Nurse educator conference in the Rockies HANDOUT: When the Unimaginable Occurs: Lessons Learned in Managing Clinical Students during the Ebola Crisis Nurse educator conference in the Rockies Ronda Mintz-Binder, DNP, RN, CNE Carrie Edwards, PhD, CA SANE July 14, 2017

Session Disclosure 1) Approval Statement This continuing education activity was approved by the Western Multi-State Division, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation. Arizona, Colorado, Idaho, and Utah Nurses Associations are members of the Western Multi-State Division. Approval # 72-17 2) Criteria for Successful Completion To receive contact hours, participants must check-in to the session using the barcode scanner, attend the entire session and then complete both the session evaluation and full conference evaluation by July 31, 2017. 3) Conflicts of Interest This educational activity does not include any content that relates to the products and/or services of a commercial interest that would create a conflict of interest. 4) Commercial Support There is no commercial support being received for this session.

Session Evaluation To evaluate this session, please do the following: Go to 2017necintherockies.sched.com/mobile (the online schedule) on your mobile device Click on the session you attended Press “Feedback Survey” Complete survey for the session *Remember to enter your unique identifier located on the back of your badge when completing survey.

Objectives Review and discuss the timeline of 3 critical events that occurred with clinical students on the unit with diagnosed Ebola patient. Explain the 3 phases of The Transactional Model of Stress and Coping Theory in relation to students processing the Ebola patient scenario. Create 2 faculty-driven interventions to assist students through a clinical experience crisis.

The Ebola Crisis History/Background Etiology Prevalence Symptoms A rare, but deadly virus that causes bleeding inside and outside of the body History/Background Etiology Prevalence Symptoms Outcome

The Ebola Crisis In Dallas History/Background Timeline Managing Students During Crisis Lessons Learned

Journal Assignment Students are given a journal assignment to reflect on: How the Ebola experience had affected their thoughts and feelings? Address fears/concerns/questions Thoughts about nursing in general Assignment was made optional – 8/10 students chose to participate Retrospective Study - IRB Approval Obtained Publication in process

Themes Identified Mixed Emotions Nursing as a Calling Trust Excitement/Jealousy Fear/Worry/Concern Nursing as a Calling Trust

Transactional Model of Stress and Coping Transactional Model of Stress and Coping (Lazarus & Folkman,1984) –when stressed 2 prong Appraisal system is initiated: Primary Appraisal: (interpret the stressor) Threat assessment Challenge assessment Harm or loss Secondary Appraisal (analysis of available resources) Coping abilities Coping repertoire Coping Strategies Launched to minimize response Problem or emotion focused

Activity: Processing a Crisis Interactive Activity—10-15 minutes Groups of 3-5 members If confronted with an unknown, potentially deadly new virus or other crisis in your clinical setting: A. What key elements should be in a policy regarding this issue? B. How do you handle students in the clinical setting? Unit assignments? Communication with clinical setting? C. When do you remove students from the clinical setting? What factors need to be considered? D. What would be alternative assignments for students in this situation?

The Ebola Crisis in Dallas – Lessons Learned What we learned: Ethical Considerations Student Parameters Protocols Interventions

When the Unimaginable Occurs Questions????

References American Nurses Association (2015b). Nursing World. ANA Position statement on risk and responsibility in nursing care. Retrieved from www.Nursingworld.org/MainMenuCategories/EthicsStandards/Ethics-Position-Statements/Risk-and-Responsibility-in-Providing-Nursing-Care.html. Casey, D. A nurse’s obligation to patients with Ebola. Nursing2015, 45(11), 47-49. Copeland, L. (2014, October 14) Are US hospitals prepared for possible Ebola battle? USA Today, retrieved March 3, 2014 from: http://www.usatoday.com/story/news/nation/2014/10/14/us-hospitals-prepare-for-ebola/17221077/   Cullinane, S., & Thompson, N (2014, September 18). CNN: The deadliest outbreak of Ebola virus: What you need to know. Retrieved from: http://www.cnn.com/2014/03/27/world/ebola-virus-explainer/ Ferranti, E. P., Wands, L., Yeager, K. A., Baker, B., Higgins, M. K., Wold, J. L., & Dunbar, S. B. (2016, -). Implementation of an educational program for nursing students amidst the Ebola virus disease epidemic. Nursing Outlook, -(-), 1-7. http://dx.doi.org/10.1016/j.outlook.2016.04.002 Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer Publishing Company. McCarthy, M. (2014). US issues new guidelines for health workers caring for Ebola patients. British Medical Journal (BMJ), 349:6418, 1. Shapiro, S. E., Martyn, K, Grant, S, & McCauley, L, (2015). Academic practice partnerships in the time of Ebola: Speaking with one voice for nursing. Nursing Outlook, 63(1), 10-11. Trautman, DE. (2015). Strategy, timing and collaboration: The academic response to Ebola. Nursing Outlook, 63(1), 19-20.