they<br />
are speaking.<br />
Guidelines for Discussion on Resolutions/Proposals<br />
1. Only new proposals/resolutions will be open for amendment.<br />
2. To facilitate discussion, comments will be limited to those received via chat box. No member may speak<br />
more than once to a question if someone who has not spoken wishes to do so.<br />
3. Individuals who suggest substantial changes in the wording of any proposal are asked to submit those<br />
changes in writing via the chat box before the hearing is adjourned.<br />
4. The sponsor may withdraw a resolution/proposal at any point in the review process.<br />
5. Only the resolves of resolutions/proposals shall be acted upon by the MA.<br />
Continuing Nursing Education (CNE) Credit<br />
RN participants attending CE sessions will be awarded contact hours. The procedure is as follows:<br />
1. Complete the Survey Monkey Evaluation and return within the time frame established on the<br />
evaluation.<br />
2. Complete an Attendance Verification of CNE Activity listing the sessions you attend via the<br />
Survey Monkey link sent to attendees. Participants must attend an entire CNE session to<br />
receive credit.<br />
3. Make a copy of the Survey Monkey form for your records.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Introduction to Robert’s Rules of Order<br />
What Is Parliamentary Procedure?<br />
It is a set of rules for conduct at meetings that allows everyone to be heard and to make decisions without<br />
confusion.<br />
Why is Parliamentary Procedure Important?<br />
Because it’s a time tested method of conducting business at meetings and public gatherings. It can be<br />
adapted to fit the needs of any organization. Today, Robert’s Rules of Order newly revised is the basic<br />
handbook of operation for most clubs, organizations and other groups. So it’s important that everyone<br />
know these basic rules!<br />
Organizations using parliamentary procedure usually follow a fixed order of business.<br />
Below is a typical example:<br />
1. Call to order.<br />
2. Roll call of members present.<br />
3. Reading of minutes of last meeting.<br />
4. Officers reports.<br />
5. Committee reports.<br />
6. Special orders – Important business previously designated for consideration at this meeting.<br />
7. Unfinished business.<br />
8. New business.<br />
9. Announcements.<br />
10. Adjournment.<br />
The method used by members to express themselves is in the form of moving motions. A motion is a<br />
proposal that the entire membership take action or a stand on an issue. Individual members can:<br />
1. Call to order.<br />
2. Second motions.<br />
3. Debate motions.<br />
4. Vote on motions.<br />
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There are four Basic Types of Motions:<br />
TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
1. Main Motions: The purpose of a main motion is to introduce items to the membership for their<br />
consideration. They cannot be made when any other motion is on the floor, and yield to privileged,<br />
subsidiary, and incidental motions.<br />
2. Subsidiary Motions: Their purpose is to change or affect how a main motion is handled, and is voted<br />
on before a main motion.<br />
3. Privileged Motions: Their purpose is to bring up items that are urgent about special or important<br />
matters unrelated to pending business.<br />
4. Incidental Motions: Their purpose is to provide a means of questioning procedure concerning other<br />
motions and must be considered before the other motion.<br />
How are Motions Presented?<br />
1. Obtaining the floor<br />
a. Wait until the last speaker has finished.<br />
b. Rise and wait in line at microphone.<br />
c. Wait until the Chairman recognizes you.<br />
2. Make Your Motion<br />
a. Speak in a clear and concise manner.<br />
b. Always state a motion affirmatively. Say, “I move that we ...” rather than,<br />
“I move that we do not ...”.<br />
c. Avoid personalities and stay on your subject.<br />
3. Wait for Someone to Second Your Motion<br />
4. Another member will second your motion or the Chairman will call for a second.<br />
5. If there is no second, your motion is lost.<br />
6. The Chairman States Your Motion<br />
a. The Chairman will say, “it has been moved and seconded that we ...” Thus placing your motion<br />
before the membership for consideration and action.<br />
b. The membership then either debates your motion, or may move directly to a vote.<br />
c. Once your motion is presented to the membership by the chairman it becomes “assembly<br />
property”, and cannot be changed by you without the consent of the members.<br />
7. Expanding on Your Motion<br />
a. The time for you to speak in favor of your motion is at this point in time, rather than at<br />
the time you present it.<br />
b. The mover is always allowed to speak first.<br />
c. All comments and debate must be directed to the chairman.<br />
d. Keep to the time limit for speaking that has been established.<br />
e. The mover may speak again only after other speakers are finished, unless called upon<br />
by the Chairman.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
8. Putting the Question to the Membership<br />
a. The Chairman asks, “Are you ready to vote on the question?”<br />
b. If there is no more discussion, a vote is taken.<br />
c. On a motion to move the previous question may be adapted.<br />
Voting on a Motion:<br />
The method of vote on any motion depends on the situation and the by-laws of policy of your<br />
organization. There are five methods used to vote by most organizations, they are:<br />
1. By Voice – The Chairman asks those in favor to say, “aye”, those opposed to say “no”. Any member<br />
may move for an exact count.<br />
2. By Roll Call – Each member answers “yes” or “no” as his name is called. This method is used when a<br />
record of each person’s vote is required.<br />
3. By General Consent – When a motion is not likely to be opposed, the Chairman says, “if there is no<br />
objection ...” The membership shows agreement by their silence, however if one member says, “I<br />
object,” the item must be put to a vote.<br />
4. By Division – This is a slight verification of a voice vote. It does not require a count unless the chairman<br />
so desires. Members raise their hands or stand.<br />
5. By Ballot – Members write their vote on a slip of paper; this method is used when secrecy is desired.<br />
There are two other motions that are commonly used that relate to voting.<br />
1. Motion to Table – This motion is often used in the attempt to “kill” a motion. The option is always<br />
present, however, to “take from the table”, for reconsideration by the membership.<br />
2. Motion to Postpone Indefinitely – This is often used as a means of parliamentary strategy and allows<br />
opponents of motion to test their strength without an actual vote being taken. Also, debate is once<br />
again open on the main motion.<br />
Parliamentary Procedure is the best way to get things done at your meetings.<br />
But, it will only work if you use it properly.<br />
1. Allow motions that are in order.<br />
2. Have members obtain the floor properly.<br />
3. Speak clearly and concisely.<br />
4. Obey the rules of debate.<br />
Most importantly, BE COURTEOUS.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
112th Membership Assembly Agenda<br />
Friday, October 30, <strong>2020</strong> | Virtual<br />
8:30 a.m. – 9:30 a.m.<br />
Call to Order and Pledge of Allegiance – Carla Kirkland, TNA President<br />
Greetings/President’s Address – Carla Kirkland<br />
Introduction of Reference Committee – Alvin Jeffery, Chair<br />
Adoption of the Membership Assembly Agenda – Carla Kirkland<br />
Adoption of Rules of Order – Jeny Conrad Rendon, TNA Secretary<br />
Treasurer’s Report – Heather Jackson, TNA Treasurer<br />
Slate of Candidates/Nominations – Raven Wentworth, Nominating Committee Chair<br />
Candidate Forum<br />
Announcements – Tina Gerardi, TNA Executive Director<br />
Recess – Carla Kirkland<br />
Noon – 1:00 p.m.<br />
Virtual Voting<br />
1:00 p.m. – 2:00 p.m.<br />
Call to Order – Carla Kirkland<br />
Updates on 2019 Resolutions – Carla Kirkland<br />
Introduction of <strong>2020</strong> Resolutions – Alvin Jeffery<br />
Executive Director Remarks – Tina Gerardi<br />
Announcements – Tina Gerardi<br />
Recess – Carla Kirkland<br />
4:20 p.m. – 4:30 p.m.<br />
Call to Order – Carla Kirkland<br />
Report of Tellers – Raven Wentworth<br />
Introduction of New Board President and Members – Carla Kirkland<br />
Board of Directors Oath of Office – Tina Gerardi<br />
Adjournment – Carla Kirkland<br />
SEE YOU NEXT YEAR IN CHATTANOOGA AT THE CHATTANOOGAN ON OCTOBER 15 – 17, 2021<br />
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2018-<strong>2020</strong> Legislative and<br />
Health Policy Statements<br />
Introduction: The <strong>Tennessee</strong> Nurses Association (TNA) is the professional association representing over<br />
110,000 <strong>Tennessee</strong> registered nurses. This position paper outlines the basic philosophy of the TNA’s<br />
Membership Assembly relative to health care policy which may be addressed by the <strong>Tennessee</strong> General<br />
Assembly and the U.S. Congress.<br />
Mission: To improve health and health care for all Tennesseans and residents of the state, advance nurse<br />
leaders and the practice of nursing as essential to improvement efforts and transformational change, and<br />
serve as the voice for professional nurses.<br />
The American Nurses Association’s Code of Ethics outlines foundational provisions that<br />
frame TNA’s initiatives and actions.<br />
Vision: TNA supports a transformed health care delivery system that ensures that all Tennesseans and<br />
residents of the state are able to access equitable and affordable essential services when and where they<br />
need them. The transformed system envisioned by TNA is patient-centered, promotes inter-professional<br />
collaboration and care coordination to improve patient outcomes and experiences, primary care and<br />
prevention are priorities, value is emphasized, and there is expanded use of information technology to<br />
promote efficiency and effectiveness.<br />
Goals: TNA is supportive of initiatives that improve health and health care and advance the following goals:<br />
Optimal health system performance, including:<br />
Improved patient care experiences;<br />
Improved population health; and<br />
Reduced per capita cost for health care.<br />
Access to high-quality, affordable and acceptable care for all Tennesseans and residents of the state,<br />
including:<br />
Provision of a standardized package of essential health care services provided and financed by public and<br />
private plans with protection against catastrophic costs and impoverishment;<br />
Expanded primary care capacity by allowing RNs to practice to the full extent of their license to provide<br />
chronic care management, care coordination, and preventive care in primary care settings;<br />
Enhanced access to efficient, cost –effective, high-quality, equitable, and comprehensive healthcare<br />
services by allowing APRNs to practice to the full extent to which their education and training prepare<br />
them;<br />
Allow APRNs with appropriate training to prescribe buprenorphine to increase access to medicationassisted<br />
treatment (MAT) to combat the state’s opioid crisis; and<br />
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Full practice authority and enhanced participation in the delivery of care and policymaking for all<br />
professional nurses, including:<br />
Support for the <strong>Tennessee</strong> Board of Nursing as the sole regulatory authority over nursing education and<br />
practice;<br />
Adoption of the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and<br />
Education (2008);<br />
Elimination of financial, regulatory, organizational, and institutional barriers to the practice of professional<br />
nursing;<br />
Participation of registered nurses on all local, state, and national health care advisory, policymaking, and<br />
governing boards, committees, and task forces; and<br />
Inclusion of APRNs as licensed independent providers (LIPs) in hospital licensure rules, health plans, and<br />
health care facilities.<br />
Assuring an adequate, competent and diverse nursing workforce to meet current and projected health<br />
care demands, including:<br />
Improved data collection and information infrastructure to inform policymaking, planning, and evaluation;<br />
Promotion of higher levels of education and training through seamless academic progression, interprofessional<br />
education of health professionals, and lifelong learning;<br />
Funding for nursing students and faculty, including loan forgiveness programs; and<br />
Support for nurse safety in the patient care environment, staffing effectiveness plans, whistleblower<br />
protection, and bans on mandatory overtime.<br />
Restricting the use of the title “nurse” to only those individuals who have fulfilled the requirements<br />
for licensure as outlined in the state’s nurse practice act. Nurse practice acts describe entry level<br />
qualifications such as education, practice standards and code of conduct for continued privilege to<br />
practice nursing.<br />
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<strong>2020</strong>-2022 LEGISLATIVE AND<br />
HEALTH POLICY STATEMENTS<br />
Introduction: The <strong>Tennessee</strong> Nurses Association (TNA) is the professional association representing over<br />
115,000 <strong>Tennessee</strong> registered nurses. This position paper outlines the basic philosophy of the TNA’s<br />
Membership Assembly relative to health care policy, which may be addressed by the <strong>Tennessee</strong> General<br />
Assembly and the U.S. Congress.<br />
Mission: To improve health and health care for all Tennesseans and residents of the state, advance nurse<br />
leaders, and the practice of nursing as essential to improvement efforts and transformational change and<br />
serve as the voice for professional nurses.<br />
The American Nurses Association’s Code of Ethics outlines foundational provisions that frame TNA’s<br />
initiatives and actions.<br />
Vision: TNA supports a transformed and modern health care delivery system that ensures that all<br />
Tennesseans and residents of the State have access to equitable and affordable essential services no matter<br />
where they live or when they are needed. The transformed modern system envisioned by TNA is patientcentered,<br />
where primary care and prevention are priorities, promotes inter-professional collaboration<br />
and care coordination, emphasizes values, and has expanded use of information technology to promote<br />
efficiency and effectiveness in improving patient outcomes for all Tennesseans.<br />
Goals: TNA is supportive of initiatives that improve health and health care and advance the following goals:<br />
Optimal health system performance, including:<br />
• Improved patient care experiences; and<br />
• Improved population health; and<br />
• Expanded opportunities for technology such as telehealth; and<br />
• Reduced per capita cost for health care.<br />
Access to high-quality, affordable and acceptable care for all Tennesseans and residents of the state,<br />
including:<br />
• Supporting the expansion of Medicaid in <strong>Tennessee</strong>; and<br />
• Provision of a standardized package of essential health care services provided and financed by public<br />
and private plans with protection against catastrophic costs and impoverishment; and<br />
• Expanding primary care capacity by allowing RNs to practice to the full extent of their license by<br />
diagnosing, providing chronic care management, care coordination, and preventive care in primary care<br />
settings; and<br />
• Enhanced access to efficient, cost–effective, high-quality, equitable, and comprehensive healthcare<br />
services by allowing APRNs to practice to the full extent to which their education and training prepare<br />
them by removing the economic barriers and burden of collaborative agreements and allowing for full<br />
prescriptive authority; and<br />
• Allow all APRNs with appropriate training to prescribe buprenorphine to increase access to medicationassisted<br />
treatment (MAT) to combat the state’s opioid crisis regardless of the medical setting;<br />
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Full practice authority and enhanced participation in the delivery of care and policymaking for all<br />
professional nurses, including:<br />
• Support for the <strong>Tennessee</strong> Board of Nursing as the sole regulatory authority over nursing education and<br />
practice; and<br />
• Adoption of the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and<br />
Education (2008); and<br />
• Elimination of financial, regulatory, organizational, and institutional barriers to the practice of<br />
professional nursing; and<br />
• Participation of registered nurses on all local, state, and national health care advisory, policymaking, and<br />
governing boards, committees, and task forces; and<br />
• Inclusion of APRNs as licensed independent providers (LIPs) in hospital licensure rules, health plans, and<br />
health care facilities.<br />
Assuring an adequate, competent and diverse nursing workforce to meet current and projected health<br />
care demands, including:<br />
• Improved data collection and information infrastructure to inform policymaking, planning, and<br />
evaluation; and<br />
• Promotion of higher levels of education and training through seamless academic progression, interprofessional<br />
education of health professionals, and lifelong learning; and<br />
• Funding for nursing students and faculty, including loan forgiveness programs; and<br />
• Support for nurse safety in the patient care environment, staffing effectiveness plans, whistleblower<br />
protection, and bans on mandatory overtime; and<br />
• Protecting that nurse practice acts describe entry level qualifications such as education, practice<br />
standards, and code of conduct for continued privilege to practice nursing.<br />
Protecting and advancing the nursing profession:<br />
• Working with the <strong>Tennessee</strong> State Legislature and Local Governments to modernize their regulations,<br />
laws, ordinances and policies to include provider neutral language; and<br />
• Continue to work with partners and stakeholders to prevent workplace violence and discrimination.<br />
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<strong>2020</strong> Year of the Nurse<br />
Whereas, the year <strong>2020</strong> was designated as The Year of the Nurse and Midwife by the World Health<br />
Organization and the Year of the Nurse by the American Nurses Association;<br />
Whereas, <strong>2020</strong> denotes the 200th Birthday of Florence Nightingale, the founder of modern nursing,<br />
and saw the emergence of a new coronavirus (COVID-19) that resulted in a global pandemic and the<br />
unprecedented challenges it presents;<br />
Whereas, nurses have risen and continue to rise to the challenge of caring for patients on the front lines of<br />
the COVID-19 pandemic;<br />
Whereas, <strong>Tennessee</strong> was affected by the pandemic with 175,000 positive cases and 2,500 fatalities due to<br />
this virus at the time this resolution was written in September;<br />
Whereas, nurses are the largest single group of health care professionals and provided care from front line<br />
testing tents to critical care COVID-19 units 24 hours per day, seven days per week;<br />
Whereas, due to strict public health and infectious disease policies implemented to prevent the spread of<br />
COVID-19, nurses filled the role of both caregiver and family member to support their patients due to no<br />
visitor policies;<br />
Whereas, nurses did not always have the proper personal protective equipment necessary to protect<br />
themselves while caring for COVID-19 patients, but continued to care for and protect the lives of the<br />
individuals under their care;<br />
Whereas, COVID-19 caused an economic crisis for Tennesseans resulting in an estimated three to five years<br />
to recover as stated by some economists;<br />
Whereas, COVID-19 has affected all people, but has had a more significant impact on people of color and<br />
lower socioeconomic status, nurses continuously educate communities on disease prevention and health<br />
promotion; therefore, be it<br />
Resolved, that the <strong>Tennessee</strong> Nurses Association will advocate with elected officials throughout our state<br />
to continue to provide appropriate personal protective equipment to all nurses working with COVID-19<br />
patients; and be it further<br />
Resolved, that the <strong>Tennessee</strong> Nurses Association will stand with and support all nurses affected by the<br />
economic impact that COVID-19 has had on their healthcare practice; and be it further<br />
Resolved, that the <strong>Tennessee</strong> Nurses Association will support the ideals of the Year of the Nurse and<br />
recognizes the significant contributions of nurses during the unprecedented COVID-19 Pandemic.<br />
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Support for Persons of Color<br />
Whereas, the year <strong>2020</strong> will forever be remembered by the COVID-19 pandemic, as named by the World<br />
Health Organization;<br />
Whereas, thousands of Americans became ill, died, and many were unable to work due to restrictions and/<br />
or closure of businesses and due to quarantines during the pandemic, causing housing and economic<br />
instability;<br />
Whereas, according to the CDC patients of color are being hospitalized at a rate approximately five<br />
times that of White patients, Black patients are dying at a rate approximately 2.4 times higher than<br />
White patients, and persons of color have also suffered greater disparities from COVID-19 with respect to<br />
economic impact;<br />
Whereas, healthcare disparities are known to affect persons of color more often;<br />
Whereas, the year <strong>2020</strong> will serve as a renewed reminder of the presence of implicit and explicit racism and<br />
racial bias created by systemic racism, with persistent reports of social and economic inequities, unequal<br />
treatment, threats, racial profiling, brutality, and dehumanization of people of color;<br />
Whereas, the lasting effects of racial health disparities that can be linked to racism include the increased<br />
risk of emotional and physical health problems, such as, depression, obesity, hypertension, and premature<br />
death;<br />
Whereas, racial disparities can be explained by scholarly research as stemming from poor living conditions,<br />
low economic status and high levels of stress directly tied to the historical and contemporary manifestation<br />
of discriminatory policies that have adversely affected people of color in this country. Often one’s zip code<br />
determines the quality of schools, neighborhood resources and public services one has access to. The<br />
explanation for these health disparities is racism, not race;<br />
Whereas, racism negatively impacts the health of our state by preventing the opportunity for some people,<br />
citizens or non-citizens, to attain their highest level of health;<br />
Whereas, racism is an ongoing public health crisis;<br />
Whereas, systemic and institutional racism is often evident and perpetuated by inaction in the face of need,<br />
created by people in power and affects people with no power;<br />
Whereas, <strong>Tennessee</strong> ranks 44th in health outcomes;<br />
Whereas, the year <strong>2020</strong> will also be remembered as the Year of the Nurse, and nurses have risen to<br />
advocate for and care for critically ill COVID-19 patients, without families by their sides as they were ill and<br />
dying;<br />
Whereas, nurses daily care for, educate, and advocate for, the well and unwell, without regard to age, color,<br />
creed, disability, gender, lifestyle, nationality, race, religion, or sexual orientation; therefore, be it<br />
Resolved, that the <strong>Tennessee</strong> Nurses Association will stand with and support persons of color, in an effort to<br />
dispel a false belief in our society that any people are superior to others based on their skin color; and be it<br />
further<br />
Resolved, that the <strong>Tennessee</strong> Nurses Association will work diligently for diversity and inclusion, treating all<br />
people with equity and respect, helping them feel valued and belonging, empowering them to grow toward<br />
optimal physical, mental, and social health; and be it further<br />
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Resolved, that the <strong>Tennessee</strong> Nurses Association will work with elected officials throughout our state<br />
and advocate to create equitable health, educational, and economic opportunities for people of color<br />
throughout the state; and be it further<br />
Resolved, that the <strong>Tennessee</strong> Nurses Association will work with elected officials throughout our state and<br />
advocate to eradicate institutionalized racism, and demand that governmental structures, policies, practices,<br />
norms and values which permit barriers to health care reform, be addressed and removed.<br />
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Thank you to our Sponsors who make<br />
our <strong>2020</strong> Conference a huge success!<br />
(At Press Time)<br />
Silver Level Sponsorship<br />
BlueCare<br />
HCA Healthcare - TriStar Division<br />
Bronze Level Sponsorship<br />
Arthur L. Davis Publishing Agency, Inc.<br />
The University of <strong>Tennessee</strong>, Knoxville<br />
Vanderbilt School of Nursing<br />
Sponsor Level<br />
Comfort Care Hospice<br />
East <strong>Tennessee</strong> State University<br />
Loewenberg College of Nursing-University of Memphis<br />
Matchwell. LLC<br />
Restorative Health Services<br />
Western Governors University<br />
Year of the Nurse Sponsors:<br />
Marcia Barnes Tina Gerardi Julie Hamm<br />
Tammy Howard Carla Kirkland Raven Wentworth<br />
<strong>Tennessee</strong> Department of Mental Health and Substance Abuse<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
<strong>2020</strong> TNA Board of Directors & Staff<br />
Carla Kirkland<br />
MSN, APRN, ACNP-BC,<br />
FNP-BC, ENP-BC<br />
President<br />
Collierville<br />
Haley Vance<br />
DNP, APRN, CPNP-AC<br />
Past-President<br />
Nashville<br />
Julie Hamm<br />
BSN, MSN, ACNP-BC<br />
Vice President<br />
Hermitage<br />
Jeny Conrad-Rendon<br />
NP-C<br />
Secretary<br />
Arlington<br />
Heather Jackson<br />
MSN, RN, FNP-BC<br />
Treasurer<br />
Franklin<br />
J. Ted Nelson<br />
MSN, RN, NEA-BC,<br />
CCRN-K, FACHE<br />
Director – Operations<br />
Soddy Daisy<br />
Tracy Collins<br />
DNP, FNP-BC<br />
Director - Membership<br />
Memphis<br />
Nancy Stevens<br />
DNP, APRN-BC, CEN<br />
TRN-C, FAEN<br />
Director - Education<br />
Ooltewah<br />
Marcia Barnes, DNP,<br />
ACNP-BC, CWS, CPSN<br />
Director –<br />
Government Affairs<br />
Lebanon<br />
Laura Reed<br />
DNP, APRN, FNP-BC<br />
Director - Practice<br />
Olive Branch, MS<br />
TNA Staff<br />
Tina Gerardi<br />
MS, RN, CAE<br />
Executive Director<br />
Diane<br />
Cunningham<br />
Office Manager<br />
Kathleen Murphy<br />
Director,<br />
Government<br />
Affairs/Chief Lobbyist<br />
Kathryn Denton<br />
Director, Computer/<br />
Network Systems<br />
Managing Editor -<strong>Tennessee</strong><br />
Nurse, TNF Program Mgr.<br />
Sharon Hinton<br />
MSN, NPD-BC,<br />
RN-BC, D. Min<br />
Nurse Peer Review<br />
Leader<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
<strong>Tennessee</strong> Nurses Association<br />
District Map<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
<strong>Tennessee</strong> Nurses Association’s<br />
<strong>2020</strong> Slate of Candidates and Statements<br />
PRESIDENT-ELECT Vote for one (1)<br />
Julie Hamm, BSN, MSN, ACNP-BC<br />
Serving on the board previously, I understand the time and commitment that it takes<br />
for this very important role. I look forward to serving more time on the board and<br />
advocating for TN nurses across this great state of TN.<br />
Nicollette “Nikki” Stephens, DNP, APRN, FNP-C<br />
I am proud to be a nurse! I love my profession! I consider myself a strong advocate<br />
for the nursing profession. I love to meet new people and develop relationships.<br />
Relationships allow trust to be built. Change occurs when people trust. Nurses are<br />
the most trusted profession for 20 years!! I want to use this 20-years of trust that<br />
our profession worked so diligently to achieve to leverage positive change for our<br />
profession.<br />
I currently serve as the Middle TN ARPN President/Chair. I would consider it a great honor to serve in<br />
a leadership role such as President-Elect and ultimately President for the TNA. In 2019, according to<br />
AmericasHealthRankings.org, <strong>Tennessee</strong> is ranked 44 out of 50 states in the USA. <strong>Tennessee</strong> desperately<br />
needs to improve the healthcare environment for its residents! <strong>Tennessee</strong> nurses have so much to offer to<br />
improve the health of Tennesseans! Nurses should be working at the top of their license in every single role.<br />
I want to help lead our profession to do just that. :)<br />
The profession of nursing recently received much recognition for the heroic work we do every single day,<br />
caring for our patients. However, it seems as though that is now a fleeting thought. We need to continue<br />
leading by example, but we also must have strong leadership in place to forge ahead and realize positive<br />
change that will improve the healthcare environment in <strong>Tennessee</strong>. I would be honored to be one of those<br />
leaders!<br />
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VICE PRESIDENT Vote for one (1)<br />
Heather Jackson, PhD, APRN, FNP-BC<br />
Over the past two years, I have served as the <strong>Tennessee</strong> Nurses Association (TNA)<br />
treasurer. During this time, I have come to appreciate, even more so, the work TNA<br />
performs on behalf of our profession. In my own clinical practice as a pain specialist,<br />
I have been limited by unfounded prescription legislation and understand firsthand<br />
the need and importance of nursing representation in our government. I have<br />
advocated for nurses and nurse practitioners on many fronts by serving within<br />
TNA as well as remaining active in multiple national organizations, presenting and<br />
publishing evidenced base practices that promote nursing roles. I would like to continue to provide such<br />
representation for our profession as TNA Vice-President.<br />
TREASURER Vote for one (1)<br />
Nancy Stevens, DNP, APRN-BC, TRN-C, CEN, FAEN<br />
I am currently the Director of Education for TNA. This has been a crazy, crazy time,<br />
but I have immensely enjoyed the relationship with TNA and the Board. I have learned<br />
so very much during this time.<br />
As the Treasurer of TNA, I would become more involved in the operations, and I<br />
believe it would be a rewarding, exciting, and varied experience that would help me<br />
learn more about the organization and develop stronger relationships with the Board.<br />
I believe that the main qualifications for the Treasurer are good communication and interpersonal skills.<br />
I do not know what software that is used by the Treasurer; however, I am able to quickly learn and have an<br />
openness to conforming to TNA’s standards.<br />
DIRECTOR-EDUCATION Vote for one (1)<br />
Kerry Copeland, MSN, RN, CNRN, CRRN, NPD-BC<br />
I am interested in being considered for the position of Director - Education. I am<br />
currently the Primary Nurse Planner at Vanderbilt University Medical Center and<br />
work in the Nursing Education and Professional Development Department. I am also<br />
the lead for our nursing specialty certification review and reimbursement program. I<br />
partner with external vendors and internal staff for certification course offerings.<br />
I have held several positions focused on clinical education. Prior to working at<br />
Vanderbilt, I was the Education Manager for the Society of Critical Care Medicine. I was responsible for the<br />
scientific education and abstracts for their annual education meeting, which had over 5000 attendees. The<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
meeting took place over five days, with more than 75 education sessions, including abstract presentations.<br />
I led their Education Committee of over 60 members in the design, development, implementation, and<br />
evaluation of the annual scientific program, abstract review, and abstract award process.<br />
The Director of Education position would allow me to use my expertise in education planning and program<br />
management to serve the TNA.<br />
Colleen Moss, DNP, APRN, NNP-BC<br />
I joined TNA in 2018. After attending a TNA board meeting and the inaugural<br />
Leadership Academy in 2019, I was inspired to give back to the organization through<br />
a leadership position.<br />
Nursing emphasizes a commitment to lifelong learning and service. Supporting the<br />
valuable work of our colleagues in the areas of clinical practice, research, advocacy,<br />
and education are fundamental to the success of our organization. My roles in both<br />
an academic medical center, community hospital, and university setting provide me with solid leadership<br />
skills and a unique perspective to consider the learning needs of nursing students and nurses at all practice<br />
levels.<br />
I earned my BS in 2000 from Vanderbilt University and MSN in 2001 from Vanderbilt University School of<br />
Nursing. In 2019, I earned my DNP from the University of <strong>Tennessee</strong> at Chattanooga. I have practiced as an<br />
NNP for the past 17 years, starting my advanced practice career at The Children’s Hospital in Denver, CO,<br />
before returning in 2007 to Vanderbilt University Medical Center in Nashville, TN. During my time at VUMC,<br />
I have been a leader for several QI projects involving house staff orientation and documentation. I maintain<br />
an active clinical practice at the level IV NICU at Monroe Carrel Jr. Children’s Hospital at Vanderbilt and a<br />
level II NICU in Columbia, TN. I recently accepted a full-time faculty position at Vanderbilt University School<br />
of Nursing, teaching in both the Neonatal Nurse Practitioner and the Doctor of Nursing Practice programs.<br />
Sherry Raber, DNP, MMHC, MSN, RN<br />
I would like to express my sincere interest for the position of a Board Member with<br />
the <strong>Tennessee</strong> Nursing Association (TNA).<br />
I am currently an active member of the TNA, the American Nursing Association<br />
(ANA), and National League for Nursing (NLN). I would be honored to be part of an<br />
organization whose mission statement empowers registered nurses (RNs), advocates<br />
for nursing practice, and supports quality health care for everyone in the state of<br />
<strong>Tennessee</strong>.<br />
I am a registered nurse (RN) with an extensive background in the healthcare arena and have served in a<br />
variety of leadership positions. My expertise is in nursing leadership and nursing education. As a nursing<br />
leader, I am very familiar with budgets, policy and procedures, and nursing scope of practice. I have an<br />
understanding of business protocols, boardroom etiquette, and the voting processes that is required as a<br />
board member.<br />
I am confident my extensive experience working in nursing education, coupled with my leadership skills and<br />
leadership background, I would be an asset to the TNA as an active Board Member.<br />
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DIRECTOR-MEMBERSHIP Vote for one (1)<br />
Chisa Huffman, DNP, MSN, MBA, RN-BC<br />
I joined TNA in 2018. After attending a TNA board meeting and the inaugural<br />
Leadership Academy in 2019, as a half black/half Latina, I feel I am qualified to serve<br />
TNA in the capacity of Director of Membership because:<br />
1. I can bring diversity into TNA<br />
2. I have a business background and can bring diverse strategies to the forefront to<br />
engage all generations<br />
3. I am very active within my community and love motivating and inspiring our<br />
leaders of tomorrow<br />
4. I am a mixture of transformational and servant leadership and role model this<br />
through how I live my life<br />
I have seen here in East <strong>Tennessee</strong>, there is a need for diversity. To me, diversity is not about colors.<br />
Diversity includes anything that is different, whether it be religion, politics, socioeconomic background, and<br />
culture.<br />
I moved here in 2008 and quickly began my path towards becoming a nurse. I attended Knoxville Red Cross<br />
Certified Nursing Assistant Program (graduated). Then attended and graduated from Blount Memorial’s<br />
LPN Diploma program. Shortly after, I was accepted and graduated from Pellissippi State’s first LPN to RN<br />
program. Being at the top of my classes, I was contacted by The University of <strong>Tennessee</strong> (UTK) to attend<br />
their RN-BSN program. In December 2016, I graduated UTK’s Master’s program and moved into UTK’s DNP<br />
program. As a recent graduate (August 2019), I completed my MBA with a concentration in Healthcare<br />
Management at Cumberland University in Lebanon, TN. I continue to seek knowledge and will begin my Phd<br />
in Organizational Leadership in Education in 2021.<br />
Originally born and raised in Dallas/Fort Worth, TX, I’ve built my life here in Maryville, TN. I’ve lived here for<br />
about 12 years, have been happily married for ten years to a native of Maryville, and have an eight year old<br />
little boy (EJ - Edward Jr.). I’ve been a TN Achieves Mentor since 2015 (still current) and coach my son’s<br />
soccer team (3 years).<br />
I have established my life, education, and career here in Maryville over the past 12 years and would like to<br />
establish myself with TNA. Always having my plate too full, I’ve never been able to allot time to give myself<br />
completely to TNA. However, I’m to the point where I can and have the time. I am choosing TNA to serve<br />
and put my focus. I would love the opportunity to be part of and grow with TNA during the nation’s current<br />
climate (Covid-19 & Racial tensions).<br />
I respectfully request the opportunity to serve our community as the Director of Membership. My hope is to<br />
become the VP or President-Elect in the next ten years.<br />
I look forward to learning and growing with you, TNA.<br />
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NOMINATING COMMITTEE Vote for two (2)<br />
Kimberly Kennel, PhD, RN-BC, CCRN, CNE<br />
I have been a nurse for almost thirty years in a variety of settings. My career started<br />
as a CNA-LPN-RN- RN-BSN, MSN, and then culminated with a PhD. I believe I have<br />
the ability to understand roles and responsibilities for all health care workers since<br />
I have made education in nursing a priority for myself. I started as a bedside critical<br />
care nurse and have transitioned to academia.<br />
I currently have a PhD in nursing and teach in a BSN program. I have been involved in multiple professional<br />
organizations, including ANA and TNA. I have certifications in Medical Surgical Nursing, Critical care, and<br />
nursing education. I attended the TNA leadership academy in July 2019 to prepare myself for leadership<br />
roles in organizations. I am currently on the state TNA awards committee and serve on the nominating<br />
committee for District One. I was an election teller at the State convention in October 2019. I am committed<br />
to the goals of ANA/TNA as a professional organization that advocates for all nurses. I hope to serve on the<br />
nominating committee to recruit new volunteers into TNA leadership positions.<br />
Hillary Sexton, BSN, RN, CCRN<br />
As I have served on the nominating committee for the past year, I look forward to<br />
continuing in this position as I continue to be a member of TNA. I have also served on<br />
the Nominating Committee for the APSU Alumni Association for two years. Currently,<br />
I work in the Surgical Intensive Care Unit at Vanderbilt University Medical Center as a<br />
Clinical Staff Leader. I have the opportunity to see the changing face of our frontline<br />
nurses daily as well as connect our rich nursing culture to the roots that have been<br />
established by our seasoned professionals.<br />
I believe that choosing good leadership for this organization will allow it to flourish in its support of our<br />
state’s nursing community, which is so essential in these chaotic times, especially in healthcare with the<br />
ongoing pandemic and unknown answers. I have almost ten years of experience in healthcare and am most<br />
passionate about advocating and supporting my fellow nurses. Each nurse is an integral part of how we<br />
work together to provide care in <strong>Tennessee</strong>, and we need associations to continue to provide us with the<br />
chance to connect.<br />
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Poster Presentation Abstracts<br />
Problem Addressed:<br />
Appreciative Advising in Freshman Seminar for Nursing Students<br />
Cassie Burks, RN, MSN, FNP-BC, CEN, A-EMT (Presenter)<br />
An insufficient number of students graduating from the nursing program was a problem when considering<br />
the nursing shortage. A program with adequate faculty and a proven record of graduating nurses who<br />
successfully pass NCLEX and obtain employment was a prime location to create more nurses. Unfortunately,<br />
the number of nursing students was declining at this institution, both from students changing their major at<br />
the freshman level and low completion rates of students in the nursing program.<br />
Appreciative advising (AA) implemented in a freshman seminar course was the method used to enhance<br />
student satisfaction and empower students to progress through the program. Graduating more nursing<br />
students would help combat the nursing shortage.<br />
Objectives:<br />
The research question was: In nursing students enrolled in freshman seminar, does appreciative advising<br />
influence academic major satisfaction?<br />
Methods/Procedures:<br />
1. 6 Phases of Appreciative Advising with Implementation<br />
2. Disarm: Advisors should bond with student. Greet student and offer hospitality<br />
3. Discover: Elicit student’s talents, skills, and competencies. Verify student’s strengths<br />
4. Dream: Discuss student’s aspirations<br />
5. Design: Co-develop a plan<br />
6. Deliver: Encourage goal achievement<br />
7. Don’t settle: Reiterate development and improvement importance. Continual self-improvement is<br />
imperative.<br />
This project was a comparative study that provided quantitative data after a one-group pretest-posttest<br />
analysis.<br />
Because the data was not normally distributed, the Wilcoxon signed rank test identified the related nature<br />
of the independent variable (appreciative advising) to the dependent variable (AMS) by comparing pretest<br />
and posttest scores in one group of participants.<br />
Findings:<br />
The Wilcoxon signed rank test revealed statistically significant improved academic major satisfaction scores<br />
following the appreciative advising (AA) sessions with a medium effect size (r = .32). Students’ median<br />
scores increased from 2.33 (IQR: 2.33, 2.67) to 2.66 (IQR: 2.33, 2.92) after AA.<br />
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Recommendations for Practice/Research:<br />
TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Appreciative advising is a low cost intervention applicable to most students. Integrating AA into freshman<br />
seminar courses is an intervention aimed early in students’ academic career. Improving students academic<br />
major satisfaction may be an important component to retention.<br />
Ninety percent of educational facilities provide freshman seminar courses (The National Resource Center for<br />
The First-Year Experience and Students in Transition, n.d.). However, little evidence is available concerning<br />
nursing directed freshman seminar. According to Black et al., (2015), specialized (M = 85.8%, SD = 0.086)<br />
freshman seminars, including nursing, had some of the highest statistically significant (p = .0001) retention<br />
rates from first to second semester. Black et al. (2015) recommended universities incorporate major-related<br />
content into freshman seminar courses, yet insufficient evidence is available to differentiate the nursing<br />
content that belongs in freshman seminar. Qualitative studies assessing nursing students’ expectations for<br />
a freshman seminar course would contribute valuable feedback. As would investigating faculty’s opinion of<br />
what belongs in a nursing freshman seminar course.<br />
Another recommendation is that Faculty should consider adopting appreciative advising practices and<br />
integrating them into their courses.<br />
Problem Addressed:<br />
Blood Culture Contamination Improvement Project<br />
William Simmons, RN, MSN (Presenter)<br />
In 2019, the Emergency Department had a contamination rate of 3.28%, which was above the Veteran<br />
Affairs goal of 3.0% and well above the national goal of 2.17%.<br />
Objectives:<br />
A decrease in blood culture contamination to an acceptable rate of 3.0% or below to meet the VA standard.<br />
Methods/Procedures:<br />
The new blood culture collection trial started December 12, 2019, and went through February 14, <strong>2020</strong>.<br />
An in-service was provided by the ED educator for ED nurses and health techs on proper blood culture<br />
collection techniques. Training was also completed by the ED staff regarding appropriate use of the<br />
Kurin collection system. Blood cultures were collected by ED staff and sent to lab where lab staff tracked<br />
both compliance of Kurin use and blood culture contamination rate. At the conclusion of the trial, these<br />
contamination rates were compared to those taken monthly in 2019.<br />
Findings:<br />
The contamination rate from January 1, 2019, through December 12, 2019, was 3.28%. The Kurin trial was<br />
from December 13, 2019, through February 14, <strong>2020</strong>, and yielded a contamination rate of 2.15%. This analysis<br />
shows a correlation between re-education of staff on blood culture collection technique/Kurin collection<br />
system use and improved blood culture contamination rate.<br />
Recommendations for Practice/Research:<br />
Recommend adoption of the Kurin devices for collection of blood cultures in the VAMC of Memphis.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Bulimia Through the Lens of QSEN<br />
Madalyn Vincent (Student Presenter)<br />
Amy Blake, MSN, RN, CNE (Mentor)<br />
Problem Addressed:<br />
Improving care for individuals who are suffering from Bulimia Nervosa.<br />
Objectives:<br />
Identify QSEN knowledge, skills, and attitudes relating to the care of individuals with Bulimia Nervosa to<br />
help nurses achieve better outcomes.<br />
Methods/Procedures:<br />
Evidence-Based Education<br />
Findings:<br />
Using evidence-based knowledge, skills, and attitudes will help provide individuals with Bulimia more<br />
holistic care and better outcomes<br />
Recommendations for Practice/Research:<br />
Implementing knowledge, skills, and attitudes to care for individuals with Bulimia should be implemented to<br />
provide holistic patient care and achieve better outcomes.<br />
Problem Addressed:<br />
Capnography Use and Early Detection of Respiratory<br />
Depression on Adult Medical-Surgical Units<br />
Lisa Murphree, EdD, MSN, RN, CMSRN (Presenter)<br />
The problem my presentation addresses is respiratory depression prevention and monitoring of at risk<br />
patients on medical-surgical units.<br />
Objectives:<br />
Learning Outcome: The participant will be able to identify risk factors, factors affecting patient monitoring,<br />
and interventions for respiratory depression among medical-surgical patients<br />
Methods/Procedures:<br />
A search for 2015-<strong>2020</strong> PubMed studies in MEDLINE, CINAHL, and Nursing and Allied Health databases<br />
using key words: medical surgical nursing + capnography and capnography + respiratory depression. Other<br />
limits used included human subjects, adult patients, English.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Findings:<br />
n/a<br />
Recommendations for Practice/Research:<br />
n/a<br />
Problem Addressed:<br />
Comprehensive Diabetic Foot-Care Bundle<br />
Maria Akpotu, B.L., LL.B., BNS, CLNC, ICP, RN (Presenter)<br />
To reduce care cost from diabetic foot complications, reduce frequency of hospital visits due to diabetic<br />
foot complications, reduce patient stay in hospital as a result of diabetic foot complications, and to provide<br />
diabetic education at the level of patient understanding.<br />
Objectives:<br />
To generate educational materials that will aid patients. These will supplement patient’s immediate and<br />
long-term diabetic self-care education. Ultimately geared towards positive patient care outcomes.<br />
Methods/Procedures:<br />
Questionnaires encompassing the cost of diabetes related amputations, long-term diabetes care, the<br />
impact of diabetes on length of stay at the VAMC, VAMC Registered Nurse’s ability to educate inpatient and<br />
outpatient population regarding diabetic foot care, as well as, investigating and/or evaluating patient self<br />
foot care.<br />
Findings:<br />
This project has led to the introduction of a Hand Held Telescopic Expandable Flexible Lighted (HHTEFL)<br />
Mirror. Sharing this innovative tool has led to increase in staff and patient interest and awareness on ways<br />
to improve patient care by crafting and promoting patient and staff knowledge. VA Physician has described<br />
this project as shark-tank quality. Occupational Therapy (OT) team provided a write-up stating the need<br />
for adaptive technology and incorporating footcare in their OT prescription and activity for patients. The<br />
comprehensive diabetic foot care bundle has been published on the VA internet, intranet, Facebook, and<br />
Vintage- a VA Podcast. This innovation has received enormous buzz and acceptance, VA-wide<br />
Recommendations for Practice/Research:<br />
1. Help establish a VA-wide Diabetes Inpatient/Outpatient patient care team for each VA.<br />
2. Ensuring a HHTEFL is issued to high-risk diabetes patient at discharge (with clear instructions on use)<br />
3. Ensure regular education to ensure nursing staff, physician team, and patient/family are aware of proper<br />
diabetes foot care and amputation risk<br />
4. Ensure education includes how to detect change and prevention of small wounds developing<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Handwashing Project<br />
Chloe Flora (Student Presenter)<br />
Viktoriya Marushka (Student Nurse Co-Presenter)<br />
Problem Addressed:<br />
Living in the times of COVID-19, handwashing has been broadcasted as a paramount piece to prevent<br />
pathogenesis of infection and achievement of community health. It is hypothesized by the “Health Belief<br />
Model’’ that individuals are likely to be involved in healthy behavior to the extent that the person is able to<br />
successfully target 1) barriers, 2) benefits, 3) self-efficacy, and 4) threat. Although, while most individuals<br />
have begun to implement handwashing routinely, it has been found that there is a substantial need for<br />
further education. This is evidenced by a recent study at Michigan State University, revealing that only five<br />
percent of the population have proper handwashing technique. Due to the current pandemic, the public is<br />
acutely attentive to the subject of hand washing. As future healthcare workers, we are uniquely positioned<br />
to expand knowledge concerning vital handwashing education as developed by the “Health Belief Model.”<br />
Objectives:<br />
This presentation’s objective is to communicate the impact that beginning nursing students can have in<br />
actively teaching proper handwashing during the current COVID-19 pandemic. When tasked with teaching<br />
others how to hand wash, university nursing students can set an example and reach people within their<br />
sphere of influence, far reaching the university campus.<br />
Methods/Procedures:<br />
As an assignment for Freshmen in NURS-102 (Clinical Lab Seminar) and Juniors in NURS-302<br />
(Introduction to Leadership) Students were asked to teach proper handwashing to five or more people that<br />
they were quarantined with or near through work, facetime, zoom, etc. Data was collected by surveying<br />
these students of the location of their outreach, alongside photo evidence. Through this “Handwashing<br />
Project,” Lee University nursing students were able to educate peers, family members, and coworkers of a<br />
fundamental practice to improve their health and the people’s around them<br />
Findings:<br />
The outbreak of COVID-19 has made it difficult to detect the signs and symptoms of infection and to<br />
implement timely intervention during the very early stage of infection because the duration ranges from 1-2<br />
days before and 7-10 days after the onset of symptoms. Thus, finding and isolating symptomatic patients<br />
may not be sufficient to contain this epidemic. Therefore, it is important to take personal precautions, such<br />
as hand washing, to achieve source control and stop transmission. Handwashing is the most successful<br />
way of preventing the spread of infectious illnesses because effective hand washing breaks the chain of<br />
infection to ultimately reduce the spread of infection and decrease illness rates within the population. A<br />
study published in April 2016 in Infection Control & Hospital Epidemiology found that washing hands for<br />
even just forty-two seconds can remove up to 67% of the bacteria on hands. Due to hand washing being<br />
a foundational skill for nursing students, they have the capability to prevent the spread of infection by<br />
teaching others how to effectively hand wash. Although the ‘Handwashing Project’s purpose was not to<br />
research the disinfection rates of our teaching, it allows us to discuss how many people we influenced and<br />
taught, with emphasis on how they are located in many places, of all ages and occupations. To keep in mind,<br />
Lee University nursing students were able to reach beyond their families, to friends and coworkers during<br />
quarantine. Overall, we found that nursing students from Cleveland, TN can impact a much larger area with<br />
a simple yet powerful skill, one that can save lives worldwide. We believe this project stems as a basis for<br />
what nursing students across the world can accomplish, even early on in their programs.<br />
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Recommendations for Practice/Research:<br />
TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Wash your hands after coming into contact with a frequently touched surface in a public space before<br />
touching your eyes, nose, or mouth. Early nursing students can make an impact on many in times of need<br />
by empowering others to learn, grow, and flourish in times of pressure and difficulties. By taking the<br />
initiative to educate their communities, beginning nursing students have the ability to save lives. No matter<br />
what age or degree, health care facilities, schools, nurses, and future nurses, should be pushed to be their<br />
greatest. We believe that by encouraging nurses to teach the skills they have acquired, we can make a<br />
difference in a big way. After all, whether a Freshman nursing student or an experienced nurse, we should<br />
all continue to find ways to develop compassion, trustworthiness, humility, accountability and curiosity in<br />
all that we do. We recommend nursing students to take the big picture into account and set an example<br />
to those around them. What seems like a small effort can become a life-changing movement towards the<br />
betterment of world health.<br />
Problem Addressed:<br />
The Impact of a Cognitive-Behavioral Intervention on<br />
Test Anxiety in a BSN Program<br />
Alissa Parrish, MSN, RN (Presenter)<br />
Students face stressors each time they are faced with evaluations. Stressors trigger the cognitive<br />
domain, which is described by Townsend, 2015, as thinking and reasoning through a situation. Anxiety<br />
is an acceptable response to stress; however, the ability to cope can be either adaptive or maladaptive.<br />
Adaptive coping leads to motivation, valuing a challenge, and finding personal satisfaction, according to<br />
Blouin-Hudon, Gaudreau, & Gareau, 2016. When a student has maladaptive coping, this anxiety becomes<br />
disproportionate to the situation manifesting as dread or worry, leading to poor performance and attrition.<br />
High attrition rates, faculty shortages, and an aging population are causing a nursing shortage. And CBI<br />
offers an opportunity to increase retention with positive coping.<br />
CBI is a cognitive-behavioral intervention stemming from cognitive-behavioral therapy. Cognitive<br />
interventions focus on positive thoughts and desensitization. Behavioral interventions focus on alleviating<br />
physical symptoms of anxiety. CBI combines both methods to capture the mental and physical aspects of<br />
anxiety.<br />
Objectives:<br />
Research question: Does a cognitive-behavioral intervention influence test anxiety scores in first semester<br />
BSN students?<br />
Methods/Procedures:<br />
The research study used a quantitative, quasi-experimental, before and after design. Data was collected<br />
from the Cognitive Test Anxiety Survey- 2nd edition before and after the intervention.<br />
The independent variable was the CBI.<br />
The dependent variables of measure were survey scores at time one and time two.<br />
A convenience sample of first-semester nursing students was used from a rural, public university setting.<br />
The intervention was a digital recording written and presented by Dr. Richard Driscoll titled Tame Test<br />
Anxiety. Permission for use of the intervention was granted with the purchase of the album and has been<br />
granted by the author. Students practiced the entire CBI one two separate occasions during class and were<br />
provided with an 8-minute excerpt immediately before the remaining exams in a Foundations of Nursing<br />
course.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
A dependent-samples t-test was used for data analysis.<br />
Findings:<br />
There was a statistically significant decrease in CTAS-2 scores from time 1 to time 2, with a probability of<br />
< .001. The mean decrease in CTAS-2 scores was 10.8 points, with a 95% confidence interval.<br />
Cohen’s d calculations and a post-hoc analysis resulted in a large effect size (d = .936), further supporting<br />
the significance of the results. The null hypothesis indicted that a cognitive-behavioral intervention will not<br />
influence test anxiety scores in first semester BSN students. Results from the dependent-samples t-test<br />
indicated there was a significant decrease in cognitive test anxiety scores after the CBI, thereby allowing for<br />
the rejection of the null hypothesis.<br />
Recommendations for Practice/Research:<br />
This project demonstrates that test anxiety interventions do not require a significant amount of time or<br />
financial resources. Programs and institutions benefit from low attrition. New graduates can benefit from<br />
decreased test anxiety resulting in improved NCLEX pass rates.<br />
An increase in positive coping mechanisms may improve patient care. Nurses are leaving the profession at a<br />
rapid rate because of the high work stress levels (Yang et al.). Positive coping strategies assist nurses to find<br />
physical, mental, and emotional balance according to Akbar et al. Education on coping strategies should<br />
begin early in nursing school to aid in success, as well as ease of transition into the workforce.<br />
Problem Addressed:<br />
Improving NICU Parent Perception Through Nurse Leader Rounds<br />
Stephanie Abbu, DNP, RN, CNML (Presenter)<br />
Nurse leader rounding initiative in a 100-bed Level IV Neonatal Intensive Care Unit (NICU) within an<br />
academic medical center. Every year nearly 15 percent of babies born in the United States (about half a<br />
million) are admitted to the NICU for a variety of health conditions. The most common reason is prematurity<br />
(born before 37 weeks gestation). NICU admissions also include birth defects, breathing difficulties, and<br />
infections, among other factors. Providing family-centered care and excellent patient care experiences is a<br />
priority for many NICUs, yet the challenge remains to create and sustain measurable success.<br />
Objectives:<br />
After attending this presentation/discussion, the conference participant will identify steps in effective<br />
nurse leader rounding: how to include parents and families as improvement partners, measure and manage<br />
patient experience in real-time, and automate the process to ‘manage up’ staff members.<br />
Methods/Procedures:<br />
Set out to create an effective, standardized approach to daily nurse leader rounding with the goals of<br />
integrating parents and families as improvement partners, measure and manage patient experience in realtime,<br />
and automate the process to ‘manage up’ staff members. Held team huddle to decide to implement<br />
rounds. Brainstormed ways to round (Ask about patient experience so far? Anyone that made hospital<br />
stay ‘extra special’? Concerns that need to be addressed. Follow-up if needed.), process for tracking unit<br />
admissions and discharges, and plan for documenting rounding and follow-up process. Set targets for<br />
timeline to round on a family, communication among leadership team to ensure families are seen as soon<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
as possible after admission, and rounding results reviewed weekly at unit leadership meetings. Conducted<br />
regular review of patient experience data to assess progress, recognize improvements, and address gaps in<br />
performance<br />
Findings:<br />
Within four months of implementation, >400 families were rounded on. Nurse leader time requirement<br />
found to be manageable and valuable *Challenges de-escalated *Unit improvements made, such as visiting<br />
policy revised, technology embraced - providers used ipads to facetime with inpatient mothers separated<br />
from their infant (outside facility / medically unable to visit from Vanderbilt Postpartum unit), Pack n Play<br />
purchased for discharged twin visits – able to reinforce ‘safe sleep’, process change for transferring calls<br />
to the bedside. After two months, staff thank you notes were added, and nearly 100 notes were sent. Press<br />
Ganey patient satisfaction scores reflect improvements in service excellence - likelihood to recommend<br />
increase from 50% to 100%, and friendliness of nurses increased from 50% to 90%.<br />
Recommendations for Practice/Research:<br />
Results demonstrate the effective implementation of nurse leader rounds can improve parent perception<br />
of care, increase engagement of bedside nurses, and improve the perception of care reported in patient<br />
satisfaction survey results.<br />
Insight on Use and Effects of Cannabidiol from Patients: Nursing Implication<br />
Problem Addressed:<br />
Michelle Ryan, MSN, AGACNP-BC (Co-Presenter)<br />
Taylor Butler, PharmD, BCOP, BCPS (Co-Presenter)<br />
Karen Hande, DNP, ANP-BC, CNE, FAAP (Co-Presenter)<br />
Heather Jackson, PhD, APRN, FNP-BC (Co-Presenter)<br />
Rachel McDowell, ACNP-BC (Co-Presenter)<br />
There is limited information about patient use and perspective of CBD products for chronic cancer-related<br />
symptoms.<br />
Objectives:<br />
Gather information in a supportive oncology clinic and educate nursing professionals about CBD oil use.<br />
Methods/Procedures:<br />
Survey distributed to patients seen in chronic cancer-related symptom management clinic. Analyzed data<br />
using descriptive statistics.<br />
Findings:<br />
There were some interesting findings, including only a limited amount of patients obtained their knowledge<br />
of CBD from a health care professional. Our patient also had limited knowledge on risks of CBD, and over<br />
50% who tried CBD did not continue CBD. While the survey was not powered to produce any definite<br />
conclusions, this provides an idea where to focus for appropriate education for patients interested in CBD.<br />
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Recommendations for Practice/Research:<br />
TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
More research is needed to know if CBD can benefit patients with cancer-related symptoms, but there may<br />
be an opportunity for nursing to educate patients about risk and benefits with CBD product use.<br />
Integration of Acupuncture Treatment Within the Standard of<br />
Care for Opioid Withdrawal<br />
Heather Jackson, PhD, APRN, FNP-BC (Presenter)<br />
Problem Addressed:<br />
How to integrate alternative therapies within the standard of care in treating withdrawal and/or dependence<br />
during the opioid epidemic.<br />
Objectives:<br />
1. Discuss the current opioid epidemic and identify the need for additional treatments<br />
2. Identify acupuncture techniques that may be integrated within the standard of care for opioid<br />
withdrawal<br />
3. Describe how acupuncture has been integrated at Vanderbilt University Medical Center (VUMC) in the<br />
adult and neonatal populations<br />
Methods/Procedures:<br />
Power point presentation providing a background and need for alternative treatments for chronic pain<br />
patients, adults and neonates experiencing withdrawal. Outline indications for NADA protocol in these<br />
populations and discuss studies performed at VUMC by speaker.<br />
Findings:<br />
1. Acupressure was safely and feasibly implemented within the standard of care at VUMC for the treatment<br />
of NAS.<br />
2. The NADA protocol has been integrated within VUMC treatments, performed by nurse practitioners.<br />
Patients have reported improved pain scores, less use of rescue medications, and reduced psychological<br />
distress.<br />
Recommendations for Practice/Research:<br />
Consider the NADA protocol acupuncture technique as an adjunct treatment option for chronic pain<br />
patients and neonates dependent on opioids.<br />
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TNA VIRTUAL CONFERENCE | <strong>2020</strong>: YEAR OF THE NURSE<br />
Men in Nursing<br />
Cody McSwain (Student Presenter)<br />
Raven Wentworth, DNP, RN, APRN, AGPCNP-BC, FNP-BC (Co-Presenter)<br />
Problem Addressed:<br />
Nurses serve a diverse population, but the workforce does not reflect this.<br />
Objectives:<br />
1. Identify some reasons why men enter the nursing profession<br />
2. Discuss common barriers that prevent men from entering the nursing profession<br />
Methods/Procedures:<br />
poster/handout<br />
Findings:<br />
Men are more likely to enter the profession to seek advancement, for job security, and gain a meaningful<br />
salary. Consistent with the female students is the theme of “caring” for individuals. Some barriers include<br />
gender stereotyping and marginalization.<br />
Recommendations for Practice/Research:<br />
n/a<br />
Problem Addressed:<br />
Moral Distress in Critical Care<br />
J. Ted Nelson, MSN, RN, NEA-BC, CCRN-K, FACHE (Presenter)<br />
Moral distress is a complex phenomenon often identified by many healthcare workers, especially those<br />
working in critical care environments. Moral distress is associated with intense work settings, ethical<br />
divergences, and end of life decisions. Organizations, including the American Nurses Association, American<br />
Association Critical-care Nurses, and the American Medical Association, have recognized Moral Distress to<br />
be detrimental to the multidisciplinary health care team contributing to burnout and turnover.<br />
Objectives:<br />
The objective is to share the findings within the literature and my DNP translational project to bring<br />
awareness to the phenomenon of moral distress/injury. Additionally, I will share what interventions have<br />
been used to decrease or prevent moral distress from occurring.<br />
Methods/Procedures:<br />
Quantitive Pre/Post-intervention data collection with qualitative components.<br />
Findings:<br />
A moderate amount of moral distress according to the sample responses. Comparative findings will be<br />
available after the DNP translational project.<br />
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Recommendations for Practice/Research:<br />
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Additionally, research is needed to identify additional best practices to improve/ reduce moral distress.<br />
Problem Addressed:<br />
The Power of Music: Affirming Elderly Refugees’ Cultural Identity<br />
Holly Harris (Student Presenter)<br />
Carina Anderson (Student Co-Presenter)<br />
Lydia Lee (Student Co-Presenter)<br />
Lauren Schwarz (Student Co-Presenter)<br />
Brooke Simpson (Student Co-Presenter)<br />
Rebeccah Tovar (Student Co-Presenter)<br />
Jade Vergara, AGPCNP-C, MSN (Co-Presenter)<br />
Currently, there are over 80,0000 individuals claiming foreign citizenship in <strong>Tennessee</strong>. Between 2016 and<br />
2018, Davidson County/Nashville alone received over 2,500 refugees, the majority of them coming from<br />
war torn and impoverished countries. Current literature supports many refugees suffer from mental health<br />
issues related to trauma and stress, social isolation, and feelings of cultural loss. Music, social engagement,<br />
and affirmation of individual cultural identity is shown to have positive outcomes for refugees, specifically<br />
elderly refugees.<br />
Objectives:<br />
VUSN students sought to increase psychosocial well-being and group cohesiveness in elderly refugees<br />
at Catholic Charities by strengthening cultural identity. Students aimed to increase these facets of<br />
psychosocial health from baseline by 20% by two months.<br />
Methods/Procedures:<br />
Over two months, students implemented a bi-monthly intervention of group activities with and without<br />
culturally relevant music. After collecting music specific to each participants’ country of origin, the music<br />
was played during Bingo and a field day designed by VUSN students. Our intervention was evaluated<br />
by using participant pre and post FACES mood surveys, volunteer post questionnaires, and volunteer<br />
structured exit interviews.<br />
Findings:<br />
With music interventions, FACES mood surveys measuring psychosocial well-being improved from 4.17 to<br />
4.71, and volunteer questionnaires measuring group cohesiveness improved from 4.23 to 4.46. Additionally,<br />
volunteer exit interviews reflected intervention success in accomplishing aims. Key interview themes<br />
included increased cheerfulness, love of meeting new people and activities, increased interaction and<br />
engagement, and sharing of culture.<br />
Recommendations for Practice/Research:<br />
Affirming cultural identity by providing culturally relevant music during activities positively impacts<br />
observed psychosocial well-being and group cohesiveness in elderly refugees. Use of Catholic Charities<br />
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translator services and digitization of music may address future barriers, including language and distance<br />
requirements, respectively. Additionally, leveraging input of family members may provide improved insight<br />
into the elder’s interests and needs.<br />
The Prevention of Stasis and Deep Vein Thrombosis by Utilization of Sequential<br />
Compression Devices<br />
Problem Addressed:<br />
Sonia Steward-Brown, BSN, RN (Presenter)<br />
Teresa Bills, RN (Co-Presenter)<br />
Sandra Foster, MSN, RN (Co-Presenter)<br />
Gabriele Macklin, BSN, RN (Co-Presenter)<br />
Diana Pierce, BSN, RN (Co-Presenter)<br />
1. The important risk factors of VTE in hospitalized patients.<br />
2. Compared the use and risk of pharmacological, mechanical prophylactic with SCD, or combination in<br />
VTE patients.<br />
Objectives:<br />
1. To be 100% compliant with sequential compression devices.<br />
2. To ensure nurse’s education and awareness of DVT prophylactic.<br />
3. To ensure staff is aware of high risk patients and to act appropriately (sequential compression devices)<br />
placements)<br />
4. Decrease the chance of developing a DVT on inpatient veteran ward.<br />
Methods/Procedures:<br />
Powerpoint, posters, educational materials.<br />
Findings:<br />
Less than 50% compliant with placement of Sequential compression devices<br />
Recommendations for Practice/Research:<br />
n/a<br />
Provider Recommendation and the Positive Impact on Vaccination Rates<br />
Brie LaJeret, DNP, AGPCNP-BC (Presenter)<br />
Problem Addressed:<br />
1. Low vaccination rates in America<br />
2. Improving public health<br />
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Objectives:<br />
Objectives of Capstone Project:<br />
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1. To determine if verbal provider recommendation has a positive impact on adult influenza vaccination<br />
rates<br />
2. To provide vaccination education to providers<br />
3. To empower providers to make strong verbal vaccination recommendations<br />
4. To determine if there are biases when a recommendation is not made<br />
Methods/Procedures:<br />
A “lunch and learn” education program was given to the providers. Providers then made a deliberate effort<br />
to discuss and recommend the influenza vaccine at each routine clinic visit with eligible adult patients<br />
seen at the Vanderbilt Primary Care Clinic. A chart review was conducted to evaluate how the provider<br />
recommendation impacted influenza vaccination rates.<br />
Findings:<br />
1. Rate of vaccination rose by almost 100%<br />
2. From 48.2% in 2018 to 81.5% during the two-week implementation period.<br />
3. Rate of provider recommendation rose from 23% to over 90%.<br />
4. There were no biases identified<br />
Recommendations for Practice/Research:<br />
1. Providers should make strong, individualized verbal vaccination recommendations.<br />
2. Providers should use this opportunity to educate patients and discuss any concerns they may have.<br />
3. Providers need to be aware of unconscious biases in order to prevent inconsistent recommendation<br />
Putting Teamwork and Leadership Skills into Action Using Escape Rooms<br />
Problem Addressed:<br />
Amy Blake, MSN, RN, CNE (Presenter)<br />
This class assignment integrates leadership and followership skills using fun and active learning. This<br />
activity provides a real life experience for students (most of which have no clinical experience)to put into<br />
action many of the skills learned in this personal leadership course.<br />
Objectives:<br />
Using a fun, inconsequential strategy, the student will utilize leadership and teamwork skills to escape a<br />
chosen scenario. Communication, time management, prioritization, critical thinking, teamwork, conflict<br />
resolution, and delegation are some skills that may be used. Debriefing and reflection at the conclusion of<br />
the activity lead to the student being able to analyze his/her performance and feelings and acknowledge<br />
strengths and weaknesses that emerged during the exercise<br />
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Methods/Procedures:<br />
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In teams of 4 or 5, students work together to “escape” from a chosen scenario at a local escape room.<br />
Drawing on multiple topics that have been discussed in class, the team attempts to escape in under an hour.<br />
The team solves puzzles and riddles using clues and critical thinking to complete the scenario and thus<br />
escape the room. The team then debriefs as a team, in a reflection write up and as a class.<br />
Findings:<br />
The intended outcome of putting teamwork and leadership into action is very evident from the student<br />
comments and feedback. Having an opportunity to implement the course skills and note their effectiveness<br />
promotes confidence and eagerness to either retain or modify behavior in future opportunities. Students<br />
comment that they are smarter than they thought, that nursing leadership skills can be used everywhere,<br />
that they found their peers had great ideas, that the team benefited from having various viewpoints, and<br />
that because the team was respectful and like-minded in the mission, they were successful.<br />
Recommendations for Practice/Research:<br />
This activity puts key teamwork and leadership skills into action. These are not skills solely for nursing<br />
practice, but skills for life. This exercise reveals many actions and attitudes that are both positive and<br />
negative, and this revelation promotes discussion. It is fun, and the only consequence is bragging rights<br />
from the team to team competition.<br />
Problem Addressed:<br />
Raising Awareness of Addiction Stigma Using Artistic Mediums<br />
Kendra Todt, PhD, RN (Presenter)<br />
Every 19 minutes, someone dies from a drug overdose, with an estimated 130 Americans dying each day.<br />
In 2017, 70,200 lives were lost. The estimated cost to society is $78.5 billion dollars from expenditures<br />
related to law enforcement, health care, and lost productivity. The proliferation of the opioid crisis is rooted<br />
in stigma as individuals suffering with substance use disorder (SUD) have been invisible, marginalized,<br />
stigmatized, and criminalized. Stigma is a Greek word denoting a visual sign or mark that signifies a<br />
person as tainted and unfit for inclusion in society, a person to avoid. Sadly, the attitudes of health care<br />
professionals towards patients with SUD are largely pejorative, with nurses amongst the most punitive.<br />
Prognostic pessimism is a problem, as nurses may view patients with SUD as unlikely to recover. Across<br />
the literature, nurses struggle to view addiction as a chronic disease. Nurses noted a lack of addiction<br />
science education, preservice, and work related, leaving them feeling unprepared to care for this vulnerable<br />
population.<br />
For this reason, education is a strategy to raise awareness of the stigma that exists in spaces and places<br />
that are designated for healing. Employing artistic mediums such as visual thinking strategies may bring<br />
addiction to the forefront and facilitate a greater understanding of the detriment of stigma to population<br />
health. The root of stigma stems from personal beliefs, attitudes, and societal views, which then overshadow<br />
care delivery. The introduction of a talking circle as a place to share burdens, personal and professional, may<br />
facilitate awareness of stigma and its origins to construct a platform for change using a dialogic process.<br />
Reducing stigma has the potential to improve environments in which patients and nurses coexist as well as<br />
to improve treatment outcomes for patients suffering from addiction.<br />
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Objectives:<br />
1. Define stigmatization.<br />
2. Discuss the origins of stigmatization surrounding addiction.<br />
3. Identify stigmatizing language and actions.<br />
4. Discuss the effect of stigmatization on treatment and recovery for people suffering from addiction.<br />
5. Identify art forms that will facilitate the awareness of addiction as a chronic disease.<br />
6. Introduce the concept of professional talking circles and safe spaces to share burdens.<br />
Methods/Procedures:<br />
n/a<br />
Findings:<br />
n/a<br />
Recommendations for Practice/Research:<br />
n/a<br />
Problem Addressed:<br />
Rates of Gastrointestinal Disease in United States Military Veterans<br />
Kelsey Kent, PhD, PMHNP (Presenter)<br />
Current statistics reveal rates of GI disease in the general American population, but there is minimal data<br />
available on the rates of GI disease in U.S. military Veterans.<br />
Objectives:<br />
To determine rates of GI disease in U.S. military Veterans as compared to rates of GI disease in the general<br />
American population<br />
Methods/Procedures:<br />
This project is a retrospective, observational study using a large data set of 6,352,586 participants. Data<br />
was collected from patient records at the Veterans Health Administration on GI diseases with greater<br />
than 500,000 annual ambulatory care visits in the United States, to include: peptic ulcer disease,<br />
gastroesophageal reflux disease, diverticular disease, inflammatory bowel disease, ulcerative colitis, Crohn’s<br />
disease, irritable bowel syndrome, constipation, nausea/vomiting, and functional dyspepsia.<br />
Findings:<br />
Over a 20 year period, the rates of GI disease in Veterans were identified as:<br />
1. Gastroesophageal Reflux Disease 25.52%<br />
2. Peptic Ulcer Disease 1.82%<br />
3. Functional Dyspepsia 20.99%<br />
4. Crohn’s Disease 2.82%<br />
5. Ulcerative Colitis .75%<br />
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6. Diverticular Disease 10.22%<br />
7. Irritable Bowel Syndrome 2.11%<br />
8. Constipation 6.37%<br />
9. Nausea/Vomiting 15.80%<br />
Findings will also be broken down by year and compared to the most recent published rates of GI disease in<br />
the general American population in tables.<br />
Recommendations for Practice/Research:<br />
Bedside nurses should be aware of the unique needs of U.S. military Veterans, including the higher<br />
prevalence of gastrointestinal disease as compared to the general American population.<br />
Seeing Red? Touch Green! What is the Impact of Horticultural/Gardening Therapy<br />
on Agitation in Adult Alzheimer’s Patients Residing in an Inpatient Setting?<br />
Problem Addressed:<br />
Lauren Schwarz (Student Presenter)<br />
Christine Nguyen (Student Co-Presenter)<br />
Sean Norton (Student Co-Presenter)<br />
Eve Rodenmeyer (Student Co-Presenter)<br />
Pamela Waynick-Rogers, DNP, APRN-BC (Co-Presenter)<br />
According to the Alzheimer’s Association’s 2019 Alzheimer’s Disease Facts and Figures Report, an<br />
estimated 5.8 million Americans are living with the disease, this number is expected to double by 2050, and<br />
15-20% of patients with dementia develop violent behaviors. Behavioral and psychological symptoms of<br />
dementia are associated with increased use of physical and chemical restraints and other adverse clinical<br />
outcomes in patients (Lu, 2019). Cheng studied caregivers and concluded that the strongest predictor<br />
of burden and depressive symptoms was disruptive behavior (Cheng, 2017). Studies show that access to<br />
gardens in inpatient settings can have a positive influence on Alzheimer’s patients’ behavior by promoting<br />
relaxation and sensory stimulation (Guaita et al., 2011; Li-Chin et al., 2019, Ulrich et al., 2018, Uwajeh et al.,<br />
2019; Whear, 2014).<br />
Objectives:<br />
The purpose of this project is to encourage the implementation of garden spaces for patients with<br />
Alzheimer’s and dementia in inpatient facilities. The goal is to increase awareness of the benefits of gardens<br />
for patients with Alzheimer’s and/or dementia who reside in long term care facilities or another inpatient<br />
setting, particularly in terms of decreased agitation.<br />
Methods/Procedures:<br />
Evaluated articles were determined to be between Level 1 and Level 6 evidence according to the evidencebased<br />
practice nursing research categorization guidelines. The majority of articles included in the review<br />
utilized the Cohen-Mansfield Agitation Inventory (Cohen-Mansfield et al., 1989) to assess agitation levels<br />
before and after an intervention. Forms of horticulture interventions across studies included: leisure time in<br />
green spaces, structured gardening programs, purposeful placement of plants, audiovisual presentations of<br />
natural scenes, and use of an activity garden vs. quiet garden. According to Whear<br />
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(2014) The mechanisms causing benefit of garden include reminiscence and sensory stimulation. The key<br />
terms used in the literature review include: Dementia, Alzheimer’s, agitation, aggressive behaviors, garden<br />
therapy, horticulture therapy, green spaces, long-term care, and inpatient<br />
Findings:<br />
All studies evaluated reported decreased agitation levels associated with visiting the garden and/or being<br />
in the presence of purposeful plants. “Benefits of the garden were thought to occur through 2 mechanisms:<br />
reminiscence and sensory stimulation. The evidence suggests that these mechanisms work partly by<br />
encouraging a relaxing and calming environment, while also providing an opportunity to maintain life skills<br />
and habits.” (Whear, 2014)<br />
Recommendations for Practice/Research:<br />
In order to gather the best evidence, further research should standardize the garden intervention with<br />
specific features and methods. Additional randomized control trials are indicated for this topic since there<br />
are a limited number. Improved patient outcomes increases quality of life and reduces the burden for<br />
healthcare workers and caregivers. Recommendations for practice include incorporating gardens or at least<br />
indoor plants in inpatient setting with adults with Alzheimer’s and dementia<br />
Teaching BSN Clinical During a World Pandemic: Online OB Simulation<br />
Problem Addressed:<br />
Tammy Howard, MSN, RNC-OB, WHNP-BC (Presenter)<br />
Nursing programs clinical and lab educational programs were disrupted during the worldwide pandemic as<br />
the pandemic moved into the USA.<br />
Universities moved to 100% online education platforms. Even clinical rotations were cancelled by facilities<br />
& nursing programs and moved to online learning status. This presentation demonstrates how one BSN<br />
programs OB simulations moved from the simulation lab setting to a synchronous online platform.<br />
Objectives:<br />
1. Participants will become aware of methods used to deliver interactive synchronous online OB<br />
simulation.<br />
2. Participants will view examples of online simulation.<br />
Methods/Procedures:<br />
Poster with description and pictures that demonstrate how Laerdal Sim Mom simulator was utilized in online<br />
simulations during TN mandated “Safer at Home” status/University conversion to 100% online classes,<br />
including labs (March <strong>2020</strong>-July <strong>2020</strong>).<br />
Findings:<br />
n/a<br />
Recommendations for Practice/Research:<br />
n/a<br />
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Using the Experience of COVID-19 to Develop Your Educational Emergency Toolkit<br />
Jennifer Wissemann, DNP, RNC-LRN, RNC-OB, CNE (Presenter)<br />
Problem Addressed:<br />
Knowledge of how to effectively develop and implement educational offerings during challenging times.<br />
Objectives:<br />
1. Participants will be able to the impact of pandemics as it relates to staff education.<br />
2. Participants will be able to describe barriers/facilitators of experienced nurse transitions between work<br />
assignments.<br />
3. Participants will be able to apply lessons learned to their own educational offerings.<br />
Methods/Procedures:<br />
Summary of findings from published literature plus personal experience.<br />
Findings:<br />
n/a<br />
Recommendations for Practice/Research:<br />
Outlines recommendations for planning for alternate educational offerings amidst current pandemic setting.<br />
Problem Addressed:<br />
Virtual OSCEs<br />
Diane Butler, DNP, FNP/GNP-BC, NP-C (Presenter)<br />
1. On campus participation for MSN FNP student learning and skills check off prohibited during the<br />
Covid-19 Pandemic<br />
2. MSN FNP faculty needed a way to confirm students knowledge and practice skills with patients at end<br />
of semester<br />
Objectives:<br />
1. Describe the Observed Structured Clinical Examination (OSCE) for FNP students<br />
2. Discuss the move of the on-ground simulation OSCE format to the virtual online simulation OSCE format<br />
for FNP students<br />
Methods/Procedures:<br />
FNP Faculty developed an virtual online simulation approach to conduct Observed Structured Clinical<br />
Examination (OSCE) for FNP students.<br />
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Findings:<br />
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All FNP students successfully completed OSCEs.<br />
Recommendations for Practice/Research:<br />
In view of limited, if not prohibited, on-campus time for clinical simulation during the Covid-19 pandemic,<br />
this virtual online simulation format proved to be highly accepted and successful for faculty and students.<br />
Why Medical Record Documentation is Critical<br />
Teresa Bills, RN (Presenter)<br />
Problem Addressed:<br />
Insufficient charting<br />
Objectives:<br />
Improve medical documentation, improve communication critical information to physicians and to improve<br />
communication<br />
Methods/Procedures:<br />
Chart audits<br />
Findings:<br />
Lack of sufficient charting as 50 % lacking progress noted on continued care<br />
Recommendations for Practice/Research:<br />
Education 2x quarter, poster presentation, legal case studies, weekly huddles, lay down foundation for<br />
standardized requirements for charting, along with chart audits<br />
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<strong>Tennessee</strong> Nurses Association<br />
Statements of Financial Position,<br />
December 31, 2019 and 2018<br />
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<strong>Tennessee</strong> Nurses Association<br />
Statements of Activities and Changes in Net Assets<br />
For the Year Ended December 31, 2019<br />
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<strong>Tennessee</strong> Nurses Association<br />
Statements of Activities and Changes in Net Assets (Continued)<br />
For the Year Ended December 31, 2018<br />
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<strong>Tennessee</strong> Nurses Association<br />
Statements of Cash Flows<br />
For the Years Ended December 31, 2019 and 2018<br />
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TNA Past Presidents<br />
*Mrs. Lena A. Warner...............................................1905-1918<br />
*Nina E. Wootton........................................................1918-1919<br />
*Myrtle Marion Archer.............................................1920-1921<br />
*Mrs. Daisy Gould......................................................1921-1923<br />
*Mrs. Myrtle E. Blair..................................................1924-1925<br />
*Abbie Roberts..........................................................1926-1927<br />
*Mrs. Corrine B. Hunn.............................................1928-1929<br />
*Hazel Lee Goff........................................................1930-1932<br />
*Nancy Rice (Nashville)..........................................1933-1935<br />
*Aurelia B. Potts (Nashville).................................1936-1937<br />
*Mattie E. Malone (Memphis)...............................1938-1939<br />
*Lennis Ault (Knoxville).........................................1940-1942<br />
*Frances H. Cunningham (Memphis)...............1942-1944<br />
*Beatrice M. Clutch (Nashville)...........................1944-1948<br />
*Ruth Neil Murry (Memphis)................................1948-1950<br />
*Elizabeth H. Killeffer (Cookeville)....................1950-1952<br />
*Violet M. Crook (Union City).............................1952-1955<br />
*Catherine M. Sterling (Memphis)......................1956-1959<br />
*Vesta L. Swartz (Johnson City)........................1960-1961<br />
*Mary Frances Smith (Memphis)........................1962-1966<br />
*Dorothy L. Griscom (Memphis)........................1966-1969<br />
*Dorothy Hocker (Nashville).................................1969-1971<br />
*Mary Evelyn Kemp (Nashville)............................1971-1973<br />
*Patsy B. McClure (Knoxville)...............................1975-1977<br />
*Emma Lou Harris (Chattanooga).....................1977-1979<br />
*Mary Windham (Clarksville)................................1979-1981<br />
Annie J. Carter (Nashville).....................................1981-1983<br />
Margaret Heins (Knoxville)...................................1983-1985<br />
Virginia(Ginna)Trotter Betts(Nashville)...........1985-1987<br />
Margaret Heins (Knoxville)...................................1987-1989<br />
Frances Edwards (Nashville)...............................1989-1993<br />
Carol Blankenship (Johnson City)....................1993-1995<br />
Sharon Adkins (Nashville).....................................1995-1997<br />
Margaret (Peggy) Strong (Memphis)...............1997-1999<br />
Gary Crotty (Knoxville).........................................1999-2001<br />
Wanda Neal Hooper (Nashville)......................2001-2003<br />
*Maureen Nalle (Knoxville)................................2003-2005<br />
Susan Sanders (Lynchburg).............................2005-2007<br />
Laura Beth Brown (Nashville)..........................2007-2009<br />
Elizabeth (Beth) H. Smith (Piney Flats).........2009-2011<br />
Lena Patterson (Ooltewah)..................................2011-2012<br />
Jill S. Kinch (Nashville) (Interim President)..........2012-2013<br />
Frances (Billie) Sills (Johnson City).................2013-2015<br />
Sandra (Sandy) Murabito (Nashville)..............2015-2017<br />
Haley Vance, (Nashville).......................................2017-2019<br />
*deceased<br />
*Erline Gore (Nashville)..........................................1973-1975<br />
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<strong>2020</strong>-2021 TNF Board of Trust & Staff<br />
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<strong>2020</strong>-2021 TNF Board of Trust & Staff<br />
Staff<br />
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