General Submissions: Presentations (Oral and Poster) (2024)

Teach-back has been a proven model to teach patients about their disease process, medications, or dressing changes in a simple-to-understand language that often includes a return demonstration. Teach-Back isn’t just a tool to be used with patients, it can be used to help anyone understand something new. Based on the Technology Acceptance Model, people are less inclined to use new technology if they do not find it easy to use or useful in their day-to-day jobs. This integrative review aims to support the use of the Teach-Back method of instruction with staff, including return demonstration, to prove the ease of use and usefulness of patient portals integrated with the electronic medical record for hospitalized patients. Through extensive analysis of systematic reviews and qualitative studies, supporting evidence was found to prove that training focused on ease of use and usefulness of new technology will increase adoption by staff.

We offered these research questions in the original research application:

1. How is racism and discrimination experienced in this setting?

2. How do experiences of racism impact future health-seeking behavior (e.g. iatrophobia)?

Consistent with qualitative research and emergent design, additional research questions have been added:

3. What factors are attributed to treatment in the clinical setting?

4. How can the clinical environment be changed to better serve Black women seeking reproductive health care?

Nurses know that we have the ability to drive some of the most effective change in healthcare. The future of the nursing profession calls for placing the workforce in leadership positions at all levels. The profession is not effectively developing education, skills and training for leadership. Furthermore, it is not being provided to nurses or students early in their career.

Bullying has been associated with violence in high schools. The Social Ecological Model was used to examine relationships between student characteristics, violence, and bullying in a secondary analysis of Youth Risk Behavior Survey data sets from 2011 to 2017. Violence was measured by reports of feeling unsafe, threatened, fighting, carrying weapons, and carrying a gun. Bullying was defined as an aggressive peer behavior comprised of an imbalance of power, repetition, and intent to harm the victim. Males were more likely to report being threatened while females were more likely to report feeling unsafe at school. Ninth grade students were more likely to engage in violence behaviors and experience bullying. Older students who experienced bullying were more likely to carry a gun. We found a positive association between violence behaviors and experiencing bullying in high school. School Nurses should implement interventions to prevent bullying and violence behaviors amongst high school students.

The purpose of this study was to explore access to care for rural transgender and gender-diverse youth through the lens of a gender-affirming teen health clinic at that serves a rural catchment.