Biography:

Michelle Regan is a former radiologic technologist who decided to return to school to advance her ability to care for patients. She obtained her BSN at The University of Tennessee Health Science Center. She then began working in emergency medicine, which she currently continues. She recently completed her Master of Science, FNP track at MCPHS. She accepted a role as a staff family nurse practitioner at a local community center. She hopes to continue to work with the underserved throughout her new career. She also is interested in women’s health. She plans to seek out leadership opportunities with the goal of improving service delivery and patient care outcomes.

 

Abstract:

In the United States, one in five children are obese, therefore it is a major public health concern.  Extra weight increases a child’s risk of developing numerous health ailments including depression, anxiety, cardiovascular disease, and diabetes.  Many research studies have focused on determining the most effective method to prevent this epidemic.  Common recommendations include a healthy maternal diet and regular exercise, but the percentage of overweight children continues to climb.  Breastfeeding has also been suggested as an approach to impede weight gain in children.  This literature review aims to determine if exclusive breastfeeding for six months compared to formula feeding will reduce obesity in children aged 2 to 18.  Current, peer-reviewed research studies published between 2013-2018 were analyzed to establish the relationship between these variables.  The majority of the research found that breastfeeding compared to formula feeding promotes a healthy weight in children.  Additionally, the evidence supports delaying solid food introduction until at least six months to encourage children to develop internal satiety cues.  The research is limited by inadequate subject diversity and difficulties managing confounders that may also impact a child’s weight.  This review adds to the ever growing body of nursing knowledge and hopes to inspire further research into the impact of exclusive breastfeeding and delayed solid food introduction on childhood obesity.

 

Biography:

Craig Lavin is a registered nurse currently employed as a registered nurse on the Washington Heights community service unit at New York State Psychiatric Hospital. He graduated summa cum laude and received his BSN from Rory Meyers College of Nursing at New York University in 2017. Craig is currently finishing up his Doctorate of Nursing Practice in Psychiatric Mental Health at Columbia University.

 

Abstract:

Statement of the Problem: Post-traumatic stress disorder (PTSD) affects around 7.7 million Americans across the lifespan and costs society over 42 billion dollars annually. Notably, according to the US Department of Defense in 2012, more US soliders committed suicide due to PTSD related symptoms than were killed in combat operations. Currently, there are only two Food and Drug Administration (FDA) indicated medications for PTSD, Paxil (paroxetine) and Zoloft (sertraline). For treatment-resistant PTSD, clinical guidelines are inadequate and not up to date with current research. In recent years, new research and alternative interventions for treatment-resistant PTSD have included 3,4-methylenedioxy-methamphetamine (MDMA)-assisted psychotherapy for PTSD. The present contribution aims to synthesize this new body of evidence, expand on treatment guidelines for treatment-resistant PTSD and consider its impact on the psychiatric-mental health nurse practitioner role.

Methodology & Theoretical Orientation:  Comprehensive literature searches will be completed using PubMed, PsycINFO and PsycArticles. We plan to review the literature and propose a conceptual framework and procedure for adapting current guidelines.

Findings: In the combined analysis, MDMA-assisted psychotherapy appears a promising modality for treatment-resistant PTSD. It is recommended that clinical guidelines be updated to consider MDMA as a treatment approach to PTSD, in the event that treatment with psychotherapy and selective serotonin reuptake inhibitors (SSRI) fail to show adequate response.

Conclusion & Significance: As nurses, we often approach treatment from a holistic perspective, treating the whole person. MDMA-assisted psychotherapy is a combined holistic approach to treatment that uses both psychotherapy and psychopharmacology. If treatment guidelines are updated, psychiatric-mental health nurse practitioners will be instrumental in implementing this innovative care in the future.

Biography:

Dr.Harper has had a long career in executive positions within healthcare.Building teams and knowing what works within diverse settings,she has produced success stories for hospitals,health plans and medical groups through complex and multiple projects.Concurrent with her executive positions,she is also principal of JCHC Healthcare Consulting.Though teaching has paralleled her work for decades,she joined academics as a full-time faculty member five years ago.She holds a Master of Science Degree in Health Care Administration and a Doctorate in Health Sciences/Nursing with an emphasis on leadership. She is currently the lnterprofessional Education Core Director for National University based in the United States and has published several articles on interprofessional education and practice.

Abstract:

The Interprofessional Education Collaborative (IPEC) formed in 2009 provided significant guidance to advance interprofessional collaboration in its publication of the IPEC competencies in 2011, which described Four Domains and associated competencies to address interprofessional education and practice. Its updated publication in 2016 included public health and the care of populations and clarified its intent that interprofessional collaboration is the overarching theme of the now renamed 4 Core Domains to 4 Core Competencies. These IPEC competencies have been adopted by several professional accrediting organizations representing nursing, medicine, pharmacy, physical therapy and a cadre of others. Core Competency 4: Teams and Teamwork (TT) is examined during a planned workshop: “Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles….”. Each sub-competency statement that supports TT is reviewed to identify the underpinnings that support their fulfillment. The workshop is presented in two sections:

• In Section 1 the literature is presented that correlates with the sub competency statements. Though the existing literature describes structural characteristics and behavioral elements of good functioning teams, the repertoire is not collectively accessible and assimilated into a whole, but is fragmented, embedded in multiple sources. The presentation integrates the literature and describes the qualities of teams and team-members likely to be successful while getting underneath the competency statements to identify the mechanisms and dispositions that drive those competencies.

• In Section 2. Dr. Harper facilitates a practicum that begins with the structural components of teams and then proceeds to key attributes of teams and team members. Liberating structures, a means for consensus and team building exercises, are engaged with attendee participation to demonstrate how large and small groups might learn teamwork by actively doing.

Biography:

Majdi is a Ph.D. candidate at University of  Malaya (Malaysia). Majdi received his BS degree in Nursing Science from the University of Jordan (UJ), Jordan, in 2008. He obtained his MS degree in Psychiatric and Mental Health Nursing from the University of Jordan (UJ), Jordan, in 2013, as well. Currently, his research interests include psychiatric & mental health topics and educational issues. In addition, he has expertise in clinical teaching, training, and lab stimulation in the field of psychiatric and mental health nursing for more than eight years. Finally, he participates in many extensive training programmes in the field of psychiatric nursing, in Jordan, USA, and Sweden.

 

Abstract:

Background: Schizophrenia is one of the most complicated psychiatric disorders, which have a chronic phase, as many patients do not promote from only psychotropic medications. Psychoeducation is one of the most recognized cognitive and behavioral therapies in specific to schizophrenia. In Jordan, the majority of patients with schizophrenia are treated by psychotropic medications as treatment as usual ( TAU), only 1-20% received any psychosocial interventions in addition to their (TAU). Moreover, the lack of knowledge about the effectiveness of psychoeducation intervention makes it even more difficult to provide mental health care to patients with schizophrenia in Jordan. Further knowledge about the impact of this type of intervention on patients with schizophrenia is required.
Objectives: The general objective of this study is to investigate the effectiveness of psychoeducation program on the knowledge about schizophrenia, psychiatric symptoms, Insight into illness, and internalized stigma for patients with schizophrenia in Jordan.

Methods: This study was used a quasi-experimental-longitudinal method with nonequivalent control group pretest-posttest. Participants ( n= 122) were assigned to an interventional psychoeducational group (n=66 ) or a control group (n= 56 ). The participants in the control group were received their ( TAU), while those in the interventional group participated in a psychoeducational program, in addition to their (TAU). The two groups were compared at baseline and post-intervention (1 week, and 3 & 6-month follow-up) on measures of knowledge about schizophrenia, psychiatric symptoms, Insight into illness, and Internalized Stigma. This study was conducted in the biggest psychiatric hospital in Jordan.

Results: The interventional psychoeducational group experienced greater improvement in the study outcome measures than the control group. Thus, these findings have important implications for future research, policy, and mental health nursing practice in Jordan.