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[MO.26] More than webargained for.surprisingand unintended outcomesof a simulation series15:25-15:55 Refreshment Break - Exhibition & Poster Viewing Room:Room:16:00-17:30Learning in PracticeProfessionalDevelopment &LeadershipNew Technologies,Simulation & SocialCurriculum Innovation &Media in Teaching andDevelopmentPracticeLearning in PracticeMini Orals with Poster(please refer to posterprogram for details)SessionChair:16:00-16:30[O1.08] Exploring studentmotivation to undertakeclinical placementoverseas: A link toachieving successfullearning outcomesC.A. Browne*, C.M.Fetherston, A. W illiamsMurdoch University,Australia[O1.09] Speaking up tomaintain patient safety intheclinical setting: Australianpre-registration nursingstudents’ experiences,willingness and capacity16:30-17:00 A. Fagan*, V. Parker, J.LeaUniversity of NewEngland, Australia[O2.08] FactorsInfluencing APNs’ CareerDevelopment in ThailandA. Rakhab* 1, C. Jackson2,T. Butterworth2, K.Nilmanat 31Suratthani RajabhatUniversity, Thailand,2Lincoln University, UK,3Prince of SongklaUniversity, Thailand[O2.09] The friendly, thedifficult and the dishonestnurse: The factors thatprecede a decision torefer an early careernurse to the Fitness toPractise CommitteeA.F. Fordham BarnesBirm ingham CityUniversity, UK[O3.08] Serious gaming asa learning tool for safeadministration of bloodtransfusion: A randomizedcontrolled trialA.J.Q. Tan* 1, C.C.S. Lee2,P.Y. Lin3, S. Cooper 4, L.S.T.Lau2, W .L. Chua2, S.Y.Liaw21National UniversityHospital, Singapore,2National University ofSingapore, Singapore,3Tan Tock Seng Hospital,Singapore, 4FederationUniversity, Australia[O4.08] Developing anationwide blendedelective on nurseleadership in theNetherlandsS. Cardiff2, J. Engel 1,P.C.B. Lalleman* 1,31HU University of AppliedSciences Utrecht, TheNetherlands, 2FontysUniversity of AppliedSciences, TheNetherlands, 3UtrechtUniversity, TheNetherlands[O3.09] Challengingstudents with the reality ofclinical practice throughrole play simulation.C.J. Hayes* 1, D.Jackson2,1, J. Daly1, P.M.Dav idson3,1, T. Power 11University of TechnologySydney, Australia, 2OxfordBrookes University, UK,3Johns Hopkins University,USA[O4.09] Student’s withdisability: Creating bestpracticeA. JohnsonAustralian CatholicUniversity, Australia[O5.08] Boundaryspanning across twoculturally diverse clinicalpartners at the same timeto establish DedicatedEducation Units: Can DEUssupport rigorouscompetencyassessments?D. Sims*, R. SaddToiohom ai Institution ofTechnology, NewZealand[MO.27] Development of acompetency basedfaculty developmentframework to supportnovice to expert nurseeducators[MO.28] Developing a newprofessional competencein qualified nurses:Evaluation of a continuingeducational intervention toincrease district nurses'knowledge and give themthe right to prescribe oralnutritional supplements[MO.29] The technologicalimplications of mastereducation in nursingdevelopment: A narrativeinquiryNETNEP2018 – 7 t h International Nurse Education Conference[O5.09] Creating morallyhabitable workplaces fornew graduate nursesR.A. VanderheideDeakin University,Australia[MO.30] Continuinginterprofessional educationin primary health care:Evaluation of theeffectiveness of anintervention by profession[MO.31] What is theevidence for the supportand management ofdomestic violence andabuse (DVA) survivorswhen they reside in a carehome and how might thistranslate into continual

professional developmentfor healthcareprofessionals working inthese settings?[MO.32] Wellness /prevention content fornursing curriculum[O1.10] Understandingand formation - theessence in becoming acaring nurseA-H. Sandv ik* 2,3, K.Eriksson2, Y. Hilli 1,31Novia university ofapplied sciences, Finland,2Åbo Akadem i University,Finland, 3Borås University,17:00-17:30 Sweden[O2.10] Educatinghospital leaders on theirrole in supporting nursesto speak upN.J. HallSalisbury University, USA[O3.10] High humanenessclinical simulations:supporting thedevelopment ofhumanistic attitudes andrelational competenciesE. Allard* 1,2, A. Legault 1,2,C. Genest 1, M. Lefebv re11Université de Montréal,Canada, 2Center forinnovation in nursingeducation, Canada[O4.10] Is nursing right forme? the impact of a preprogram introductorynursing classK. Lundberg, D. Edmunds,D. Mills*Brigham Young University,USA[O5.10] The developmentof an onlinepreceptorship toolkitL. Taylor*, C. Eost-TellingUniversity of Chester, UK[MO.33] Enhancinglearning within the processof assessing clinicalpractice[MO.34] Clinical nurseeducators experienceswith leading theknowledge translation ofthe electronic healthrecord and enablingtechnologies in an acutecare environment[MO.35] How do we meetthe global healthcareneeds of our ageingpopulations andincorporate this into ourhealthcare educationprogrammes and researchpriorities?17:30-18:30 Meet the Editorial Team: Writing for Publication in Nurse Education in Practice Room:Workshop: The Effective Academic: Key Approaches, Tools and Resources Room:17:30-19:00 Alex Clark, University of Alberta, CanadaBailey Sousa, International Institute for Qualitative Methodology (IIQM), University of Alberta, CanadaTuesday, 8 May 2018Room:SessionChair:08:00-08:30[PL1] Why do nurses leave or stay?: Nurse retention - a global issueStephen Tee* & Janet Scammell, Bournemouth University, UKRoom:08:30-10:00Teaching, Learning &AssessmentProfessionalDevelopment &LeadershipLearning in PracticeEvidence & Educational Curriculum Innovation &DiscourseDevelopmentSessionChair:NETNEP2018 – 7 t h International Nurse Education ConferenceMini Orals with Poster(please refer to posterprogram for details)

[O1.11] Evaluation of a[O2.11] Implementing acapstone e-portfoliodoctoral program in anassessment item ininternational exchange:preparing midwiferyfaculty & studentstudents for professional challengespracticeJ.M. Scanlan* 1, A.M. Sidebotham*, K. Baird, hernandez11University of Manitoba,08:30-09:00 J. GambleGriffith University, Australia Canada, 2UniversidadFinis Terrae y UniversidadAutonom a de Chile,Chile[O3.11] Incivility,gossiping, hazing,bullying, harassment, andmobbing: A contentanalysis and six casestudies in nursingeducation with evidencefrom two continentsM. Taylor*, D. DuffUniversity of SouthernQueensland, Australia[O1.12] Studentevaluations: Ameaningless burden forstudents or an educator’sfield of gold?A.S. GambleHolm esglen Institute,09:00-09:30 Australia[O2.12] Beyondorientation: Theprofessionaldevelopment of clinicalteachersM.A. Fegan*, Z. Beekhoo,M. Dhanoa-Yasi, C.HardieUniversity of Toronto,Canada[O3.12] Preparingregistrants to mentor inpractice – the role ofpersuasion and logos,ethos and pathosC. McGuinness*, K. CuriieGlasgow CaledonianUniversity, UK[O2.13] Buildingevidence-based practiceand research through anacademic-practicepartnershipM.M. Hoke* 1, J.D. Dols 1, D.Allen21University of theIncarnate Word, USA,2Methodist Specialty &Transplant Hospital, USA[O3.13] Differences inperception of clinicalpreparedness betweennew nurses and hospitaleducatorsC.L. CummingsUniversity of North Florida,USA[O1.13] Who dunnit?Engaging students innursing theory through a'murder mystery'simulationVJ Gibbins09:30-10:00 University of Alberta,Canada[O4.11] Nurses'experiences of a nationalearly warning scoreeducation program inpracticeJ. Jensen*, R. Skar, B. Tv eitVID Specialized University,Norway[O5.11] Development of ascale to assess studentnurses confidence indealing with challengingsituations within clinicalpracticeP. W alsh*, P. Owen, N.MustafaKeele, UK[MO.36] A new approachto teaching qualitativeresearch methodology tograduate level nursingstudents[MO.37] Experience ofnursing students andacademics in using rubricscompared to checkliststyle marking guide: anexploratory study[MO.38] Pre-selection tonursing course groupinterview - Do you reallyknow who you're getting?[O4.12] Systems thinkingfor workplace civility:Implications foreducation and practiceJ.M. Phillips* 1, A.M.Stalter2, S. W inegardner 3,C.M. W iggs 4, A. Jauch51Indiana University, USA,2Wright State University,USA, 3Bluffton University,USA, 4University of TexasMedical Branch School ofNursing, USA, 5Daem enCollege, USA[O5.12] Child-specificcontent in undergraduatenursing curriculaB. Copnell* 1,2, L.McKenna1,21La Trobe University,Australia, 2MonashUniversity, AustraliaRoom:NETNEP2018 – 7 t h International Nurse Education Conference[MO.40] Using aneducational series toteach nursing students andfaculty about uniqueveteran health care needs[MO.41] Utilizing clinicalpharmacists to teachpharmacotherapy for afamily nurse practitionerprogram[O4.13] Development of a [O5.13] Children's voices:model of holisticChallenging perspectivesreflection to facilitatein adult nurse educationtransformative learning in J. Jerv is*, S.C. Read, M.student midwivesMurrayJ. Bass, M. Sidebotham*, Keele University, UKJ. FenwickGriffith University, Australia10:00-10:30 Refreshment Break - Exhibition & Poster Viewing Room:[MO.39] Student-ledappreciative inquiry inhealth professionalpractice education[MO.42] Successful dosagecalculation in practice using the ‘real world'context of safemedicate[MO.43] A new way ofteaching - teaching andlearning via theBlackboard learningmanagement system[MO.44] Concept caremapping across thecurriculm: Development ofthe expert thinkerSponsored by

10:35-12:35Teaching, Learning &AssessmentLearning in PracticeCurriculum Innovation& DevelopmentProfessionalDevelopment &LeadershipRapid 5’s(please refer toResearch, Scholarship &separate program forEvaluationdetails)SessionChair:[O1.14] Putting the patientback into clinical skillstraining- using Mask-Ed to increase theconfidence of studentnurses in performing IDCinsertionJ. Frost* 1,2, L. Delaney11University of Canberra,Australia, 2Synergy,10:35-11:05 Nursing and MidwiferyResearch Centre,Australia, 3AustralianNational University,Australia[O1.15] Collaborativetwo-stage quizzing usingthe immediate feedbackassessment technique ina paediatric nursingtheory courseA.M. KlepetarUniversity of NorthernBritish Colum bia, Canada11:05-11:35[O2.14] The factorsinfluencing the selfefficacy of nursingpreceptorsM. Bugarski*, M. Lalonde,B. Craig, K. TousignantUniversity of Ottawa,Canada[O3.14] Cross facultycollaboration working in aUnited Kingdom highereducation institute - thedevelopment of a postgraduate educationprogramme for nurselecturersK.E. Sargeant*, R.A.StannardKeele University, UK[O4.14] Professionaldevelopment andleadership in nursingacademia: Is mentorshipthe answer?L. NowellUniversity of Calgary,Canada[R.01] What nursingstudents can achieve bydesigning and facilitatingtheir own simulationscenarios[O5.14] Preparing nextgeneration nurses forprimary health care roles:The barriers and enablersof new graduate registerednurse professional[R.02] Just-in-time:Descriptive study on the transition1,2use of flipped classroom P.G. Murray-Parahi* , P.M.1,4Dav idson , M.in nursing teachingDiGiacomo1, D. Jackson5,1[R.03] The development of 1University of Technologythe Australian PatientSydney, Australia, 2SydneySafety CompetencySouth Western LocalFramework for nursingHealth District, Australia,students: A Delphi Study 3Liverpool Hospital, NSW,Australia, 4Johns Hopkins[R.04] Validity andSchool of Nursing, USA,reliability of clinical5Oxford Brookes University,evaluation of nursingstudents in Canada and UKthe USA: An integrativereview[O2.15] UnderstandingMental Health Nurses'Assessment ofAntipsychotic MedicationSide Effects: Educationaland Workplace PracticesN.J. Stomski*, P. MorrisonMurdoch University,Australia[O3.15] Incorporatingmoral resilience projectsinto an undergraduatenursing curriculumC.L. CummingsUniversity of North Florida,USA[O4.15] Nurse-driveneducation interventions toimprove health outcomesand expenditure in adultswith heart failureH. Rice* 1, R. Say1, V.Betihav as 21University of Tasm ania,Australia, 2University ofSydney, Australia[R.05] Cognitivecompanionship aspedagogical approachto the development ofclinical reasoning innursing[R.06] Nurse teacherstudents' IT-skills[R.07] Assessors'experiences of gradingstudent's performance inclinical assessmentswhen that performance isnot a clear pass or fail - athematic analysis[R.08] Preparingundergraduate nursingstudents for internationalcommunity health clinicalexperiencesNETNEP2018 – 7 t h International Nurse Education Conference[O5.15] Worth theinvestment? The benefits ofCPD for healthprofessionals.M. Trueman* 1,2, B. Copnell 2,L. McKenna21The Royal Children'sHospital, Australia, 2LaTrobe University, Australia

[O1.16] That’s a wrap:Student self-evaluationafter medical-surgicalnursing examinationsA. Butzlaff*, D. Gaylle, C.O'Leary-Kelley, K. BawelBrinkleySan Jose State University,USA11:35-12:05[O2.16] Interprofessionalsimulation as aneducational tool toaddress underservedrepresentation andcultural competenceH.A. Guest* 1, D.M. Paris 1,A. Kalb2, W .D. Paris 21Texas Tech UniversityHealth Sciences Center,USA, 2Abilene ChristianUniversity, USA[O3.16] Collaboration andcomplexity: re-visioningpost graduate curriculumfor future nurse leadersJ.M. Grant*, S. ParkerFlinders University,Australia[O4.16] Reframingleadership capacity andcapabilityA. Geary* 1,4, R. Fox1,2, C.Burridge1, C. Franks 2, A.Carter 5, L. Fawcett 2, J.Lahey5, S. Taranec5, J.Mewis 51Queensland University ofTechnology, Australia,2Australian CatholicUniversity, Australia,3University of Queensland,Australia, 4GriffithUniversity, Australia, 5Nilaffiliations, Australia[R.09] Nursing students'opinions on the use ofmobile applications(apps) in clinicaleducation[R.10] Development andtesting of a virtualstandardized patientportal[O5.16] Analyzing chronicdisease burden shift toestablish exemplars forconcept-based curriculumJ.D. Dols*, M.D. Gunter,M.M. HokeUniversity of the IncarnateWord, USA[R.11] Meeting students’learning needs - usingsimulated authenticvideos to improvestudents’ perceivedknowledge andconfidence of patientfamily-centred care[R.12] Simulation anddevelopment ofprofessional standards forpractice[O1.17] Development ofprofessional competenceduring nurse educationS. Kajander-Unkuri* 1,2, R.Meretoja1,4, J. Katajisto1,H. Leino-Kilpi 1, A.Suikkala1,31University of Turku,Finland, 2SavoniaUniversity of AppliedSciences, Finland,3Diakonia University of12:05-12:35 Applied Sciences,Finland, 4Helsinki UniversityHospital, Finland[O2.17] A model forlearning compassionatecare in clinicaleducation: A NordicperspectiveY. Hilli* 1, A-H. Sandv ik4, HL. Melender 2, M. Salmu2,E. Jonsén31Nord University, Norway,2VAMK, University ofApplied Sciences,Finland, 3Um eå University,Sweden, 4University ofBorås, Norway[O3.17] Nursing students’values from selection toqualification: Alongitudinal study of howstudents describe theirvalues when exposed toa curriculum based on ahumanising philosophyJ.M.E. Scammell*, D. Tait,S. W hiteBournem outh University,UK[O4.17] Nurse facultyleadership academy:Preparing the nextgeneration to globallyadvance nursingeducationD.F. Cleeter-BaileySawgrass LeadershipInstitute, USA[R.13] It's not foreveryone: Use ofemulated clinicalequipment in nurseeducation[O5.17] Bereavementsupport in the Englishcriminal justice system: Aqualitative, educationalperspectiveS.C. Read* 1, S.[R.14] YouTube forSantatzoglou1, K. Lillie1, A.millennial nursingW rigley1, M. Corcoran1, K.students; Using internetHunt 2technology to support1student engagement with Keele University, UK,2Southam pton, UKbiosciences[R.15] An internationalcollaboration to enhancepostgraduate researchstudents' interculturalawareness usinginformation andcommunicationtechnologies[R.16] First year nursingstudents’ experiences ofdelivering intimatehuman care throughinnovative simulation12:35-13:05 Lunch Room:NETNEP2018 – 7 t h International Nurse Education Conference

13:00-14:00Seminar: Developing and Applying Integrated Competence Models for 21 st Century NursingPractice Room:13:05-14:05 Poster Session 2 Room:Room:14:10-15:40Learning in PracticeProfessionalDevelopment &LeadershipResearch, Scholarship &EvaluationTeaching, Learning &AssessmentEvidence & Educational Curriculum Innovation &DiscourseDevelopment[O2.18] Enabling newgraduate midwives towork in midwiferycontinuity of caremodels: A conceptualmodel for implementationA.M. Cummins*, E.Denney-W ilson, C.S.E.HomerUniversity of TechnologySydney, Australia[O3.18] Story sharing:Bringing together the artand science of midwiferypractice throughassessmentS. W ay*, J. LeamonBournem outh University,UK[O4.18] Professionaldevelopment andcertification for theacademic nurseeducatorC. Baker 1, P. Bradley* 1,2, K.Page-Cutrara1,21Canadian Association ofSchools of Nursing,Canada, 2York University,Canada[O2.19] Using an historicallens to examine thecreation, evaluation,dissemination, andimpact of educationalinnovationsJ. Landeen* 1, R. Chen1, K.Fisher 1, T. Jewiss1, H.Kirkpatrick1, O. LunykChild1, L. Martin1, J.Pierazzo1, O. W ahoush1, J.Blomendal 2 et al1McMaster University,Canada, 2Ham iltonHealth Sciences, Canada[O3.19] ‘Asking the hardquestions': Improvingmidwifery students'confidence with domesticviolence screening inpregnancyR.M. Smith*, C.S. HomerUniversity of TechnologySydney, Australia[O4.19] Transition from[O5.19] Giving feedbackexpert clinician to novice in workplace settings:nurse educator: Use of an What is considered besteducator competencypractice?assessment andC. Ossenberg* 1,2, A.professional development Henderson1,2, M.planning toolMitchell 1,21Griffith University,M. GillespieBritish Colum bia Instiute of Australia, 2PrincessTechnology, CanadaAlexandra Hosptial,Australia, 3Menzies HealthInstitute Queensland,Australia, 4NHMRC Centrefor Research Excellencein Nursing, GriffithUniversity, Australia[O6.02] Building aframework forinterprofessional educationH. Bilinski*, L. Racine, C.Peternelj TaylorUniversity ofSaskatchewan, Canada[O2.20] Is a successfulresearch careercompatible withscholarship in nursingeducation?S. Cooper 1, P. Seaton* 2, I.Absalom2, F. Bogossian3,R. Cant 1, M. Kelly4, T.Lev ett-Jones5, L.McKenna6, L. Ng3[O3.20] Enhancingpharmacologyknowledge andunderstanding throughcreative teachingmethods enriches theoverall learningexperience forundergraduate nursingstudents[O4.20] Usingappreciative inquiry tosupport and developnursing leadership andco-create an in

University of Oulu, Finland, 2Oulu University Hospital, Finland [MO.23] Interprofessional simulation training in health care - Study results and practical experiences in Finland [MO.24] Increasing student competence for interprofessional practice: A multi-component authentic e-learning program [MO.25] Sustainability in nursing education: The