28^th Surgical Nursing & Nurse Education Conference August 08-09, 2018 Osaka, Japan

Dale M. Hilty, Associate Professor at Mt. Carmel College of Nursing. Hereceived his PhD in counseling psychology from Department of Psychology at the Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and April 2018, his ten research teams published 55 posters at local, state, regional, national, and international nursing conferences.

Halter and colleagues (2017) reviewed primary research articles using the Nursing Turnover Cost Calculation Methodology and found the turnover rate was 27% (Duffield et al, 2014) in the United States. Halter and colleagues (2017) summarized Li and Jones\' (2013, p. ) findings: \"This review was based on ten studies, eight of which were in acute hospital settings, all conducted in the USA, with one also in each of Australasia and Canada. The review reported costs of per nurse turnover ranging from $10,098 to $88,000 ....\"\r\n\r\nThe purpose of this educational intervention was to determine whether high and moderate-low scores on self-efficacy differentiated coping skills with a sample of nursing students. Instrumentation: Self-Efficacy (Schwarzer & Jerusaslem, 1995), Wooden\'s Competitive Greatness (Hilty, 2017) construct (i.e., being the best you can be when your best is needed, continuous self-improvement, appreciating difficult challenges), and Greenglass\' et al. (1999) proactive coping, reflective coping, and strategic planning. If nursing students reported different levels of continuous self-improvement and coping skills in relation to self-efficacy, it may be possible to track these students following graduation to determine the relationship between turnover rates and these research constructs.\r\n\r\nA sample of Bachelor of Science in Nursing (BSN) traditional students were divided into two groups using the self-efficacy scales. Hypothesis 1: There would be a difference between self-efficacy (high and moderate-low scoring groups) when compared to the Proactive Coping, Reflective Coping, Strategic Planning scales (SPSS 25, Independent t-test). Hypothesis 2: A difference would be found using self-efficacy as the dependent variable and competitive greatness (i.e., continuous self-improvement) as the predicator variable (SPSS 25, linear regression). \r\n \r\n\r\n\r\nIndependent t-test (N=61) analyses found significant differences between Proactive Coping (p=.001 ), Reflective Coping (p=.001), and Strategic Planning (p=.001) scales. The linear regression analysis confirmed the hypothesis 2 prediction and produced a correlation between self-efficacy and competitive greatness of .515 (r square = .265) which is significant (F (1, 59)=21.307, p=.001). Higher levels of self-efficacy are associated with higher levels of continuous self-improvement.\r\nRecent publications (minimum 5)\r\n\r\n1. Duffield, C., Roche, M., Homer, C, Buchan, J, & Dimitrelis, S. (2014). A comparative review of nurse turnover rates and costs across countries. Journal of Advanced Nursing 70(12), 2703–2712. doi: 10.1111/jan.12483\r\n2. Greenglass, E., Schwarzer,R., Jakubiec,D., Fiksenbaum, L. & Taubert, S. (1999). The proactive coping inventory (PCI): A multidimensional research instrument. Paper presented at the 20th International Conference of the Stress and Anxiety Research Society (STAR), Cracow, Poland.\r\n3. Halter, M., Boiko, O., Ferruccio, P., Beighton, C., Harris, R., Gale, J., Gourlay, S., & Drennan, V. (2017). The determinants and consequences of adult nursing staff turnover: a systematic review of systematic reviews. BMC Health Services Research 17:824 DOI 10.1186/s12913-017-2707-0.\r\n4. Hilty, D. (2017, October). Preliminary investigation (phase 1) evaluating relationship among Big Five personality factors, team spirit, and Wooden’s competitive greatness construct. Poster presentation at Lilly Conference at Traverse City, Michigan.\r\n5. Li, Y. & Jones, C. (2013). A literature review of nursing turnover costs. Journal of Nursing Management, 21, 405–418.

Dale M Hilty is an Associate Professor at Mt. Carmel College of Nursing. He has received his PhD in Counseling Psychology from the Department of Psychology at the Ohio State University. He has his published studies in the areas of psychology, sociology and religion.

Researchers have used self-efficacy to investigate online learning, physical therapist, diabetes type-2, work engagement, teacher education, exercise behavior, chemotherapy treatment, Alzheimer disease, counseling, clinical reasoning and online shopping. Instrumentations used were self-efficacy, compassion scale and self-compassion scale. Pommiers scale measures compassion toward others. Subscales are kindness, judgment, common humanity, isolation, mindfulness and disengagement. Neff’s scale measures compassion towards self. Subscale are self-kindness, self-judgment, common humanity, isolation, mindfulness and over-identified. Participants (N=69) in this educational intervention were BSN junior students. The self-efficacy scale was used to create two groups (e.g. high self-efficacy scores, moderate-low self-efficacy scores). Hypothesis-1: Kindness, common humanity and mindfulness subscales from Pommiers compassion towards others questionnaire would have different mean scores for the two self-efficacy groups. Hypothesis-2: The common humanity, mindfulness and over-identified subscales from Neff’s compassion towards self-questionnaire would have different mean scores for the two self-efficacy groups. Independent t-test analyses (SPSS 25) were significant for Pommier subscales (kindness, p=0.007; common humanity, p=0.001; mindfulness, p=0.001) and for Neff’s subscales (common humanity, p=0.045; mindfulness, p=0.001; over-identified, p=0.019). Barring over-identified significant finding, BSN students with high scores on SE had high mean scores on the remaining five subscales.

Dale M Hilty is an Associate Professor at the Mount Carmel College of Nursing. He has received his PhD in Counseling Psychology from the Department of Psychology at the Ohio State University. He has published his studies in the areas of psychology, sociology and religion.

American Association of Colleges of Nursing (AACN; 2008) emphasizes the role and function of critical thinking for professional nursing practice in nine essential areas (e.g. high quality and safe patient care). One of the unique challenges of critical thinking is discovering a solution to open-ended problems because such dilemmas involve meaning, truth and value simultaneously. Meaning truth and value can vary from healthcare providers and patient perspectives. Until there is an agreement (meaning, truth and value) a framework for problem resolution can remain elusive. Awareness of verbal thinking versus visual thinking evolves in our reflections and communications with others. Our emphasis on verbal thoughts and language may cause us to minimize the value of visual thinking. A psychology of imagination course was created as an elective option. The sources for the verbal thinking information for the course were selected from Peterson and Seligman (2004). The design of the psychological of imagination course integrated verbal and visual thinking applied to the 12 constructs: Nothing, self-regulation, enthusiasm, science, flow and flourishing, love and forgiveness, peace and conflict, happiness and contentment, creativity, integrity, beauty and excellence and culture and gender. 57 BSN undergraduate students provided pre and post-test self-report ratings. Students rated their levels of verbal and visual thinking per construct prior to and after the active learning classroom experience. A dependent t-test analysis found students self-report ratings reflected an increased capacity for integrating verbal and visual thinking. Statistical significance was found for the 12 constructs (p=0.001).