NTI will offer a fully immersive, interactive conference experience May 24-27, delivering the education and inspiration critical care nurses deserve and the flexibility they need.
Attendees will enjoy 24/7 access to concurrent clinical and professional development sessions, inspirational keynotes, ExpoEd exhibitor education, and new and different ways to make meaningful connections with other attendees.
NTI learning opportunities offer the following formats:
Educational Sessions: More than 200 sessions offered during the conference and available after the conference through Oct. 31. Sessions are 60 or 150 minutes.
SuperSessions: Large sessions for all participants featuring national speakers and AACN leaders, geared toward professional success, current and future trends, and/or national and global issues.
Pharmacology Content: Online classroom sessions with a minimum portion of pharmacotherapeutic content on drug-specific information, safe-prescribing practices, safe medication administration and prescribing methodologies.
Posters: Self-viewing Beacon Journey for Excellence, Chapter Best Practices, CSI Academy Innovation, Evidence-Based Solutions and Research digital posters offered during the conference and available after the conference through Oct. 31.
Sunrise/Sunset Sessions: Sessions funded by unrestricted grants from corporate supporters. Sessions are 60 minutes long with approximately 75% clinical and 25% product-specific content.
ExpoEd Education: Product- and program-specific educational and in-service-style learning provided by exhibitors. Sessions are 30 minutes.
NTI includes the Critical Care Exposition, the largest and most comprehensive trade show expressly for progressive and critical care nurses. The Critical Care Exposition will be available virtually during NTI, May 24-27. Attendees can visit online exhibit booths to view exhibitor content, link to ExpoEd sessions, plus visit and chat with exhibitor representatives.
Participants can earn 200+ CE contact hours for NTI 2021. CE contact hours are calculated on a 60-minute hour and determined by the number of learning activities a registered NTI participant completes. Learners must view/read the entire learning activity and complete the associated evaluation, as well as the program evaluation, to be awarded CE contact hours or CERP credit. No partial hours or credit will be awarded.
More than 200 NTI sessions will be available online for self-study with CE contact hours through Oct. 31.
About the National Teaching Institute & Critical Care Exposition: Established in 1974, AACN’s National Teaching Institute & Critical Care Exposition (NTI) represents the world’s largest educational conference and trade show for nurses who care for acutely and critically ill patients and their families. Bedside nurses, nurse educators, nurse managers, clinical nurse specialists and nurse practitioners attend NTI.
About the American Association of Critical-Care Nurses: For more than 50 years, the American Association of Critical-Care Nurses (AACN) has been dedicated to acute and critical care nursing excellence. The organization’s vision is to create a healthcare system driven by the needs of patients and their families in which acute and critical care nurses make their optimal contribution. AACN is the world’s largest specialty nursing organization, with more than 130,000 members and over 200 chapters in the United States.
Nursing programs have had to innovate to meet the challenges posed by the pandemic. Restrictions imposed by shutdown orders, social distancing, limited in-person meetings, changes to course delivery and clinical placement requirements, and integrating technology into the classroom like never before are just a few of the ways that Covid-19 has impacted nursing education.
Ground-based nursing colleges and universities quickly created hybrid and online versions of their courses and materials and replaced live clinical assignments with scheduled simulation class events, web-enhanced synchronous meetings, and digital clinical experiences. Programs that were fully online already helped to provide support to those who had never taught in the online environment.
In both the nursing clinical and academic settings, a pervasive shortage exists. During the pandemic, many nursing faculty members were called back to the bedside to aid in addressing the demand for care. For faculty who were working in academia and the clinical setting, the pull and strain associated with competing priorities were evident. The stress and tension felt by faculty befell the students as well.
Nursing students already work to balance competing priorities. During the pandemic, they were having to work extra shifts, be placed on mandatory stay orders, travel far from home to agency assignments, and keep their families safe. Concern for their own safety and efforts to minimize exposure were often waylaid by the desire to serve and improve patient outcomes. Needless to say, the pressure to perform in a challenging crisis was intense and the tension palpable.
Nursing faculty members and administration found themselves in uncharted territory. How do we help students persist in their academic journey during a time of unprecedented emergency? We rose to the occasion by doing what we do best, supporting our students. We became confidants in practice. Assignment deadlines were extended where feasible, student support mechanisms were erected, and leveraging technology to facilitate learning became the norm.
Over time, and all during a pandemic that does not seem to be finding its end as yet, nursing faculty have found ways to bridge gaps that exist when a product that was designed for face-to-face delivery has to be moved to a virtual setting. Technology, like the applications Zoom, Webex, Microsoft Teams, and GoToMeeting, was used to help students feel connected. Learning management systems (LMS) like Desire to Learn (D2L), Canvas, Moodle, Blackboard, and many others were used to deliver content, keep students on track, and offer a way to persist without missing a beat.
Together, nurses do what they do best, see through the problem, not to the problem. We are innovative critical thinkers who also support one another and the profession. These times have proven challenging and often arduous, but the power of nursing presses on. We collectively advocate for each other and our patients. During times of crisis and ease, we progress, inspire, encourage, support, and work with compassion and diligence to serve our communities and our profession.
Now that diversity and inclusion programs can sigh with relief that they are not “unAmerican” after all, we can proceed to celebrate their vital role in encouraging non-Whites to enter the nursing workforce. One of the nursing school champions in this area is Frontier Nursing University, and this year, Dr. Geraldine Young, DNP, APRN, FNP-BC, CDCES, FAANP, FNU’s Chief Diversity and Inclusion Officer, is being recognized as one of the Outstanding Women in Higher Education by Diverse: Issues in Higher Education magazine. This is the 10th consecutive year that Diverse has named 25 women “who have made a difference in the academy by tackling some of higher education’s toughest challenges, exhibiting extraordinary leadership skills, and making a positive difference in their respective communities.” The issue will be published on March 4, 2021, in honor of Women’s History Month.
“I am incredibly honored and humbled to be recognized on this special list of women,” Dr. Young said. “I am thankful to have led the diversity, equity, and inclusion initiatives at FNU over the past year. As we strengthen our own environment, we have the opportunity to set an example and standard for other institutions to follow. I thank Diverse magazine for this honor and for giving us this platform to inspire others.”
As a member of the Essentials Task Force and NONPF Board of Directors, Dr. Young is ensuring cultural diversity and inclusion are at the forefront of nursing education to address the health disparities and inequalities that exist in our nation. She has effectively delivered models of clinical practice to improve the outcomes of underserved and minority populations with diabetes in conjunction with the Health Resources and Services Administration (HRSA) and the Centers for Medicare and Medicaid (CMS).
FNU President Dr. Susan Stone, CNM, DNSc, FAAN, FACNM cheered Dr. Young’s “experience and expertise as an advocate for diversity, equity, and inclusion,” and added, “With the guidance of Dr. Young… we will continue to make diversity, equity, and inclusion a top priority at all levels of the university.”
In each of the past three years, FNU has also received the prestigious Health Professions Higher Education Excellence in Diversity (HEED) Award from INSIGHT Into Diversity magazine. The Health Professions HEED Award is the only national honor recognizing U.S. medical, dental, pharmacy, osteopathic, nursing, veterinary, allied health, and other health schools and centers that demonstrate an outstanding commitment to diversity and inclusion across their campuses.
FNU’s commitment to emphasizing and valuing diversity and inclusion was formally instituted in 2006 when the university began intense efforts to recruit minority students in an effort to diversify the advanced practice nursing and midwifery workforce. FNU’s initial efforts were funded through the support of an Advanced Nurse Education grant from the Health Resources and Service Administration (HRSA). In 2010, FNU held its first annual Diversity Impact Conference. Held each summer since then, the Diversity Impact Conference opens the door for nurse practitioner and nurse-midwifery students plus faculty and staff to foster collaborative discussions, address health disparities, and find proactive solutions to improve minority health among underrepresented and marginalized groups. Today, the goal of a diverse health care workforce continues with efforts to recruit and educate faculty, staff, students, and preceptors and integrate diversity, equity, and inclusion efforts throughout all of FNU operations with a goal that it should be fully integrated into the university’s culture. FNU’s diversity, equity, and inclusion efforts are currently funded with a Nursing Workforce Diversity Grant from the HRSA.
These diversity initiatives span all facets of the university, but one of the most telling and important data points is the percentage of students of color enrolled at FNU. In 2009, that number was 9 percent. Starting in 2010 with the HRSA funding, FNU’s diversity, equity, and inclusion initiatives have resulted in the percentage of students of color enrolled growing to 25 percent today.
The events of 2020 highlighted the inequities in health and the injustices faced by Black and Indigenous People of Color (BIPOC) in Minnesota. Many across the state have been awakened to the realities of racism and injustice. On a national level, we witnessed the devastation of COVID-19 and its disproportionate effects on Black and African-American communities.
On a local level, we witnessed the public murder of George Floyd in our city of Minneapolis. At the University of Minnesota School of Nursing, our faculty, students, and staff engaged and reflected with open eyes, ears and hearts the subsequent call to action. There is an unjust dual system that has been carefully woven into the very fabric of our society, including academia and yes, nursing. We acknowledge that white privilege and white supremacy has been institutionalized in academic settings. White supremacy is an insidious, toxic, and expansive system that must be renounced, including within our own schools of nursing.
Many schools of nursing in the United States have renewed their commitment to the courageous work of dismantling systemic racism in their schools and curriculum. The University of Minnesota School of Nursing is, likewise on a courageous transformational journey toward becoming more inclusive, equitable and diverse. As a place dedicated to educating nurses and transforming the healthcare system, our school has committed to unapologetic and unequivocal advocacy to address injustice and create sustainable change.
We, as the School’s Inclusivity, Diversity and Equity Director and Co-Director, recognized that leading a school toward anti-racism requires a combination of reflection, commitment and action. Paulo Frieree, Brazilian educator and philosopher, best known for his text Pedagogy of the Oppressed, said “Reflection and action must never be undertaken independently”. Reactive changes rarely provide the depth of understanding necessary to deal with deep issues of racism in healthcare, nor are they sustainable. We started by analyzing our school’s policies for student recruitment and admission,our systems of faculty hiring and promotion, and our fundraising and communication strategies.
In our experience, faculty needed time to reflect, learn about historical and systematic inequities, and the space to unpack the complex baggage of white supremacy and privilege that persists in our nation. As a school community, we created opportunities for safe and honest sharing and learning through listening sessions and discussion groups. Faculty were provided with resources to unlearn unconscious bias and deepen understanding about institutional racism in healthcare. Similar opportunities were offered to students across programs, from classroom learning, deep day activities, to monthly affinity group forums. Reflection is necessary, yet reflection without action is essentially the same as inaction. Without action, reflection can become a passive, self-absorbed pastime and is not helpful in creating substantial and sustained systemic change. Reflective and intentional planning, coupled with committed action is needed to bring about the changes in nursing education and dismantle places in our school where inequities persist. We are empowering faculty to recognize and interrupt microaggressions in the classroom. We are providing them with resources to make curriculum changes so social justice and antiracism content can be purposefully woven throughout nursing education.
The courageous and transformational journey is not a sprint, rather it’s a marathon that requires long-term commitment. At the center of this change is community because the commitment is ours to share. There is room for each person in the school community to work for equity and inclusion – from book clubs to policy writing; from recruitment and support of students to search, selection, and faculty development; from teaching antiracism curriculum to highlighting antiracism research. Reflection, coupled with commitment and action will lead to transformational change in nursing education and healthcare systems.
Since 1981 this unique peer-reviewed journal has provided a forum for discussion of the values, goals, and aspirations of professional and student nurses.
The judge commented that “What I loved about this book is that the authors made complex leadership and business topics accessible and interesting by sharing leaders’ personal stories… Provides actionable and practical strategies students can use to further their own development… Readable and clear, it is sure to be a favorite among students.”
TR: “I love hearing that, by the way. I’m so grateful for the comment about the book. Because you know, when I went into academia, I committed to never writing a book, because I don’t learn particularly well through reading books. It’s just how my brain is wired.
And two, I’ve never, I have never heard anyone say ‘I love a textbook’ before… Click here to continue reading this story.
Founded in 2017, The Ohio State University Innovation Studio is run by the OSU College of Nursing and Center for Healthcare Innovation and Wellness. In normal times, the Innovation Studio travels the country, encouraging students to create healthcare solutions, and helping them to use technology to develop their ideas into marketable new products.
How has the pandemic affected the innovation program? DailyNurse spoke to Tim Raderstorf, MSN, RN, the co-founder of the Innovation Studio and Chief Innovation Officer (as well as Clinical Instructor of Practice) at the OSU School of Nursing. Dr. Raderstorf has conducted neurosurgical research on Tethered Spinal Cord Syndrome, but his passion is healthcare innovation.
Before the pandemic, when he wasn’t teaching, Raderstorf traveled the country with OSU’s mobile Innovation Studio. He is also an expert on the role of innovation in nurse leadership and is now an award-winning textbook author. Evidence-Based Leadership, Innovation, and Entrepreneurship in Nursing and Healthcare, the textbook Raderstorf co-wrote with OSU School of Nursing Dean Bernadette Melnyk was an American Journal of Nursing (AJN) Book of the Year, winning first place honors in its category. (In Part Two, he discusses the book and explains why he found the judge’s comments particularly gratifying)…. click to continue reading.