Suzanne Campbell

Simulation Scenarios for Nurse Educators: Making it REAL

Suzanne Hetzel Campbell et al. — Wed, 18 Apr 2012 07:27:16 PDT

Book description: Computerized patient simulation is an exciting and innovative pedagogical method that allows nurse educators to prepare student nurses for the challenges of clinical practice. This book serves as a step-by-step guide to designing and developing simulated scenarios, and integrating them into nursing curriculums. The authors provide concrete information about the use of simulation in a variety of programs, courses, and schools with flexible simulator uses, including live actors and static mannequins.

This book also provides options for building a learning resource center, and offers guidance on faculty development. Additionally, the contributors present 17 exemplars of actual scenarios in multiple clinical areas, as well as testimonies of practicing faculty. – Publisher description

Clinical teaching strategies in nursing (3rd ed.)

Kathleen B. Gaberson et al. — Wed, 18 Apr 2012 07:27:15 PDT

Suzanne H. Campbell is a contributing author (Chapter 8).

Book Description: This textbook presents a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in clinical settings. It presents clinical teaching strategies that are effective and practical in a rapidly changing health care environment. It describes a range of teaching strategies useful for courses in which the teacher is on-site with students, in courses using preceptors, in simulation laboratories, and in distance education environments.

This book represents the cutting edge of educational strategies, examining innovative uses of virtual reality, game-based learning, and nontraditional sites for clinical teaching. Also discussed are culturally inclusive strategies, methods incorporating current technologies, and strategies for teaching students with disabilities. Recognizing that clinical settings require different approaches to teaching, the contributors present all the tools necessary to help educators meet the challenges of this complex learning environment. – Publisher description

Integrating Spirituality into Undergraduate Nursing Curricula

Meredith Wallace Kazer et al. — Wed, 22 Feb 2012 05:47:46 PST

Nursing programs have done a commendable job keeping pace with the rapid advances in disease management. Yet, spirituality has received far less attention in nursing curricula (Keefe, 2005) and nursing students often do not have a strong foundation in this area. The purpose of this project was to integrate spirituality into the undergraduate nursing curricula and measure student outcomes related to spiritual knowledge and attitudes. Nursing faculty participated in a spirituality education program and followed this with sessions focused on integration of spiritual content into individual nursing courses. Student pre and post-tests were administered using a standard instrument to evaluate the effectiveness of the program. Significant differences in spirituality knowledge and attitudes among senior-level nursing students (t = -3.059, p = .004) were revealed.

As the healthcare system becomes increasingly complex, providing students with tools to identify and strengthen inner resources is essential to patient care.

Consultant’s Corner: Recurrent Plugged Ducts

Suzanne Hetzel Campbell — Wed, 22 Feb 2012 05:31:34 PST

Scenario: Elizabeth, a lactation consultant in private practice, is frustrated when a woman returns with persistent plugged ducts. She often sees women around 3 to 6 weeks and again around 4 months postpartum, with a combination of symptoms including white blebs at the tip of the nipple and abundant milk supplies. Often she works with them to clear up the plugged ducts, only to find them back under times of stress, when other children are sick or during the holidays, on the brink of mastitis. Elizabeth would like better indicators to help identify the risk factors for recurrent plugged ducts and suggestions for ways to work with women in their treatment to avoid other complications. She has heard about the use of alternative therapies, possibly even ultrasound, but is unsure of the scientific efficacy of these treatments. – [An invited response follows].

Challenges of breastfeeding preterm infants: A case study. What goes right, what goes wrong, and what can nurses do?

Suzanne Hetzel Campbell et al. — Mon, 20 Feb 2012 14:11:17 PST

Promoting breastfeeding of preterm infants offers clinical challenges for maternal-child nurses, and requires understanding the experience of the mother. Maternal-child nurses, in collaboration with hospital- and community-based lactation specialists, can meet the unique needs of preterm infants and their mothers. There are several opportunities for nurses to educate other health care professionals in the care of preterm infants and their mothers. The case study in this article presents one mother’s experience of delivering a preterm infant and the many obstacles to breastfeeding that she encountered, and it also offers suggestions for what nurses and other health care professionals can do to make sure other mothers have a more positive experience.

Hyperlactation - How left-brained 'rules' for breastfeeding wreak havoc with a natural process

C. M. Smillie et al. — Mon, 20 Feb 2012 14:11:15 PST

A variety of arbitrary and often unphysiological rules for breastfeeding are frequently suggested to breastfeeding mothers. Many of these rules duplicate strategies commonly used to increase milk supply, and thus, when undertaken by the many women who already have a generous milk supply, can lead to overproduction. Oversupply, or hyperlactation, is a frequent yet often unrecognized problem that can present with a variety of distressing symptoms for the breastfeeding mother and her infant. Infants may present with symptoms suggesting colic, milk protein allergies, or gastroesophageal reflux, or may present with unusually rapid or slow growth. Mothers may present with tender leaking breasts, sore infected nipples, plugged ducts or mastitis, or even the perception of insufficient milk supply. With an understanding of the pathophysiology of these symptoms, proper diagnosis and breastfeeding management can allow milk production to return to homeostatic levels and provide dramatic symptom relief.

Clinical lactation practice: 20 years of evidence

Karen Wambach et al. — Mon, 20 Feb 2012 08:19:41 PST

Lactation consultants depend on a vast multidisciplinary knowledge base to support their practices. To coincide with the 20-year anniversary of the International Lactation Consultant Association, the authors sought to highlight the knowledge base to demonstrate how practice has been affected. Using standard databases, they extracted English-language scientific literature related to breastfeeding and maternal and infant health outcomes; factors associated with breastfeeding initiation, exclusivity, and duration; lactation physiology; common breastfeeding challenges; breastfeeding practices within vulnerable populations; health professional support of breastfeeding; and breastfeeding practices in developing countries of Africa. Summaries of research are provided to demonstrate scientific method and knowledge evolution. As the knowledge of the biological, behavioral, and environmental factors that affect breastfeeding continues to grow, researchers and lactation consultants will identify additional research areas. Thus, the cycle of describing and explaining phenomena, testing interventions to improve practice, and ultimately improving breastfeeding outcomes worldwide will continue.

Creating effective advisory boards for schools of nursing

Marie-Noel Appel et al. — Mon, 20 Feb 2012 08:19:40 PST

Increasingly, a significant priority for the dean and faculty in schools of nursing is fundraising. Raising financial resources is highly competitive and requires sophisticated approaches to building relationships with individual donors, government agencies, private foundations, and corporations. Fundraising efforts need to be designed to cultivate alumni, parents, and friends as key leaders educated in the work of the school, its vision for the future, and the nursing profession. Advisory boards, with an emphasis on development, can effectively nurture such leaders who are fully versed in the strategic vision of the school and who are willing to provide financial support and access to a broad community of interest. An integrated approach that capitalizes on the expertise and knowledge of the dean, the faculty, advancement officers, and a carefully selected board chair forms the foundation of a successful model for development-focused advisory boards. Advisory board implementation is discussed from the perspective of a clearly articulated board charge, selection and recruitment, board retreat, assessment of interest and inclination through an annual board-planning process, engagement in priority project planning with the faculty, and careful cultivation toward deepened relationships and funding.

Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners

Suzanne H. Campbell et al. — Mon, 20 Feb 2012 08:19:39 PST

Purpose: To answer the question how do faculty nurture and reward clinical preceptors and what supports do preceptors require?

Data sources: Data came from the literature and from surveying a purposive sample of 26 faculty members teaching clinical courses and arranging precepted experiences for nurse practitioner (NP) students at 26 public and private institutions across the United States. The vehicles for the survey were personal contact and e-mail.Conclusions: Schools offer preceptor rewards varying widely in their monetary value, from tuition and continuing education vouchers, verification of hours toward recertification, access to services and events on campus, reduced price or free admission to museums, cultural and sports events, and lectures. Faculty nurture preceptors by nominating them for awards, providing letters of reference, editing manuscripts, and collaborating on research projects. Supports for preceptors from the literature reflected National Organization of Nurse Practitioner Faculties guidelines (2000), and the policies of schools and clinical agencies, such as providing copies of program objectives and student credentials.Implications for practice and education: As NP programs have proliferated, there is increased pressure on faculty to find, nurture, reward, and retain good preceptors. Faculty must continue to work with program and agency administrators to comply with policies and create preceptor rewards to recognize their gifts to us, to our schools, and to the profession.