Medicine and Health Sciences Commons^™

Coordinating Care And Managing Transitions For Individuals With Complex Care Needs Using The Cctm Rn Model, Sheila Haas, Phd, Rn, Faan, Beth Swan, Phd, Crnp, Faan, Traci Haynes, Msn, Rn, Cen, Ccctm

College of Nursing Posters

Objectives

• Discuss demand for care transition management for individuals with complex care needs across the care continuum
• Describe development of the Care Coordination and Transition Management (CCTM) dimensions and competencies
• Discuss challenges, future directions, and outcomes of the CCTM RN Model in managing care transitions for individuals with complex care needs

Navigating Health Care Transition: An Exploration Into The Experiences Of Parents And Their Adolescents With Special Health Care Needs Utilizing A Transitional Care Service, Jane Tobias, Dnp, Crnp

College of Nursing Posters

Abstract

Adolescents with special health care needs encounter barriers and challenges during transition to adult health care that have the potential to impact health outcomes and satisfaction with the experience. The use of transitional care services can provide resources and support throughout the transition process to the adolescent and their parent/caregiver. This descriptive survey study was conducted to evaluate adolescent and/or parent/caregiver satisfaction with the transitional care services provided by an urban, academic, pediatric health care facility. Nineteen of 39 (49%) eligible participants completed the survey. Findings indicate that adolescents and their parent/caregiver were satisfied with the resources and support …

Refusing To Let The Dust Settle: Creative Evaluation Of A Concept-Based Curriculum, Jeannette Kates, Phd, Gnp-Bc, Rn, Mary Hanson-Zalot, Edd, Rn, Julia Ward, Phd, Rn, Jamie Smith, Msn, Rn, Ccrn, Valerie Clary-Muronda, Phd, Msn-Ed, Rn

College of Nursing Posters

Concept-based curricula are being implemented in nursing education as a means to shift the emphasis from content to an emphasis on concepts and conceptual learning (Giddens & Brady, 2007). This paradigm shift requires concomitant changes in how faculty teach and how students learn. In concept-based curricula, teachers use student-centered learning activities, such as case studies, questions, or problems to engage students in active learning (Giddens, Caputi, & Rodgers, 2015).