Ordered by Abstract ID

• Poster Showcase #1: Thursday, 4 - 5 pm, Presenters in attendance
• Poster Showcase #2: Friday, 12:50 - 1:50pm, Presenters please attend

3-R. Efficacy of an Admission, Discharge, Transfer (ADT) RN on Hospital Length of Stay, Patient Satisfaction with Discharge Medication Knowledge, and Incidence of ‘Never Events’

• Amber Morandini, MBA, MSN, RN, CPHQ, NE-BC; Emory University Hospital; Atlanda, Georgia
• Presentation

Learner Objectives:

Describe the role of the Admission, Discharge, and Transfer (ADT) nurse Discern whether implementation of ADT nurses decreases hospital length of stay, increases patient satisfaction with discharge medication knowledge, and decreases the incidence of 'never events.'

4-R. A Cross-Sectional Evaluation of Socio-Demographic Factors that Impact Patient Satisfaction with Discharge Information

• Polly Willis, MSN, RN-BC, PCCN; Emory University Hospital; Atlanta, Georgia
• Roberta Kaplow, Ph.D., APRN-CCNS, AOCNS, NPD-BC, CCRN, FCCM, FAAN; Emory University Hospital/Emory University Orthopaedics & Spine Hospital; Atlanta, Georgia
• Melinda Higgins, Ph.D.; Nell Hodgson Woodruff School of Nursing; Atlanta, Georgia
• Georgia Jackson, DNP, MPH, RN, NE-BC; Emory University Hospital/Emory University Orthopaedics & Spine Hospital; Atlanta, Georgia

Learner Objectives:

Describe the sociodemographic factors that impact patient satisfaction with discharge information. List sequelae of not providing adequate discharge information.

6-R. Efficacy of Cohorting Patients Who Are Undergoing an Endoscopic Procedure on First Case On-Time Starts and Turnover Times

• Eli Ebrahimdoost, MBA, RN-BC, NE-BC; Emory University Hospital; Atlanta, Georgia

Learner Objectives:

Describe the effects of cohorting patients in the preoperative holding area on first case on time starts for endoscopic procedures. Describe the effects of cohorting patients in the preoperative holding area on endoscopy suite turnover times.

7-R. the Impact of Authentic Leadership, Structural Empowerment Psychological Empowerment, Interpersonal Conflicts, and Job Satisfaction on Turnover Intention among Early Career Nurses in Saudi Arabia

• Ohood Alkaabi; London Ontario, Canada
• Yolanda Babenko-Mould; London Ontario, Canada
• Michael Kerr; London Ontario, Canada
• Lisa Cranley; Toronto, Canada
• Ahmad Aboshaiqah; Riyadh, Saudi Arabia
• Presentation

Learner Objectives:

examine the impact of authentic leadership, structural empowerment, psychological empowerment, interpersonal conflict, and job satisfaction on turnover intention among early career nurses in Saudi Arabia.

11-QI. Evaluation of a Front-loaded Project in a DNP Curriculum: Perspectives from Students and Faculty

• Linda Cole, DNP, ARPN, CCNS, CNE, FCNS; Cizik School of Nursing, UT Health, Houston; Houston, Texas
• Latarsha Cheatham, DNP, APRN, FNP-BC; Cizik School of Nursing, UT Health Houston; Houston, Texas
• Linda Roussel, PhD, RN, CNL, NEA-BC, FAAN; Cizik School of Nursing, UT Health, Houston; Houston, Texas
• Presentation

Learner Objectives:

The attendee will evaluate the benefits and challenges associated with a front-loaded project in a DNP curriculum The attendee will examine if a front-loaded project in a DNP curriculum would be applicable in their academic setting.

13-R. Night Nurses Speak: Shining a Light on their Experiences

• Susan Weaver, PhD, RN, CRNI, NEA-BC; Hackensack Meridian Health; Neptune City, New Jersey
• Joan Harvey, DNP, RN, GERO-BC, CCRN,; Hackensack Meridian Health; Neptune City, New Jersey
• Presentation
  

Learner Objectives:

At the end of this presentation the learner will be able to discuss the findings of this qualitative study on clinical nurses’ experiences working the night shift. At the end of this presentation the learner will be able to identify key initiatives to enhance the night shift work environment.

15-QI. Implementation of TeamSTEPPS to Improve Communication and Teamwork within Labor and Delivery at a Large Academic Medical Center

• Christy Nation, MSHA, BSN, RN; UAB Hospital; Birmingham, Alabama
• Connie White-Williams, PhD, RN, NE-BC, FAAN; UAB Hospital; Birmingham, Alabama
• Heather Nelson-Brantley, Phd, RN, NEA-BC; UAB; Birmingham, Alabama
• Presentation

Learner Objectives:

Understand the importance of decreasing NTSV cesarean rates Describe how TeamSTEPPS was incorporated into the culture of Labor and Delivery.

25-QI. Milk Matters: A Quality Improvement Project in Support of Exclusive Breast Milk Feedings During the Birth Hospital Stay

• Tina Stevenson, MSN, BSBA, RNC-OB, IBCLC; Baptist Health Lexington; Lexington, Kentucky
• Lorelei Fray, MSN, RNC-MNN; Baptist Health Lexington; Lexington, Kentucky
• Hyewon Cooper, BSN, RNC-MNN; Baptist Health Lexington; Lexington, Kentucky
• Lauren Wright, BSN, RN, IBCLC; Baptist Health Lexington; Lexington, Kentucky
• Regina Winner, MSN, APRN, PPCNP-BC, CPHQ; Baptist Health Lexington; Lexington, Kentucky
• Presentation

Learner Objectives:

Participants will discuss at least three challenges to support exclusive breast milk feeding during the initial hospitalization. Participants will describe two strategies nurse leaders can implement for supporting exclusive breast milk feeding.

29-R. AUTHENTIC LEADERSHIP AND THE PROFESSIONAL PRACTICE ENVIRONMENT IN NURSING

• Alexandre Pazetto Balsanelli; São Paulo, Brazil
• Ana Paula Faustino Gilio; São Paulo, Brazil
• Isabel Cristina Kowal Olm Cunha; São Paulo, Brazil
• Andrea Bernardes; Ribeirão Preto, Brazil
• Renata Cristina Gasparino; São Paulo, Brazil
• José Luís Guedes dos Santos; Santa Catarina, Brazil

Learner Objectives:

Verify the authentic leadership of nurses. Examine the professional practice environment in nursing. To build and test a model that describes the influence of authentic leadership in nursing practice environments.

30-EBP. Addressing Moral Distress in Nurse Managers through Ethical Facilitated Discussions

• Ann Allison, MSN, RN, ACNS-BC; Indiana University Health; Avon, Indiana
• Presentation

Learner Objectives:

Verbalize the significance of identifying interventions to address nurse manager moral distress. Explore implementation and sustainment strategies utilizing the Iowa Evidence-based Practice Model. Demonstrate return on investment related to the implementation of an ethical facilitated discussion program in retaining nurse managers.

31-EBP. A Mindful Approach to Reduce Nurse Leader Stress

Lydia Rogers, DNP, MBA, RN CSSGB; Harris Health; Houston, Texas

Learner Objectives:

Utilize Mindfulness-based interventions to teach individuals skills needed to practice mindfulness. Understand how Mindfulness-based interventions reduce stress and improve well-being. Discuss the effectiveness of Mindfulness-based interventions using a mental health app.

36-R. The Relationship Between Staff Nurse Perception of Authentic Nurse Leadership, Trust in Nurse Leadership, Job Satisfaction and Turnover Intention among Perioperative Nurses

• Riccimarie Tumampo, BSN RN; University of Colorado Health - Memorial Hospital Central; Colorado Springs, Colorado
• Martha Grubaugh, PhD, RN, NE-BC, FAONL; UCHealth; Aurora, Colorado
• Maureen Varty, PhD, RN; UCHealth; Aurora, Colorado
• Presentation

Learner Objectives:

Explain the importance of authentic nurse leadership. Describe two relationships between authentic nurse leadership, trust, job satisfaction, and turnover intention. Identify at least one way to develop authentic nurse leadership.

37-EBP. Supporting the Shift: Mentorship Needs in the Transition from Bedside Nurse to Clinical Instructor

• Susie Jonassen, PhD, MSN-Ed, RN, CPN; University of West Georgia; Carrollton, Georgia
• Presentation

Learner Objectives:

Analyze the concept of transition from bedside nurse to clinical instructor. Determine support necessary for the new clinical instructor. Determine mentorship necessary for the new clinical instructor. Creation of a clinical instructor orientation program.

40-R. What is the State of Relational Leadership in Nursing and What is its Association with Nursing Outcomes

• Laura Caramanica, PhD RN CNE CENP FACHE FAAN; University of West Georgia; Carrollton, Georgia
• K. David Bailey, PhD, MBA, RN, CCRN, NEA-BC, FACHE, FAONL, FAAN; UCLA Health; Santa Monica, California
• Sandra Galura, PhD RN; University of Central Florida; Orlando, Florida
• Lucy Leclerc, PhD RN; uLeadership & Emory Health; Kennesaw, Georgia
• Shelly Luger, DNP RN; Creighton University; Omaha, Nevada
• Todd Tussing, DNP RN, CENP, NEA-BC, EBP-C, FNAP; The Ohio University; Athens, Ohio
• Presentation

Learner Objectives:

Evaluate the impact of relational leadership on nursing outcomes through other scholarly studies than those published in peer review journals. Identify key themes and insights from other scholarly studies than those published in peer-review journals to inform nursing leadership practices.

42-QI. Evaluation of the Alabama Perinatal Quality Collaborative’s (ALPQC) Postpartum Bracelet Pilot

• Lora Ham, MSN, RN; University of Alabama at Birmingham; Birmingham, Alabama
• Anne Brisendine, DrPH, CHES; University of Alabama at Birmingham; Birmingham, Alabama
• Britta Cedergren, MPH, MPA; University of Alabama at Birmingham, School of Public Health; Birmingham, Alabama
• Martha Wingate, DrPH; University of Alabama at Birmingham, School of Public Health; Birmingham, Alabama
• Rebecca Miltner, PhD, RN, NEA-BC, FAAN; University of Alabama at Birmingham; Birmingham, Alabama
• Presentation

Learner Objectives:

Describe how the PBP program has the potential to influence maternal health outcomes in Alabama, including the reduction of postpartum-related complications and maternal mortality rates. Examine how the awareness and understanding of the PBP program among healthcare providers, including EMTs and ED staff, impact the program's success and effectiveness. Analyze the feedback from Emergency Medical Technicians, Emergency Department staff, and Mother/Baby Unit leaders to understand the program's implementation challenges and successes, and its potential for broader application in reducing maternal mortality.

43-EBP. Beyond Birth: Maternal Mental Health Program after Traumatic Birth

• Courtney Sundin, DNP, RNC-OB, C-ONQS, NEA-BC; Baylor Scott and White All Saints Medical Center; Burleson, Texas

Learner Objectives:

Recognize the impact of traumatic births on maternal mental health Analyze comprehensive interventions for maternal mental health following a traumatic birth Evaluate the components of the maternal mental health program, including nurse-led debriefs, behavioral and pastoral consultations, community resource referrals, and follow-up after discharge.

49-EBP. Standardized Template with Evidence-based Education to Ensure Compliance for Surgical Medical Necessity Insurance Criteria

• Theresa Carlisle, DNP, MS, RN; The Ohio State University Wexner Medical Center; Columbus, Ohio
• Jacqueline Hoying, PhD, RN, NBC-HWC, FNAP, FAAN; The Ohio State University; Columbus, Ohio
• Todd Tussing, DNP, RN, CENP, NEA-BC, FNAP; The Ohio State University; Columbus, Ohio

Learner Objectives:

Describe two ways same-day cancellations in surgery impact patient quality of care. Describe two ways standardized smart phrase templates with insurance medical necessity criteria bullets impact healthcare quality.

51-QI. Keep It Moving: Increasing Patient's Mobility to Decrease Falls

• Teneal Simmons, B.S Kinesiology , A.A.S; Memorial Hermann Health Care System; Houston, Texas
• Shabana Momin, BSN, CMSRN; Memorial Hermann Health Care System; Houston, Texas
• Presentation

Learner Objectives:

How to enhance patient safety by promoting early mobility, reducing falls, and improving outcomes How to ensure timely assessments, individualized care for plans, and interdisciplinary coordination for safe, early ambulation and improved hospital outcomes.

54-EBP. A Health Collaboration to Address Community-Acquired Pressure Injuries

• Tracey Hall, MSN, RN, CWCN, CMSRN; Midland Memorial Hospital; MIdland, Texas

Learner Objectives:

Implement an evidence-based protocol to improve the identification and documentation of community-acquired pressure injuries upon hospital admission to improve patient outcomes. Enhance collaboration between acute and long-term care facilities to reduce the incidence of pressure injuries through evidence-based practices.

56-EBP. LEVERAGING EVIDENCE-BASED PRACTICE MENTORS THROUGH THE CREATION OF AN EBP MENTOR FELLOWSHIP: AN EVIDENCE-BASED QUALITY IMPROVEMENT INITIATIVE

• Erica Adkins, DNP, MHI, BSN, RN; The Ohio State University Wexner Medical Center; Columbus, Ohio
• Presentation

Learner Objectives:

Strengthen the leadership skills of mentors and prepare them to be effective role models in the dissemination of EBP. Create a sustainable mentoring program model that can be maintained and scaled over time. Encourage a mindset of continuous improvement and ongoing professional development among mentees and mentors.

60-QI. Implementation of an Evidence-Based LVAD Patient and Family Advisory Council

• Laura Droll, MS, RN, NE-BC; Ohio State University Wexner Medical Center; Columbus, Ohio
• Megan Amaya, PhD, CHES, NBC-HWC, AFAA-CGFI; Ohio State University; Columbus, Ohio
• Jacalyn Buck, PhD, RN, NEA-BC, FAONL; Ohio State University; Columbus, Ohio
• Todd Tussing, DNP, RN, CENP, NEA-BC, EBP-C, FNAP; Ohio State University; Columbus, Ohio
• Presentation

Learner Objectives:

Understand the role and importance of a Patient and Family Advisory Council (PFAC) for a specialized patient population in improving patient engagement and meeting regulatory standards. Examine the process of utilizing Artificial Intelligence (AI) to categorize patient and family feedback, generating key themes and insights from written transcripts.

61-QI. Shared Governance: Raising Nurses' Impact and Influence

• Kristen Fife, DNP, MHA, RN, CPPS; Veteran Health Administration; New Home, Texas

Learner Objectives:

Describe the difference between traditional and shared governance and begin implementing shared governance. Discuss the implications of shared governance on both the current and future nursing workforces.

65-QI. LVNs Rising in a Hospital: A Career Ladder Program

• Cassandra McDorman, MSN, RN; Midland Memorial Hospital; Midland, Texas

Learner Objectives:

Participants will evaluate the structure and purpose of the career ladder program as it applies to the project site to develop a similar program. Participants will identify a potential career pathway in support of LVNs pursuing formal education toward RN licensure.

75-R. Understanding Nursing Leadership in Healthcare Management After the COVID-19 Pandemic: A Grounded Theory Study

• Gabriela Marcellino de Melo Lanzoni, Lanzoni, G.M.M.; Universidade Federal de Santa Catarina; Florianopolis, Brazil
• Jaini Baschirotto Perin, Perin, J.B.; Florianópolis, Brazil
• José Luis Guedes dos Santos; Florianópolis, Brazil
• Alacoque Lorenzini Erdmann; Florianópolis, Brazil
• Simone Coelho Amestoy; Florianópolis, Brazil
• Adriany da Rocha Pimentão; Florianópolis, Brazil
• Larissa dos Santos Pinheiro; Florianopolis, Brazil

Learner Objectives:

To understand the role of nursing leadership in healthcare services management in the post-COVID-19 pandemic era. To understand the evolution of leadership practices among nurses who were involved in managing COVID-19 patients and how these practices are shaping the healthcare system today.

77-R. Embracing Technology in K-12 Schools to Enhance Safe Medication Administration: Challenges and Lessons Learned

• Amany Farag, PhD, RN; University of Iowa-College of Nursing; Iowa City, Iowa
• Ann Marie McCarthy, PhD, RN, FAAN; University of Iowa-College of Nursing; Iowa City, Iowa
• Hans Johnson, PhD; University of Iowa-College of Engineering; Iowa City, Iowa
• Heather Reisinger, Phd; University of Iowa- College of Medicine; Iowa City, Iowa
• Amber Goedken, Pharm D, PhD; University of Iowa- College of Pharmacy; Iowa City, Iowa
• Yong Chen, PhD; University of Iowa-College of Engineering; Iowa City, Iowa
• Priyadarshini Pennathur, PhD; University of Texas in Al Paso; Al Paso, Texas
• Presentation

Learner Objectives

Discuss the issue of medication safety in K-12 schools. Understand the process of human centered design for technology design and testing .Identify facilitators and barberries of technology implementation in schools.

78-R. Perceptions of Nursing Leadership in Brazilian University Hospitals During the COVID-19 Pandemic

• Gabriela Marcellino de Melo Lanzoni, Lanzoni, G.M.M.; Universidade Federal de Santa Catarina; Florianópolis, Brazil
• Mônica Emanuele Köpsel Fusari; Florianópolis, Brazil
• José Luis Guedes dos Santos; Florianópolis, Brazil
• Andrea Bernardes; Ribeirão Preto, Brazil
• Alacoque Lorenzini Erdmann; Florianópolis, Brazil
• Caroline Cechinel Peiter; Florianópolis, Brazil
• Cindy Bacon; Greensboro, North Carolina

Learner Objectives:

To examine the perceptions of nursing staff regarding leadership during the COVID-19 pandemic in Brazilian university hospitals To identify the nursing staff's perceptions of leadership in the hospital practice environment, particularly in relation to the role of nurse managers during the pandemic To analyze the relationship between the perception of leadership and job satisfaction, as well as the intention to leave the job, among nursing staff in Brazilian university hospitals.

79-QI. From Skills Lab to Real-Time Validation: Transforming Annual Competency for Nursing Excellence

• Arnel Esguerra, BSN, RN, CCRN; UCLA Health; Los Angeles, California
• Adam Fronczek, DNP, MBA, RN, NEA-BC, ANP-BC; UCLA Health; Los Angeles, California
• Sharon Doggett, MSN, RN, NEA-BC; UCLA Health; Los Angeles, California
• Gilbert Barco, MSN, RN, NEA-BC, CCRN; UCLA Health; Los Angeles, California
• Presentation

Learner Objectives:

Analyze financial and operational data from FY 2021 to FY 2025 to quantify cost savings, resource utilization, and efficiency improvements in competency validation. Develop practical strategies for integrating real-time competency validation into daily workflows while addressing challenges like scheduling, workload, and staff participation. Evaluate the cost-effectiveness and engagement benefits of real-time competency validation by measuring cost reductions and using engagement surveys to assess nurse satisfaction for FY 2025.

89-ASP. Cultivating Helping Hands: Development of a System-Based CNA Program

• Christopher Lee, MBA, BSN, RN-BC; UCLA Health Ronald Reagan Medical Center; Los Angeles, California
• Jared de los Reyes, BSN, RN; UCLA Health; Los Angeles, California
• Kemi Reeves, MSN, RN, GNP-BC; UCLA Health; Los Angeles, California
• Presentation

Learner Objectives:

Examine how a nurse-led CNA training pathway, co-designed with executive leadership and academic partners, addresses workforce shortages. Recognize the role of sponsored training and structured advancement in promoting equity, retention, and career mobility. Identify how this model provides a scalable blueprint to strengthen workforce resilience and organizational competitiveness across health systems.

Ordered by Abstract ID; First Author Only

1-EBP. Optimizing PPI Prescriptions: A Nurse-Led Evidence-Based Practice Initiative

• Shiny Edward, MSN, RN NPD-BC, CCRN-CMC-CSC, PCCN, CVRN -BC, MEDSURG-BC,ECG- BC; Baylor Scott and White The heart Hospital Plano; PLANO, Texas

9/26/2025, 10:10am - 11:00am, Breakout: 7

Proton pump inhibitors (PPIs) are commonly prescribed for gastrointestinal disorders, but prolonged inappropriate use can lead to significant adverse effects and increased healthcare costs. Older adults are particularly vulnerable to these risks due to age-related physiological changes and polypharmacy. This evidence-based practice (EBP) project aimed to reduce inappropriate PPI use and promote deprescribing among hospitalized adults aged 65 years and older in an acute care telemetry unit. A nurse-led intervention, guided by the Iowa Model, incorporated a structured PPI Deprescribing Algorithm, interdisciplinary collaboration, patient education, and informatics tools. Using a pre/post-test design over 16 weeks, 186 patient records were reviewed. Inappropriate PPI use significantly decreased from 35.3% to 5% (p < 0.001), and deprescribing actions increased to 83.9%. Nursing adherence to medication reviews reached 100%, and 100% of staff attended structured training sessions. Weekly trends demonstrated sustained improvements in prescribing practices, supported by interdisciplinary teamwork and enhanced documentation through informatics tools. These findings emphasize the critical role of nurse-led initiatives in optimizing medication management, improving patient safety, and fostering sustainable practices. The project highlights the value of integrating evidence-based guidelines, technology, and collaborative approaches to address medication overuse. Expanding similar interventions across healthcare settings offers an opportunity to enhance patient-centered care and mitigate the risks of inappropriate PPI use.

2-EBP. The Virtual Infusion of Joy & Selfcare: Incorporating Domain 10 of AACN 2021 Essentials for Executive DNP Distance Learning.

• Angela Prestia, PhD RN NE-BC FAAN; Florida Atlantic University; Jupiter, Florida

9/26/2025, 10:10am - 11:00am, Breakout: 8

Nationwide, nursing programs are transforming curriculum to align with the American Association of Colleges of Nursing (AACN) 2021 Essentials.1 The alignment celebrates core competencies for professional nursing education, emphasizes competency-based approaches, and aims to ensure qualified nursing graduates at baccalaureate, master's, and Doctor of Nursing Practice levels. Domain 10 is Personal, Professional, and Leadership Development and it emphasizes the importance of personal health, resilience, and well-being, which are essential for creating a sense of joy and meaning in nursing practice Simultaneously, distance learning is becoming ubiquitous as an educational strategy that offers access, cost effective, flexible and geographic convenience for individuals in diverse locations. Success factors associated with distance learning are identified as effective pedagogy, suitable technology, and both faculty and learner engagement.2 There is growing evidence to support wide-ranging distance learning pedagogical strategies as well as the inclusion of art, music, and thoughtfully curated breaks throughout virtual courses, especially if offered synchronously.3,4 Within a 5-day virtual immersion course for Executive Doctor of Nursing Practice (EDNP) students, the validation of Domain 10 competencies and varied approaches to adult learning was needed. Lead faculty members were tasked with developing an inclusive experience that avoided faculty and learner fatigue, sustained engagement, and conveyed comprehensive content. The session describes an evidence-based course revision that aligned with AACN 2021 Essentials Domain 10, and infused joy and meaning for a 5-day EDNP virtual immersion experience. The 2021 AACN Essentials, a caring resilient model for successful nurse leadership 5 and the Institute for Health Care Improvements (IHI)6 framework of creating joy and meaning at work were used as guides to develop the 5-day 8-hour on-line course. The faculty embedded content related to healthy practice environments and saturated the virtual course with opportunities that promoted joy and meaning.6 Examples of course pedagogical strategies included: • Incorporating daily theme, gathering messages, and ending gratitude. • Inviting diverse expert guest speakers. • Sharing joyful personal experiences. • Using different media. • Modeling behaviors. • Integrating 15-minute chair yoga/breath-ology sessions. The evidence-based course revision results included course reflections and learner testimonies that highlighted admiration of faculty commitment, voiced action of learners’ replication of activities at their leadership meetings, requests to present to organizational leadership, EDNP Final project papers reflecting topics of nurse leader well-being, gratitude, self-reflection, self-efficacy, mindfulness and resiliency. As nursing programs across the country work to align with the AACN 2021 Essentials, tangible evidence-based course revisions are needed that explicate replicable Domain specific pedagogy. Session goals include: 1. Thoughtfully engage EDNP students for 5 days of virtual education 2. Mindfully construct curriculum for learner assimilation of knowledge. 3. Intentionally create a healthy learning environment balancing course content in a comprehensive manner. 4. Purposefully model self-care. 5. Decisively align Domain 10 within course for an impactful EDNP learner experience.

3-R. Efficacy of an Admission, Discharge, Transfer (ADT) RN on Hospital Length of Stay, Patient Satisfaction with Discharge Medication Knowledge, and Incidence of ‘Never Events’

• Amber Morandini, MBA, MSN, RN, CPHQ, NE-BC; Emory University Hospital; Atlanda, Georgia

Poster Showcase

Background: During times of increased nursing workload, poor patient outcomes can result. Multiple patient admissions, discharges, and transfers occurring concurrently can increase nursing workload and complexity to nurses’ clinical assignments. One role that has been developed to promote safety and mitigate patient and nurse harm is the Admission, Discharge, and Transfer (ADT) nurses who can ensure faster and smoother patient admissions by coordinating with hospital departments and ensuring all necessary paperwork, assessments, and orders are completed efficiently. By managing patient flow, ADT nurses help optimize bed availability and avoid bottlenecks in patient movement. This efficiency can lead to quicker transitions through different levels of care, thus positively impacting LOS. ADT nurses can also engage in communication with patients and their families during key transition points, ensuring they are well-informed about the process, what to expect, and requisite follow-up care. Aim: The aim of this study was to discern whether the implementation of the ADT nurse increases patient experience scores related to discharge medication information, decreases overall hospital length of stay, and decrease the incidence of ‘never events.’ Methods: This study used a descriptive pre-intervention (preceding the start of the ADT nurse intervention) post-intervention design. Results: During the six-month pilot, three of the four participating units had improvements in their patient satisfaction scores related to knowledge of discharge medications (improvement ranged from 3% to 26%). There was an overall 63.6% decrease in the number of falls during the pilot period. All four units had a decreased length of stay index.

4-R. A Cross-Sectional Evaluation of Socio-Demographic Factors that Impact Patient Satisfaction with Discharge Information

• Polly Willis, MSN, RN-BC, PCCN; Emory University Hospital; Atlanta, Georgia

Poster Showcase

Background: Patients who receive inadequate discharge education may have decreased adherence to their treatment regimen, safety, satisfaction, and are at increased risk for re-admission to the emergency department. Those who are poor adherence with discharge education may have poor healthcare outcomes. Medications may not be taken as prescribed, symptoms that should be reported to a provider may be ignored, and post-discharge provider visits may be missed. Post-discharge patient satisfaction surveys are used as a primary measure of quality patient care. Results on these surveys may be influenced by patient socio-demographics. The data are not consistent as to which demographic variables impact patient satisfaction. Aim: The aim of this study is to determine the socio-demographic factors that may impact patient-reported satisfaction related to discharge information Methods: This study will use a retrospective cross-sectional design. Cross-sectional studies are observational studies that analyze data from a population at a single point in time. They are often used to measure the prevalence of health outcomes, understand determinants of health, and describe features of a population. Results: Male, Caucasian patients, those between the ages of 65 and 79, those with limited English proficiency, and those who self-reported good to very good mental health were satisfied with the discharge education provided. Female patients those of other races and age groups, who were English-proficient, and self-reported fair or poor mental health were not satisfied with the discharge information provided.

5-R. Effect of Coloring on Stress Levels of Nurses in the Acute Care Setting

• Roberta Kaplow, Ph.D., APRN-CCNS, AOCNS, CCRN, FAAN; Emory University Hospital; Atlanta, Georgia

9/26/2025, 11:10am - 12:00pm, Breakout: 11

Background: Experiencing stress in the workplace can jeopardize nurses’ physical and mental health, decrease work productivity and failure to provide appropriate patient care. Data over the past two decades suggest art as an effective intervention for mental health concerns. Art can reduce stress in physical, emotional and environmental ways. Based on comments from nurses, art as a stress relief technique is effective in not only learning to care for themselves but also in supporting colleagues and increased self-esteem and confidence, which subsequently decreased stress and anxiety. Aim: To determine the effect of coloring on perceived RN stress levels. Method: A descriptive pre-intervention post-intervention method was used in this study. Results: The Perceived Stress Scale-10 (PSS-10) stress scores ranged from 0 to 28 with an average of 14.4 +/- 7.5 where 36.1% had low stress levels, 58.3% had moderate stress levels, and 5.6% had high stress levels. Prior to the coloring exercise, the self-reported color stress level was 4.2 +/- 2.1, which decreased to 2.4 +/- 1.3 after the coloring exercise. These changes pre-to-post were statistically significant (p <.001). The PSS-10 and PRE and POST color stress scales correlated well with each other (PSS-10 with Color Stress Pre (p<.001), with color stress post (p<.001) and pre with post color stress (rho=0.658, p<.001). It is also noted that for participants who started with higher PSS-10 (p=.004) or higher color stress pre scores (p<.001) had more decreases in their pre-to-post change scores.

6-R. Efficacy of Cohorting Patients Who Are Undergoing an Endoscopic Procedure on First Case On-Time Starts and Turnover Times

• Eli Ebrahimdoost, MBA, RN-BC, NE-BC; Emory University Hospital; Atlanta, Georgia

Poster Showcase

Background: Intrahospital transport entails moving a patient from one physical location within the hospital to another. Transportation of patients during their hospitalization for diagnostic tests or procedures is an essential component of care. Delays in transport can impede timely performance of procedures, thereby causing delays and initiation of treatment. There are several potential challenges when transporting patients for procedures/diagnostic tests that can result in delays. These process of intrahospital transfer entails phoning to request a member of the patient transport team, waiting for a transport team member to become available, completion of any preparations for the procedure that the patient will undergo, and the actual transfer. This process may take up to 30 minutes of time and can result in treatment or testing delays and backlog of the day’s schedule. Aim: To cohort patients who are undergoing an endoscopic procedure in the POHA to determine efficacy in increasing first case on-time starts and decreasing turnover times and times between patient transport requests and patients being ready for endoscopic procedures. Methods: This study used a pre- post-intervention design. Evaluation of the efficacy of cohorting patients in the POHA who are undergoing endoscopic procedures was evaluated. Results: Room turnover (time from patient leaving procedure room to next patient entering the procedure room) decreased by approximately 15% from 34 to 29 minutes. We have also achieved consistency with room turnover time being less than 30 minutes over the past three months. Our first case on time starts percentage increased from 63% to 76%.

7-R. the Impact of Authentic Leadership, Structural Empowerment Psychological Empowerment, Interpersonal Conflicts, and Job Satisfaction on Turnover Intention among Early Career Nurses in Saudi Arabia.

• Ohood Alkaabi; London Ontario, Canada

Poster Showcase

Abstract Purpose: to examine the impact of authentic leadership, structural empowerment, psychological empowerment, interpersonal conflict, and job satisfaction on turnover intention among early career nurses in Saudi Arabia Design/methodology/approach: A non-experimental, predictive, correlational, cross-sectional survey design study. A convenience sampling method was used to obtain data from Saudi early career nurses working at public hospitals affiliated with the Ministry of Health in Saudi Arabia. The hypothesized model was analyzed using structural equation modelling. Findings: Authentic leadership had a significant positive effect on structural empowerment. Authentic leadership had a significant indirect and positive effect on psychological empowerment and job satisfaction and a significant indirect negative effect on interpersonal conflict. Structural empowerment had a significant direct effect on psychological empowerment and job satisfaction and a significant negative direct effect on interpersonal conflict. Psychological empowerment was found to be significantly and positively related to interpersonal conflict, job satisfaction, and turnover intention. Interpersonal conflict had a significant and positive effect on turnover intention, whereas job satisfaction had a significant negative effect on turnover intention. Originality: The results may contribute to the mobilization of strategies in acute care practice settings to address workplace relationship issues which could ultimately support the delivery of quality and safe client care. Also, the results of the present study may provide nurse educators with evidence of the influences of authentic leadership and empowerment on interpersonal relationships and overall organizational outcomes. It is also hoped that the study results can be emphasized in the nursing curriculum in Saudi Arabia. Keywords

8-R. From Driven Clinical Nurses to Influential Nurse Leaders: A Qualitative Study

• Nicole George, PhD, RN, NEA-BC; Press Ganey; Chicago, Illinois

9/27/2025, 10:10am - 11:00am, Breakout: 19

Abstract Objective This aim of this study was to understand the lived experiences of millennial-aged nurse leaders in acute care settings. Background As the largest generation in the nursing workforce, millennial-aged nurses are moving into nursing leadership roles as nurses of the baby boomer generation retire. The COVID-19 pandemic accelerated advancements in healthcare, but also heightened a fragile nursing profession, where nurses’ and nurse leaders’ resilience were fully tested. Methods Van Manen’s approach to phenomenology guided the interviews of ten participants. Results Three key categories and their subcategories were identified: 1) professional development; 2) sense of belonging; and 3) growth as a leader. Conclusion This study underscores millennial nurse leaders' strong leadership inclinations, identifies key challenges, and emphasizes the need for tailored professional development, mentorship, and flexible policies to support their growth and retention.

9-QI. A Baseline Assessment of Nurse Leader Informatics Competency

• Kelly Resco-Summers, DNP, MS, MAdm, BSN, RN; University of Alabama at Birmingham; Birmingham, Alabama

9/26/2025, 3:00pm - 3:50pm, Breakout: 17

Informatics capabilities must exist at all levels of nursing practice to meet the demands of complex patient care, changing care delivery models, and alternative payment methods. The purpose of this study was to assess the self-reported level of informatics competency of nurse leaders working in a three-hospital, integrated, academic health system and determine nurse leader informatics educational needs. Using a cross-sectional design, leaders were surveyed about their informatics self-efficacy using the Nursing Informatics Competency Assessment for the Nurse Leader instrument. The respondents rated themselves highest on ethical and legal concepts (Factor M 3.48, SD 1.24) followed by requirements and system selection (M 3.17, SD 1.28), and strategic implementation management (M 3.11, SD 1.34). Respondents scored lowest on advanced information systems management and education (M 2.66, SD 1.33), information systems concepts (2.45, 1.41) and executive planning (M 2.27, SD 1.40). Respondents who had received informatics education integrated within their nursing training consistently reported higher mean responses. Four respondents reported their lack of understanding of the informatics concepts prevented them from answering all questions. Contemporary nurse leaders must have the requisite informatics competencies to effectively use technology within the workplace, and to lead the evaluation and selection of clinical tools. Though significant gaps exist in nurse leaders’ informatics knowledge, these gaps can be bridged through engaging, relevant educational offerings. These survey results set the stage for the development of tailored nurse leader education to fill the academic-practice gap.

11-QI. Evaluation of a Front-loaded Project in a DNP Curriculum: Perspectives from Students and Faculty

• Linda Cole, DNP, ARPN, CCNS, CNE, FCNS; Cizik School of Nursing, UT Health, Houston; Houston, Texas

Poster Showcase

Historically at Cizik School of Nursing UT Health Houston, Doctor of Nursing Practice (DNP) projects are housed in stand alone courses that were not necessarily connected to other DNP course work. In September 2022, a redesigned curriculum was launched that incorporated the DNP project into the first five semesters of the DNP program. Using Plan-Do-Study-Act (PDSA) cycles during the implementation phase, the curriculum was refined and the quality of the DNP project enhanced. A study of students who have completed the revised curriculum and their faculty advisors has provided more in-depth feedback than the traditional course evaluation process. Students reported benefits from having scheduled classroom time with advisors and project-related assignments graded by advisors. The faculty reported positive outcomes from workload credit being incorporated into early course work and easy access to the same resources as their students. Some barriers included students negatively impacted by organizational and leadership challenges within their project sites resulting in delayed project starts. Front-loading the DNP project into a curriculum is viable with both benefits and challenges. Through continued PDSA cycles, DNP faculty have refined the curriculum, and the quality of the DNP project has been enhanced. Successful implementation of curricular changes involves careful planning, course sequencing, faculty development and support from course leaders.

12-R. Empowering Administrative (House) Supervisors with Functional Competencies

• Susan Weaver, PhD, RN, CRNI, NEA-BC; Hackensack Meridian Health; Neptune City, New Jersey

9/26/2025, 10:10am - 11:00am, Breakout: 9

Significance Administrative (house) supervisors are nurse leaders who provide leadership oversight on the night, weekend, and holiday shifts when unit managers, directors, and hospital administrators are not present in the hospital. They are responsible for staffing, patient flow, crisis management, and acting as hospital representative. Additionally, administrative supervisors establish trust with the staff, conduct walking rounds, and provide education and support to the nursing team. A nationwide study analyzing job descriptions from 18 administrative supervisors highlighted staffing, patient flow, and crisis management as core responsibilities, however these descriptions did not fully capture the complexity of their work. A role delineation study with 50 supervisors in one state identified key duties: evaluating patients, investigating incidents, managing staffing and patient flow, responding to emergencies, and activating disaster protocols. Over the past decade, research has shed light on various aspects of the administrative supervisor role, including their leadership style, collaboration with the daytime leaders, emotional intelligence, stressors, work engagement, and job satisfaction. However, there remains a significant gap in role-specific competencies tailored to administrative supervisors. Utilizing the American Organization of Nurse Leadership (AONL) Nurse Leader core competencies as a framework, and the AONL nurse manager functional competencies, the administrative supervisor functional competencies were created by content experts: two master’s-prepared administrative supervisors, a nurse scientist, and an AONL nurse leader competency expert. The administrative supervisor functional competencies follow the five core domains of the AONL Nurse Leader core competencies: Business Skills and Principles; Communication and Relationship Building; Knowledge of the Health Care Environment; Professionalism; and Leadership. Purpose The purpose of this study was to validate the applicability and relevance of the administrative supervisor functional competencies and describe administrative supervisors’ self-assessed mastery levels. Methods A descriptive cross-sectional study was conducted inviting administrative supervisors from throughout the United States (U.S.) to complete a survey. For each functional competency, supervisors were asked to rate the relevance, on a 4-point Likert scale with 4 as highly relevant, and identify their level of competency mastery on a 5-point Likert scale with 1 as Novice to 5 as Expert. Results The 111 respondents from 15 U.S. states rated the administrative supervisor functional competencies as highly relevant to the role. Most subdomains (85%) scored between 3.87 (Effective Communication) and 3.14 (Health Equity and Social Determinants of Health), while the lowest-rated were Financial Management (2.94), Economics and Policy (2.96), and Governance (2.98). Respondents generally rated themselves as competent, with Effective Communication (3.36) scoring highest and Transformation and Innovation (2.79) lowest. Post-hoc analysis showed that supervisors with 6 years or more of experience rated their competency significantly higher (p<0.05) in Professional Accountability, Organizational Accountability, Relationship Management, and Influencing Behaviors, suggesting experience enhances competence and confidence. These administrative supervisor functional competencies can guide job descriptions, performance reviews, along with leadership development, thereby magnifying the role of administrative supervisors and elevating their contributions as nurse leaders.

13-R. Night Nurses Speak: Shining a Light on their Experiences

• Susan Weaver, PhD, RN, CRNI, NEA-BC; Hackensack Meridian Health; Neptune City, New Jersey

Poster Showcase

Background: Night shift nurses in acute care settings are essential for ensuring continuous patient care, yet working against their natural circadian rhythm takes a significant toll on their physical and mental health. Evidence shows that night shift work disrupts sleep patterns, leading to chronic fatigue, poor sleep quality, and an increased risk of long-term health conditions such as cardiovascular disease. These effects not only jeopardize nurse well-being but also compromise patient safety. Research has shown that fatigue among night shift nurses is associated with a higher likelihood of errors, including medication errors and near misses. Additionally, sleep-deprived nurses face an increased risk of workplace injuries and drowsy driving incidents, further underscoring the dangers of disrupted circadian rhythms. Despite these well-documented risks, comprehensive initiatives to improve night shift nurses' safety and work experience are lacking, underscoring the need to address these challenges to enhance both nurse well-being and patient outcomes. Purpose: The purpose of this study was to explore the experiences of nurses working the night shift and identify initiatives to enhance their well-being and professional performance. Methods: A qualitative descriptive study was conducted through six focus groups with 91-night shift nurses working at six hospitals. The focus group transcripts were thematically analyzed, and respondent validation was performed for credibility. Results: Recognition of the night shift nurses' unique needs was the overarching theme from the focus groups. The subthemes further describe the unique needs of night shift nurses and their recommendations for improvement: Safety at Night: From feeling safe to being terrified; Drowsy driving: Feel asleep driving home; The Need for a Break; We’re tired – Napping; Nourishment at Night; Self-care; and Night work not valued. Conclusions & Implications: The findings highlight key areas for enhancing night shift nurses’ practice and overall work experience. Recommended initiatives include enhancing workplace security, implementing measures to prevent drowsy driving, providing structured breaks, ensuring designated napping spaces, offering nutritious food options at night, and increasing recognition of night shift nurses. Some hospitals have already adopted initiatives such as drowsy driving prevention programs, healthier food availability, and self-care promotion. These results align with previous research, reinforcing the persistent challenges night shift nurses face. However, despite widespread acknowledgment of these issues, meaningful and sustained change remains limited. Healthcare organizations must move beyond recognition to action, implementing evidence-based interventions that directly support night shift nurses. Enhancing security, and ensuring access to essential services, such as healthy meals and designated rest areas, are not optional but imperative for nurse well-being and patient safety. This study underscores an urgent Call to Action for nurses and healthcare employers to prioritize solutions that address the unique demands of night shift work. By improving the night shift work environment, healthcare systems can enhance nurse well-being and ensure the delivery of safe, high-quality patient care.

14-R. Virtual Coaching and Mentoring of Doctor of Nursing Practice Graduates: A Qualitative Study Evaluating Alignment with Emerging Framework, Leadership Competencies, and Innovative Use of Technology

• Linda Roussel, PhD, RN, CNL, NEA-BC, FAAN; Linda Roussel; New Braunfels, Texas

9/26/2025, 2:00pm - 2:50pm, Breakout: 13

Background: Mentoring and coaching are critical in developing nurses' leadership competencies, such as communication, decision-making, and emotional intelligence. Mentorship enhances leadership qualities, promoting confidence and independent decision-making among nurses, contributing to higher quality patient care and more effective leadership within healthcare settings. Technology also enhances mentoring relationships between DNP students and their advisors, providing the opportunity to enhance skills such as communication effectiveness, online platforms' role, and digital tools' use to facilitate project development and reflection. When used effectively, technology can overcome barriers related to distance and scheduling, leading to more productive mentoring experiences. Purpose: The study aims to explore DNP graduates' virtual coaching and mentoring experiences to evaluate alignment with an emerging conceptual framework, influence on the development of leadership competencies, and the use and impact of innovative technology. Methods: The theoretical frameworks guiding this study are an emerging mentoring-coaching framework (from the authors of this research) and a mentoring competency assessment (MCA-21). A purposive sample of 16 DNP graduates (former students of researchers) was invited to participate in this study to ensure data saturation while maintaining manageability for qualitative analysis. Consent was required to engage in virtual, recorded individual, semi-structured interviews to offer a case study and qualitative data collection process. The data collection tool includes the emerging mentoring-coaching and MCA-21 concepts used for thematic analysis during the interviews for theme identification. Further thematic analysis will be conducted on transcribed interview recordings through manual coding and/or analytical software, grouping codes into broad themes and comparing these themes with pre-defined concepts and competencies. Theme validation will be achieved through member-checking (confirming the accuracy of the identified themes), peer debriefing among researchers (to ensure coding reliability), and using AI tools to record and analyze the interviews. Results: This study will contribute to the science of nursing leadership and offer insight into the lived experiences of DNP graduates coaching and mentoring relationships with project advisors/chairs, identify specific behaviors and actions that support leadership development, and provide information about how technology is used in coaching-mentoring interactions. Data collection is ongoing, and results are expected in the summer of 2025.

15-QI. Implementation of TeamSTEPPS to Improve Communication and Teamwork within Labor and Delivery at a Large Academic Medical Center

• Christy Nation, MSHA, BSN, RN; UAB Hospital; Birmingham, Alabama

Poster Showcase

Problem and Evidence Appraisal: Reduction of Nulliparous, Term, Singleton, Vertex (NTSV) cesarean births, or low-risk primary cesarean births, is a nationwide focus. NTSV cesarean births are important to address because they are associated with higher rates of postpartum hemorrhage, venous thromboembolism, wound complications, longer hospital stays, and potential for future risks such as uterine rupture. The current NTSV rate at this large, academic medical center is 30.1%, well above the national benchmark of less than 23.9%. Staff recently completed the Labor Culture Survey (LCS), and 54.8% identified communication and teamwork as an area for improvement. TeamSTEPPS is an evidence-based strategy for improving communication and teamwork that improves patient outcomes. TeamSTEPPS is an effective strategy for obstetrical care because it enhances communication, teamwork, and patient safety in high-risk environments. Obstetric emergencies require rapid coordination among multidisciplinary teams, and TeamSTEPPS improves situational awareness, role clarity, and decision-making. By fostering a culture of open communication and mutual support, it reduces errors, improves patient outcomes, and enhances staff confidence in managing critical situations. Studies have shown that implementing TeamSTEPPS in obstetrics leads to fewer adverse events and better interdisciplinary collaboration. This purpose of this quality improvement project is to improve communication and teamwork in the Labor and Delivery unit through implementation of TeamSTEPPS, ultimately reducing the NTSV cesarean birth rate. Implementation Strategies for Practice Change: The TeamSTEPPS framework was used to guide a simulation-based educational intervention to improve communication and teamwork on the unit. Two 1-hour sessions were held with staff to discuss the LCS, TeamSTEPPS, and simulate a real-life scenario. Pre and post TeamSTEPPS Teamwork Perceptions Questionnaires (T-TPQ) were administered to staff to measure communication and teamwork. In addition, ten observations of NTSV debriefings were completed to assess staff communication and teamwork using the Non-Technical Skills (TENTS) observation tool. Plan-Do-Study-Act (PDSA) cycles were employed with each observation. The T-TPQ will be re-administered 4 months post-intervention to assess improvement in communication and teamwork. Descriptive statistics and t-tests were used to analyze T-TPQ, TENTS, and NTSV rates. Evaluation: The project is in final stages of data analysis. After TeamSTEPPS training, we anticipate an improvement in communication and teamwork among staff and a decrease in NTSV cesarean birth rates. Lessons Learned: If the project is successful, improvements in communication and teamwork could positively affect other care processes, leading to greater staff satisfaction within the labor and delivery department. This QI initiative aligns with the strategic plan for the academic medical center and is an important step toward achieving the broader Healthy People 2030 goals.

16-R. Job Plans and Intent to Leave Among New Graduate RNs: A Comparative Analysis of U.S. and Middle East Hospitals

• Angela Pascale, PhD; South Bend, Indiana

9/27/2025, 10:10am - 11:00am, Breakout: 21

Background Understanding job plans of new graduate RNs (NLRN) is essential for addressing workforce retention challenges and ensuring long-term career stability. Limited research exists on their short-term and long-term job plans, especially within international contexts such as Middle Eastern hospitals. This study aims to fill this gap by analyzing NLRN job plans and reasons for intent to leave in both U.S. and Middle East hospital settings. Objectives To compare 1-year and 3-year job plans and reasons for intent to leave between NLRN and experienced RNs within U.S. and Middle East hospitals. Methods Data were drawn from the 2024 NDNQI RN Survey, including responses from 100,161 RNs across 285 U.S. hospitals (70% non-magnet, 82% with fewer than 300 beds) and 37,621 RNs across 83 hospitals in Middle East hospitals (95% non-magnet, 78% with fewer than 300 beds). Frequencies and percentages were used to compare job plans and reasons for intent to leave at both 1-year and 3-year intervals. Results In U.S. hospitals, NLRNs reported lower intent to stay in their current position than experienced RNs at both 1-year (71% vs. 79%) and 3-year (64% vs. 78%). They were more likely to report job changes within nursing (1-year: 28% vs 19%; 3-year 35% vs 18%) but rarely intended to leave the profession entirely (<1%). Most notably, NLRNs were more likely to leave their positions for career growth in comparison to experienced RNs at both time points. In Middle East hospitals, NLRNs had a slightly higher intent to stay than experienced RNs at 1-year (70% vs. 67%) but lower at 3-years (76% vs. 81%). They were less likely to plan job changes within nursing at 1-year (25% vs. 28%) but were more likely at 3-years (21% vs. 16%). Few (<6%) intended to leave the profession entirely. Comparing NLRNs across regions, those in the U.S. had a similar intent to stay at 1-year compared to the Middle East (71% vs. 70%), but lower at the 3-years (64% vs 76%). U.S. NLRNs were more likely to plan job changes within nursing at both time points (1-year: 28% vs 25%; 3-year: 35% vs. 21%) while fewer intended to leave the professional entirely at 1-year (<2% vs. <3%) and 3-year (<4% vs <6%). Nurses in the Middle East were more likely to leave their positions for home and personal reasons in comparison to US nurses (60% vs 40%). Conclusion & Implications NLRN job plan trends highlight opportunities to strengthen workforce stability through targeted interventions. In the U.S. NLRNs had higher short-term intent to stay but lower long-term retention compared to those in the Middle East. Across regions, home and personal life regions were more commonly cited for intent to leave in the Middle East, while career opportunities were reported more frequently in the U.S. Understanding differences in reasons for leaving among nurses helps shape policy and organizational retention strategies. More research is needed to better understand drivers of international nurse retention and turnover.

18-QI. Driving Results: A Partnership Approach to Recruiting & Retaining Black Newly Licensed RNs

• LeeAnna Spiva, PhD, RN; Wellstar Health System, Inc.; Marietta, Georgia

9/25/2025, 2:10pm - 3:00pm, Breakout: 3

A healthcare system in the Southeastern United States explored the impact of nursing education, recruitment, and strategic initiatives focusing on Black newly licensed registered nurses (BNLRNs). Strategies included recruiting from Historically Black Colleges and Universities, cultivating academic-practice partnerships, infusing diversity, equity, inclusion and belonging into the Nurse Residency Program curriculum, creating formal mentoring programs, and health system inclusion council initiatives. Outcomes included an increase in the number of BNLRN hires and first year retention rates. Leadership implications are vast; understanding workforce trends will innovate the future of nursing education and support for BNLRNs.

20-R. Ensuring Data Integrity in Nursing Leadership Science: Identifying and Addressing Fraudulent Online Responses

• Esther Chipps, PhD, RN, NEA-BC, FAONL; Ohio State University; charlotte, North Carolina

9/27/2025, 11:10am - 12:00pm, Breakout: 22

The increasing reliance on online surveys in nursing leadership research presents significant advantages, such as cost-effectiveness and broad participant reach. However, it also introduces vulnerabilities, including fraudulent responses from bots and individuals misrepresenting their identities. These fraudulent activities jeopardize data integrity, compromise research validity, and lead to resource misallocation. Despite growing concerns in social sciences, the impact of survey fraud in nursing research remains underreported. This study was conducted within a national survey of nurse managers, where an unexpectedly high number of fraudulent responses triggered a data collection pause and the implementation of extensive mitigation strategies. Using a multimodal recruitment approach—including social media, professional networks, and institutional email lists—survey responses were gathered via QualtricsXM, with a $50 incentive for eligible participants. A surge in suspicious submissions led to the adoption of fraud detection measures such as CAPTCHA verification, email authentication, IP tracking, and response pattern analysis. These efforts identified multiple fraudulent indicators, including duplicate IP addresses, unusually brief completion times, and nonsensical free-text responses. After the rigorous screening, we found many fraud responses. Subsequent protocol modifications—such as restricting recruitment to professional networks and direct email invitations—significantly improved data integrity. The findings underscore the necessity of proactive fraud mitigation in online nursing research. Implementing security measures, refining recruitment methods, and continuously monitoring data validity are essential to safeguarding research credibility and ensuring ethical incentive distribution

21-R. A Pilot Study Examining Nurse Leaders' Identification of Norm Violations as Workplace Bullying's Central Feature

• Jennifer Hehl, RN, PhD, CNOR, ONC; Hartford Hospital; Hartford, Connecticut

9/25/2025, 2:10pm - 3:00pm, Breakout: 1

Problem There is no available, simple picture to understand or explain the scope of nurse leaders’ complex work (Cummings et al., 2008, 2021; Grubaugh et al., 2023; Richey & Waite, 2019), much less to understand or explain the impact of workplace bullying on nurse leaders’ effective practice (Francioli et al., 2018). Confronted with subtle bullying behaviors, nurse leaders are challenged to develop insight into how bullies’ affronts traumatize individual stakeholders and the nursing unit as a whole. Because the impact of bullies’ communicational process is primarily emotional, not informational (Dzurec & Bromley, 2012), nurse leaders need to be prepared to positively ‘harness the power of emotions’ (Mansel & Einion, 2019) to help staff members deal effectively with bullying affronts. Only then can they intervene effectively. Our problem was to identify whether norm violations serve to harness the power of nurse leaders’ emotions in response to workplace bullying. Purpose This project pilot tested the feasibility of a new electronic survey developed to assess nurse leaders’ ability to recognize norm violations embedded in common bullying situations. Methods As part of a larger study that incorporated realist review of the literature (Pearsons, et al., 2024) and follow-up focus group validation, the authors determined that there are six categories of norm violations (Bennett, et al., 2024) at the heart of workplace bully’s impact. Embedded in stories aimed to ameliorate their effect, the six norm violations are: obvious affronts, social control or punishment, deception, intrusive meddling, malicious competing, and relationship manipulation for personal advantage. Demographics collected included years of experience and current nursing role. Additionally participants were asked about their past bullying experiences, types of bullying events reported to them, and their responses to those events. The pilot survey introduced six author-created bullying scenarios for participants’ review. Immediately thereafter, participants listened to a brief recorded presentation describing norm violations and reconsidered the initial six scenarios. Participants evaluated each scenario for the attributes and significance of the embedded norm violations (as defined by the investigators). Convenience sampling was used to distribute the survey to nurses who self-identified as leaders at a large, tertiary facility in New England. Results/Outcomes and Implications Nineteen nurse leaders (12 females, 6 males, 1 who declined to answer) participated in the online pilot survey. Work roles, years of experience, and bullying experiences varied widely among participants. Results demonstrated that nurse leaders were able to recognize norm violations embedded in bullying scenarios. Further, results suggested opportunities for electronic survey refinement and highlighted the potential benefits of continued study of norm violations’ roles in workplace bullying affronts.

23-QI. Rapid Relief: Implementing an Improved Patient Flow Process in an Emergency Department using Clinical Staff Knowlage and DMAIC Methodologies.

• Cory Franks, RN, CNL; Texas Health Resources; Fort Worth, Texas

9/25/2025, 2:10pm - 3:00pm, Breakout: 3

Objectives: To enhance the performance of the fast-track process in a 44-bed emergency department. Methods: Utilizing LEAN Six-Sigma methodology, a workflow that allows walk-in patients to be quickly triaged, categorized by acuity, and placed in the appropriate location so care can be started was developed and implemented. Results: The number of patients leaving without being seen due to long waiting times was reduced by providing a pathway that improved the management of increasing patient volumes, improved patient throughput through the department, and prevented financial losses for the organization.

25-QI. Milk Matters: A Quality Improvement Project in Support of Exclusive Breast Milk Feedings During the Birth Hospital Stay

• Tina Stevenson, MSN, BSBA, RNC-OB, IBCLC; Baptist Health Lexington; Lexington, Kentucky

Poster Showcase

Nurse leaders at this facility identified a problem related to exclusive breastmilk feeding rates. They realized that the rate of exclusive breast milk feeding was below the system benchmark of >/=50%. To address this, a quality improvement project was conducted on the Labor and Delivery, Antepartum, and Mother Baby units by a cross-functional Breastfeeding Team, led by a masters-prepared, International Board Certified Lactation Consultant nurse leader. DMAIC (define, measure, analyze, improve, control) methodology is used. The Joint Commission Perinatal Care (PC-05) Exclusive Breast Milk Feeding was the primary measure. Secondary measures included “breast milk and other feeding type” rate (breast milk along with formula supplementation), and the “exclusive breast milk feeding” rate which differs slightly from the PC-05 measure definition. Trending data were presented on run charts during the Analyze Phase. Process changes and interventions included adjusting lactation consultant staffing, creating patient education materials, staff education, process changes to support rooming-in, EMR changes to support enhanced documentation, and purchase of supplies and equipment. As a result, the breast milk and other feeding type rate, which is a reverse measure, decreased by 11.5% from 2022 to 2024. The exclusive breast milk feeding rate increased by 8.4% and the annualized PC-05 rate increased by 5.4% during that same timeframe. This QI project enhanced support for breastfeeding mothers, which increased the likelihood of long-term breastfeeding success, and the associated health benefits for both mothers and infants.

26-EBP. Advancing Nursing Leadership: Leveraging Technology in DNP Scholarly Projects

• Jeannie Corey, DNP,RN,NEA-BC; James Madison University; Cobbs Creek, Virginia

9/26/2025, 10:10am - 11:00am, Breakout: 8

Since the inception of the Doctor of Nursing Practice (DNP) program more than two decades ago, DNP students have played a crucial role in developing and implementing scholarly projects aimed at advancing health through leadership and systemic change. Over time, the technologies used in these projects have evolved significantly, with online resources, healthcare databases, and communication platforms now playing a pivotal role in shaping project design and methodology. This presentation explores the impact of emerging technologies on nursing leadership development and their influence on healthcare systems. It focuses on how these technologies enhance scholarly projects, support evidence-based practice, and promote quality improvement while aligning with the American Association of Colleges of Nursing (AACN) DNP Essentials (2021), specifically competency J.8.3, which requires DNP graduates to assess the applications and impact of emerging healthcare technologies. The presentation draws on the work of five DNP students from a rural Virginia university, each engaged in diverse projects that integrate emerging technologies to address healthcare challenges. Examples include the use of a predictive model integrated into electronic medical records to forecast patient no-show rates and enable targeted interventions, utilizing platforms like Google Analytics and Facebook Insights to evaluate project impact, exploring web-based strategies for policy analysis, and optimizing clinical point-of-care testing and communication frameworks. The Diffusion of Innovations theory (Rogers, 1983) serves as the guiding framework, emphasizing the critical role of leadership in successfully adopting and integrating new technologies within organizations. The theory highlights that the rate at which new technologies are adopted is influenced by leadership’s ability to guide the change process effectively. The incorporation of emerging technologies in these scholarly projects has significantly enhanced the execution of quality improvement initiatives, evidence-based practices, and policy analysis. By aligning with AACN DNP Essential J.8.3, DNP scholars are equipped to assess and harness the potential of these technologies to improve healthcare delivery. This approach not only increases data collection and analysis accuracy and efficiency but also strengthens decision-making and contributes to better health outcomes. The ability to leverage technology enables nursing leaders to make informed, data-driven decisions that foster meaningful change, improve patient care, and promote positive health outcomes. Ultimately, the integration of emerging technologies into DNP projects supports the development of competent nursing leaders who can navigate and influence healthcare systems, guiding the profession toward long-term, sustainable improvements in population health. By adopting these technologies, DNP scholars enhance their leadership skills, advance healthcare initiatives across multiple platforms, and contribute to the ongoing evolution of the nursing profession.

27-EBP. Advancing Nursing Education Through AI Literacy: A Call to Action for Nurse Educators and Leadership

• Johanna Stiesmeyer, DNP, MS, RN, NPD-BC; University of New Mexico; Albuquerque, New Mexico

9/26/2025, 3:00pm - 3:50pm, Breakout: 17

Integrating AI literacy into national nurse educator competencies will equip academic faculty and practice nurse educators with the tools to optimize instructional design, strengthen competency-based education, and refine program evaluation methods. AI-powered tools offer efficiency, consistency, and enhanced precision in developing instructional content, assessment strategies, and data-informed decision-making. However, without structured AI literacy competencies, educators must navigate this rapidly evolving technology independently, resulting in fragmented adoption, missed opportunities for innovation, and inconsistent application across nursing education. Recent developments underscore the growing role of AI in education. The California State University system’s implementation of ChatGPT Edu represents a large-scale effort to integrate AI into teaching and learning, providing new opportunities to enhance instructional methods, reduce educator workload, and improve student engagement. Studies on AI-supported learning models, such as adaptive learning platforms, automated assessment tools, and intelligent tutoring systems, highlight AI’s potential to tailor educational experiences, refine evaluation techniques, and strengthen knowledge retention. By embedding AI literacy into national nurse educator competencies, academic faculty and practice nurse educators will be equipped to integrate AI in ways that enhance learning experiences while maintaining pedagogical integrity. AI tools can automate curriculum development, generate competency-aligned assessments, and design interactive simulations tailored to real-world patient care scenarios. AI-driven analytics will allow educators to track learning patterns, identify gaps in student performance, and adjust instruction in real time based on measurable data. In competency-based education, the academic faculty and nurse educator have the potential to personalize learning experiences by offering targeted remediation and adaptive learning pathways, assisting students and nursing staff in developing the necessary clinical competencies. Beyond instructional benefits, AI literacy will significantly enhance program evaluation and research productivity. Academic faculty and nurse educators with AI literacy will expand their educator competencies with increasing capability to conduct automated literature reviews, identify emerging best practices, support grant writing efforts, organize large datasets, trend analyses, and generate executive-level reports. These AI Literacy competencies can aid the educator in providing clear, data-driven insights into program success, thus demonstrating program impact, educational effectiveness, and return on investment (ROI). The successful integration of AI literacy will set a new benchmark for excellence in nursing education. Institutions that formally integrate AI into educator competencies will gain a competitive edge in academic faculty and practice nurse educator development, academic innovation, and national recognition. AI is no longer a theoretical possibility; rather, it is a practical tool that has the ability to reshape education. The question is not whether AI will be integrated into nursing education but how quickly and effectively national nursing organizations will act to standardize AI literacy as a core competency. By embedding AI literacy into national nurse educator competencies, nursing education remains at the forefront of innovation, ensuring that academic faculty and practice nurse educators have the tools to prepare the next generation of nurses for AI-integrated healthcare environments. Now is the time for national nursing leadership to move beyond discussion and take deliberate steps toward ensuring AI literacy becomes an essential, recognized competency.

28-R. Improving Safety Through an Impactful Interdisciplinary Team Staff Collaboration Retreat

• Lorraine Garcia-Teague, PhD, RN-BC; UCLA Health; Los angeles, California

9/26/2025, 11:10am - 12:00pm, Breakout: 12

Workplace violence, to include staff assaults and the use seclusion and restraint, has been a persistent challenge in psychiatric healthcare settings. On the 4 West Child and Adolescent Psychiatric Unit, these issues prompted the development and implementation of safety intervention modules based on Applied Behavior Analysis. A Safety Retreat was organized to address these concerns. The retreat introduced structured training on safety and interventions, as well as patient-care strategies, allowing the engagement of multiple healthcare disciplines in hands-on, and interactive learning. Scenario-based training and the inclusion of shared past experience conceded constructive feedback, and the refining of current state intervention techniques. Monthly reinforcement sessions were introduced, allowing appointed safety champions to train remaining colleagues and ensure the sustainability of these interventions. The results demonstrated significant improvements in staff preparedness, interdisciplinary collaboration, and adherence to safety protocols. A decline in staff assaults and the use of restrictive interventions was observed, while staff additionally reported feeling more confident in handling high-risk situations. The findings have critical implications for nursing leadership education, research, and overall practice. This initiative reinforced the importance of nursing leadership in creating a safer and more effective psychiatric healthcare environment.

29-R. AUTHENTIC LEADERSHIP AND THE PROFESSIONAL PRACTICE ENVIRONMENT IN NURSING

• Alexandre Pazetto Balsanelli; São Paulo, Brazil

Poster Showcase

Background: Authentic leadership is a contemporary leadership model that provides support for nursing managers to lead their care teams efficiently and effectively. However, few studies directly relate the authentic leadership model to the professional practice environment, as well as the correlations between the components of each of these constructs. Aim: 1-) Verify the authentic leadership of nurses. 2-) Examine the professional practice environment in nursing.3-) To build and test a model that describes the influence of authentic leadership in nursing practice environments. Method: This is a quantitative, correlational and cross-sectional study. The sample consisted of 431 nurses from seven hospitals in the states of São Paulo, Rio de Janeiro and the Federal District, Brazil. Data collection was carried out using questionnaires adapted and validated in Brazil, such as Authentic Leadership Questionnaire-Self, Authentic Leadership Questionnaire-Rater and Practice Environment Scale. The hypothesized model was validated using Structural Equation Modeling. Results: The final model confirmed the hypothesis that authentic leadership acts in a positive predictive manner on nursing practice environments, in which the “Relational and Moral” factor, of the Authentic Leadership Questionnaire-Rater, significantly influences the “Nurse Participation in Hospital Affairs” (ß=0.161; p=0.005), “Nurse Manager Ability, Leadership, and Support of Nurses” (ß=0.279; p<0.001), “Staffing and Resource Adequacy’” (ß=0.135; p=0.012) and “Collegial Nurse–Physician Relations” (ß =0.137; p=0.041) factors, of the Practice Environment Scale. And the “Self-Awareness Balance” factor, of the Authentic Leadership Questionnaire-Self, significantly influences all factors of the Practice Environment Scale, such as “Nurse Participation in Hospital Affairs” (ß=0.148; p<0.001), “Nursing Foundations for Quality of Care” (ß=0.148; p<0.001), “Nurse Manager Ability, Leadership, and Support of Nurses” (ß=0.096; p=0.008), “Staffing and Resource Adequacy’” (ß=0.090; p=0.033) and “Collegial Nurse–Physician Relations” (ß=0.108; p=0.019). Conclusion: The study revealed that authentic leadership positively influences nursing practice environments. Structural Equation Modeling was able to explain 35.7% of the “Nurse Participation in Hospital Affairs” factor, 29.9% of the “Nursing Foundations for Quality of Care” factor, 45.8% of the “Nurse Manager Ability, Leadership, and Support of Nurses” factor, 21.0% of the “Staffing and Resource Adequacy” factor and 9.7% of the “Collegial Nurse–Physician Relations” factor. Keywords: Authentic Leadership; Nursing; Health Institutions Environment. Descriptors: Leadership; Nursing, Health Facility Environment, Professional Practice.

30-EBP. Addressing Moral Distress in Nurse Managers through Ethical Facilitated Discussions

• Ann Allison, MSN, RN, ACNS-BC; Indiana University Health; Avon, Indiana

Poster Showcase

Everyday workplace stressors are catalysts for moral distress (MD) in nurse managers, which can lead to burnout and leaving their position or the nursing profession, having negative downstream impact on their teams and organizational outcomes. At a Midwest Community Hospital, the turnover rate for nursing leaders ranged from 22-43% over the last two years. While contributing factors and interventions to address MD have been explored, few resources are available to support nursing leaders in reducing their MD. An extensive literature review, consisting of 12 articles from systematic reviews to descriptive studies, identified guiding nurse managers through facilitated discussions related to their workplace stressors demonstrated reduced MD. The purpose of this evidence-based initiative was to implement a series of facilitated discussions for nurse managers to reduce MD and their intention to leave the organization. The PICO question utilized was “In nursing leaders, how does implementing facilitated ethical discussions compared to current state affect moral distress and intent to leave?”. Two objectives were identified. 1. Decrease MD in nurse managers as measured by pre – post scores on the Moral Distress Appraisal Scale. 2. Decrease nurse managers’ intention to leave the organization as measured by pre-post scores on intention to leave in 6 months. To guide the extension literature search and develop implementation and sustainment strategies, the Iowa Model Revised was used. Guzys’s model of “Micro, Meso, and Macro Levels of Influence in the Development of Moral Distress” served as a framework in identifying contributing factors of MD and strategies to mitigate MD for nursing leaders. During the facilitated discussions, the Unit-Based Ethics Conversations (UBEC) model was utilized by the facilitator to guide the participants through the discussion. Impacting nurse well-being at all levels was prioritized by the Chief Nursing Officer through the organization’s nursing strategic plan. Nurse manager engagement and participation were identified as the most important barriers to address, which was accomplished through ranking discussion topics most pertinent to their workplace stressors, scheduling the sessions at their convenience, and utilizing facilitation skills to encourage participation during each session. After implementation of four monthly facilitated discussions addressing the top workplace stressors, the average MD appraisal score decreased, nurse managers' intention to leave their position remained the same, and all nurse managers have remained in their roles. The difference between MD scores before and after this initiative demonstrated a medium effect size, resulting in a meaningful change which warrants continuation and potential spread of facilitated discussions with nursing leaders. Based on survey results and feedback from nurse managers, facilitated discussions will be incorporated on a quarterly basis into the nurse managers’ professional governance structure. Facilitator training occurs biannually within the organization to ensure facilitators are available. One nurse manager will be identified to complete training each year as a facilitator succession plan. Based on the cost of the program and an 80% nurse manager retention goal, the return on investment equaled a savings of over $236,000. Addressing MD can retain nurse managers, minimizing the downstream effect on their team and organizational outcomes.

31-EBP. A Mindful Approach to Reduce Nurse Leader Stress

• Lydia Rogers, DNP, MBA, RN CSSGB; Harris Health; Houston, Texas

Poster Showcase

Purpose: This study aims to evaluate the effectiveness of mindfulness-based interventions delivered by mental health applications in reducing stress among nurse leaders. Background: Work-related stress negatively impacts nurse leaders’ emotional and physical health. Mindfulness-based interventions have been advocated to reduce stress and improve well-being and leadership skills. Methods: This evidence-based project was conducted with 24 nurse leaders in the ambulatory/outpatient department. Perceived stress, Compassion Satisfaction (CS), Burnout (BO), and Secondary Traumatic Stress (STS) were assessed before and after the implementation of mindfulness-based interventions using the Perceived Stress Scale 10 and the Professional Quality of Life V Scale. Using a mental health app, nurse leaders participated in mindfulness-based stress reduction activities for 10 minutes daily over 8 weeks. Results: The study findings showed that mindfulness-based interventions delivered by mental health apps effectively reduced perceived stress and increased Compassion Satisfaction among nurse leaders. The results indicate a significant difference in levels of stress (t = 2.164, p = .021, one-tailed) between pre-implementation (M = 16.04, SD = 7.06) and post-implementation (M = 13.0, SD = 8.48). The mean difference = 3.04, 95% CI: [0.133, 5.950]. A significant difference in compassion satisfaction (t = -5.29, p = <.001, one-tailed) between pre-implementation (M = 43.57, SD = 7.83) and post-implementation (M = 48.90, SD = 8.98). The mean difference = -5.33, 95% CI: [-7.436, -3.231]. The mean BO subscale score was 19.55, suggesting a low perceived level of burnout. The mean STS subscale score was 19.95, suggesting a low sense of secondary trauma in these participants. Findings showed no statistically significant difference in scores for STS and BO subscales. Conclusion: Mindfulness-based interventions delivered by mental health apps effectively reduce stress symptoms among nurse leaders. Participating in mindfulness activities improved the participants' satisfaction with helping others. Engaging in self-care activities shows compassion for oneself and can increase happiness and lower stress. Future research is needed to evaluate mindfulness-based interventions among nurse leaders throughout the healthcare system and with a larger sample size. Keywords: mindfulness, mindfulness-based interventions, nurse leader, mental health app, self-care

32-R. Top Factors Associated with Nurses’ Decisions to Leave Primary Employment

• Tracey Dick, PhD, RN, CNE, COI, CPPS; The University of Alabama at Birmingham; Birmingham, Alabama

9/27/2025, 10:10am - 11:00am, Breakout: 21

Problem: Retention of registered nurses employed by an organization is significant to nursing leadership because of the impact on both clinical and fiscal resources. Factors related to a nurse’s intent to leave employment at a future date have been covered extensively in the literature. However, less is known about the factors most highly associated with actual resignation from a primary position. Aims: This study aimed to 1) Identify personal and practice characteristics of registered nurses that reported leaving a primary nursing position in 2021 and 2) Examine relationships between registered nurse personal or practice characteristics with the top six reasons reported for leaving a primary nursing position in 2021. Methods: A secondary data analysis of the 2022 National Sample Survey of Registered Nurses in the United States was conducted. Inclusion criteria required data captured from licensed registered nurses (n=4731), distinguishable from advanced practice nurses, who reported leaving a primary position held on December 31, 2021. Descriptive statistics were used to describe personal characteristics, practice characteristics, and reasons for leaving a primary position. To further examine the factors influencing nurses' decisions to leave their primary position, binary logistic regression analyses were conducted for each identified reason for job departure. Multicollinearity was assessed across all models, and the results indicated no significant concerns. Additionally, Efron's pseudo-R² was calculated to determine the effect size of the predictors. Results: The primary reasons for nurses to leave a primary position included burnout (46%), inadequate staffing (41%), a stressful work environment (39%), the prospect of better pay and benefits (32%), poor management or leadership (35%), and undesirable work schedules (21%). The likelihood of leaving decreased with age (OR = 0.15–0.70) and years in the profession, particularly those who had graduated more than 25 years prior (OR = 0.40–0.67). Female nurses were significantly more likely to leave due to burnout, poor management or leadership, and scheduling conflicts (OR = 1.22–1.41). Part-time nurses demonstrated a significantly lower likelihood of leaving for higher pay or due to burnout and poor management or leadership (OR = 0.77–0.81) while those working more hours were significantly more likely to leave due to burnout, inadequate staffing, poor leadership, and a stressful work environment (OR = 1.53–3.22). However, the effect size for all predictors was small. Implications: These findings provide identifiable and modifiable risk factors which can be used to inform system-level changes by employers who prioritize retention of registered nurses as a valuable human resource. Addressing factors impacting nursing practice should be a priority for nursing leadership. A longitudinal research design to track individuals or groups over time is recommended for future research.

33-R. Key comparisons between travel nurses and regularly employed nurses: A national study

• ROSANNE RASO, DNP, RN, CENP, NEA-BC, FAAN, FAONL; Case Western Reserve University; Cleveland, Ohio

9/26/2025, 3:00pm - 3:50pm, Breakout: 16

During the pandemic, the exodus of nurses forced many hospital systems to rely heavily on travel nurses (TNs), a trend which has normalized but remains a consistent staffing strategy in many organizations. We know little about the perceptions of TNs, particularly in relation to their perceptions of the work environment. A cross-sectional, descriptive study was designed using the American Association of Critical Care Nurses' Healthy Work Environment instrument along with several ethical questions to understand the current state of the work/ethical environment for TNs and regularly employed nurses. Over 600 travel nurses and over 1700 regularly employed nurses in six health systems across the U.S. participated in this study. Data was collected in the second quarter of 2024. There was no substantive, significant differences between the groups in any of the work or ethical environment measures possibly indicating inclusive organizational/unit cultures and leadership. The work environment was not perceived as healthy by either group. Our findings reinforce the need for nurse leaders to embrace all members of the nursing team, including TNs, and include ethical work climate values in strategic planning at all levels. There is a continued need for nurse leaders to facilitate the standards of healthy work environments including shared decision-making, collaboration, recognition and staffing, among other foundational requisites including relational leadership as we continue pandemic recovery in all healthcare settings.

35-R. Nursing entrepreneurship education of undergraduate students: a scoping review

• Andrea Bernardes, PhD, RN; University of São Paulo; Ribeirão Preto, Brazil

9/26/2025, 3:00pm - 3:50pm, Breakout: 18

Problem, Background, Rationale: Entrepreneurship education is commonly incorporated into areas beyond nursing. However, advocating for curricular changes is necessary in a generation that seeks new learning styles and has different preferences and needs. Entrepreneurship has been identified as a valuable subject that should be incorporated into nursing education, as it aligns with the foundational principles of nursing as a science. Purpose, Aims, Goals, Objectives: To map the state of knowledge regarding the entrepreneurship education of undergraduate nursing students. Methods, Collaboration, Implementation, Evaluation: A scoping review was performed following JBI and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Databases searched were MEDLINE via PubMed, ISI Web of Science, EBSCOhost CINAHL, Embase, Scope, BVShost LILACS, ProQuest, and Google Scholar. Literature examining the nursing entrepreneurship education written in English and Portuguese (languages the authors speak) in any timeframe was included. Literature focusing on entrepreneurship graduate education and entrepreneurial intention/motivation, tendencies, and/or competencies of undergraduate and graduate nursing students were excluded. Records that examined entrepreneurship education among nursing students were included. The records were uploaded to Endnote™, with duplicates removed, and two independent reviewers screened all titles and abstracts using Rayyan. A third reviewer was requested for discrepancies. Full-text screening followed the same procedures. Data extracted from the sample identified: 1) Study characteristics: author(s), year of publication, and country; 2) Publication characteristics: type, and research design/methods (if applicable); 3) Thematic axes: a) Modalities in which entrepreneurship education is applied; b) Contents incorporated into the entrepreneurship education; and c) Professional identity values achieved. Data from the included records was independently extracted by one reviewer and validated by another. Data was analyzed using basic descriptive and content analysis. Results, Outcomes, Implications: A total of 975 records were screened, of which 17 were included. The sample was composed of records published between 1981 and 2023. Although entrepreneurship education has increased over the years, the incorporation of diverse teaching modalities as a transformative and innovative educational strategy is still not a reality for many undergraduate nursing students worldwide. The findings highlight that entrepreneurship education is incorporated theoretically into mandatory courses with curricular components related to administration and health services management. Entrepreneurship education can pivot nursing education and drive change in educational strategy while maintaining the fundamentals of nursing education. With entrepreneurship education, nursing students envision professional identity values, such as leadership, critical thinking, and political development. When understanding their political role, nursing students can exercise leadership to think critically outside the box and challenge the status quo.

36-R. The Relationship Between Staff Nurse Perception of Authentic Nurse Leadership, Trust in Nurse Leadership, Job Satisfaction and Turnover Intention among Perioperative Nurses

• Riccimarie Tumampo, BSN RN; University of Colorado Health - Memorial Hospital Central; Colorado Springs, Colorado

Poster Showcase

Background: The pandemic has strained the nursing workforce, bringing new challenges for nurse leaders trying to cultivate positive practice environments which reduce turnover and organizational costs. The average turnover cost is estimated at $56,300/per nurse and each percent change in turnover costs a healthcare organization approximately $262,500. A nurse leader’s leadership style is pivotal in creating and supporting a positive environment. Authentic leadership has been shown to contribute to positive workplace outcomes, but little is known regarding how it impacts staff nurse job satisfaction, turnover intention and the role that trust plays in the nurse-nurse manager relationship. Purpose: This study aims to determine the relationships between perioperative staff nurse perception of authentic nurse leadership (ANL), job satisfaction (JS) and turnover intention (TI) among perioperative nurses and determine if trust in nursing leadership (TNL) mediates these relationships. Methods: A cross-sectional survey of perioperative nurses was administered in a large western hospital system, spanning 13 hospitals. Where appropriate, study variables were measured using validated instruments. ANL was measured using the Authentic Nurse Leadership Questionnaire. TNL was measured using the Trust Instrument and JS and TI were each measured using a single survey question. Frequencies and descriptive statistics were used to analyze the study sample and variables. Relationships were tested through mediation analysis. Results/Outcomes and Implications: 153 perioperative nurses completed the survey. 51% reported being satisfied with their job. 10.5% reported intention to leave their current job within 6 months. Mediation analysis established when JS was the dependent variable, it was significantly related to TNL (b= 0.377, SE= 0.108, p< 0.001) but not to ANL (b= 0.159, SE= 0.117, p= 0.176). The test of indirect effect of ANL on JS with TNL as mediator suggests that TNL does mediate the relationship between ANL and JS (b= 0.369, SE= 0.111, 95% CI [0.150,0.582]).  Additional mediation analysis established when TI was the dependent variable, it was not significantly related to TNL or ANL (b= 0.092, SE= 0.648, p= 0.887; b= 0.876, SE= 0.709, p= 0.217, respectively). The test of the indirect effect of ANL on TI with TNL as a mediator suggests that TNL does not mediate the relationship between ANL and TI (b= 0.090, SE= 0.754, 95% CI [-1.42, 1.62]). Now, more than ever, there is a need for nurse leaders to practice a relational style of leadership, such as ANL. Competencies such as: 1) effective communication, 2) reflection and self-awareness, and 3) building and fostering meaningful relationships are needed to develop ANL. Nurse leader standard work and role clarity are necessary for day-to-day operations to create efficiency and provide time for nurse leaders to connect with staff. Future research should focus on identifying interventions which promote development of ANL and assessing outcomes on work environments from increasing ANL.

37-EBP. Supporting the Shift: Mentorship Needs in the Transition from Bedside Nurse to Clinical Instructor

• Susie Jonassen, PhD, MSN-Ed, RN, CPN; University of West Georgia; Carrollton, Georgia

Poster Showcase

Bedside nurses may struggle when transitioning to adjunct clinical faculty roles. Analysis of the concept was needed to find its unique meanings and significance in determining support necessary for the new clinical instructor. This EBP seeks to define and clarify the concept of role transition in nursing from bedside to clinical instructor. The concept was be analyzed as it relates to the BSN-prepared nurse transitioning from expert bedside nurse to novice adjunct clinical instructor and identifying what support or mentorship was needed. Walker and Avant's linear model of concept analysis provided the framework for this concept analysis. The concept analysis was further examined to create an orientation plan for novice clinical instructors. The analysis revealed that role transition in nursing has three defining attributes: assimilation to the role, straddling identities, and mentorship support with development, identity, and mentorship as antecedents. With nursing faculty shortages, transition of the bedside nurse to the adjunct clinical instructor needs fostering for successful role transition. Using assessment tools in addition to mentorship and support may positively affect this role transition.

40-R. What is the State of Relational Leadership in Nursing and What is its Association with Nursing Outcomes

• Laura Caramanica, PhD RN CNE CENP FACHE FAAN; University of West Georgia; Carrollton, Georgia

Poster Showcase

Relational leadership as emerged as a pivotal factor in shaping nursing outcomes, influencing both patient care and nurse well-being. Despite the growing body of peer-reviewed literature, there is a significant gap in understanding the impact of Relational Leadership through other scholarly evidence such as dissertations. This currentreview aims to bridge this gap by synthesizing insights from other scholarly sources that show nursing leadership impact on nursing and patient care outcomes that will inform today's nursing leaders as lead their staff and health care delivery.

41-R. Development of an AI driven Audit & Feedback Tool for Organizational Health Literacy

• Lindsey Patton, PhD, APRN, PCNS-BC; Children's Health System of Texas; Crandall, Texas

9/27/2025, 11:10am - 12:00pm, Breakout: 22

Problem/ Purpose: Organizational Health Literacy (OHL) refers to the ability of healthcare institutions to support patients and families to access, understand, and use health information. Nurses play a key role in OHL using evidence-based health literacy practices (i.e. plain language, teach-back, open-ended questions, chunking information, and three to five key points) when educating patient families. Yet, implementation is challenging. Audit and Feedback (A&F) is an implementation strategy for promoting fidelity to health literacy practices, conventionally requiring expert human evaluations that are costly, labor-intensive, and difficult to scale. Objective/ Specific Aims: To aid in applying health literacy best practices with time savings, our team developed HealthLit, an AI-driven A&F tool for auditing nurse-patient education encounters and delivering feedback. Development was guided by the Technology Acceptance Model 2 (TAM 2), comparing the accuracy of AI-generated audits with health literacy expert’s (HLE) evaluations and identifying nurses’ perceptions of the perceived usefulness of HealthLit. Design and Methods: HealthLit was trained using a dataset of simulated nurse-patient education encounters and applies natural language processing, machine learning, and retrieval-augmented generation to evaluate fidelity to health literacy practices. The team refined the model through HLEs’ feedback and prompt engineering, enhancing contextual understanding and precision. HealthLit’s performance was validated using an adapted AHRQ Communication Observation Form to rate the presence of plain language, teach-back, and open-ended questions on a 0-2 scale (0 = absent, 1 = partially present, 2 = present). Feedback Quality Evaluation assessed specificity, actionability, constructiveness, accuracy on a 0-2 scale, with higher scores indicating better feedback quality. A focus group of 11 clinical nurses with training in health literacy provided feedback on the perceived usefulness and acceptability of outputs for further refinement. Results: A dataset of 33 nurse-patient transcripts were included in this preliminary evaluation. HLE agreement to presence/absence of health literacy practices was 45.3% and overall mean quality score of 6.56/8, suggesting opportunities for improvement. HLE mean quality ratings for teach back was highest (6.78) followed by open-ended questions (6.67), plain language (6.22). HealthLit demonstrated good performance in specificity (feedback includes specific points or examples), actionability (provides suggestions on how to improve communication), and constructiveness (highlights strengths and areas to improve) with ratings ranging from 1.67-2. The model scored lower on accuracy (1.1-1.2), feedback was not always accurate and did not address targeted health literacy practices. Focus group findings revealed three key themes: positive response to HealthLit outputs, desire for enhanced learning and analytics, and skepticism of recording in real-world encounters. Nurses recognized the usefulness in tracking health literacy fidelity and wished for structured, case-based learning and aggregate clinic-level analytics to enhance value for nursing leaders, making it more actionable for guiding practice improvements. They, however, acknowledged AI concerns about data privacy and transparency with real-world implementation. Conclusions: HealthLit shows promise as a scalable tool to provide A&F to implement and support OHL. Future research will refine HealthLit’s interface for real-world application, expand the dataset, and conduct further validity testing. Continued attention to clinician perceptions of usability will promote adoption.

42-QI. Evaluation of the Alabama Perinatal Quality Collaborative’s (ALPQC) Postpartum Bracelet Pilot

• Lora Ham, MSN, RN; University of Alabama at Birmingham; Birmingham, Alabama

Poster Showcase

Background: Alabama’s maternal mortality rate of 38.6 deaths per 100,000 live births significantly exceeds the national average of 23.2 deaths. With over 60% of maternal deaths in Alabama between 2018 and 2019 being deemed preventable, there is a critical need for improved postpartum care and emergency response. The Alabama Perinatal Quality Collaborative (ALPQC) launched the Postpartum Bracelet Pilot (PBP) in June 2024 to improve maternal health outcomes through increased recognition and timely treatment of postpartum complications. The program was implemented at 7 pilot hospitals across the state and involved distributing bracelets and accompanying postpartum warning signs education to patients who had just delivered. The postpartum patients were encouraged to wear these bracelets for at least six weeks following delivery to enhance early recognition and intervention during a postpartum-related emergency. Purpose: The evaluation of the PBP assessed the effectiveness of the project in enhancing the early identification of postpartum-related complications in Alabama through a mixed-methods approach guided by the CDC Program Evaluation Framework. Evaluation Plan: Upon discharge from one of the pilot hospitals, patients were given a rubber bracelet noting that they were postpartum or had experienced a pregnancy or infant loss. In addition to the bracelet, the patients received a postcard featuring education about postpartum complications and warning signs that could indicate a need to return to the hospital. This education included a QR code linking to an evaluation survey focused on the patient’s experience wearing the bracelet. To explore providers’ understanding of the project, the evaluation plan included surveys of Emergency Medical Technicians (EMTs) and Emergency Department (ED) staff to understand the pilot’s effectiveness in enhancing the ability to identify signs and symptoms of postpartum complications, as well as the potential for the program to lead to reduced maternal deaths. Semi-structured interviews with the Mother/Baby Unit (MBU) and ED leaders focusing on program implementation and the utilization of the bracelets from an administration standpoint. Outcomes: 1,351 surveys were completed by postpartum patients, including 94 in Spanish. Over 80% of postpartum survey respondents expressed a willingness to wear the bracelets. 79% of respondents reported that the bracelet made them feel safer. Preliminary findings from the ongoing ED Staff survey (n=31) show that 52% (16) of ED staff were aware of their facility participating in the postpartum bracelet pilot, while 48% were unaware of the postpartum bracelet pilot. Of the 16 ED staff members who were aware of the pilot, 63% indicated the design of the bracelets is useful as a medical alert tool. 44% stated the pilot increased their awareness of postpartum-related complications, and 63% agreed that the use of the postpartum bracelets as a medical alert tool is likely to help reduce postpartum-related maternal deaths.

43-EBP. Beyond Birth: Maternal Mental Health Program after Traumatic Birth

• Courtney Sundin, DNP, RNC-OB, C-ONQS, NEA-BC; Baylor Scott and White All Saints Medical Center; Burleson, Texas

Poster Showcase

Pregnancy is typically considered to be a joyous time, but complications during birth can leave mothers with trauma, impacting their mental health and well-being. Traumatic births are linked to postpartum mental health conditions like depression and post-traumatic stress disorder (PTSD), leading to significant consequences for mothers, infants, and families. Interventions such as debriefing, psychotherapy, and peer support aim to address and mitigate the effects of perinatal trauma. This project, implemented at a high-risk hospital, focused on providing comprehensive mental health support to women experiencing significant maternal complications during their birth. Structured debriefs with a registered nurse, optional mental health and pastoral care consultations, impact of event mental health screening, and follow-up assessments were conducted with these mothers. Mothers found the opportunity to discuss their experience with a registered nurse beneficial. Evaluation and comparison of the impact of event scoring showed a reduction in the psychological impact of the delivery experience.

44-R. Effects of Working Night Shift on Nurses’ Health: What Nurse Leaders Need to Know and Do

• Lynn Varagona, PhD, MBA, PMHNP, RN; Lynn Varagona; ATL, Georgia

9/25/2025, 3:10pm - 4:00pm, Breakout: 4

Background: Numerous studies have reported adverse health effects associated with nurses who work night shifts. However, a comprehensive understanding of these adverse effects is absent in the literature. Objective: The purpose of this review was to integrate what is known in the recent literature about the effects of working night shift on nurses’ health. Methods: An integrative review was conducted by searching the following databases from January 2018 to August 2023: Cumulated Index to Nursing and Allied Health Literature, Medline Complete,and PubMed. Inclusion criteria consisted of peer reviewed quantitative, qualitative, and mixed method studies and reviews, available in English via full text, which studied health effects associated with nurses who work at least 50% of the time on night shift. Melnyk and Fineout-Overholt's critical appraisal tools were used to assess study quality. Braun and Clarke’s thematic analysis process was used to analyze included studies. Results: Fifty-six articles met the inclusion criteria. Twenty-one countries were represented. Sample sizes ranged from 17 to 143,410 nurses. Thirty-nine articles were cross-sectional studies, eight were repeated measure studies, seven were cohort studies, one was a meta-analysis, and one was a literature review. Five main themes emerged from thematic analysis: physical health problems,psychosocial concerns, impaired sleep, lifestyle factors, and time. Discussion: Study limitations included searching only three databases from January 2018 to August 2023, focusing only on health effects associated with nurses who work nights, and finding many cross-sectional studies which conducted correlational analyses. The number and severity of adverse health effects associated with nurses who work night shifts are alarming. Elements of time such as duration, frequency, and intensity of nights shifts or rotating shifts can have increasingly adverse effects on nurses’ health, while duration of time since ending night shift work can lessen its adverse effects. Healthcare administrators should leverage these findings and implement policies and practices to address negative effects of night shift work on nurses’ health. Adverse health effects can also differ by nurses’ chronotypes, an important emerging area of research. In addition to continuing to understand the adverse health effects associated with working nights, studies on how to prevent or decrease its negative effects are urgently needed.

45-R. Kindness beyond care: an integrative review of kindness in the nursing profession

• Jihane Frangieh, PhD,MSN, RN,CNE; Johns Hopkins University; Baltimore, Maryland

9/25/2025, 2:10pm - 3:00pm, Breakout: 1

Abstract Background: In the nursing profession, it is concerning to witness frequent occurrences of incivility in the workplace. Therefore, it is imperative to foster a shift in interpersonal interactions. One effective strategy to cultivate a culture of civility is through the practice of Kindness.Objectives: This review explored the role of kindness in nursing beyond bedside care, incorporating insights from psychology and social sciences to define and apply kindness in practice. The goal was to identify ways for nurses to use kindness to reduce workplace incivility and promote a thriving environment.Design: The authors conducted an integrative review to synthesize data from various sources, including experimental and non-experimental studies, to enhance understanding and offer diverse perspectives on the subject.Data Sources: The authors systematically searched CINAHL, PubMed, Embase, and APA Psych Info for peer-reviewed papers on "kindness" and "nursing" published between 2012 and 2024, excluding opinion articles, letters, reviews, commentaries, and papers focused on kindness in the context of therapeutic care.Methods: The authors followed Whittmore and Kafl's (2005) structured date extraction protocol steps and performed comparative analysis of extracted data tables to verify content uniformity.Results: Seven articles met inclusion criteria, and several key themes were identified: (1) Definition of kindness, (2) Examples of kindness in Action, illustrating how these behaviors manifest in everyday interactions, (3) Interpretation of kindness from multiple perspectives.Conclusions: Acts of intentional kindness are potent tools that can mitigate workplace incivility and cultivate a culture of kindness among nurses and, by extension, positively impact the broader society. Further research is essential to establish a unified definition of kindness in nursing, identify its antecedents and attributes, and conduct empirical studies to substantiate these concepts. Keywords: bullying; incivility; kindness; nursing; workplace violence.

46-R. Effectiveness of Cognitive Rehearsal in Addressing Nursing Incivility: What Nurse Leaders Needto Know and Do

• Lynn Varagona; Lynn Varagona; ATL, Georgia

9/26/2025, 2:00pm - 2:50pm, Breakout: 15

Background Incivility can have serious negative effects on nurses, patient care, and healthcare facilities. Being on the receiving end of bullying and rudeness can induce uncertainty and self-doubt, weaken self-confidence, compromise critical thinking and clinical judgment, negatively affect productivity, and profoundly affect an individual’s physical health, psychological health, and overall well-being and functioning. If poorly managed, incivility can result in a nurse making life-threatening errors which can lead to patient complications, harm, or death. In addition, incivility is a leading cause of nursing turnover and desire to leave the profession, particularly for nurses new to their profession or to an employer. Purpose Cognitive rehearsal has shown promise in addressing incivility, yet the most recent review of cognitive rehearsal training contained articles published in 2014 and earlier. This review integrated current knowledge of the effectiveness of cognitive rehearsal training in addressing nursing incivility. Methods Toronto and Remington’s guide to conducting an integrative review was used. Four databases(CINAHL, MEDLINE, ProQuest, and Ovid) were searched from January 2018 to April 2023. Search terms included “cognitive rehearsal” AND incivility AND nurs*. Inclusion criteria were research-based or theoretical literature published in English. Reference lists of qualifying articles were searched for additional articles which met all inclusion criteria except the date limiter. Articles were independently reviewed for inclusion by two researchers and discrepancies were resolved via discussion. Braun & Clarke’s thematic analysis process was used to analyze the final studies. Results and Implications The final set included 22 studies published from 2004 to 2023. Four were randomized controlled trials, sixteen were quasi-experimental studies, and two were qualitative studies. Sample sizes ranged from 11 to 188. Three main themes emerged from thematic analysis: a) Theoretical Frameworks, b) Participant Responses to Cognitive Rehearsal Training, and c) Work Culture Influences. Theoretical frameworks help explain the mechanism behind nursing incivility and how to remedy it. Many nurses operate in understaffed hospital facilities with high patient acuity, leading to challenging work environments. Pressure from demanding situations can cause reactions rooted in stress which may manifest as uncivil behavior. When incivility exists, others may imitate it. Cognitive rehearsal training which includes four core elements of Social Cognitive Theory can foster skills and confidence to address nursing incivility and, in turn, decrease its incidence. While cognitive rehearsal training should be mandatory and recurring for all nurses and nurse leaders, training alone is not sufficient. Cognitive rehearsal training participants stated leaders could greatly influence the outcome of addressing incivility either positively or negatively. Unsupportive reactions from leaders when participants reported incivility in the past decreased their confidence incivility would be effectively addressed. Participants stated some nurse managers or leaders were perpetrators of incivility. Nurse managers and leaders need to model civil behavior, support zero tolerance, create a safe environment for reporting incivility, and effectively intervene.

47-ASP. Global Nursing Leadership: Lessons learned from a didactic course partnered with an Immersive United Nations Experience

• Judith Pechacek, RN, DNP, CENP; UNIVERSITY OF MINNESOTA; Minneapolis, Minnesota

9/27/2025, 11:10am - 12:00pm, Breakout: 24

The evolving landscape of global health requires advanced practice nurses to develop leadership competencies that address health equity, environmental sustainability, and advocacy on a global scale. The 2021 AACN Essentials emphasize the necessity of preparing nurses as global leaders, yet gaps remain in nursing education regarding the integration of planetary health and the United Nations (UN) Sustainable Development Goals (SDGs) into practice. This presentation highlights an innovative didactic course, Advanced Nursing Leadership for Global Impact, designed to equip graduate nursing students (MN, DNP, PhD) with the skills and knowledge to engage in global health leadership. The course includes six modules covering Global Leadership, Planetary Health, Global Citizenship, UN Engagement, SDG Interventions, and Future Directions. A key feature is a week-long immersion at the UN in New York City, where students engage with non-governmental organizations, meet global health leaders, and participate in cultural and policy experiences. Through coursework, reflective journaling, and the development of infographics on nursing issues aligned with SDGs, students gain hands-on experience in global advocacy and leadership. Course evaluations demonstrate increased student confidence, awareness, and competency in addressing global health challenges. Participants reported enhanced understanding of nursing’s role in advancing the SDGs, applying leadership strategies to effect positive change, and building partnerships to influence policy and practice. These findings reinforce the need for integrating global leadership education into graduate nursing curricula. This course serves as a model for preparing nurses and interprofessional learners to assume leadership roles in global health, ensuring they are well-positioned to drive sustainable change. Aligning with the AACN Essentials, this initiative underscores the critical role of nurses as policy influencers, health diplomats, and advocates for planetary health.

48-R. Navigating Growth: Impact of Program Expansion on Academic Nursing Faculty

• Tracy Ruegg, PhD ANP-BC AOCN; Kennesaw State University; Kennesaw, Georgia

9/26/2025, 3:00pm - 3:50pm, Breakout: 18

Background/Significance: The current nursing educator shortage is predicted to worsen due to an aging workforce. There is a dire need to recruit and retain qualified faculty. The workplace environment continues to be a large player in faculty intent to leave. Healthy work environments in nursing academia are critical for faculty recruitment and retention and for nursing education excellence. Nursing faculty face challenging workplace environments due to high workloads, limited resources, and insufficient support. The faculty shortage and an unstable academic workplace directly impacts the quality of nursing education, ability to prepare quality practice ready nurses, and the need to turn away qualified nursing applicants during an ongoing nursing shortage. Nursing organizations have published healthy workplace environment strategies as a means of addressing however current literature does not a tailored approach for workplace review in a rapid growth environment. Purpose: The purpose of this qualitative study was to explore the experiences and perceptions of nursing faculty within a program that has undergone significant enrollment growth— from admitting approximately 120 undergraduates to over 250 per semester over a five-year period. The authors sought to understand how faculty have adapted to increased demands, identify emerging challenges and supports, and generate insights to guide sustainable program evolution. Methods: A qualitative study was conducted in a large nursing program at a public university in the Southeast using an open-ended survey approach. Thirty-nine nursing faculty members from baccalaureate and master’s programs participated in the study. A descriptive content analysis was employed to meet study objectives. Results: Four prominent categorical themes each with four to five sub-categories were revealed through the data analysis: “Response to change”, encompassing mixed emotion, challenging experience, adapting/coping, great potential, and positive experience; “Infrastructure” consisting of leadership, resources, department culture, and size; “Workload concerns (WL)” inclusive of work/life balance, promotion & tenure expectations, compensation, stress essentials, and WL distribution; and “Intrapersonal relationships” comprising of incivility concerns, communication-related issues, teamwork, and peer support/mentorship. Implications: Faculty retention remains a critical area of research, requiring ongoing efforts to identify strategies for improving the work environment. This study explored faculty perceptions to develop targeted tactics that support workplace enhancements. Findings contribute to a deeper understanding of the challenges and adaptations faced by faculty during rapid program expansion and inform strategies for sustainable growth in nursing education. Improvements in the workplace environment will strengthen faculty retention and workplace satisfaction. More research is needed to understand and support healthy academic work environments.

49-EBP. Standardized Template with Evidence-based Education to Ensure Compliance for Surgical Medical Necessity Insurance Criteria

• Theresa Carlisle, DNP, MS, RN; The Ohio State University Wexner Medical Center; Columbus, Ohio

Poster Showcase

Hospital billing errors have increased due to insufficient provider education on nationally recognized coding terminology, medical record documentation, and complex billing systems. According to the Institute of Medicine (IOM), medical billing errors cost providers between $17 and $29 billion annually. The literature suggests that focused education and the use of standardized templates in provider documentation could reduce elective surgery authorization denials, rescheduling of patient surgeries, and enhance revenue for performed surgeries. The purpose of this initiative was to reduce day-of-surgery cancellations and rescheduling due to financial issues such as lack of insurance authorization, pre-service denials, or insufficient time for insurance processing. This evidence-based quality improvement initiative involved 19 advanced practice providers and one surgeon at a Midwestern academic hospital's plastic surgery clinic. The intervention required providers to use evidence-based links to a documentation template (i.e. smart phrase) that contained clinical and insurance medical necessity documentation. During the three-month period, three of five templates were utilized 119 times in progress or history notes by all nine advanced practice providers who were designated to use the surgical template for their respective surgical types. No cases were rescheduled due to financial reasons during this period compared to FY 24 when 165 cases required rescheduling at an estimated loss of $1,367,388 due to unused operating room capacity. These findings demonstrate a positive clinical and financial outcome from implementing standardized templates for clinical and insurance medical necessity documentation.

50-R. Developing psychological safety in new graduate Registered Nurses: Research-based insights for nurse leaders

• Jennifer Rigby, DNP, APRN, FNP-C; Brigham Young University; Provo, Utah

9/26/2025, 3:00pm - 3:50pm, Breakout: 16

Background: Psychological safety is a shared belief among team members that it is safe to take interpersonal risks within the team. Psychological safety is foundational to safe, high-quality patient care. Healthcare leaders play an important role in creating cultures, processes, and systems that support new graduate registered nurses’ psychological safety. Psychological safety is gained through a developmental process that begins before nursing students begin nursing school and continues beyond graduation. Previous research indicates psychological safety is especially important for new graduates’ successful transition into professional nursing practice. However, research has been limited on their perceptions of psychological safety and how it contributes to their identity as a nurse, patient advocate, and member of the healthcare team. Purpose: Gain new insights into new graduate registered nurses’ experiences of psychological safety and how it shapes their first year of nursing practice. Methods: Qualitative research design using semi-structured interviews. Participants were new graduate registered nurses, one-year post-graduation from an Associate Degree nursing program, who are participating in the authors’ longitudinal study on psychological safety. Data was collected through semi-structured interviews. Interviews were digitally recorded, transcribed using transcription software, and manually reviewed for accuracy. Ethical approval was obtained from the relevant institutional review boards. Data were analyzed using deductive thematic analysis. Initial themes and subthemes were drawn from analyses performed in earlier stages of the longitudinal study. Interview transcripts were reviewed to identify how the new data validated, refuted, or expanded upon the initial themes. The potential for new themes was also explored. Results/Outcomes/Implications: Eleven new graduate registered nurses participated in this study. Additional insights emerged for each of the five initial themes: Who I Am, Who I Am With, Where I Am, Responding in the Moment, and Anticipating the Future. No additional themes were identified. New graduates’ nursing identity, self-confidence, and willingness to voice concerns were shaped by having a learning-oriented culture, a collaborative interdisciplinary team, available leaders (e.g. managers, charge nurses, and preceptors), and adequate resources to fulfill their responsibilities (e.g. adequate staffing). This study validates and expands upon prior research on new graduates’ psychological safety. The themes identified in this study suggest psychological safety is integral for safe nursing practice and a healthy workforce. New graduates’ psychological safety evolves as they gain clinical experience, develop supportive relationships, and gain confidence that questions, concerns, and mistakes will be responded to constructively. Nurse leaders who understand how psychological safety develops in new graduates and the role it plays in their early professional experience can intentionally create cultures, processes, and systems conducive to psychological safety. Future research should replicate this study with additional cohorts of students. Translational research on this topic should focus on developing interventions nurse leaders can use to foster psychological safety in new graduate registered nurses.

51-QI. Keep It Moving: Increasing Patient's Mobility to Decrease Falls

• Teneal Simmons, B.S Kinesiology , A.A.S; Memorial Hermann Health Care System; Houston, Texas

Poster Showcase

Purpose Falls are a global health problem with negative outcomes for patients and hospitals. Patient falls can result in more extended hospital stays, functional decline, hospital financial consequences, and loss of patient's future mobility. (Kissane et al., 2023). Loss of independence and mobility are problematic for the elderly population, and increasing mobility has shown a reduction in falls by 37.5% (Walker et al., 2018). On the adult medical surgical nursing unit, falls have increased according to FY24 fall data underscoring the urgency of the early mobility initiative. Methods The unit will implement the MCT alongside the JH-HLM to create individualized mobility plans. A multidisciplinary initiative involves nurses, patient care technicians, and rehabilitation services. The goal is to enhance mobility and communication among providers, aiming to increase the patient's mobility, therefore decrease patient unassisted falls by 10% on the adult medical surgical nursing unit. The secondary goal is to empower healthcare providers to utilize the mobility tools and techniques available for better patient health outcomes. Data will be collected pre-intervention and post-intervention, focusing on the number of falls per month, mobility levels, staff adherence, and patient satisfaction, with ongoing monitoring for effectiveness. Results Data collection and analysis are ongoing, however, the current findings demonstrate a 30% reduction in unassisted falls compared to FY24, with 18 unassisted falls. There is notable improvement in patient mobility and the provider's communication during rounding. By fostering a more coordinated and proactive approach to patient mobility, the monthly falls are expected to decrease, leading to better patient outcomes and satisfaction. Continued monitoring will provide insights into the long-term impact of this initiative on hospital-acquired complications, length of stay, and overall patient safety. The ongoing evaluation of these factors will guide future adjustments and confirm the success of the intervention.

52-ASP. Bridging the Gap Between Research and Practice: An Academic-Practice Partnership for Evidence-Based Policy Review

• Alyson Epp, PhD, RN, CNE; Kennesaw State University; Kennesaw, Georgia

9/26/2025, 11:10am - 12:00pm, Breakout: 10

Problem, Background/Significance, Rationale: Nursing leaders are crucial in fostering environments that support evidence-based practice (EBP) adoption. While EBP is essential for improving patient outcomes and ensuring high-quality care, its integration into clinical settings remains inconsistent. Many nurses report limited confidence and familiarity with EBP, which may be due to a persistent gap between academic instruction and its practical application. Although EBP education is included in most Bachelor of Science in Nursing (BSN) curricula, students often lack opportunities for real-world application—making the transition from academic learning to clinical practice challenging. This project uses an academic-practice partnership as an innovative leadership strategy, by bringing together nursing students and nurse leaders to engage in real-world, evidence-based policy evaluation, which is a core leadership activity in healthcare. Collaboration between academia and healthcare institutions strengthens leadership skills, critical thinking, and EBP competence among nursing students while supporting health system leaders in evidence-informed decision-making by providing evidence-based input and increasing capacity for policy evaluation. This approach emphasizes the role of nursing leadership in driving evidence-based care and preparing future nurses for a seamless transition to professional practice. By bridging the gap between education and clinical application, this project advances nursing leadership, enhances healthcare quality, and integrates research, policy, and practice in patient care delivery. Purpose and Objectives: The primary aim was to integrate the health system’s policy review process into a baccalaureate nursing course. The collaboration sought to enhance nursing leadership, improve clinical care, and involve nursing students as active contributors to policy review. By engaging students in real-world applications of EBP, this initiative aligns with the AACN Essentials and fosters critical thinking, leadership, and evidence-based decision-making among both future and current nursing professionals. Implementation: This collaboration integrated clinical policy review into a senior-level baccalaureate nursing leadership/transition-to-practice course. Students were trained in policy evaluation using the Johns Hopkins Nursing EBP Model and worked in small groups to assess system policies related to current research. Students conducted literature reviews, appraised evidence, and developed recommendations for best practice. Nursing faculty and health system mentors coordinated closely to guide and support students. Completed reviews were shared with health system leadership for potential implementation. Results and Implications: Several policies were identified for revision, with most aligning with best practices. The collaboration facilitated the development of health system nurse leaders as EBP mentors while enhancing pre-licensure nursing students’ learning. Key insights emphasized the importance of structured student support, active health system leadership engagement, and the availability of research to guide policy recommendations. Key lessons include the necessity for dedicated mentorship to guide students through the policy review process and the challenge of coordinating schedules between academic and clinical partners. Strong collaboration between nursing faculty and health system mentors proved essential for student learning and the professional development of health system nurse leaders. By embedding policy review within students’ clinical learning experiences, this initiative strengthened the connection between research, evidence, and clinical practice, promoting safer patient care and reinforcing the essential role of nursing leadership in driving EBP implementation.

53-QI. Implementing and Sustaining Same-Day Discharge for Cardiac Implantable Electronic Device Patients: A Quality Improvement Initiative

• Elizabeth Braithwaite, DNP, MBA, EMT, PMP, RN, CLSSYB-HC, EBP-C; UNC Rex Healthcare; Raleigh, North Carolina

9/26/2025, 10:10am - 11:00am, Breakout: 7

Same-day discharge (SDD) for cardiac implantable electronic device (CIED) patients is an evidence-based practice that enhances hospital throughput, reduces costs, and maintains high-quality patient care. Despite demonstrated safety and efficacy, implementation challenges persisted in a large academic medical center. Prior to project initiation, a structured sustainability plan was developed to ensure long-term adoption. This plan included early stakeholder engagement, integration of Six Sigma methodologies such as SIPOC (Suppliers, Inputs, Process, Outputs, Customers) analysis and Swim Lane process mapping, incorporation of real-time data tracking through Epic dashboards, and mandatory SDD eligibility documentation in electronic health records to promote accountability. Through the implementation of a standardized same-day discharge protocol utilizing Plan-Do-Study-Act (PDSA) cycles, SDD rates increased from baseline to 56.16%, surpassing initial targets. The initiative resulted in a projected annual savings of $74,454 due to decreased inpatient bed utilization, with no increase in readmission rates or adverse events. Embedded SDD documentation within Epic supports long-term adherence and expansion to sister hospitals. This project demonstrates a scalable framework for sustainable process improvement, optimizing patient care and healthcare resource allocation.

54-EBP. A Health Collaboration to Address Community-Acquired Pressure Injuries

• Tracey Hall, MSN, RN, CWCN, CMSRN; Midland Memorial Hospital; MIdland, Texas

Poster Showcase

Background:Community-acquired pressure injuries (CAPIs) are a significant concern in healthcare, leading to increased morbidity, hospitalization, and healthcare costs. Effective collaboration between healthcare settings is crucial to addressing the prevention and management of CAPIs. Despite various guidelines, gaps remain in inter-facility coordination and evidence-based prevention strategies. Purpose: This project aims to enhance healthcare collaboration between long-term care (LTC) facilities and acute care hospitals to reduce the incidence of CAPIs. Using the Johns Hopkins Evidence-Based Practice (EBP) model, this initiative seeks to implement evidence-based strategies for early identification, prevention, and management of pressure injuries. Methods: A quality improvement approach was utilized to assess current practices, identify gaps, and implement targeted interventions. Data collection included reviewing pressure injury cases from LTC admissions to acute care hospitals, staff education on pressure injury prevention, and stakeholder engagement through focus groups. The intervention involved enhanced communication strategies, adherence to evidence-based pressure injury prevention protocols, and improved skin assessment practices. Results: Preliminary findings indicate improved recognition and documentation of CAPIs upon hospital admission, increased compliance with prevention strategies, and enhanced interprofessional collaboration. Stakeholder feedback suggests that structured education and protocol standardization positively impacted patient outcomes and staff competency. Conclusion: Strengthening healthcare collaboration between LTC facilities and acute care hospitals is essential for reducing CAPIs. This project demonstrates the effectiveness of a structured, evidence-based approach in improving prevention strategies and patient outcomes. Future efforts should focus on sustaining these improvements through policy development, continuous education, and integration of standardized prevention protocols across care settings. Keywords: community-acquired pressure injuries, healthcare collaboration, evidence-based practice, long-term care, acute care, pressure injury prevention, Johns Hopkins EBP model

55-R. Exploring Racial Disparities in Pain Management Nursing

• Todd Tussing, DNP, RN, CENP, NEA-BC, EBP-C, FNAP; The Ohio State University; SPRINGFIELD, Ohio

9/26/2025, 2:00pm - 2:50pm, Breakout: 15

Nursing management of patient pain was recognized as an issue on a medical-surgical unit of a mid-western, Academic medical center. Nurses reported variances in how pain was managed based on the race of the patients. Nursing management of pain is an important aspect of patient care and can be tied to overall patient satisfaction. Racial disparities in the delivery of healthcare is well documented in the literature and includes the management of pain. Poor pain management is associated with poor patient satisfaction scores and poor patient outcomes. Nursing leaders have the responsibility to monitor and maintain the standards of patient care within their teams, including the management of pain. An understanding of the issue can lead to determination of actions for improvement. The purpose of the study was to determine the impact of racial bias on nurses' clinical decision-making related to pain management. 1) Are there differences in how White and Black nurses assess and manage pain? and 2) Are there differences in pain management approaches between racially discordant and concordant nurse-patient dyads? The study involved a cross-sectional survey at a medical center across all four regions of the United States. Participants were registered nurses working in medical-surgical, ICU, ICU step-down, and Emergency Departments. The study team created an instrument with four case study vignettes based on real clinical situations experienced by team members. The survey had two versions, differing only in the race (Black or White) of the patient. Participants were randomized based on the nurse's race and the study site. Initially, participants were unaware of the study's true aim and were told it focused on patient management. Demographic data collected included site, race, gender, years of practice in the specialty area, and experience managing pain. The relationship between agreement and race was analyzed using ordinal logistic regression for each vignette question with significant interaction indicating a differing based on race of both the nurse and patient. A total of 563 nurses participated in the survey, but the analysis focused on those who identified as White (401) or Black (44). The results varied across the vignettes, indicating some differences in pain treatment and perceptions of therapeutic relationships based on racial identities. Additionally, bias was noted in the treatment of patients with substance use disorders. Nursing leaders must acknowledge that race influences pain management. It is crucial to revise policies, procedures, and clinical guidelines to reduce bias. Educating bedside nurses about the impact of racial bias on pain medication and continuing research in this area are essential steps toward achieving a higher standard of care.

56-EBP. LEVERAGING EVIDENCE-BASED PRACTICE MENTORS THROUGH THE CREATION OF AN EBP MENTOR FELLOWSHIP: AN EVIDENCE-BASED QUALITY IMPROVEMENT INITIATIVE

• Erica Adkins, DNP, MHI, BSN, RN; The Ohio State University Wexner Medical Center; Columbus, Ohio

Poster Showcase

Abstract Background: The evidence-based practice (EBP) mentor is vital to the success of translating evidence into practice through EBP. Although EBP experts possess a higher level of EBP competency than most, many feel they lack the skills to mentor others through the process. A large, academic medical center identified an unfortunate trend of many Doctor of Nursing Practice (DNP) EBP and evidence-based quality improvement (EBQI) projects being implemented but not sustained once the DNP student graduated, wasting organization resources and leaving them still dealing with quality and safety issues that were addressed by these initiatives. Sustainability plans were underdeveloped and initiatives were not always continued as originally implemented, if at all. Aim: The aim of this initiative was to create a cadre of EBP mentors who could be leveraged to assist guiding current DNP students wishing to implement and sustain their EBP/EBQI projects within the health system.    Methods: An EBP Mentor Fellowship was created in an academic medical center based on synthesis of the literature around best practices. Resources within the enterprise were leveraged to engage in course work to provide evidence-based mentor training. Three tiers of EBP mentors were established, distinguishing between level of expertise and comfort in mentoring EBP. Fifteen nurses took part in the initial EBP Mentor Fellowship. The EBP Competency Scale and the Mentor Competency Assessment were administered to measure the impact of the EBP Mentor Fellowship. Results: Data collected suggests the mentor education sessions had a positive effect on the self-perceived competence of both EBP and mentorship skills. Linking Evidence to Action: The development and use of these already established EBP experts will further facilitate EBP implementation and sustainability for an organization that has a strong EBP infrastructure and foundation. In addition, a robust mentorship program can increase clinician satisfaction, quality and safety, and positively influence outcomes.   Keywords: evidence-based practice, EBP mentor, EBP mentor training, fellowship, implementation, sustainability

57-ASP. Empowering Nurses through Accountability and Ownership of Nursing Practice through Professional Governance: An academic-practice partnership imperative

• Beverly Hancock, DNP, RN, NPD-BC, CENP, FAAN; Rush University Medical Center; Chicago, Illinois

9/26/2025, 11:10am - 12:00pm, Breakout: 10

This session will provide essential information for academic and practice leaders to understand the evolution of shared governance to professional governance and stimulate conversation on how we can more effectively collaborate as academic-practice partners to strengthen practice governance. It has been more than 40 years since the first organizations pioneered the concept of shared governance to achieve nursing practice autonomy, however the goals of shared governance have not been fully realized. With the intention of moving to greater nursing ownership and accountability for practice, there is currently a movement to evolve shared governance to professional governance (PG). PG has a greater emphasis on professional obligation, accountability for practice, collateral relationships and decision making. PG expands the understanding of professional practice accountability, reaching beyond SG structures with a stronger emphasis on behaviors and a culture of ownership. For nurses entering the profession, the understanding of professional practice begins in pre-licensure education and continues as new graduates become part of the professional community. This involves collaboration between academic leaders and practice leaders who have a shared understanding of professional governance and a mutual goal of developing nursing students and new nurses in their understanding of professional practice and governance. To effectively collaborate, further dialogue is needed to enhance academic-practice partnerships. This can strengthen nursing governance and equip students and new graduate nurses with an understanding of practice ownership and accountability through shared decision making. Nursing PG is integral to addressing today’s complex workforce challenges, improving health outcomes, and achieving health equity.

58-ASP. Leadership in Action: Empowering Wellbeing and Self-Care in Global Advocacy at the United Nations Commission for the Status of Women

• Angelica Walton, DNP, RN, RYT; UMN School of Nursing; Minneapolis, Minnesota

9/27/2025, 11:10am - 12:00pm, Breakout: 24

The United Nations Commission on the Status of Women (CSW) serves as a global platform advocating for gender equality and the rights of women and girls. Each year a CSW Non-Governmental Organization (NGO) forum is held at United Nations headquarters in New York, gathering over 10,000 members of global civil society to share stories, circumstances and discuss resolutions to the Beijing Declaration and Platform for Action. The high-intensity nature of advocacy and policy discussions can lead to emotional and physical exhaustion, creating a gap in structured wellbeing support for those engaged in this critical work. Recognizing the role of wellbeing in sustaining system effectiveness, faculty from the University of Minnesota School of Nursing partnered with CSW leaders to create a wellbeing program that also provides immersive leadership development opportunities for DNP students. This presentation explores the development of an academic-service partnership designed to integrate self-care into policy work while advancing global nursing leadership. The 2021 AACN Essentials emphasize the importance of leadership development for advanced practice nurses, yet few programs address the necessity of self-care in sustaining advocacy efforts. Through collaborative discussions with CSW executive leaders, faculty identified the need for structured wellbeing support and worked with local and national partners to design a dedicated space for healing and reflection. This initiative incorporated Reiki, yoga, art, meditation, and sound healing into the daily forum agenda, offering advocates and leaders a means to restore and sustain their energy. Interactive prompts on self-care, expressing themes of healing, peace, connection, and empowerment were gathered. Facilitator surveys revealed a high level of personal and professional transformation. By embedding wellbeing into global policy spaces, this initiative highlights the importance of empowering women and girls through sustainable leadership practices. Advocates must be supported in their own healing to effectively lead social change. Nursing, with its holistic approach to health, is uniquely positioned to champion this model. This work serves as a call to action for nursing educators and global health leaders to integrate healing and restoration values into leadership development, ensuring that those at the forefront of advocacy have the resilience and support needed to drive lasting transformation.

59-R. From Theory to Practice: The Global Impact of Human-Centered Leadership in Healthcare™

• Lucy Leclerc, PhD, RN, NPD-BC; uLeadership; Atlanta, Georgia

9/26/2025, 11:10am - 12:00pm, Breakout: 12

Human-Centered Leadership in Healthcare™ is a contemporary relational leadership theory that exemplifies the dynamic evolution of frameworks responding to emerging questions, contexts, and evidence. Introduced in 2021, the theory has garnered significant global interest for its focus on the shared human experience, resonating deeply with nurse leaders navigating complex healthcare environments. The growth of this theory has been fueled by extensive testing and application in real-world settings, enhancing its relevance and applicability. It serves as a transformative model, aiming to elevate nursing leadership and patient care through its practical and relational approach. The primary objective of this project was to refine and expand the original Human-Centered Leadership in Healthcare™ theory using real-world examples and research findings. Through collaboration with nurse scientists, leaders, and academics globally, the theory's dissemination was achieved via practice, academia, and scholarly publications. Testing outcomes in diverse healthcare environments included improvements in employee experience, patient satisfaction, and quality indicators. Integration into nursing curricula (BSN, MSN, DNP) and extensive international presentations further solidified its reach. Notably, the theory evolved to include a fourth dimension, "Self," alongside psychometric validation to measure its impact comprehensively. This ongoing evolution reflects the universal applicability of Human-Centered Leadership in Healthcare™. With 50 global publications and continuous validation efforts, the theory's relevance in addressing emerging healthcare challenges remains strong. As researchers and practitioners refine and test its constructs, it offers a dynamic and impactful approach to advancing leadership, fostering inclusivity, and enhancing care outcomes in healthcare systems worldwide.

60-QI. Implementation of an Evidence-Based LVAD Patient and Family Advisory Council

• Laura Droll, MS, RN, NE-BC; Ohio State University Wexner Medical Center; Columbus, Ohio

Poster Showcase

Problem: A Left Ventricular Assist Device (LVAD) program was not receiving sufficient patient feedback from satisfaction surveys to enable leaders to improve the quality of the program and to meet the regulatory standard set forth by The Joint Commission to utilize patient satisfaction data for performance improvement activities. Purpose: The purpose of this evidence-based quality improvement (EBQI) initiative was to implement an LVAD Patient and Family Advisory Council (PFAC) in a large urban academic Midwestern medical center to obtain meaningful patient satisfaction feedback. Initiative objectives included 1) Implementation of an LVAD PFAC, 2) Solicitation of actionable patient comments, and 3) Identification of two improvement initiatives. This PICO(t) question was developed to search the literature: In patients (P), how does Patient and Family Advisory Councils (I) compared to current practice (C) affect outcomes (O)? The literature revealed a paucity of high-level evidence due to a lack of standardized measurement tools for PFAC impact. For this initiative, the levels of evidence in the eligible articles represented lower-level evidence and included qualitative studies, qualitative systematic reviews, QI projects, and expert opinions. Methods: An interprofessional workgroup used the Plan-Do-Study-Act (PDSA) method to guide implementation of an inaugural LVAD PFAC. LVAD patients and their support persons participated in one of three monthly PFAC sessions to share their experiences within the healthcare system, with a facilitated discussion soliciting feedback on potential areas for improvement. Audio recordings of the meetings were converted to written transcripts. An Artificial Intelligence (AI) program was used to create a summary report of the feedback received in all three sessions, and generated key themes, insights, and recommendations from the written transcripts which were all reviewed for accuracy by the interprofessional workgroup. The workgroup manually counted the total number of patient/family comments in the transcripts, excluding comments unrelated to the LVAD program. A three month pre- and post-intervention comparison of comment volume was completed. Patient/family comments pertaining to the LVAD program and care were separated into two categories, potentially actionable or not actionable, based on whether they contained information that could inform improvement initiatives. The potentially actionable comments were then categorized into themes and subthemes. The percentage of comments in each theme informed the prioritization of improvement projects, and four projects were recommended and supported by the LVAD program interdisciplinary team. Outcomes: Three PFAC sessions hosted 42 percent of the LVAD population, with 25 patients and 17 support persons in attendance. There were 266 comments received pertaining to the LVAD program and care, and 78 were potentially actionable with four themes: education, support, healthcare system gaps, and communication. A pre- and post-intervention percent change of 1,460 percent in patient/family comment volume was demonstrated. From the four comment themes, four improvement initiatives were identified for the program: 1) launch a support group for LVAD patients and support persons, 2) revise patient education materials and processes, 3) revise LVAD office phone tree, and 4) pursue a solution to increase awareness of LVAD status in the electronic medical record.

61-QI. Shared Governance: Raising Nurses' Impact and Influence

• Kristen Fife, DNP, MHA, RN, CPPS; Veteran Health Administration; New Home, Texas

Poster Showcase

Shared Governance: Raising Nurses’ Impact and Influence Bureaucratic leaders hinder nursing autonomy, stifling nurse-driven, evidence-based practices that aim to improve healthcare. A West Texas healthcare system serving patients in rural and suburban areas employs approximately 500 nurses, some of whom have voiced a desire for a Shared Governance model. Although the need and desire for such a model exists, numerous barriers are associated with implementing it within a system that spans a large geographical area, encompassing five separate sites, including one in a different state and time zone. The healthcare system overseeing this significant organizational change previously attempted to implement shared governance without success. Many of the employees who were part of the initial implementation efforts are still employed in this system and have since voiced concerns with the shared governance model. Those concerns were part of the barrier to successful implementation in the prior attempt. The Quality Improvement project commenced with a gap analysis utilizing the Index of Professional Nursing Governance (IPNG) 3.0 tool, followed by the development of formal training based on the results. Training was done during the town hall, followed by face-to-face focused training in each department. Upon completion of formal training, another survey was conducted to analyze the differences in knowledge of Shared Governance. The results from both surveys did not show a clinically significant difference in the knowledge of Shared Governance or the participants.

63-QI. Use of Simulation in Assessing Executive DNP Competencies

• Cathy Rodgers Ward, PhD, RN, NEA-BC; University of Alabama at Birmingham; Birmingham, Alabama

9/25/2025, 2:10pm - 3:00pm, Breakout: 2

Simulation has been widely accepted as an effective method to assess clinical competencies in nursing. Simulation of advanced leadership competencies is a more recent mode of competency assessment and is not well described in the literature. In 2021 the International Nursing Association for Clinical Simulation and Learning (INACSL) published new standards and defined simulation as “An educational strategy in which a particular set of conditions are created or replicated to resemble authentic situations that are possible in real life. Simulation can incorporate one or more modalities to promote, improve, or validate a participant's performance.” This definition opens a multimodal approach to simulating all types of competencies including executive-level leadership competencies. In 2021 the American Association of Colleges of Nursing (AACN) launched new core competencies for professional nursing education (referred to as The Essentials) including differentiation of competencies for advanced leadership practice in Doctor of Nursing Practice (DNP) programs. AACN has deemed simulation experiences to be an important component of demonstrating competencies in advanced practice across ten domains. The purpose of this project was to explore simulation of nurse executive competencies across an Executive DNP curriculum. Specific Aims: 1) Increase competency-based simulation experiences for Executive DNP students. 2) Create a compendium of simulations for Executive DNP students outlining applicable competencies. 3) Evaluate outcomes associated with specific simulation experiences. Faculty were asked to assess course content amenable to simulation of executive-level competencies in all courses and to list their associated competencies. Simulation was intentionally incorporated into the Nurse Executive DNP curriculum. Simulation was defined according to the INACSL definition of replication of authentic executive experiences that occur in real executive practice. This definition allows for an expanded concept of simulation to occur outside of competency suites. Simulation experiences are in addition to a Fellowship rotation for on-site clinical executive level competency assessment. The Fellowship allows for in-person actual clinical experiences in addition to multiple Immersion sessions. Simulations have increased throughout the curriculum and are integrated into all 17 courses. Over 25 executive-level simulations are identified and codified in a compendium of simulations with the associated competencies and sub-competencies in all ten domains. Some examples of student simulations in Domain 10: Personal, Professional, & Leadership Development include 1) a persuasive argument presentation to a simulated Board of Directors 2) a formal media interview by a reporter regarding a crisis situation in the participant’s organization 3) executive rounds simulated with actors in the competency suite 4) a change management scenario where the student takes on the role of lead change agent to implement a new initiative in a hospital’s emergency department and 5) a debate to defend and advocate for health policy development and funding. Outcomes of simulations are measured using self, peer and faculty evaluations. One example of outcomes yielded an 85% increase in confidence levels in public speaking after select simulations. Other outcomes will be reported. This program of competency assessment at the executive level can serve as a model for other Executive DNP programs utilizing simulation to meet AACN standards.

64-R. The value of state statute in health services workforce planning: Wisconsin 2024 RN Workforce Survey

• Roberta Pawlak, PhD, RN, NEA-BC; University of Wisconsin - Madison; Madison, Wisconsin

9/27/2025, 10:10am - 11:00am, Breakout: 19

Registered nurses (RNs) comprise a large and essential part of the healthcare workforce in the US. To support professional and legal standards, the state of Wisconsin regulates RN practice and necessitates professional licensure for nurses, with renewals required every two years. Since 2010, RNs seeking to renew their licenses must, by state statute (Wisconsin Nursing Workforce Survey and Grant, 2009 & rev. 2011), complete the Wisconsin Registered Nurse Workforce Survey at the time of license renewal. To facilitate timely planning and action in workforce planning and leadership strategy, this report addresses the results of the 2024 RN Workforce Survey and contains key findings, implications, and recommendations for this licensed employment group, which holds significant implications for nursing leaders and healthcare systems throughout the state. The purpose of this presentation is to describe the structure, process, execution and analysis of the Wisconsin 2024 RN Workforce Survey required by law in the State of Wisconsin. The aims include description of the data analysis, sharing of key findings and proposed implications for each section that have state-wide nursing workforce impact. Nursing practice in Wisconsin is regulated by the Wisconsin Department of Safety and Professional Services (DSPS) and all practicing RNs are required to maintain an active licensure that is renewed every two years. Nurses are required to complete a workforce survey with each license renewal. The Wisconsin Department of Safety and Professional Services (DSPS) administered the 2024 Wisconsin Registered Nurse Workforce Survey during February 2024, the open license renewal period for Wisconsin registered nurses. The survey consisted of 85 questions and 106,143 registered nurses completed the survey electronically in 2024. Response analysis was completed by a team at the University of Wisconsin-Madison, School of Nursing. The data used for analysis included 93,008 valid responses from RNs who live and/or work in the state of Wisconsin. The Wisconsin health workforce consists largely of registered nurses. Analysis, Key Findings and RN Workforce Implications were completed in the following areas, and will be discussed in the presentation: Workforce Demographics, Employment, Expertise, and Education of RNs, Geographic Distribution of RNs, Advanced Practice Nurses, RNs in Leadership Roles, RNs in Faculty Roles, Income of Wisconsin RNs, Workplace Use of Artificial Intelligence, and Impact of COVID-19 on RNs. The results of this analysis can assist leaders in all realms of health services to plan and strategize solutions to address nursing workforce issues that impact supply and well-being of the RN workforce.

65-QI. LVNs Rising in a Hospital: A Career Ladder Program

• Cassandra McDorman, MSN, RN; Midland Memorial Hospital; Midland, Texas

Poster Showcase

Licensed Vocational Nurses (LVNs) are moving back into acute care settings. The persistent shortage of registered nurses (RN) has prompted nurse leaders to take an innovative approach to care. Nurse leaders strive to create a competitive and attractive option for area nurses. The rural West Texas project site actively recruits LVNs and offers nursing positions on the medical-surgical units. An innovative career ladder option for LVNs is under development to provide professional growth and advancement opportunities. This initiative aims to retain and motivate LVNs by offering clear pathways for career progression in the acute care setting. The clinical ladder for LVNs provides a competitive edge for recruiting and recognizing their contribution to nursing. It also increases the number of RNs in the facility. Currently, 39 LVNs are eligible and 18% (n=8)of LVNs are participating.

66-QI. Partnered Leadership: Adapting Nursing Leadership to the New Era of Healthcare through a Unified Unit Model

• Amanda Monson, DNP, PHN, CCRN, CPHQ; Minneapolis Veterans Affairs Health Care System; Minneapolis, Minnesota

9/27/2025, 11:10am - 12:00pm, Breakout: 23

The evolving landscape of healthcare necessitates innovative approaches to nursing leadership that prioritize collaboration, quality, and safety. This presentation examines the implementation of a triad nursing leadership model within a post-surgical unit, integrating a Clinical Nurse Specialist (CNS), Nurse Educator, and Nurse Manager to enhance patient care quality and operational efficiency. This model addresses the multifaceted challenges faced in post-surgical settings, where effective leadership and coordinated care are essential for optimal patient outcomes1,3. A mixed-methods approach for this quality improvement project was employed to evaluate the impact of this collaborative model on nursing practice and quality outcomes. Qualitative data were collected through patient and staff feedback, while quantitative metrics included Survey of Healthcare Experiences of Patients (SHEP) scores, nursing-sensitive indicators, time and motion studies, and unit-based projects. The comprehensive evaluation revealed critical themes related to communication, role clarity, and interdisciplinary collaboration. Preliminary results indicate a significant increase in patient satisfaction, with 78.3% of respondents rating their nursing care as "Excellent," up from 55.6% pre-implementation. Additionally, there was a 16% reduction in patient falls and a 100% reduction in hospital-acquired infections (HAIs). Efficiency metrics showed an 8.2% reduction in non-value-added activities. These enhancements can be attributed to the synergistic efforts of the CNS, Nurse Educator, and Nurse Manager, highlighting the necessity of a collaborative leadership framework in high-stakes environments. The findings underscore the importance of fostering a culture of teamwork and shared responsibility among nursing staff. By bridging the gap between clinical practice and quality improvement initiatives, this model not only empowers nursing leaders but also enhances patient safety and satisfaction, ultimately leading to improved health outcomes. In conclusion, the integration of a CNS, Nurse Educator, and Nurse Manager in a post-surgical unit exemplifies a successful strategy for innovative nursing leadership collaboration. This approach addresses immediate patient care needs while setting a precedent for future initiatives aimed at improving quality and efficiency in nursing practice. The implications of this study advocate for a systemic shift towards collaborative leadership models in nursing, emphasizing the critical role of teamwork in achieving excellence in patient care. By embracing this model, healthcare organizations can better navigate the complexities of the post-COVID healthcare landscape, ensuring that nursing units remain agile and responsive to the needs of patients and the healthcare system alike.

67-R. Validating a Healthy Work Environment Assessment Tool in the Academic Workplace

• Allison McHugh, DNP, MHCDS, RN, NE-BC; Florida State University; Tallahassee, Florida

9/27/2025, 10:10am - 11:00am, Breakout: 20

A healthy work environment (HWE) is defined as “a workplace designed to promote the physical, mental, and emotional well-being of employees.” The importance of developing and maintaining a HWE is paramount. HWEs foster increased productivity and improved job satisfaction thereby decreasing stress, burnout, and resignations. HWEs attract and retain employees. Academia is a demanding and stressful environment to work in. The responsibilities of faculty at educational institutions involve many different duties, such as teaching, mentoring, and serving on committees. There are also pressures to obtain funding and complete and publish research. Unfortunately, there are significant compensation differences in academia vs the practice environment which may cause some individuals to leave academia or not consider a profession as faculty at all. Currently, there is a shortage of academic nursing faculty which will have a negative impact on our healthcare system. Significantly more nurses are needed to care for our nations’ citizens and without academic nursing faculty, potential nursing students will not be admitted to institutions to meet this demand. Keeping experienced faculty members is vital to ensure students will be provided with the educational experiences they need to complete their schooling and pass the national exam in addition to furthering their advanced education. Examining HWEs in the academic nursing setting is essential to improve our ability to maintain nursing faculty and ensure our healthcare system remains strong. This study will validate a Healthy Work Environment Assessment Tool (HWEAT) to evaluate the health of work environments in Colleges and Universities’ School of Nursing using the HWEAT in several e-Delphi rounds among an Expert Group of Academic Nursing Faculty . It is our hope to reach consensus on the wording of survey items and further validate the tool for use in the academic setting.

68-EBP. Meaningful Patient & Workforce Impact through People Development

• Joan Halpern, DNP, RNC-NIC, NNP, NEA-BC; NewYork-Presbyterian/Weill Cornell Medical Center; New York, New York

9/27/2025, 10:10am - 11:00am, Breakout: 20

The post-pandemic professional governance recovery at an academic medical center in a large urban area during 2021-2022 was challenging. Previously dynamic in-person engagements shifted to mostly virtual meetings, affecting participation and collaboration. Foundational structures like recognition programs, QI and research dissemination resources, continuing education, community outreach activities, and leadership development retreats were active, yielding positive outcomes. However, unit council and campus committee involvement and alignment with nursing strategic priorities were inconsistent. In 2023, despite executive leadership transitions, nursing teams remained engaged in virtual professional governance and improvement work. New leadership brought renewed interest in the clinical teams' voices. Leaders connected with, listened to, and understood the nursing experience, expanding the nursing voice. Professional governance committees were reassessed and transitioned to be led by clinical nurses. New in-person forums provided access to senior nursing leaders and opportunities to discuss patient care concerns and workflow challenges. However, expanded forums alone did not strengthen professional governance or align strategies. A back-to-basics strategy was deployed to realign and focus efforts. Challenges included supporting over 60 ambulatory and acute care unit councils and 20 campus committees within a workforce of 3000+ nurses. Resources to build governance structures were scattered, outdated, and unmodifiable, hindering standardization. A Professional Governance Handbook was created to delineate nursing’s influence in organizational goals and strategic alignment. Hands-on training through a Professional Governance workshop was planned to support the workforce. In November 2023, unit and campus council leaders reassessed and reinforced unit council structure and best practices. Leaders and clinical nurses partnered to unfreeze current practices and strengthen councils using basics learned at a workshop. New ways to collaborate and share improvement efforts were created, including social media initiatives showcasing unit council engagement activities. Monthly newsletters highlighted council activities and updates, engaging clinical nurses in local governance. A nursing strategic planning retreat in March 2024 connected bedside work to organizational strategic plans. Over 175 unit and campus council leaders defined strategies to accomplish nursing priorities. Unit council chairs and managers engaged in SMART goal planning, learning how to implement changes. Goals and strategies were categorized into six domains of excellence. The plan focused and aligned individual nurse and unit council efforts, solidifying the direction needed to achieve strategic goals. Results included decreased organizational vacancy and turnover rates, increased nursing clinical ladder promotions, and higher Gallup engagement participation. New professional governance committees formed, including a nursing support staff council and a unit clerk council, aligning their impact with patient experience. A new Patient Experience Council brought interprofessional teams together with PFAC members to create organizational PX skills fairs and strategic improvement planning, increasing HCAHPS scores. Expanding nursing professional accountability and aligning nursing work through strategic planning clarified and unified efforts. Clinical nurses leveraged governance structures to achieve unit and personal professional development goals, resulting in meaningful impact and development opportunities. Clinical nurse leaders were promoted to formal leadership positions. Recommendations include ensuring a robust succession plan to replace professional governance clinical nurse leaders as they advance professionally.

69-EBP. Convening and Optimizing Professionalization of Nursing and Midwifery in Kenya: The Nursing Platform

• Eunice Ndirangu-Mugo, BScN, RN, MSc(ANP), PhD, FHEA; The Aga Khan University; Nairobi, Kenya

9/25/2025, 3:10pm - 4:00pm, Breakout: 5

Introduction: The nursing and midwifery practice in Kenya faces systemic challenges that stifle the delivery of health care services to the community and the professional development of the nurse and midwife. The overarching challenge is the absence of a comprehensive policy to govern nursing and midwifery practice despite the presence of public, regulatory and professional institutions [1-4]. Further, the existing scheme of service is not comprehensive, as it does not factor aspects that cover training, course standardization, deployment and career progression for nurses and midwives [1,3]. A different set of challenges exist in the effort to professionalize the nursing profession through education and innovation. Purpose: In response to the underlying ICN strategic priorities and the Kenya Health Sector Human Resource for Health Strategy, this project sought to complement and support efforts to professionalize the nursing and midwifery profession by improving education, professional development, regulation, and terms for service for nurses and midwives. Methods: A participatory multi-institutional approach was adopted to explore and address the professional gaps through a project named: The Nursing Platform, bringing together nursing policy experts from the Ministry of Health (MOH), the nursing regulator, Nursing Council of Keny (NCK), professional associations, and nursing training institutions. The project design implementation matrix largely focused on enhancing nursing policy and regulations, revision of the scheme of service and development of practice guidelines for advanced practice nursing (APN). The integral approach was closely intertwined with a focus on the development of nursing theory, nursing research, and nursing practice, which ideally are interrelated. The convener (PI) Eunice Ndirangu-Mugo, led a multidisciplinary team through participatory research processes, including consultative engagements, formative research, technical working groups, and expert panel discussions. The goal was to collaboratively develop strategies and solutions aimed at enhancing nursing education, professional development, norms, standards, regulation, and terms of service for nurses and midwives. Results: In collaboration with NCK and MOH, the project team has so far developed the national nursing and midwifery policy, scope of practice and procedure manual for APN, and strategic plans for the national nursing and midwifery strategic plan, as well as three professional associations for nurses and midwives (NNAK, MAK, & KPNA). Further, the Nursing Platform has steered an advocacy strategy for nurses by supporting the nurse's caucus (QUAD), nursing associations conferences, knowledge generation [3], and communication through development of a centralized nursing and midwifery integrated mobile application (KeNUM App). More collaborative work is ongoing to develop a revised career progression guidelines for nurses and midwives in Kenya. Conclusion and Implication: A collaborative multi-institutional and multidisciplinary systematic participatory approach is a key strategy to professionalizing nursing and midwifery. This holistic model can be replicated in other countries and overall can dramatically improve the image of nursing and midwifery.

72-QI. Empowering Outpatient Clinical Nurses to Collaboratively Improve Workflow Efficiency, Patient Outcomes, and Team Satisfaction in a Pre-Admission Testing Department in an Academic Health System

• Ashley Newman, DNP, RN, NEA-BC, FNP-c, AGACNP-BC; New York, New York

9/26/2025, 11:10am - 12:00pm, Breakout: 11

Purpose: This clinical nurse-led project aimed to reduce clinical workflow redundancies, improve efficiency, increase patient and staff satisfaction in a fully virtual pre-admission testing (PAT) department using High Reliability Organization (HRO) and Just Culture principles. Relevance/Significance: In 2022, a PAT department at a northeastern academic health system transitioned to a standardized, fully virtual, integrated care environment for presurgical patients after an organization-wide PAT clinic consolidation. Historically, the PAT interprofessional clinical teams, which are comprised of RNs, NPs, and others, operated within separate, siloed workflows throughout the organization. Opportunities to enhance efficiency and team-dynamics in the new virtual PAT care delivery setting were identified. Strategy/Implementation/Methods: PAT nurses, clinical teams, & unit leaders developed interventions rooted in the principles of HRO & Just Culture to eliminate redundancies & inefficiencies in the virtual PAT setting. Strategies included standardized communication pathways to ensure clear, concise, & accurate information exchange among the team; identified & eliminated inefficiencies to ensure timely & effective patient care using weekly huddles and continuous quality improvement initiatives; implemented ‘Tech Tuesdays’ to provide ongoing education & training to ensure all team members were current with practices and technologies; and fostered an environment of open communication, learning from mistakes, and accountability. Evaluation/Outcomes/Results: The optimizations to existing workflow and processes improved patient experience through the elimination of unnecessary testing and in-person visits, reduced the number of same-day surgical cancellations, and increased screening capacity to 100,000 patients annually. The PAT Clinical team leveraged data to monitor performance, identify trends, and make informed decisions to improve care and efficiency, including the establishment of a new benchmark of 80% for pre-visit chart reviews. Improvements in the employee engagement surveys from 2023 to 2024 were noted. The 2024 Engagement Survey for PAT reflected a strongly favorable engagement index of 92% for RNs and 88% for NPs. Conclusions/Implications for Practice: Delivering nursing care in a virtual environment requires adjustments to care delivery methods and team dynamics. Advocating and implementing strategies rooted in HRO and Just Culture improved patient and team satisfaction, and optimized patient outcomes.

74-QI. Evaluation of an NPHS Model

• Anthony De Angelis, DNP, MBA, RN, NE-BC; Doylestown, Ohio

9/27/2025, 11:10am - 12:00pm, Breakout: 23

Conclusion: This scholarly project provides evidence supporting the integration of NPs into hospitalist service models as an effective strategy for reducing LOS, enhancing workforce stability, and improving operational efficiency. The NPHS model offers a viable solution for hospitals seeking to optimize inpatient care delivery. Future initiatives should consider broader implementation across similar units and further exploration of long-term patient and financial outcomes. The success of the NPHS model underscores the value of NPs in advancing quality and efficiency in healthcare systems.

75-R. Understanding Nursing Leadership in Healthcare Management After the COVID-19 Pandemic: A Grounded Theory Study

• Gabriela Marcellino de Melo Lanzoni, Lanzoni, G.M.M.; Universidade Federal de Santa Catarina; Florianopolis, Brazil

Poster Showcase

The COVID-19 pandemic had a profound impact on healthcare systems worldwide, particularly in the way healthcare services were organized and delivered. Nurses, as key frontline workers, played a crucial role in navigating the crisis. This study aimed to understand the role of nursing leadership in healthcare services management in the post-COVID-19 pandemic era. Using a qualitative approach and Grounded Theory methodology, this study investigates the experiences of 24 nurses who were involved in the direct care of COVID-19 patients. The research was conducted in a regional reference hospital in southern Brazil, with data collected through semi-structured interviews and analyzed using NVivo 10® software. The results revealed that nursing leadership during the pandemic was characterized by resilience, adaptability, and effective team coordination. Four main categories emerged: facing uncertainty, developing leadership practices, enhancing team collaboration, and reflecting on the post-pandemic period. The study found that the leadership competencies developed during the pandemic are now being applied to improve the organization and quality of healthcare services in the post-pandemic era. The findings have important implications for healthcare management, suggesting that the leadership experiences gained during the pandemic can provide valuable lessons for improving nursing leadership and organizational effectiveness in future health crises. By fostering ongoing leadership development and addressing the challenges identified during the study, healthcare systems can be better prepared to handle future public health emergencies.

76-R. Experiences of Brazilian Nurse Managers During the COVID-19 Pandemic

• José Luís Santos; Universidade Federal de Santa Catarina; Florianopolis, Brazil

9/25/2025, 3:10pm - 4:00pm, Breakout: 6

Emotional distress was a central issue, as many managers experienced physical and psychological overload due to constant pressure and stress. Fear of infection or transmission, coupled with insufficient institutional psychological support, contributed to burnout and mental health disorders. These findings point to the need for healthier work environments and stronger support networks for nurse leaders and their teams. In the post-pandemic landscape, participants emphasized the importance of managerial competence, ongoing professional development, and strategies that promote team wellbeing. Their experiences highlighted the value of flexible leadership, decision-making autonomy, and the creation of organizational policies tailored to crisis scenarios. Despite the many difficulties, the pandemic offered valuable lessons, reinforcing the pivotal role of nursing in health system governance. The pandemic exposed vulnerabilities in health system management, placing a significant burden on nurse managers, who had to navigate both clinical demands and emotional and organizational pressures. Nevertheless, their ability to adapt to adversity highlighted their strategic role in crisis leadership and the need for functional reorganization. This study contributes to expanding knowledge on nurse managers’ roles in public health emergencies and can serve as a reference for similar professional contexts.

77-R. Embracing Technology in K-12 Schools to Enhance Safe Medication Administration: Challenges and Lessons Learned

• Amany Farag, PhD, RN; University of Iowa-College of Nursing; Iowa City, Iowa

Poster Showcase

Approximately 27% of the 52 million K-12 school-age children (5-18 years) in the United States experience at least one chronic medical condition requiring them to receive medication during the school day.1-4 Children with noncomplex chronic medical conditions (CCMCs) account for 33% of pediatric Medicaid expenditure and consume up to $34.9 billion annually.5 Thus, adherence to the medications and their scheduled dosing is crucial for the CCMC’s health and academic progress. Schools are an understudied community healthcare setting with school nurses (SNs) as the main healthcare provider. Medication administration is a crucial function of SNs, but widespread budgetary cuts have left 18% of schools nationwide with no designated SN, 6,8 leaving the vast majority (78%) of medication administrations to unlicensed assistive personnel (UAP), including secretaries.7-11 Medication errors are three times higher when medications are administered by non-healthcare personnel. Despite advancements in technology aimed at improving medication safety in acute and long-term care facilities, little attention has been paid to low-resourced community settings such as schools. Therefore, guided by strong evidence from acute care settings showing a reduction in medication errors after implanting barcoding technology. The purpose of this Hybrid II implementation science study is to implement and evaluate the effectiveness of an electronic school medication administration system. The Exploration, Planning, Implementation, and Sustainment (EPIS) model was used to guide the study. The iterative process of human-centered design was used to design and develop the electronic School Medication Administration Record (eSMAR). Three SNs and five unlicensed assistive personnel (UAP), working in four K-12 schools (2 elementary, 1 junior high, and 1 high school) in Iowa City, IA, were invited to be the implementation change champions. Parents of 47 students with chronic medical condition (s) and receive medication during school attending one of the study sites consented to have their students in the study. Rapid Ethnographic Assessment (REA), semi-structured interviews, parents and providers usability surveys, and eSMAR system reports are currently used to evaluate system usability and effectiveness. Preliminary results indicate that SNs and UAPs are satisfied with the eSMAR system and find it easy to use. The system successfully intercepted/prevented several types of medication administration errors, including wrong student, medication, and dose. Data collection is ongoing and will be completed in time for the conference presentation. To support sustainability and scalability, the principal investigator (PI) will collaborate with the school district’s healthcare coordinator, technology and innovation officer, and superintendent to expand eSMAR implementation to additional schools. Lessons learned from the initial pilot implementation involving four schools will inform these efforts. The PI also plans to engage with state-level school nurse representatives to explore statewide scalability and potential policy implications.

78-R. Perceptions of Nursing Leadership in Brazilian University Hospitals During the COVID-19 Pandemic

• Gabriela Marcellino de Melo Lanzoni, Lanzoni, G.M.M.; Universidade Federal de Santa Catarina; Florianópolis, Brazil

Poster Showcase

The COVID-19 pandemic created unprecedented challenges in healthcare systems globally, with nursing teams playing a central role in managing the crisis. This study focuses on the perceptions of nursing staff regarding leadership within Brazilian university hospitals during the pandemic. Specifically, it explores how leadership perceptions are linked to job satisfaction and the intention to leave the job, which are key indicators of workforce retention. The research is based on a sample of 1,376 participants, including nurses, nurse managers, and nursing technicians/assistants, from ten hospitals across Brazil. Data collection included the Nursing Work Index Practice Environment Scale (PES-NWI), which was used to measure leadership perceptions in the work environment. The results revealed that leadership was generally perceived as favorable, with nurse managers rating leadership qualities most positively. Leadership perception was found to have a significant correlation with job satisfaction, and there was a weak but negative correlation between leadership skills and the intention to leave the job. Most participants reported no intention of leaving their jobs, highlighting the importance of effective leadership in maintaining workforce stability. The study emphasizes that leadership support, recognition of work, and effective management are crucial factors influencing job satisfaction and retention. These findings are valuable for hospital administrators and policymakers, offering insights into the critical role of leadership in fostering a positive work environment and improving nursing staff retention, particularly in times of crisis. The study advocates for enhanced leadership development programs to better support nursing teams and improve healthcare outcomes.

79-QI. From Skills Lab to Real-Time Validation: Transforming Annual Competency for Nursing Excellence

• Arnel Esguerra, BSN, RN, CCRN; UCLA Health; Los Angeles, California

Poster Showcase

Ensuring nursing staff competency is crucial for patient safety and high-quality care. Traditionally, the organization’s Nursing System Float Team (NSFT) used skills labs to assess nurses’ abilities annually. Nurses attended these sessions outside regular work hours and were compensated, but this led to low participation, reliance on unit validators, and rising costs. To address these issues, the NSFT discontinued skills labs in the Fiscal Year (FY) 2021 and transitioned to utilizing per diem staff for competency checks. While this shift aimed to streamline the process, it also introduced concerns, such as overtime costs and scheduling challenges. In FY 2023, guided by evidence-based research, the NSFT restructured this program and piloted a new model by creating a centralized validator team to check nurses' skills and integrate real-time competency assessments into clinical workflows. With a growing staff population now reaching 1,000 staff members, this change aimed to reduce costs, keep nurses engaged by embedding validation in their daily work, and ensure skills were checked in real time with available expertise. The initiative focuses on: • Improving efficiency and reducing costs through real-time validation as guided by evidence-based research on effective competency assessment methods. • Enhancing nurse engagement by embedding competency checks into daily workflows. • Streamlining processes with a centralized validator team. • Ensuring timely competency completion with immediate feedback. The pilot model, ongoing from FY 2023 to FY 2025, replaced skills labs with real-time validation. Two full-time career RNs acted as validators during shifts. A structured scheduling system ensured seamless coordination while a tracking system monitored progress. The validators provided immediate clinical feedback and supported staff through assigned e-learning modules. Financial expenditures and participation rates were analyzed from FY 2021 to FY 2025. The transition demonstrated significant financial savings, operational efficiencies, and increased staff engagement: • Skills Lab Model (FY 2020–FY 2022): Participation was inconsistent, with 47% validated in FY 2021 and 53% in FY 2022. Additional NSFT staff shifts increased costs and inefficiencies, highlighting the benefits of a centralized validation team. • FY 2023: Real-time validation eliminated skills labs, reducing costs by an estimated $150,000, with a competency assessment of skills and identifying actual skills needed showing an estimated saving of $500,000. • FY 2024: By maintaining efficiency, the program and its ongoing competency assessments resulted in a cost saving of approximately $700,000. • FY 2025: The program stays focused on sustainability by adopting evidence-based research and practices, regularly evaluating and refining processes based on data and feedback to ensure quality. Engagement surveys will help shape long-term improvements. The centralized validation team made competency assessments more efficient and reinforced skills in real time, demonstrating both financial and operational advantages of integrating validation directly into clinical practice. By eliminating inefficient skills labs, the NSFT maximized resource utilization and maintained rigorous competency standards, all while ensuring safe and high-quality patient care. Long-term success will depend on addressing workload challenges and fostering continuous staff education.

80-R. Impact of Human Centered Leadership Framework on Nurse Leader Engagement and Mindfulness

• Karen Steiner, DNP, RN, NE-BC, NPD, BC; Summa Health; Akron, Ohio

9/25/2025, 3:10pm - 4:00pm, Breakout: 6

The discipline of nursing has adopted leadership styles from the business world for many years. In reviewing the literature on nursing leadership styles, it was found that authentic, transformational, and servant leadership are among the most prevalent approaches. These styles are frequently characterized as "relational leadership." These leadership styles have been examined and written about frequently in the hopes of finding the solution for our nurse leaders who face complex issues in our ever-changing healthcare systems. The literature review supports an authentic relational leadership style and suggests organizations invest in programs to cultivate these leadership skills. Additionally, the literature provided clear evidence that leader mindfulness and engagement are paramount for staff and organizational success. Human Centered Leadership (HCL) in Healthcare (HC) is authored by experienced nurse leaders and is based in qualitative research, It provides a modern framework that can be used from the bedside to the boardroom. The HCL-HC framework is the only nursing specific framework that focuses on the well-being and mindfulness of the leader. This unique perspective gives permission for the leader to care for themselves so they can care for those around them. This framework, grounded in complexity science, consists of four dimensions: Self, Awakener, Connector and Upholder. This framework guides the leader to cultivate a culture of trust, excellence and caring. This DNP scholarly project examined mindfulness and engagement scores of ninety-two nurse leaders pre/post participating in the HCL-HC Essentials Modules in a 1027 bed, Magnet®-designated, nonprofit hospital system in Northeast Ohio. The findings suggest that while mindfulness scores were statistically significant eight months post intervention, leadership experience and professional certification did not have a statistically significant effect on mindfulness levels. Although individuals with nursing certification showed slightly higher mindfulness scores, the difference was not significant. Similarly, leadership experience did not exhibit a strong correlation with mindfulness scores. These results indicate that the intervention of instruction and adoption of HCL-HC framework may have contributed to participants increase in mindfulness. The engagement results showed no statistically significant difference between pre and post-intervention scores, indicating that the framework did not lead to measurable changes in leader engagement. Additionally, variables such as age, education, years of experience, and certification status did not significantly impact engagement scores. It was noted that engagement was significantly correlated with years of experience in the current role indicating that individuals with more years in their current role tend to have higher engagement levels. These findings suggest that engagement levels remained stable despite the intervention, indicating that other factors may influence workplace engagement. This pilot study had limitations, one of which was a smaller N than G power analysis recommended. Further studies are recommended with a larger population that includes other healthcare leaders as well. Additionally, studies to examine how implementing this framework effects staff engagement, turnover, safety events, patient satisfaction scores and NDNQI (National Database of Nursing Quality Indicators) data are suggested.

81-R. Piloting Virtual Nursing: A Comparison of Two Nursing Units

• Jessica Peterson, PhD, RN; Memorial Hermann Health System; Houston, Texas

9/26/2025, 2:00pm - 2:50pm, Breakout: 13

Problem: Nursing shortages have required leaders to rethink how nursing care has traditionally been delivered and virtual nursing care is quickly becoming a norm. While there are different virtual care models, there is little research exploring what model is most effective in different settings. Objective: The purpose of this study was to explore the acceptability and feasibility of delivering virtual nursing care via a telepresence robot on two study units with different nursing workload and workflow patterns. Methodology: Two units within a large health care system were identified for implementation. The first was a medical-surgical unit with an average daily census of 25-30 patients and an average of 20 admissions and discharges per day. The second unit was a spinal cord injury rehabilitation unit with an average daily census of 18 and approximately four admissions and discharges per day. The research team worked with the unit leaders to determine the workflows for the bedside and virtual nurses. The virtual nurses, using telepresence robots with two-way audio-visual capability, were available Monday-Friday during peak hours for a pilot period of three months. Post-pilot measurements of acceptability and feasibility were completed with both patients and nurses to evaluate the intervention. Results: The research team met with 31 patients and families to assess their experiences with the virtual nurse. All respondents reported that they were able to understand the virtual nurse and only one expressed reservation. Twenty-five (81%) responded that they would be open to having a virtual nurse in the future while three were indifferent and three would prefer not. Their comments reflected that while many enjoyed the innovation, the virtual nurse could not take the place of a bedside nurse. In total, 25 nurses responded to the questionnaire, 19 from the medical surgical unit (50% response rate) and 6 from the rehabilitation unit (27% response rate). Overall, the nurses were positive about the virtual nurse. Eighteen (72%) agreed that the virtual nurse was able to support them in patient care and 20 (80%) agreed that they had more time for direct care activities. When separating the responses by unit however, there were clear differences. While 95% of the medical-surgical nurses agreed that they would prefer to work on a unit that included a virtual nurse, the rehabilitation nurses responded neutrally. Only half of the rehabilitation nurses agreed with the statements regarding the virtual nurse’s ability to support them. Implications: This pilot project provided valuable insight into the acceptability and feasibility of implementing this virtual model. Results showed that the virtual nurse was less effective at assisting the bedside nurses on the rehabilitation unit as compared to the medical/surgical unit. With virtual nursing models becoming increasingly common, it is important to assess what models will best meet the needs of the nurses and patients in different situations. Additional research is needed to identify best practices for adding virtual nurses into a care team taking into consideration workflows and technological capabilities. The results of this pilot demonstrate that there is not a one-size-fits-all solution.

82-EBP. Sustaining a National Evidence-based Implementation Project Leading Age-Friendly 4Ms in Convenient Care

• Mary Dolansky, PhD, RN, FAAN; Case Western Reserve University; cleveland, Ohio

9/26/2025, 2:00pm - 2:50pm, Breakout: 14

During 2020-2023, advanced practice providers (family nurse practitioners) led the implementation of the Institute for Healthcare Improvement (IHI) Age-Friendly Health Systems (AFHS) 4Ms Framework – What Matters, Medication, Mentation, and Mobility into 752 convenient care clinics across the US. The use of quality improvement, innovation, and implementation science approaches were used to achieve the IHI designation of “Committed to Care Excellence.” Over the course of three years, implementation of over 20 strategies occurred including professional development, infrastructure enhancements (EHR alignment, dash boards, performance evaluations), practice-based tools (consumer driven information cards, brochures, confident conversations, tip sheets). The effort led to the achievement of a reliable delivery of all 4Ms in 42% of eligible visits and over 65% of one or more of the 4Ms. Sustaining the change was the next frontier and the leaders used the Dynamic Sustainability Model to guide the next steps. The Dynamic Sustainability Model consists of the fit of the EBP intervention in the practice setting and the fit of the project in the ecological system. The objective of the presentation is to describe the sustainability efforts to drive the reliable delivery of the evidence-based AFHS 4Ms Framework in the over 752 MinuteClinics across the country. Statistical process control charts demonstrate the impact on the counts for each of the 4Ms uptake over time and the rate of sustainability on delivering the 4Ms as a set. Implementation strategies used include professional development and marketing strategies. Sustainability included the stabilization of the delivery of the 4Ms over time.

84-QI. More Time, Same Outcome: A Leadership-Supported Approach to 4Ms Implementation in Nursing Practice

• Jessica Bingham, PhD-c; Case Western Reserve; CLEVELAND HTS, Ohio

9/25/2025, 2:10pm - 3:00pm, Breakout: 2

Older adults often do not receive evidence-based care, leading to poorer quality outcomes. As access to primary care services becomes increasingly limited, many older adults turn to convenient care settings to meet their healthcare needs. Despite the growing demand, the implementation of evidence-based interventions remains low. Lack of time is the most frequently cited barrier to implementation across nearly all healthcare settings and for almost all evidence-based practices. Yet, allocating additional time is a luxury that most healthcare organizations cannot afford, raising critical questions about the feasibility and sustainability of time-dependent implementation strategies. Supporting Literature: The Institute for Healthcare Improvement identified an evidence-based set of care standards for older adults and started the Age-Friendly Health System (AFHS) national movement. The set includes assessing and acting on What Matters, Medications, Mentation, and Mobility, referred to as the 4Ms. Project Implementation: Since 2020, a convenient care national organization has used quality improvement and implementation strategies to implement the AFHS 4Ms care. To address the limited time barrier, MinuteCinic leadership provided APPs with 10 additional minutes to provide AFHS 4Ms care. Extra minutes were added to each older adult visit. Evaluation Criteria: To evaluate the effect of 10 additional minutes, the performance of 3,000 nurse practitioners was assessed three and six months before and after the extra time was provided. An M-score, an average value of the number of Ms delivered during eligible appointments, was calculated and ranged from 0 to 4. The percentage of eligible visits with all 4Ms assessed and acted on was calculated. Outcomes: Three months before and after adding 10 minutes to eligible visits, a 0.065 increase in average M-score and 1.5% increase in visits with all 4Ms was observed (p<0.001). Six months before and after the additional appointment time was implemented, a 0.071 increase in average M-score, and a 1.6% increase in eligible visits with all 4Ms was observed (p<0.001). Recommendations: While these findings are significant, the uptake of 4Ms care continues to be lower than the acceptable goal. These data suggest that time is a factor in uptake, but it is not the only factor influencing the uptake of this evidence-based practice. While additional time is the most commonly stated barrier and could be needed when adding an evidence-based intervention to clinicians' workflow, more work is needed to understand the differences in clinicians who adopted the practice before having additional time and examine the possibility of more covert barriers to EBP implementation.

85-R. Associations of Work Environments and Well-Being Outcomes Among Rural Nurse Leaders: A Descriptive, Correlational Study

• Asiah Ruffin, PhD, RN; UAB School of Nursing; Birmingham, Alabama

9/25/2025, 3:10pm - 4:00pm, Breakout: 4

Background: Nurse leaders in the U.S. experience poorer well-being outcomes than direct care nurses, with work environments playing a critical role. However, rural nurse leaders are underrepresented in research, limiting our understanding of their unique challenges. Gaining insight into their work environments can help hospital leaders better support this essential but often overlooked group, especially given their influence on staff retention, patient outcomes, and organizational performance. Purpose: The purpose of this study was to (1) describe the work environments and well-being outcomes (i.e., well-being, resilience, and burnout) of rural nurse leaders and (2) examine the associations between demographic characteristics, work environments, and well-being outcomes. Methods: This descriptive, correlational study used a cross-sectional survey design to explore work environments and well-being among rural nurse leaders. The survey included demographic questions and four validated instruments: the Nurse Manager Practice Environment Scale, the Well-Being Index, the Connor-Davidson Resilience Scale, and the Maslach Burnout Inventory. These tools measured work environment quality, overall well-being, resilience, and burnout. Pearson and Kendall correlation analyses were conducted to examine associations between demographic variables, work environment characteristics, and well-being outcomes. Results: A total of 29 rural nurse leaders (e.g., managers, directors, and executives) completed the survey. Overall, participants reported favorable perceptions of their work environments, with the highest scores on the Workload Manageability subscale and the lowest on the Adequate Resources subscale of the Nurse Manager Practice Environment Scale. Correlation analyses revealed a moderate negative relationship between span of control and Well-Being Index scores (r = –0.39; 95% CI: –0.67 to –0.02), suggesting that nurse leaders with more direct reports experienced better well-being. Additionally, negative correlations were observed between age and burnout scores (r = –0.39; 95% CI: –0.66 to 0.03), and between years of experience and burnout scores (r = –0.37; 95% CI: –0.65 to 0.00), indicating that older and more experienced leaders reported lower levels of burnout. Conclusion: Findings suggest that rural nurse leaders in this sample generally perceive their work environments positively, especially in terms of workload manageability. However, low scores in the resources subscale highlight potential areas for improvement. Interestingly, leaders with broader spans of control reported better well-being, which may reflect greater autonomy or familiarity with rural team dynamics. Conversely, younger and less experienced nurse leaders reported higher levels of burnout, underscoring the need for tailored support and development efforts for early-career professionals in rural settings. Limitations include the small sample size and potential response bias. These findings can inform targeted strategies to enhance leadership well-being and retention in rural healthcare environments.

86-R. Advancing Care Delivery Innovations in Acute Care Hospitals: A Multimethod Study

• M.Lindell Joseph, PhD, RN, FAAN, FAONL; The University of Iowa College of Nursing; IOWA CITY, Iowa

9/26/2025, 10:10am - 11:00am, Breakout: 9

With increasing pressures for staffing solutions due to COVID-19, many organizations pivoted to using various innovations to enhance care delivery. A team of researchers and practice leaders sought to identify the types of care delivery model (CDM) innovations being used in acute care hospitals and their impact on workforce and patient outcomes by conducting a national multimethod study. Descriptive, Logistic regression, and direct content analyses were used. Quantitative results indicated that many CDM changes are driven by immediate necessity rather than opportunity and evidence. CDM changes across nurse leader positions revealed that CNO/CNEs reported the highest percentage of CDM change (50.5%), followed by DONs (22.2%), and finally NMs (11.8%). The qualitative phase employed direct content analysis to develop a coding framework, generating a Typology for innovations. The Typology consisted of unit-level drivers, hospital-level drivers, and system-level drivers with supportive codes.

87-R. Nurse Leader Mentorship and Innovation

• Samantha Belden, DNP, RN, CEN; Watt; Durham, North Carolina

9/25/2025, 3:10pm - 4:00pm, Breakout: 5

Background: Nurse Leaders are challenged in their positions to demonstrate skill and competence to lead teams through the dynamic and complex systems of health care. This includes the ability to be innovative. Mentorship has been shown to be a successful approach to increasing a mentees success in leadership. However, minimal studies both within and outside the nursing profession have linked mentorship and innovation. Aim: The purpose of this study was to examine the relationship between Nurse Leader Mentorship and Innovation. Design : A descriptive quantitative study utilizing the Mentorship Functioning Scale- 29 (MFS-29) and the Individual Innovative Scale was conducted via redcap hosted through American Organization of Nursing Leadership website Results: A survey was distributed to 115 Nurse leaders and 72 Nurse leaders returned completed surveys. Results demonstrated a positive relationship between Nurse Leader Mentorship and Innovation. Impact : The provide new insights into understanding the relationship between nurse leader mentorship and innovation when self-assessed as a nurse leader and key characteristics commonly found among nursing leaders that need further evaluation based upon this study to evaluate if further recommendations could be made to practice in nursing leadership pathway development, professional development education, and competency development in nursing leadership.

88-EBP. Nurse Mentoring: What do we know and what are we missing? Identifying best practices and future strategies for innovative, resourceful, and sustainable mentoring.

• Margot Hedenstrom, PhD, RN, MSN, MBA, NEA-BC; Kennesaw State University; Kennesaw State, Georgia

9/26/2025, 2:00pm - 2:50pm, Breakout: 14

The purpose of the project was to identify successful documented mentoring components and innovative strategies for nurse mentoring. An integrative review was completed on healthcare mentoring to identify components of successful healthcare mentoring programs and also creative and innovative strategies in healthcare mentoring. Structured processes, leadership involvement, and program support can ensure mentoring program success. In addition, the use of broader creative strategies to engage a multidisciplinary team and innovative communication can further support the evolution of successful mentoring programs.

89-ASP. Cultivating Helping Hands: Development of a System-Based CNA Program

• Christopher Lee, MBA, BSN, RN-BC; UCLA Health Ronald Reagan Medical Center; Los Angeles, California

Poster Showcase

With the population of individuals over 65 growing five times faster than the total population over the past century (2020 Census) and the loss of approximately 100,000 registered nurses (RNs) due to stress, burnout, and retirements in the wake of the COVID-19 pandemic, healthcare workforce shortages remain a pressing challenge. A survey of 18,000 RNs revealed that 90% believe increased support staff (e.g., Certified Nursing Assistants [CNAs]) would effectively reduce stress levels, alleviate mental health burdens, and mitigate workforce attrition. (AMN Healthcare, 2023) In response to this crisis, UCLA Health’s Unity In Diversity nurse governance council subcommittee for Professional advancement in diversity developed an innovative internal Certified Nursing Assistant (CNA) Training Pipeline Program to address chronic workforce shortages while fostering professional advancement for non-clinical employees. This initiative provides sponsored training for CNAs, offering career development opportunities and strengthening the healthcare workforce. The program is designed to achieve four key benefits: professional development of internal staff, workforce retention, reduction in staffing shortages, and increased job satisfaction through financial and professional empowerment. The program was implemented in four structured phases. The initial phase involved assessing campus interest, securing nursing leadership support, and obtaining stakeholder buy-in. Once these foundational steps were completed, the framework for the clinical pathway was developed, including a cost analysis and proposal submission to Nursing Leadership and the Office of Health Equity and Inclusive Excellence. Upon approval, the application process commenced, followed by targeted marketing efforts. The selection process emphasized equitable access, and chosen participants received mentorship and emotional support as they transitioned into their new roles. The program tracked five individuals through an eight-week CNA course at Santa Monica Community College, unfortunately through the course one individual was dropped from the course due to personal matters. After which they took the certification exam and applied for CNA positions within the UCLA Health system. Throughout their training, participants received ongoing mentorship, skill development support, and career coaching. The executive sponsor facilitated job placement, while council members provided interview preparation and resume-building assistance. Early outcomes of the program demonstrated increased professional development, job preparedness, and workforce retention, with a notable rise in representation from historically underrepresented groups. The program’s strategic design reduced access disparities and bolstered participants’ confidence in their clinical roles. As the initiative continues, ongoing research will assess long-term scalability and its broader impact on workforce diversity, job satisfaction, and the overall quality of healthcare delivery. This model serves as a replicable framework for other health systems seeking to invest in equitable workforce development and create sustainable career pathways for non-clinical staff.

Alphabetical by Last Name/Surname

Ahmad Aboshaiqah; Riyadh, Saudi Arabia

Nursing Administration and Education Department, College of Nursing, King Saud University, Riyadh, Saudi Arabia

Erica Adkins, DNP, MHI, BSN, RN; The Ohio State University Wexner Medical Center; Columbus, Ohio

Erica Adkins is a Nurse Manager of a 24-bed Progressive Care Unit within an urban academic medical center. She also serves as an Evidence-Based Practice (EBP) Mentor within the organization. In addition, to these roles, Erica loves to get EBP to the frontlines by facilitating the Jigsaw Journal Club methodology for practice change for interdisciplinary professionals. Erica obtained her BSN from Mount Carmel College or Nursing, a Master of Healthcare Innovation degree from The Ohio State University and her Doctor of Nursing Practice from The Ohio State University this spring.

Nawaf Faisal A Alharbi; The University of Alabama at Birmingham; Birmingham, Alabama

Nawaf Faisal A Alharbi is a student in the UAB School of Nursing Honors Program where students are introduced to research through work conducted with a faculty research mentor. Mr. Alharbi will graduate from UAB School of Nursing in May 2025 with his BSN and plans to pursue graduate school enrollment to further his development in nursing leadership.

Ohood Alkaabi; London Ontario, Canada

Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Nursing Department, The University of Western Ontario, London, ON, Canada

Ann Allison, MSN, RN, ACNS-BC; Indiana University Health; Avon, Indiana

Ann Allison is a broad certified Adult Clinical Nurse Specialist, supporting Intensive and Progressive Care Units and Vascular Access Team at IU Health West. Ann received her BSN from Valparaiso University in 2007 and MSN as a CNS from Indiana University in 2013. She is currently enrolled at Ohio State University for her DNP – Nurse Executive track with anticipated graduation date of May 2025. Her clinical background is primarily in critical and progressive care with specialties including EBP mentorship, CLABSI prevention, vascular access, resuscitation, ICU liberation, and clinical ethics. She has presented locally and nationally on critical care topics.

Abdullah Abdulaziz S Alotaibi; The University of Alabama at Birmingham; Birmigham, Alabama

Abdullah Abdulaziz S Alotaibi is a student in the UAB School of Nursing Honors Program where students are introduced to research through work conducted with a faculty research mentor. Mr. Alotaibi will graduate from UAB School of Nursing in May 2025 with his BSN and plans to pursue graduate school enrollment to further his development in nursing leadership.

Megan Amaya, PhD, CHES, NBC-HWC, AFAA-CGFI; Ohio State University; Columbus, Ohio

Dr. Megan Amaya is Associate Clinical Professor and Director of Health Promotion and Wellness at The Ohio State University College of Nursing. She leads a team that implements wellness strategy, programs and services for university students, faculty, staff and the state of Ohio community. Dr. Amaya is co-director of the Bachelor of Science in Health and Wellness undergraduate program. She teaches courses in the program, including evidence-based practice and self-care approaches. Dr. Amaya is principle investigator on multiple health and wellness research projects and is a certified health education specialist and board-certified health and wellness coach.

Agostinho A. C. Araújo, MSc, RN; University of São Paulo; Ribeirão Preto, Brazil

Agostinho A. C. Araújo, MSc, BScN, is a PhD candidate at the Ribeirão Preto College of Nursing at the University of São Paulo (EERP/USP), PAHO/WHO Collaborating Centre for Nursing Research Development, Brazil. He performed International Visiting Scholar Programs at the Faculty of Nursing at the University of Alberta, Canada (2023-2024) and the Faculty of Medicine at the University of Oulu, Finland (2024-2025).

Andres Azuero; Birmingham, Alabama

Dr. Azuero is a biostatistician and Professor at the UAB School of Nursing.

Yolanda Babenko-Mould; London Ontario, Canada

Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Nursing Department, The University of Western Ontario, London, ON, Canada

Cindy Bacon; Greensboro, North Carolina

Dr. Cindy Bacon’s program of research focuses on how the work environment for nurses can be improved to facilitate positive nurse and patient outcomes. This research addresses improving the work environment for nurses, a key effort supported by the American Nurses Association (ANA), the American Organization of Nurse Leaders (AONL) and numerous professional nursing organizations. Healthy work environments for nurses are comprised of structural components where nurses participate in decision making, have control over nursing practice, and engage in collaborative relationships. A great deal of research evidence consistently demonstrates the link between positive nurse and patient outcomes and healthy work environments. Dr. Bacon’s work focuses on the factors that support a healthy work environment for nurses and their patients, and incorporates all three of the important structural components for professional nursing practice.

K. David Bailey, PhD, MBA, RN, CCRN, NEA-BC, FACHE, FAONL, FAAN; UCLA Health; Santa Monica, California

Dr. K. David Bailey is the Chief Nursing Officer at UCLA Health – Santa Monica Medical Center, a Magnet-designated organization. Dr. Bailey is also an Adjunct Assistant Professor at the UCLA School of Nursing in the DNP Program and an Adjunct Professor at the Frances Payne Bolton School of Nursing of Case Western Reserve University. In addition to being one of ALSN’s past presidents, Dr. Bailey currently sits on several advisory boards. David is a Coldiron Fellow through Marian K. Shaughnessy Nurse Leader Academy at the Frances Payne Bolton School of Nursing at Case Western Reserve University.

Nancy Ballard, PhD RN NEA-BC; Kennesaw State University; Kennesaw, Georgia

Following a career in a large healthcare system with varied leadership roles, Dr. Nancy Ballard is an Associate Professor at Kennesaw State University in Kennesaw, GA, where she coordinates the Nursing Administration Program. As a Nurse Scientist, her research interest focuses on nursing leadership and the impact of the practice environment on quality and operational outcomes. She has published and presented nationally and internationally on her work in this area.

Alexandre Pazetto Balsanelli; São Paulo, Brazil

Associate Professor, College of Nursing, Federal University of São Paulo, Brazil.

Gilbert Barco, MSN, RN, NEA-BC, CCRN; UCLA Health; Los Angeles, California

Gilbert Barco, MSN, RN, CCRN is the Assistant Director for the Nursing System Float Team at UCLA Health overseeing the Critical Care Float Team. Gilbert obtained his Bachelor’s degree in Business Administration and went on to pursue a second career in Nursing, obtaining his second Bachelor’s then continuing to his Master’s in Nursing Administration. Gilbert has been a nurse for 13 years, beginning his nursing career in ICU where he developed strong leadership skills that have helped him excel in his current role. His leadership and guidance have been instrumental in achieving positive outcomes.

Jaini Baschirotto Perin, Perin, J.B.; Florianópolis, Brazil

Master’s degree in Nursing from the Graduate Program in Nursing at the Federal University of Santa Catarina (PEN/UFSC) (2024). Bachelor’s degree in Nursing from Centro Universitário Barriga Verde (UNIBAVE) (2021). Currently pursuing an MBA in Positive Leadership, Organizational Culture, and Human Development at PUCPR/PósArtmed. Has practical experience in hospital nursing care in emergency and urgent care, internal medicine, and obstetrics. Experience in coordinating Family Health/Primary Health Care. Practical experience in immunization and family health.

Samantha Belden, DNP, RN, CEN; Watt; Durham, North Carolina

Dr. Samantha Belden is an expert in nursing leadership and education, currently serving as full-time faculty at Watts College of Nursing – Duke Health. She holds a DNP from Case Western Reserve University and has held leadership roles, including VP of Quality for Patient Experience at Bassett Healthcare Network and Director of Education and Magnet Programming. Dr. Belden's clinical leadership includes roles at Duke University Hospital and Moses Cone Hospital. She is a member of the NCONL board, serving as an emerging leader mentor, and has a research interest in nursing mentorship for emerging leaders. Her ongoing research focuses on mentorship relationship and outcomes, with plans for publication in 2025.

Daniel Mutwiri Benard, BSc, MSc DataSc.; Aga Khan University; Nairobi, Kenya

A Data Scientist, Statistician, and Research Specialist with expertise in quantitative study design, data analysis, and predictive analytics. Currently pursuing a Master’s in Data Science and Statistics at Hasselt University, [User's Name] specializes in data preprocessing, machine learning, and statistical modeling using Python, R, SPSS, and Stata. As a Research, Grants, & Advancement Specialist at Aga Khan University, Daniel manages research projects, grant proposals, and stakeholder collaborations, applying data-driven insights to healthcare and policy research. With experience in health informatics, implementation research, and human-centered design, [User's Name] excels in transforming complex data into actionable insights to support evidence-based decision-making.

Andrea Bernardes, PhD, RN; University of São Paulo; Ribeirão Preto, Brazil

Dr. Andrea Bernardes, PhD, RN, is an Associate Professor at the Ribeirão Preto College of Nursing at the University of São Paulo (EERP/USP), PAHO/WHO Collaborating Centre for Nursing Research Development, Brazil. Dr. Bernardes is also an Adjunct Associate Professor at the Faculty of Nursing, University of Alberta, Canada. She serves as the Scientific Editor of the Revista Latino-Americana de Enfermagem (RLAE).

Marcella Betat; Florianópolis, Brazil

PhD student, Federal University of Santa Catarina, Brazil.

Jessica Bingham, PhD-c; Case Western Reserve; CLEVELAND HTS, Ohio

Jessica Bingham, a dedicated PhD student and a Legacy Fellow at Case Western Reserve’s, France Payne Bolton School of Nursing, is deeply immersed in implementation science, driven by an unwavering passion for understanding the intricate interplay between human behavior and change management. With a robust acute-care background, she has actively engaged in numerous studies, leveraging her expertise to evaluate the nuanced relationship between behavioral dynamics and the successful adoption of change initiatives. Her pivotal role in leading transformative changes within the Veterans Health Administration stands as a testament to her exceptional leadership acumen and comprehensive understanding of implementing sustainable strategies within complex healthcare systems. Ms. Bingham not only contributes significantly to studies but also amplifies the impact of scientific manuscripts by infusing them with the invaluable perspective of a bedside nurse. Her dedication to bridging the gap between research and practical application underscores her commitment to ensuring that scientific advancements resonate deeply within clinical settings. Driven by a desire to enhance the efficacy of healthcare practices, she continues to delve into the world of implementation science, poised to become a catalyst for meaningful change in healthcare delivery.

Elizabeth Braithwaite, DNP, MBA, EMT, PMP, RN, CLSSYB-HC, EBP-C; UNC Rex Healthcare; Raleigh, North Carolina

Dr. Elizabeth Braithwaite is a healthcare leader with over 21 years of experience in clinical operations, process improvement, and quality initiatives. She specializes in Six Sigma methodologies, evidence-based practice implementation, and interdisciplinary collaboration to drive healthcare efficiency and patient-centered outcomes. A U.S. Army veteran, she is passionate about advancing veteran healthcare, mentoring professionals, and optimizing care delivery through strategic initiatives. Elizabeth has led multiple quality improvement projects, including the successful implementation of a same-day discharge protocol for CIED patients. She is an active member of ANA-Ohio and the Red Cross.

Anne Brisendine, DrPH, CHES; University of Alabama at Birmingham; Birmingham, Alabama

Anne E. Brisendine, DrPH MPH CHES is an Assistant Professor of Public Health Practice in the Department of Health Care Organization and Policy at the University of Alabama at Birmingham (UAB) School of Public Health, and she serves as the Science Director of the Applied Evaluation and Assessment Collaborative. She received her DrPH and MPH degrees from the UAB School of Public Health before completing a Postdoctoral Fellowship at the UAB Civitan-Sparks Clinics and Department of Psychology as a Leadership Education in Neurodevelopmental and related Disabilities (LEND) trainee . She received her BA in American Studies from Barnard College, Columbia University. Dr. Brisendine has a background in interdisciplinary research, strategic management, and publishing, which allows her to be an effective communicator of research and policy to a variety of audiences. Her research and scholarly practice focus on a variety of topics including autism spectrum disorders, developmental monitoring in Early Head Starts, statewide systems development in education and health, early childhood mental health, and perinatal epidemiology.

Jacalyn Buck, PhD, RN, NEA-BC, FAONL; Ohio State University; Columbus, Ohio

Dr. Buck is a Clinical Professor and the Executive Director of Academic Partnerships at The Ohio State University College of Nursing. With over four decades of nursing experience, she has dedicated more than 20 years to leadership roles within a large academic medical center. Her extensive career includes positions such as Director of Nursing, Nursing Administrator for Research, Quality, EBP and Education, Associate Chief Nursing Officer, Chief Nursing Officer and Health System Chief Nursing Officer.Her research interests focus on leadership development, particularly in the skills and competencies necessary for nurse leaders to effectively manage teams in complex healthcare environments.

Julia Burgess, MSN, RN, ACNS-BC, APRN, CCRN-CMC; James Madison University; Bristow, Virginia

Julia Burgess has been a registered nurse for more than 40 years. She received her BSN from the University of North Carolina at Charlotte, MSN degrees from the University of Phoenix and George Mason University and is a Navy Nurse Corps Veteran. She has been a Clinical Nurse Specialist for 15 years. Her nursing focus is adult critical care, and in that role, she supports patients, families, and nurses. She has a passion for patient safety, safe staffing, the prevention of hospital-associated infections, and is a lifelong learner. She is currently pursuing a DNP degree at James Madison University.

Dawn Byrne, MSN, RN, PCCN, NEA-BC; James Madison University; Gainesville, Virginia

Dawn Byrne is pursuing a Doctor of Nursing Practice (DNP) degree and a certificate in Health Policy at James Madison University (JMU). She earned her MSN and BSN from Kaplan University and an Associate Degree in Nursing from Northern Virginia Community College. An accomplished nursing leader, Dawn has a diverse background in nursing leadership, clinical documentation systems, project management, ANCC Magnet designation, and patient care delivery. Dawn’s current interests include mentoring new nursing leaders, using innovation to improve patient care delivery and outcomes of care and engagement in health policy through participation in several professional nursing organizations.

Laura Caramanica, PhD RN CNE CENP FACHE FAAN; University of West Georgia; Carrollton, Georgia

Dr. Caramanica is the Graduate Program Director and Professor at the University of West Georgia, Tanner Health School of Nursing in Carrollton, Georgia. Dr. Caramanica is an experienced nurse executive and concurrently taught nursing leadership in several universities now for 30 years. She is an active member of many professional associations, among which are the Association of Leadership Science in Nursing and the Organization of Nursing Leadership. Her publications and presentations have been on healthcare leadership, evidence-based practice, professionalism, and professional governance.

Theresa Carlisle, DNP, MS, RN; The Ohio State University Wexner Medical Center; Columbus, Ohio

Theresa Carlisle is manager of clinical precertification and appeal nurses at the Ohio State University, Department of Revenue Cycle Clinical Support. With 30-years’ experience in medical-surgical, community, OR/PACU, and emergency department nursing, as well as managerial and director roles, she has developed expertise in both clinical and healthcare operations. Professional interests focus on clinical practice, healthcare policy, and financial management, specifically improving revenue cycle processes and reducing administrative inefficiencies. With an MS in Nursing Health Systems Management and pursuing a DNP, she is committed to using evidence-based practices to improve patient care and financial outcomes.

Caroline Cechinel Peiter; Florianópolis, Brazil

Nurse, graduated from the Federal University of Santa Catarina (UFSC) (2010). Ph.D. in Nursing from PEn/UFSC, with a research exchange period at the University of British Columbia, Okanagan Campus, Canada, as part of the CAPES Institutional Internationalization Program (PrInt). Holds a Master’s degree in Public Health (UFSC/2014) and specialization in Public Health (UFSC/2012) and Healthcare Management (UFSC/2019). Member of the Research, Technology, and Innovation Laboratory in Policies and Management of Care and Education in Nursing and Health (GEPADES/UFSC).

Britta Cedergren, MPH, MPA; University of Alabama at Birmingham, School of Public Health; Birmingham, Alabama

Britta E. Cedergren, MPH, MPA, is a seasoned public health professional with extensive experience in maternal and child health. Currently serving as Program Director II at the University of Alabama at Birmingham, she leads the Alabama Perinatal Quality Collaborative and the Alabama Maternal Health Innovation and Data Capacity Program. Previously, she directed family and child health initiatives at ASTHO, managed postpartum care programs at March of Dimes, and contributed to public health policy development in Myanmar. Britta holds advanced degrees in public health and public administration, and has a strong track record in strategic planning, capacity building, and policy advocacy.

Latarsha Cheatham, DNP, APRN, FNP-BC; Cizik School of Nursing, UT Health Houston; Houston, Texas

Dr. Cheatham, Assistant Dean, Graduate Studies and assistant professor at Cizik School of Nursing (CSON), UT Health, Houston, teaches nursing practitioner, nursing leadership, and DNP program courses. As an ANCC board-certified Family Nurse Practitioner and Gerontological Nurse, she’s worked in family practice, inpatient, long-term acute care, and retail with expertise in leadership and quality improvement, spearheading innovative processes to improve outcomes and decrease mortality. Dr. Cheatham received a BSN from Dillard University in 1998; her MSN as a family nurse practitioner in 2005 from Prairie View A & M School of Nursing; and in 2017, a DNP from CSON.

Yong Chen, PhD; University of Iowa-College of Engineering; Iowa City, Iowa

Dr. Chen obtained his PhD in Industrial and Operations Engineering, University of Michigan, 2003. his research interests include industrial data analytics, Process monitoring and diagnosis, and Quality and reliability engineering

Esther Chipps, PhD, RN, NEA-BC, FAONL; Ohio State University; charlotte, North Carolina

Esther Chipps PhD, RN, NEA-BC, FAONL holds a dual appointment as Professor of Clinical Nursing and Clinical Nurse Scientist at the OSU Wexner Medical Center. Her passion is clinical scholarship and working/mentoring junior faculty and hospital staff. In addition to supporting the clinical research of the nursing staff, Dr. Chipps is a national leader in the area of nursing leadership science, studying the patient safety climate, nursing workload, workplace violence and the practice environment of frontline nurses and nurse managers during the COVID-19 pandemic.

Simone Coelho Amestoy; Florianópolis, Brazil

Bachelor’s and Teaching Degree in Nursing from the Federal University of Pelotas (UFPel). Specialist in Nursing with an Emphasis on Intensive Care from the Moinhos de Vento Hospital Association, Porto Alegre-RS. Specialist in Hospital Management from UNINTER and People Management with an Emphasis on Competencies from the School of Administration at the Federal University of Bahia (UFBA). Master’s degree in Nursing from the Federal University of Rio Grande (FURG). Ph.D. in Nursing from the Graduate Program in Nursing at the Federal University of Santa Catarina (UFSC). Currently an Associate Professor at the Faculty of Nursing at UFPel, temporarily serving in the Nursing Program at the Federal University of Vale do São Francisco (UNIVASF). Permanent Faculty Member of the Graduate Program in Nursing and Health at UFBA. Member of the Study and Research Group on Nursing Services Administration (GEPASE) at UFBA.

Linda Cole, DNP, ARPN, CCNS, CNE, FCNS; Cizik School of Nursing, UT Health, Houston; Houston, Texas

Dr. Cole, associate professor at the Cizik School of Nursing (CSON) at the University of Texas Health Science Center, Houston, teaches various courses in the master’s level Nursing Leadership program and DNP program and is co-director of the DNP program. Her BSN and MS in Health Education are from the University of Southern Mississippi in Hattiesburg, MS, and her MSN as a clinical nurse specialist and DNP are from CSON. Dr. Cole was inducted as a Clinical Nurse Specialist Institute Fellow in 2021. She has published and presented on educational innovations, evidence-based practice, integrative medicine, nurse resiliency, and nursing leadership

Hyewon Cooper, BSN, RNC-MNN; Baptist Health Lexington; Lexington, Kentucky

Hyewon Cooper is the Clinical Coordinator of the Mother-Baby Unit at Baptist Health Lexington. Her leadership responsibilities include managing the day-to-day unit operations, implementing quality improvement initiatives through interdisciplinary collaboration, and mentoring of staff. Hyewon has a Bachelor of Science in Nursing and Maternal Newborn Nursing certification. She has 24 years of experience and in addition to her current role, also served as a staff nurse. With her leadership team, Hyewon has published their work on skin-to-skin care after cesarean birth.

Jeannie Corey, DNP,RN,NEA-BC; James Madison University; Cobbs Creek, Virginia

Dr. Jeannie Corey is a Professor of Nursing in the Doctor of Nursing Practice program at James Madison University (JMU) where she serves as Director of the Health Policy Institute and Health Policy Graduate Certificate program. She received her DNP from Case Western Reserve University, MSN from University of Virginia, BSN from Radford University, and associate degree from Virginia Western Community College. She has many years of diverse academic and healthcare executive leadership experience. Current research interests are DNP project practices, DNP mentoring and coaching, implementation science, health policy, and interprofessional practice and education.

Rachel Coumes, MSN, RN, NPD-BC, CPPS; James Madison University; Boyce, Virginia

Ms. Coumes is pursuing a Doctor of Nursing Practice at James Madison University. Ms. Coumes has practiced in a variety of nursing roles, including clinical research nurse, nursing professional development specialist, and nurse consultant. She received her MSN (Adult Clinical Nurse Specialist) from the University of Arkansas, BSN from Shepherd College, a BS in Kinesiology from James Madison University, and an Associate of Arts degree from Lord Fairfax Community College. Ms. Coumes' interests include quality and safety practices in the hospital setting, transition to practice for new graduate nurses, and the nurse's role in health policy.

Tracey Couse, MSN APRN FNP-C; Kennesaw State University; Kennesaw, Georgia

Tracey Couse, MNS, APRN, FNP-C, has been a nursing lecturer and clinical instructor since 2023. Before transitioning to nursing, she spent 11 years in medical research. She has 7 years of experience in medical/surgical nursing, specializing in stroke and neurovascular care. After earning her FNP-C, she worked for 8 years as a nurse practitioner in neurosurgery, serving as both a clinician and surgical assistant. Currently, Tracey is pursuing a Ph.D. with a focus on stroke prevention and treatment, and she remains actively involved in Sigma Theta Tau.

Lisa Cranley; Toronto, Canada

Lawrence S. Bloomberg Faculty of Nursing, Nursing Department, University of Toronto. Toronto, Canada

Nancy Crider, DrPH, MS, RN, NEA-BC; UTHealth Houston; Houston, Texas

Dr. Nancy Crider holds a BS and MS in nursing, a Diploma in Accounting and Finance, and a Doctorate in Public Health. As a full-time graduate faculty at the Cizik School of Nursing, she teaches leadership, business, and health policy and has advised more than 30 DNP student projects. She has held numerous leadership positions in large academic medical centers, small community hospitals, and dynamic outpatient care centers. She is an active member of multiple professional organizations and serves on the ASLN Finance Committee. Clinical and research interests include systems leadership, quality improvement, health literacy, emergency preparedness, and healthcare information technology.

Suzanne Cushnie, RN, NE-BC, MBA, MSN; New York, New York

Highly motivated and dedicated healthcare professional with over two decades of nursing and healthcare management experience. Known for consistently delivering efficient, compassionate, and patient-centered care. A proven and dynamic leader who fosters a collaborative team environment, believing that a multidisciplinary approach is essential to achieving the highest standards of care. Firmly committed to patient well-being and team engagement, driving the creation of exceptional healthcare experiences.

Carrie Davis, MSN-Ed, RN, NPD-BC; Wellstar; Marietta, Georgia

An RN for 25 years, Carrie Davis earned her graduate degree in nursing education to help support and elevate the profession of nursing. With 15 years of experience in both academic and in-hospital education, Carrie has dedicated her career to lifting and celebrating nurses entering and continuing within the profession. Currently serving as the Program Director for the ANCC PTAP® Accredited RN Residency Program at Wellstar Health System, she supports over 500 newly licensed RNs entering the system annually better understand their role in compassionate, safe and quality care, while emphasizing the importance of compassion for themselves and their peers.

Anthony De Angelis, DNP, MBA, RN, NE-BC; Doylestown, Ohio

Anthony (TJ) De Angelis, DNP, MBA, RN, NE-BC is a dynamic healthcare executive and former Chief Nursing Officer with a commitment to enhancing patient care and operational excellence. With extensive experience in hospital operations, TJ has led transformative initiatives that reduced length of stay, improved patient satisfaction, and achieved significant cost savings. A servant leader, he fosters collaborative environments to drive organizational growth. TJ holds a Doctor of Nursing Practice in Executive Leadership and an MBA in Finance. His career reflects dedication to evidence-based practice, nursing excellence, and continuous quality improvement in complex healthcare systems.

Jared de los Reyes, BSN, RN; UCLA Health; Los Angeles, California

Jared de los Reyes is a Clinical Nurse II at UCLA Health who serves as Sepsis Champion on his Intermediate Care Unit. As well as Quality improvement and Diversity officer on the Unit Practice Council. Leads the subcommittee for Professional Advancement in Diversity in the Unity in Diversity Council, a system-level nursing council overseeing health equity and inclusive excellence initiatives across three campuses. He is one of the Project Leads for the internal professional advancement program, supporting certified nursing assistant (CNA) training.

Kathryn Delegard, DNP, APRN, AGCNS-BC; Minneapolis Veterans Affairs Health Care System; Minneapolis, Minnesota

Dr. Kathryn Delegard is a clinical nurse specialist and quality consultant at the Minneapolis VA. Known for her "big picture" thinking, she implemented a data-driven sepsis program that helped the Minneapolis VA achieve a 5-star CMS rating in 2024. Her liberal arts training enhances her adaptability and creativity in healthcare quality improvement. Dr. Delegard holds a Doctor of Nursing Practice from the University of Minnesota, a Bachelor of Science from the University of Pennsylvania, and a Bachelor of Arts from Carleton College. Passionate about nursing, she believes in its versatility to tackle healthcare's most pressing challenges.

Tracey Dick, PhD, RN, CNE, COI, CPPS; The University of Alabama at Birmingham; Birmingham, Alabama

Dr. Tracey Dick is an Assistant Professor and Director of VA-Focused Partnerships at UAB School of Nursing in Birmingham, Alabama. Dr. Dick’s program of research focuses on factors that affect the capacity of the nursing workforce to provide for high quality healthcare and patient safety. Dr. Dick also serves as Co-Director of the VA Quality Scholar Program [Birmingham] which allows her scholarship to extend into VA operational improvement projects at both local and national levels.

Justin DiLibero, DNP, APRN, CCRN, CCNS, ACCNS-AG, CNE, FCNS; Zvart Onanian School of Nursing | Rhode Island College; Providence, Rhode Island

Justin DiLibero holds an earned Doctor of Nursing Practice degree from Northeastern University. He has over 20 years of experience in nursing leadership roles across clinical and academic settings. He currently serves as Dean of the Rhode Island College Onanian School of Nursing in Providence, RI. Dr. DiLibero has served on numerous regional and national boards of directors and currently serves as chair of the board of trustees of the Clinical Nurse Specialist Institute. Dr. DiLibero is a tireless champion of evidence-based nursing practice and has published and presented widely on topics such as delirium, nursing leadership, and burnout

Sharon Doggett, MSN, RN, NEA-BC; UCLA Health; Los Angeles, California

Sharon is the Director of Nursing Support Services at UCLA Health, bringing 21 years of nursing experience, including 11 years in leadership. Passionate about advancing patient care and operational excellence, she has presented at multiple pediatric and leadership conferences, focusing on improving staffing processes and clinical outcomes. Committed to equity and inclusion in nursing, Sharon champions initiatives that ensure fair resource distribution, fostering an environment where nurses can deliver exceptional care. With a dedication to innovation and process improvement, she continues to shape nursing practices that enhance both patient and staff experiences.

Mary Dolansky, PhD, RN, FAAN; Case Western Reserve University; cleveland, Ohio

Dr. Mary Dolansky, PhD, RN, FAAN is the Sarah C. Hirsh Endowed Professor at the Frances Payne Bolton School of Nursing and Associate Professor at the School of Medicine at Case Western Reserve University. She was the national advisor for the Advanced Fellowship VA Quality Scholars (VAQS) program and now serves as senior VAQS faculty at the VA North East Ohio Health System. As an implementation scientist, she currently leads an academic clinical partnership implementing the Age-Friendly Health Systems into MinuteClinics across the county, funded by The John A. Hartford Foundation.

Laura Droll, MS, RN, NE-BC; Ohio State University Wexner Medical Center; Columbus, Ohio

Laura Droll is the Director of Operations at Ohio State University Wexner Medical Center, and collaborates with multidisciplinary teams to optimize care of transplant and LVAD patients. She has 30+ years of acute care experience, supporting multiple patient populations, levels of care, and hospital systems. Ms. Droll began her career with a Bachelor of Science in Nursing, obtained a Master of Science in Nursing and Health System Administration, and graduates with a Doctoral of Nursing Practice in May 2025. Ms. Droll has served in various leadership roles, supporting teams in providing services directed towards achievement of positive patient care outcomes.

Michele Dziedzic, DNP, RN, NE-BC; NewYork-Presbyterian Weill Cornell; New York, New York

Dr. Michele Dziedzic an authentic and dynamic nurse leader with over a decade of progressive experience across the inpatient acute care setting and consult services. Michele is currently Director of Nursing at New-York Presbyterian Weill Cornell Medical Center where she oversees operations across oncology and vascular access services. Michele is a driving force behind initiatives in patient experience, infection prevention, and staff engagement at an enterprise level. Her leadership is grounded in collaboration, innovation, and a deep commitment to delivering high-quality, patient-centered care.

Laura Dzurec, PhD, PMHCNS-BC, ANEF, FAAN; Eastern Connecticut State Universtiy; Willimantic, Connecticut

Dr. Dzurec has served as academic administrator and faculty member, advanced practice and bedside nurse, and nursing research scientist across her long career. Her BS is from University of Connecticut, her MS from The Ohio State University, and her PhD from Case Western Reserve University. Her research incorporates qualitative, mixed methods, and post-structuralist approaches. She serves on numerous advisory boards, panels, and committees with Sigma, the American Psychiatric Nurses Association, and the National League for Nursing. Her research in workplace bullying has extended understanding of this complex phenomenon, contributing to finding more effective ways to address it.

Eli Ebrahimdoost, MBA, RN-BC, NE-BC; Emory University Hospital; Atlanta, Georgia

Eli is the Unit Director of the Endoscopy Suite at Emory University Hospital in Atlanta, GA. He was the Principal Investigator of this research study.

Shiny Edward, MSN, RN NPD-BC, CCRN-CMC-CSC, PCCN, CVRN -BC, MEDSURG-BC,ECG- BC; Baylor Scott and White The heart Hospital Plano; PLANO, Texas

Shiny Edward, MSN, RN, NPD-BC, CCRN-CMC, CSC, PCCN, CVRN-BC, is a Professional Development Specialist at Baylor Scott & White Medical Center – The Heart Hospital Plano. With over two decades of diverse clinical experience in telemetry, critical care, and cardiothoracic units, Shiny is a dedicated nursing professional specializing in evidence-based practice, professional development, and interdisciplinary collaboration. Currently pursuing a Doctor of Nursing Practice (DNP) at the University of Phoenix, Shiny focuses on advancing medication safety and patient-centered care through innovative, nurse-led interventions. A recipient of multiple awards, including the 2024 Excellence in Nursing Award, she is committed to fostering excellence in healthcare delivery and education.

Christie Emerson, DNS, RN; Kennesaw State University; Kennesaw, Georgia

Christie Emerson, DNS, RN, is the Interim Associate Director and Associate Professor at the Wellstar School of Nursing, Kennesaw State University. With over 20 years in nursing education, she has spent the past seven years teaching Leadership and Transition to Practice, preparing future nurse leaders. Her research focuses on cultural competency in nursing education and healthcare disparities among vulnerable populations. She has also contributed to curriculum innovation, faculty development, and international nursing education partnerships. A dedicated leader, she is committed to enhancing leadership skills in nursing students and improving healthcare outcomes through evidence-based education and policy engagement.

Alyson Epp, PhD, RN, CNE; Kennesaw State University; Kennesaw, Georgia

Alyson Epp is an assistant professor at Kennesaw State University in Kennesaw, GA. She had a fifteen-year career in pediatric nursing before discovering her passion for teaching. After completing her MSN in 2019, she entered nursing education and has experience in a variety of roles, including NCLEX coach, simulation staff, and clinical faculty. She recently completed her PhD in Nursing Education and Administration at William Carey University in Hattiesburg, MS. Currently, Alyson teaches in the Pathophysiology and Leadership/Transition to Practice courses at KSU. Her research interests include the impact of clinical placements and transition to practice.

Arnel Esguerra, BSN, RN, CCRN; UCLA Health; Los Angeles, California

A dedicated nursing professional since 2010, he brings a strong background in critical care and a deep commitment to advancing nursing excellence. Passionate about education and leadership, Arnel strives to empower nurses through mentorship, professional development, and evidence-based practice. His focus on innovation and workforce optimization ensures high-quality patient care while supporting nursing staff in their growth and success. Arnel remains dedicated to shaping the future of nursing through leadership and advocacy.

Amany Farag, PhD, RN; University of Iowa-College of Nursing; Iowa City, Iowa

Dr. Farag is a tenured Associate Professor at the University of Iowa, College of Nursing, and the Co-director of the National VA Quality Scholars Program, Iowa City VA. She had her BSN and MSN from the University of Alexandria Egypt, and her PhD, and post-doctoral fellowship from Case Western Reserve University, Cleveland, Ohio. She is a health systems researcher with fifteen years of research experience. As a health systems researcher, she launched two complementary lines of research focusing on studying system and human factors contributing to nursing and patient safety outcomes

Ana Paula Faustino Gilio; São Paulo, Brazil

Nurse, Master's Degree from the Graduate Program in Nursing atthe Paulista School of Nursing, Federal University of São Paulo, SP, Brazil.

Kristen Fife, DNP, MHA, RN, CPPS; Veteran Health Administration; New Home, Texas

Kristen Fife, DNP, MHA, RN, CPPS, was born and raised in Lubbock, TX. Kristen graduated from Covenant School of Nursing in 2011 and began her nursing career at Marian Regional Medical Center in Santa Maria, CA. Upon relocating back to Lubbock in 2014, Kristen began her administrative career as a Clinical Compliance Specialist, later transitioning to the acute hospital as the Patient Safety Coordinator and Accreditation Coordinator. Currently, Kristen serves as the Woman Veteran Program Manager. Kristen has earned her Bachelor of Science in Nursing and Master of Healthcare Administration from Texas Tech University Health Sciences Center.

Joyce Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, FAANP(H); Case Western Reserve University; Cleveland, Ohio

Joyce J. Fitzpatrick is the Director of the Marian K. Shaughnessy Nurse Leadership Academy and Elizabeth Brooks Ford Professor of Nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University. She is widely published in nursing and health care literature with over 400 publications, including 85 books. She has received the AJN Book of the Year Award 22 times. From 1997-99 she served as President of the American Academy of Nursing. From 2010-2015 she served as Board Chair of the American Nurses Foundation. She has received numerous honors and awards, including recognition as a Living Legend by AAN.

Patricia F Fletcher, RN MSN; Houston, Texas

Patricia Fletcher, MSN, RN is a psychiatric registered nurse and a full-time PhD Student at the UTHealth Houston Cizik School of Nursing. She is interested in studying the intersection of workforce and patient outcomes in psychiatric settings.

Jihane Frangieh, PhD,MSN, RN,CNE; Johns Hopkins University; Baltimore, Maryland

Jihane Frangieh is an Assistant Professor at Johns Hopkins University, where she contributes to both teaching and research in her field. With a strong academic background, she is committed to advancing knowledge and practices within her area of expertise. At Hopkins, Jihane is known for her dedication to student success, fostering a collaborative learning environment, and promoting critical thinking. Her work emphasizes the importance of academic excellence, innovation, and the development of future leaders in her discipline, making a significant impact within both the academic community and the broader field.

Cory Franks, RN, CNL; Texas Health Resources; Fort Worth, Texas

Cory Franks MSN, RN, CNL. Cory works as a Clinical Nurse Leader at Texas Health Alliance Hospital. In this role, Cory works to improve workflows that integrate evidence-based practice into the daily nursing care. Cory works with his cohort of patients to ensure communication from the clinical team is clear, complete, and understood by the patients and their loved ones. Cory is also involved in quality improvement projects, risk assessments, and works to educate staff on using process improvement methods so they can be active partners in how hospital policies and practice are implemented.

Lorelei Fray, MSN, RNC-MNN; Baptist Health Lexington; Lexington, Kentucky

Lorelei Fray is the Director of the Mother-Baby Unit at Baptist Health Lexington. As the nurse leader, she is responsible for directing the operations, programs and activities of this 42-bed unit. Lorelei earned a Master of Science in Nursing as a Parent/Child Clinical Nurse Specialist and is a Certified Maternal Newborn Nurse. She has also served as a staff nurse, clinical nursing instructor, and an independent contractor with expertise workflow development and evidence-based practice.

Adam Fronczek, DNP, MBA, RN, NEA-BC, ANP-BC; UCLA Health; Los Angeles, California

Adam Fronczek is the director of the NSFT for UCLA Health System. Adam joined UCLA in 2013 and served as a staff nurse on the float team, patient placement, and nursing supervisor. In his current role, he is accountable for providing oversight to staffing coverage across the health system for inpatient, ambulatory, and procedural settings. Before his current role, Adam worked as a nurse practitioner in the primary care setting throughout Los Angeles. He regularly precepts and mentors NP students, and colleagues. His nursing background includes leadership, inpatient, & outpatient care. Adam received his Baccalaureate and Master of Science in nursing from the University of South Florida and his doctorate in Nursing practice from Chamberlain College of Nursing. He completed his Master of Business Administration in 2021. In addition, he is a board-certified adult nurse practitioner and licensed in California. Adam is a member of the American Organization for Nursing Leadership, the Association of California Nurse Leaders, and the Association of Leadership Science Nursing.

Sandra Galura, PhD RN; University of Central Florida; Orlando, Florida

Dr. Sandra Galura, PhD, RN, NE-BC, is the Program Director for the Master’s in Nursing Leadership and Management program at the University of Central Florida College of Nursing. With over 30 years of experience in nursing leadership, Dr. Galura has held various academic and clinical positions, including Director of Clinical Excellence and Research at AdventHealth. She is a published author and researcher, focusing on nurse management, leadership, and quality improvement. Dr. Galura is a recipient of multiple awards, including the Early Careerist Award from the Association of Leadership Science in Nursing

Lorraine Garcia-Teague, PhD, RN-BC; UCLA Health; Los angeles, California

Lorraine Garcia-Teague is a highly accomplished nursing professional with extensive experience in mental health and nursing education. She holds a PhD in Nursing from the University of California, Los Angeles, and has served in various leadership roles, including Unit Director at UCLA and Nurse Manager at UCI and Harbor UCLA Medical Center. Lorraine has a strong background in supervising large teams, overseeing departmental operations, and ensuring regulatory compliance. She is an active participant in hospital-wide committees and has contributed to numerous research projects and presentations. Lorraine is dedicated to improving patient care and advancing the field of nursing.

Lucas Gardim, RN; University of São Paulo; Ribeirão Preto, Brazil

Lucas Gardim, RN, is a Research Coordinator at the Ribeirão Preto College of Nursing at the University of São Paulo (EERP/USP), PAHO/WHO Collaborating Centre for Nursing Research Development, Brazil. He performed International Visiting Scholar Programs at the Faculty of Medicine at the University of Oulu, Finland (2024-2025) and the Faculty of Nursing at the University of Alberta, Canada (2025-Ongoing). He serves as the Global Innovation Lead at SONSIEL: Society of Nurse Scientists, Innovators, Entrepreneurs & Leaders.

Renata Cristina Gasparino; São Paulo, Brazil

Nurse, PhD, Faculty Member of the School of Nursing at the State University of Campinas, SP, Brazil.

Nico Gennaro Sciasci, MS, FIEL; SONSIEL: Society of Nurse Scientists, Innovators, Entrepreneurs & Leaders; Boston

Nico Gennaro Sciasci, MS, FIEL is the Executive Director of SONSIEL: Society of Nurse Scientists, Innovators, Entrepreneurs & Leaders, United States. Nico served as a Director of the International Centre on Nurse Migration, a partner organization between CGFNS International and the International Council of Nurses (ICN). Nico received a Master of Global Studies & International Relations with a concentration in global health and development from Northeastern University in Boston.

Nicole George, PhD, RN, NEA-BC; Press Ganey; Chicago, Illinois

Dr. George serves as an associate chief nursing officer at Press Ganey and the study submitted was her recently completed dissertation.

Anthony Gitau; Johnson & Johnson; Nairobi, Kenya

Anthony Gitau is the Director of Program Delivery and Impact for Africa and the Middle East at the Johnson & Johnson Foundation. With over 15 years of experience in pharmaceutical marketing, program management, and health systems strengthening, he leads initiatives focused on empowering frontline health workers across Sub-Saharan Africa. Previously, Anthony served as Director of East Africa at the Children’s Investment Fund Foundation (CIFF), where he championed adolescent reproductive health, nutrition, and perinatal programs. His earlier roles include Country Head at Novartis Social Business and Maternal and Child Health Director at PSI Kenya. A graduate of Egerton University with a BSc in Biochemistry, Anthony is dedicated to advancing universal health coverage through innovative, community-driven solutions.

Amber Goedken, Pharm D, PhD; University of Iowa- College of Pharmacy; Iowa City, Iowa

Dr. Goedken obtained her Pharm D, and PhD from the University of Iowa

Martha Grubaugh, PhD, RN, NE-BC, FAONL; UCHealth; Aurora, Colorado

Dr. Grubaugh is an experienced nurse executive and nurse researcher. She has led nursing teams in a variety of healthcare settings to achieve optimal team, patient, and organizational outcomes. She serves as a Research Nurse Scientist at UCHealth, an adjunct assistant professor at the University of Colorado, and a nursing leadership consultant. She has expertise in operations, workforce planning, program development, strategic planning, mentoring, and research. Dr. Grubaugh’s research has been dedicated to improving and cultivating supportive practice environments for all levels of the healthcare system, with specific attention to the nurse manager.

José Luis Guedes dos Santos; Florianópolis, Brazil

Ph.D. in Nursing from the Federal University of Santa Catarina (UFSC) (2014), with a research exchange period at Kent State University College of Nursing (USA). Master’s degree in Nursing from the Federal University of Rio Grande do Sul (UFRGS) (2010) and a Bachelor’s degree in Nursing from the Federal University of Santa Maria (UFSM) (2007). Completed postdoctoral fellowships at UFSC (2014) and at the Ribeirão Preto School of Nursing (EERP-USP) (2024). Currently an Adjunct Professor in the Department of Nursing at UFSC, a Permanent Faculty Member of the Graduate Program in Nursing, and the Leader of the Research, Technology, and Innovation Laboratory in Policies and Management of Care and Education in Nursing and Health (GEPADES). Served as a Board Member of the Mixed Methods International Research Association (MMIRA) (2019-2020) and Founding President of the Latin American Chapter of Mixed Methods Research. Also a member of the Global Consortium of Nursing Midwifery Studies at the Rory Meyers College of Nursing, New York University (USA).

Floricel Guillermo, MSN, RN, PCCN; Los Angeles, California

Floricel Guillermo, MSN, RN, PCCN, Clinical nurse manager committed to continuous improvement and evidenced-based practice. Experienced in critical care and medical-surgical, adult liver transplant and subspecialty surgery, with a passion for improving patient care, enhancing team performance through effective leadership and communication, including fostering a supportive work environment.

Tracey Hall, MSN, RN, CWCN, CMSRN; Midland Memorial Hospital; MIdland, Texas

Tracey Hall recently received her Doctor of Nursing Practice (DNP) degree from Texas Tech Health Sciences Center. She focuses on healthcare collaboration to prevent pressure injuries in her current job. A dedicated clinician, Tracey is committed to improving patient outcomes through evidence-based practices. Her work bridges long-term care and acute care settings to enhance pressure injury prevention, demonstrating her passion for clinical excellence and healthcare system improvement.

Joan Halpern, DNP, RNC-NIC, NNP, NEA-BC; NewYork-Presbyterian/Weill Cornell Medical Center; New York, New York

Dr. Joan Halpern is a Nurse executive with over 25 years’ experience leading interprofessional teams in achieving high quality outcomes. Dr. Halpern is currently the Chief Nursing Officer at New-York-Presbyterian Hospital Weill Cornell Medical Center, The Alexandra Cohen Hospital for Womens and Newborns and the Ambulatory Care Network East in New York City. She recently led NewYork-Presbyterian/Weill Cornell on their Magnet Redesignation and received an exemplar for her CNO Transformational leadership. Dr. Halpern is passionate about transforming professional governance structures, professional development opportunities, and patient outcomes, by developing a high accountability, high engagement, & high recognition culture resulting in outcomes exceeding national benchmarks in nursing excellence. Dr. Halpern was an inaugural fellow in the Coldiron Senior Nurse Executive Leadership Fellowship of the Marion K. Shaughnessy Nurse Leadership Academy, Frances Payne Bolton School of Nursing, Case Western Reserve University.

Lora Ham, MSN, RN; University of Alabama at Birmingham; Birmingham, Alabama

Lora Ham is the Quality Improvement RN for Obstetric Initiatives at the Alabama Perinatal Quality Collaborative at UAB's School of Public Health. She provides 1-on-1 QI coaching and resources hospitals in Alabama to improve maternal outcomes. She is pursuing an Executive DNP from the University of Alabama in Birmingham, holds a MSN in Nursing Administration from the University of Alabama in Huntsville and a Bachelor of Science in Nursing from the University of Alabama. Lora is a member of the Alabama Maternal Mortality Review Committee, Alabama Opioid Overdose and Addiction Council, and Association of Women’s Health, Obstetric, and Neonatal Nurses.

Beverly Hancock, DNP, RN, NPD-BC, CENP, FAAN; Rush University Medical Center; Chicago, Illinois

Dr. Beverly Hancock is the Director of the Transformative Leadership DNP: Systems program at Rush University College of Nursing in Chicago where she is an assistant professor. She has been involved in practice governance for 40 years primarily at Rush University Medical Center. She is co-editor and contributing author of the book Professional Governance for Nursing: The Framework for Accountability, Engagement, and Excellence. She has presented widely and published on leadership development, professional governance, and environments of excellence. Prior to her current role, Beverly was Senior Director for Leadership Development for the American Organization for Nursing Leadership (AONL).

Michaela Harner, MSN, RN, CNL; Wellstar Health System; Marietta, Georgia

Michaela Harner is the System Director of Nursing at Wellstar Health System. In her current role, she supports the System Clinical Nurse Practice Specialist team, fostering quality excellence across nursing service lines by proactively pursuing opportunities for improvement in nursing practice, including the most recent integration with Wellstar MCG Health Medical Center. Michaela received her LPN from Chattahoochee Technical College in 2010, BSN from Kennesaw State University in 2014, and MSN as a certified Clinical Nurse Leader from University of West Georgia. She has a strong foundation in lean management, quality improvement, shared leadership, operations, and professional practice.

Joan Harvey, DNP, RN, GERO-BC, CCRN,; Hackensack Meridian Health; Neptune City, New Jersey

Joan Harvey is a nurse scientist at Hackensack Meridian Health and visiting professor, Director of BSN studies at Georgian Court University.

Margot Hedenstrom, PhD, RN, MSN, MBA, NEA-BC; Kennesaw State University; Kennesaw State, Georgia

Dr. Hedenstrom has a passion for mentoring and developing nurses and nurse leaders. She has presented and published in the field of nurse mentoring and continues to partner with other healthcare leaders on work and projects to support nurse development and mentoring approaches.

Jennifer Hehl, RN, PhD, CNOR, ONC; Hartford Hospital; Hartford, Connecticut

For over 27 years, Dr. Hehl has served in various roles in the operating room specialty including OR clinical instruction and department management. Her BSN is from the University of St. Joseph (1997), her MS in Healthcare Administration (2007) and her PhD in Nursing Science (2018) are from the University of Connecticut. In 2021, she transitioned to full-time nurse scientist status. She is co-chair for the Hartford Healthcare Shared Governance Nursing Evidence-Based Practice Council and is an active NAON member, serving as the president of the NAON Hartford Affiliate Chapter. She holds certifications in both Operating Room and Orthopedic Nursing.

Melinda Higgins, Ph.D.; Nell Hodgson Woodruff School of Nursing; Atlanta, Georgia

Associate Editor Research in Nursing and Health and Journal of Statistics and Data Science Education. Long history of research and biostatics with a broad array of interprofessional partners.

Carol Howe, PhD, RN, CDCES, FAAN; Ft.Worth, Texas

Dr. Howe is Associate and Parker Endowed Professor of Nursing at Texas Christian University. Dr. Howe is a nurse and diabetes care and education specialist. Her research focuses on the health literacy skills of patients, clinicians, and hospital systems to drive improved patient outcomes. Dr. Howe has received honors for her efforts, including Leadership Award from the American Diabetes Association, Excellence in Education Award from the Pediatric Endocrinology Nursing Society, Penn Nursing Alumni Award for Clinical Excellence, and she is a Fellow of the American Academy of Nursing. She contributed health literacy expertise for data collection and analysis.

Jacqueline Hoying, PhD, RN, NBC-HWC, FNAP, FAAN; The Ohio State University; Columbus, Ohio

Jacqueline Hoying, PhD, RN, NBC–HWC, FNAP, FAAN is Assistant Clinical Professor and MINDSTRONG program Director for the College of Nursing at The Ohio State University. Dr. Hoying has over 40 years of nursing experience and executive leadership. She is a behavioral intervention scientist and board-certified health and wellness coach who focuses on cognitive-behavioral research and facilitation that promotes optimal well-being and increased mental resilience. Her teaching emphasis is on leadership and organizational culture in the DNP program. Her record of publications/presentations has advanced the science of CBSB with national/international sustainable focus. She earned a BSN at Capital University and a MS and PhD from the Ohio State University.

Georgia Jackson, DNP, MPH, RN, NE-BC; Emory University Hospital/Emory University Orthopaedics & Spine Hospital; Atlanta, Georgia

Experienced executive nurse leader, former Director of Nursing Workforce Development and Patient-and Family-Centered Care, and Inclusion and Belonging.

Hans Johnson, PhD; University of Iowa-College of Engineering; Iowa City, Iowa

Dr. Johson is an Associate professor in Electrical and Computer Engineering. He completed his PhD at the University of Iowa. His area of expertise includes large-scale, heterogeneous, multi-site data collections using modern High Performance Computing (HPC) resources

Susie Jonassen, PhD, MSN-Ed, RN, CPN; University of West Georgia; Carrollton, Georgia

Dr. Susie Jonassen is the BSN Program Director of the University of West Georgia Tanner Health School of Nursing. Her research interests include qualitative research in nursing leadership and clinical instruction. She has experience as a Trauma Pediatric Nurse and Adult Rehab Nurse.

Natalie Jones, DNP, RN, NEA-BC, NPD-BC; Prolink; Duluth, Georgia

Dr. Jones is a transformational leader in workforce development and retention within healthcare. Featured inNurses Leading Partnership-Driven Transformation to Address the Nursing Shortage, she advocates for talent pipelines to strengthen the future workforce. A finalist for the March of Dimes Innovation Award, she also received the Wellstar Innovation in Nursing Practice Award. With a Doctorate in Nursing from Georgia State University, she has held executive roles in nursing operations and human resources. As SVP of Clinical Practice and Innovation at Prolink, she drives clinical engagement, education, and workforce innovation while serving on multiple advisory boards.

M.Lindell Joseph, PhD, RN, FAAN, FAONL; The University of Iowa College of Nursing; IOWA CITY, Iowa

Dr. Joseph is the Editor-in-Chief of Nurse Leader, the Official Journal of the American Organization for Nursing Leadership, a Clinical Professor, and the Director of DNP & MSN in Health Systems: Administration/Executive Leadership Programs at the University of Iowa College of Nursing. She is the co-founder and co-chair of Nursing Leadership and Systems Science, a collaboration between ALSN and the AONL Foundation. Two of her most notable accomplishments are (1) co-developing the General Effectiveness Multilevel Theory for Shared Governance (GEMS) and (2) co-founding and chairing the National Consortium for Innovativeness in Healthcare.

Chessa Kabiling, MSN-Ed., PMHNP-BC; UCLA Health; Los Angeles, California

Chessa Kabiling is the Advanced Practice Specialist for Child and Adolescent Psychiatry at Resnick Neuropsychiatric Hospital. She holds a Master's in Nursing Education, is a Psychiatric Mental Health Nurse Practitioner, and a Board-Certified Psychiatric Nurse through ANCC. With extensive experience in psychiatric care, she has worked in inpatient and outpatient settings, including specialized treatments like Electroconvulsive Therapy. Chessa focuses on patient-centered care for children and adolescents with complex psychiatric conditions. She educates nursing staff, enhances clinical skills, and contributes to research initiatives, integrating evidence-based practice with passion for mental health recovery.

Roberta Kaplow, Ph.D., APRN-CCNS, AOCNS, CCRN, FAAN; Emory University Hospital; Atlanta, Georgia

Roberta Kaplow is the Clinical Nurse Specialist for Research and Evidence-Based Practice at Emory University Hospital in Atlanta, GA. She was the Principal Investigator of this study.

Diane Keen, DNS, RN, CNE; Kennesaw State University; Kennesaw, Georgia

Diane L. Keen, DNS, RN, CNE, is an Assistant Professor at Kennesaw State University’s (KSU) Wellstar School of Nursing. A KSU graduate and two-time Clendenin Fellow, she has been in nursing education since 2011, following her work as a Home Health Case Manager. Her research focuses on community health, with an emphasis on older adults, adults with intellectual and developmental disabilities, and intergenerational relationships. Dr. Keen’s work has led to community initiatives that enhance well-being, bridging practice and education to foster inclusion and support.

Michael Kerr; London Ontario, Canada

Faculty of Health Sciences, Arthur Labatt Family School of Nursing, Nursing Department, The University of Western Ontario, London, ON, Canada

Christine Kiamzon, MSN, RN, AGACNP, NEA-C; Los Angeles, California

Christine Kiamzon, RN, MSN, AGACNP-BC, NEA, PCCN, is the unit director for the Liver Transplant Surgical Unit. She joined UCLA’s Liver Transplant Surgical ICU in 2011, then served as the interim educator for Liver Transplant Surgical Unit. As the educator, she played a vital role in implementing programs including "CarePrep" to facilitate discharge planning, developed new guidelines, and established the role of the restorative care assistant for the Liver service. She earned her MSN in Leadership in 2017. She obtained her post masters Acute NP certificate in 2021 , and is board certified as an AGACNP-BC.

Melinda S. Kidder DHA, MSN, RN, CENP, MPHC; Assistant Secretary for Technology Policy; Washington, DC

Melinda is a leading healthcare professional known for her expertise in nursing, informatics, and project management. Serving as the Chief Nursing Officer for the Assistant Secretary for Technology Policy (ASTP), her responsibilities involve providing strategic leadership for nursing practices within the realm of health information technology (HIT), ASTP, and HHS, ensuring that the insights and needs of the nursing profession are embedded in the development, implementation, and evaluation of HIT policies and programs. Furthermore, she actively engages in communicating and educating the nursing community on ASTP, highlighting the collaborative efforts and how healthcare professionals can be of assistance in this space. Dr. Kidder's career includes pivotal roles in organizations like HCA, McLeod Health, CHS, and Camden Clark Medical Center, where she has spearheaded innovative projects and solutions. With a strong commitment to high-quality patient care and leveraging technology for better healthcare delivery, she has established herself as a transformative leader in the field.

Rachel Kimani, DNP, CHNP, FNP,; Binghamton University; New York, Kenya

Rachel Wangari Kimani, DNP, CHNP, FNP, RN, is a Clinical Associate Professor at Binghamton University's Decker College of Nursing and Health Sciences and an Instructor in Clinical Investigation at The Rockefeller University. With a robust background in community health nursing, she earned her BSN (2012), MS in Community Health Nursing (2014), and Doctor of Nursing Practice (2015) from Binghamton University. Her research focuses on health equity, care ethics, allostatic load, global health, translational science, and the integration of artificial intelligence in healthcare. Recognized for her contributions, she received the 2024 Emerging Leader Alumni Award from Decker College.

Mônica Emanuele Köpsel Fusari; Florianópolis, Brazil

PhD in Nursing. Conducts research in Healthcare Management, Quality, and Leadership, Best Practices in Nursing, Patient Safety, and Nursing Managerial Competencies and People Management.

Isabel Cristina Kowal Olm Cunha; São Paulo, Brazil

Nurse, PhD, Faculty Member of the Department of Health Services Administration and Nursing at the Paulista School of Nursing, Federal University of São Paulo, SP, Brazil.

Gabriela Marcellino de Melo Lanzoni; Florianópolis, Brazil

Associate Professor, Department of Nursing and Nursing Graduate Program, Federal University of Santa Catarina, Brazil.

Christopher Lee, MBA, BSN, RN-BC; UCLA Health Ronald Reagan Medical Center; Los Angeles, California

Christopher H. Lee is a ANCC Board Certified Clinical Nurse III at UCLA Health. Lee is the Chair for the Unity in Diversity Council, a system-level nursing council overseeing health equity and inclusive excellence initiatives across three campuses. He is one of the Project Leads for the internal professional advancement program, supporting certified nursing assistant (CNA) training. Lee earned his Bachelor of Science in Nursing from the University of Wisconsin-Madison, with a certificate in Global Health. He has recently graduated from the University of Wisconsin MBA Consortium, with a Master of Business Administration, specializing in Healthcare Management.

J. Michael Leger, PhD, MBA, RN; Tarleton State University; Stephenville, Texas

Dr. Leger serves as Dean at Tarleton State University in Stephenville, TX. Dr. Leger served as Chair on Dr. George's dissertation committee.

Messias Lemos; Florianópolis, Brazil

PhD student, Federal University of Santa Catarina, Brazil.

Alacoque Lorenzini Erdmann; Florianópolis, Brazil

Full Professor in the Department of Nursing at the Federal University of Santa Catarina. Founded the GEPADES research group in 1988, developing projects and publications in the following research areas: Policies and Technologies in Care Management and University Education in Nursing and Health, Philosophy and Care, and Nursing Care Management. Engages in national and international partnerships and exchanges.

Kortlyn Lowry; Brigham Young University; Provo, Utah

Kortlyn is a Research Assistant in the Brigham Young University College of Nursing. She is expected to graduate from the BYU Exercise Science program in April 2026.

Shelly Luger, DNP RN; Creighton University; Omaha, Nevada

Dr. Shelly Luger holds a Doctor of Nursing Practice in organizational leadership and a Certificate in Health Professions Education from the University of Kansas. She is an associate professor at Creighton University College of Nursing, where she teaches graduate nursing leadership courses and mentors in evidence-based practice. Dr. Luger is board certified as a nurse executive advanced leader and a certified leadership coach. She leads the Nursing Administration and Leadership MSN & DNP tracks at Creighton. Her interests include nurse leader empowerment, burnout, leadership simulation, new graduate nurse development, complexity science, and global systems leadership.

Bret Lyman, PhD, MS(Soc), RN; Brigham Young University; Provo, Utah

Bret is an Associate Professor in the Brigham Young University College of Nursing. His research is focused on organizational learning in health systems.

Susan MacLeod Dyess, PhD RN NE-BC, CNE, AHN-BC; University of Central Florida; Orlando, Florida

Dr Dyess is an accomplished leader with demonstrated strength in nursing education and interprofessional collaboration. As a tenured professor and Associate Dean for Academic Affairs at the University of Central Florida, she has held key academic positions at Kennesaw State University, Texas A&M University and Florida Atlantic University. Dr. Dyess is renowned for her expertise in holistic nursing, leadership development, and innovative educational strategies. Her publications reflect her commitment to advancing nursing leadership, practice and education. Dr. Dyess' dedication to fostering joy and meaning in practice and learning environments underscores her impactful contributions to the nursing profession.

Gabriela Marcellino de Melo Lanzoni, Lanzoni, G.M.M.; Universidade Federal de Santa Catarina; Florianopolis, Brazil

Nurse. Ph.D. in Nursing from the Graduate Program in Nursing at the Federal University of Santa Catarina (PEN/UFSC) (2013). Master’s degree in Nursing from PEN/UFSC (2009). Vice-leader of the Research, Technology, and Innovation Laboratory in Policies and Management of Care and Education in Nursing and Health (GEPADES/UFSC). Works as a Professor in the Department of Nursing at UFSC, teaching the course - Health and Nursing Management / Supervised Internship, as well as in the Graduate Program in Nursing and the Professional Master's Program in Health Informatics.

Beatrice May, RN, MSN; The Aga Khan University; Nairobi, Kenya

A dedicated nurse and experienced project manager with a strong background in healthcare leadership and program implementation. With a passion for improving patient care and operational efficiency, she excels in managing healthcare projects, coordinating multidisciplinary teams, and driving strategic initiatives.

Marie McBee, DNP, RN, CNS; UTHealth Houston; Houston, Texas

Marie McBee brings over 20 years of leadership experience in senior-level administration to the Cizik School of Nursing. She holds a background in administration at the CEO, COO, VP, and CNE levels of healthcare, both inpatient and outpatient. Marie has been teaching at all curriculum levels within the school of nursing, BSN, MSN and DNP. She has led quality improvement projects in patient safety and hand-off communication.

Ann Marie McCarthy, PhD, RN, FAAN; University of Iowa-College of Nursing; Iowa City, Iowa

Dr. McCarthy eceived her BA in Nursing from Simmons College in Boston, MA, and her MSN in Maternal Child Nursing and her Pediatric Nurse Practitioner from Boston College. fter completing a Postdoctoral Fellowship in Pediatric Psychology at the University of Iowa Hospitals and Clinics, Dr. McCarthy became a licensed psychologist. Her research area of interest is children with chronic health conditions, with an emphasis on cognitive-behavioral interventions for pain management in children and children with chronic conditions in the school setting. Dr McCarthy retired from the College of Nursing in June, 2023.

Cassandra McDorman, MSN, RN; Midland Memorial Hospital; Midland, Texas

Cassandra was born and raised in Odessa, Texas. Cassandra is a Practice Transition Manager at Midland Memorial Hospital. Her role involves recruiting young nurses enrolled in area LVN programs to join the LVN internship. Area LVN programs include traditional programs and dual- credit high school students. The paid internship allows students to immerse themselves in the hospital setting and learn through observation. Upon graduation and success on the NCLEX-PN, new nurses participate in a comprehensive residency program modeled after the hospital’s nationally accredited RN residency. The residency typically lasts 12-16 weeks depending on each LVN’s individual progress.

Allison McHugh, DNP, MHCDS, RN, NE-BC; Florida State University; Tallahassee, Florida

Allison McHugh is a nationally board certified nurse executive and FT faculty at Florida State University. She leads the DNP program in Executive Health Systems Leadership and has 30 years of experience as a nurse, much of that in formal leadership roles. Allison’s background includes practicing as a nurse executive for over 10 years prior to transitioning to academia almost 2 years ago. She has a strong interest in analyzing healthy work environments and recently published an article on the application of Maslow's Hierarchy of Needs to improve them. Allison completed her DNP work on reducing implicit rationing to improve the work environment.

Katherine Meese; Nashville, Tennessee

Dr. Meese is an internationally recognized scientist and author and serves as the CEO of HUMARGIN Group. She is an internationally recognized keynote speaker, delivering numerous presentations, workshops, and keynotes across the globe. Her passion is to translate data and research into meaningful knowledge to help leaders and organizations support their humans.

Isabel Amélia Costa Mendes, PhD, RN; University of São Paulo; Ribeirão Preto, Brazil

Dr. Isabel Amélia Costa Mendes is a Registered Nurse and Emeritus Professor at the Ribeirão Preto College of Nursing at the University of São Paulo (EERP/USP), PAHO/WHO Collaborating Centre for Nursing Research Development, Brazil. In 2016, Dr. Mendes was nominated Doctor of Science Honoris Causa by McMaster University, Canada. She serves as an Advisory Council member on the Nightingale Initiative for Global Health (NIGH) and as a Chair of the Nursing Now Challenge Brazil.

Bereket Daniel Mezgebu; Fort Worth, Texas, Texas

Bereket Daniel Mezgebu is a Junior computer science major at Texas Christian University assisting the computer science team with HealthLit’s LLM development and health literacy expert justifications.

Rebecca Miltner, PhD, RN, NEA-BC, FAAN; University of Alabama at Birmingham; Birmingham, Alabama

Dr. Suzie Miltner joined UAB in 2012. She is also a Nurse Scientist at the Birmingham VA Medical Center. She has extensive clinical and leadership experience in military, private, and VA acute care settings as well as well as experience in nursing education in both academic and organizational settings. She has been a leader in driving quality improvement efforts in several health care organizations including ongoing work as a facilitator for VA improvement teams.

Shabana Momin, BSN, CMSRN; Memorial Hermann Health Care System; Houston, Texas

I graduated from Cizik School of Nursing in 2018 and began my professional career at Memorial Hermann Hospital. I am a chairperson for organization’s fall sub-committee and a co-chair for the unit-based council and central line associated blood stream infection (CLABSI) committee. I am a bedside nurse, a clinical coach and a charge nurse. I am also a Certified Medical Surgical Registered Nurse (CMSRN).

Amanda Monson, DNP, PHN, CCRN, CPHQ; Minneapolis Veterans Affairs Health Care System; Minneapolis, Minnesota

Dr. Monson is a Quality Nurse Consultant at the Minneapolis VA. Her diverse background spans adult and pediatric care in community nursing, home care, cardiovascular and transplant intensive care, and outpatient sleep medicine and pulmonology. Known for her collaborative approach, Dr. Monson works with interdisciplinary teams to implement system-wide changes that enhance quality of care and organizational efficiency. As a graduate nursing professor, she is passionate about engaging the next generation in quality improvement and innovative thinking. Dr. Monson earned her bachelor’s degree from St. Cloud State University and her Doctorate in Nursing Organizational Leadership from Winona State University.

Aoyjai Montgomery; Birmingham, Alabama

Dr. Montgomery is a scientist and data analyst the UAB School of Public Health.

Diana Montoya, BSN, NE-BC, NPD-BC, CPN; Children's Health, Texas Christian University; Dallas, Texas

Diana Montoya is the Program Director for Patient Education at the Children’s Health System of Texas. With over a decade of experience in clinical learning and a Nursing Professional Development Certification, Diana excels in developing staff training programs for patient education best practices. She also holds micro-certifications from the Health Literacy Specialist Certificate Program, which equip her to lead the Patient Education Department effectively. Diana's responsibilities include enhancing patient communication by overseeing patient education materials/platforms and promoting health literacy. She contributed to this project by critiquing patient learning transcripts to train the large language model on best health literacy practices.

Amber Morandini, MBA, MSN, RN, CPHQ, NE-BC; Emory University Hospital; Atlanda, Georgia

Amber is the Director of Patient Care Services, Nursing Support Services at Emory University, Atlanta, GA. She was the Principal Investigator of this research study.

Sergio Mota, DNP, RN, CCRN-CSC, NE-BC; Emory University Hospital; Atlanta, Georgia

Sergio Mota is the Director Clinical Research Nursing at Emory University Hospital in Atlanta, GA. He was a co-investigator on this study.

Denis Munene, RN, MPH; The Aga Khan University; Nairobi, Kenya

A dedicated nurse and experienced project manager with a strong background in healthcare leadership and program implementation. With a passion for improving patient care and operational efficiency, he excels in managing healthcare projects, coordinating multidisciplinary teams, and driving strategic initiatives.

Christy Nation, MSHA, BSN, RN; UAB Hospital; Birmingham, Alabama

Christy Nation, MSHA, BSN, RN, is Senior Director of Women and Infant Services at UAB Medicine, with 26 years of nursing experience. Passionate about science and service, she has led since 2003, valuing accountability and mentorship. She holds degrees from Samford University and the University of Saint Francis and has completed leadership and quality certifications. Christy serves on multiple boards, including the Alabama Organization for Nursing Leadership (President). Recognized for excellence, her honors include Nurse Director of the Year and the Courage to Care Award. She is dedicated to advancing nursing leadership and patient care.

Eunice Ndirangu-Mugo, BScN, RN, MSc(ANP), PhD, FHEA; The Aga Khan University; Nairobi, Kenya

Professor Eunice Ndirangu-Mugo is a distinguished leader in nursing and midwifery education, driving innovation and policy reforms across East Africa. As Dean of the School of Nursing and Midwifery at Aga Khan University, East Africa, and Chairperson of the Nursing Council of Kenya, she is committed to transforming healthcare through education and leadership. She holds a Bachelor of Science in Nursing from the University of Eastern Africa-Baraton, a Master’s in Advanced Nursing Practice, and a PhD in Nursing Studies from the University of Nottingham. Additionally, she earned a Postgraduate Diploma in Global Mental Health from the University of Glasgow and a Postgraduate Certificate in Teaching in Higher Education from Oxford Brookes University. Her research focuses on HIV/AIDS prevention and care, the intersection of infectious and non-communicable diseases, and the role of education in improving health outcomes. A trailblazer, she led the development of Kenya’s first Scopes of Practice in Advanced Practice Nursing and Midwifery, setting new educational standards. An Associate Fellow of the UK’s Higher Education Academy, Prof. Ndirangu continues to shape nursing policy and inspire the next generation of healthcare professionals through her visionary leadership and dedication to excellence.

Heather Nelson-Brantley, PhD, RN, NEA_BC; University of Alabama at Birmingham; Birmingham, Alabama

Dr. Heather Nelson-Brantley is an Associate Professor, Director of the Nurse Executive DNP Pathway, and Director of the Nursing Health Systems Leadership MSN Pathway at the University of Alabama at Birmingham (UAB). She is President of ALSN and serves on the editorial board of the Journal of Nursing Administration. Dr. Nelson-Brantley is nationally recognized for her expertise in nursing leadership science and implementation science, with over $15.6 million in funding across 29 studies. Her areas of expertise include change leadership, nurse recruitment and retention, and improving cancer and palliative care services for rural and minoritized populations.

Ashley Newman, DNP, RN, NEA-BC, FNP-c, AGACNP-BC; New York, New York

Experienced nurse dedicated to high-quality care with advanced knowledge and a transformational leadership style. Fosters professional growth, inspires through innovative teaching, and promotes dynamic learning. Has led initiatives in collaboration with perioperative and anesthesia departments to enhance patient satisfaction and quality care, including a preoperative anemia clinic.

Sharon O’Donoghue, DNP, RN; Boston, Massachusetts

Sharon O’Donoghue, DNP, RN was the Nurse Specialist in Professional Development at Beth Israel Deaconess Medical Center (BIDMC) in Boston, Massachusetts. Sharon was an advanced practice nurse with over 30 years’ experience in clinical practice and leadership roles within the Medical Intensive Care Units. She has co-authored numerous articles and lectured at national conferences regarding the initiation of a sepsis pathway and delirium. Sharon was the coach for BIDMC’s American Association of Critical Care Nurses’ Clinical Scene Investigator Academy team. She spent her career enhancing patient safety, improving outcomes and satisfaction for critically ill adults and their families.

Christian Owen; Houston, TX

C. Paige Owen, Ph.D, MSN, RN, CEN is an Assistant Professor in the Department of Research at Cizik School of Nursing at UTHealth. Her clinical experiences caring for patients afflicted by violent trauma inspired her to examine traumatic stress and its influence on provider wellbeing, burnout, and care delivery. Her dissertation work assessed post-pandemic levels of secondary traumatic stress along with coping and work-related predictors in emergency nurses. In addition, she is an advocate for trauma-informed approaches to care and nursing education and is particularly interested in how trauma-informed education and care impacts patient and provider outcomes.

Joy Parchment, PhD, RN, NEA-BC, CPDC; The University of Central Florida; Orlando, Florida

Dr. Parchment is a nationally-recognized executive nurse leader and serves as an assistant professor at the University of Central Florida. Dr. Parchment served as a member on Dr. George's dissertation committee.

Angela Pascale, PhD; South Bend, Indiana

Angela Pascale is a Research Analyst in the Clinical Nursing Research Team at Press Ganey. She recently graduated with a PhD in Health Psychology from Virginia Commonwealth University. Her current role at Press Ganey involves providing research and analytic support centered on improving the overall quality and experience of healthcare.

Patricia Patrician; Birmingham, Alabama

Dr. Patricia A. Patrician is a retired Professor from the UAB School of Nursing and a retired U.S. Army Colonel, serving 26 years in the Army Nurse Corps. Her research focuses on the nursing workforce, patient safety, and quality outcomes. Dr. Patrician has published extensively and is recognized nationally for her leadership in nursing research and education.

Lindsey Patton, PhD, APRN, PCNS-BC; Children's Health System of Texas; Crandall, Texas

Lindsey Patton is the Senior Director of Nursing Research and Evidence-Based Practice at Children’s Health System of Texas in Dallas, where she leads collaborative nursing research efforts and drives infrastructure enhancements for evidence-based practice. Her expertise as a pediatric clinical nurse specialist informs her approach to evaluating clinical workflows, evidence-based practices, and patient outcomes. She leads an innovative program of research focusing on scaling AI-driven interventions and prototyping to improve healthcare delivery and healthcare providers workflows. For this project, she served as a lead investigator overseeing HealthLit’s design and refinement.

Roberta Pawlak, PhD, RN, NEA-BC; University of Wisconsin - Madison; Madison, Wisconsin

Roberta Pawlak, PhD, RN, NEA-BC is a Clinical Professor of Nursing at the University of Wisconsin-Madison. She currently serves on the Leadership Succession Committee for the Association for Leadership Science in Nursing (ALSN) and has been a member for over 15 years. She chairs the Wisconsin Nurses Association (WNA) Public Policy Council and is a member of the WNA Board of Directors. Her research, teaching and service interests lie in the areas of leadership, health policy, quality & safety, innovation and strategic & adaptive change in health systems.

Alexandre Pazetto Balsanelli; São Paulo, Brazil

Nurse, PhD, Faculty Member of the Department of Health Services Administration and Nursing at the Paulista School of Nursing, Federal University of São Paulo, SP, Brazil.

Judith Pechacek, RN, DNP, CENP; UNIVERSITY OF MINNESOTA; Minneapolis, Minnesota

Dr. Judith Pechacek DNP, RN, CENP, is a Clinical Professor in the School of Nursing. A distinguished Professor and holder of the Katherine R. & C. Walton Lillehei Chair in Nursing Leadership, Her teaching responsibilities include courses in leadership, quality, business and global studies. Her scholarship is dedicated to interprofessional practice and the connection to organizational culture and quality patient outcomes. Dr. Pechacek is a Senior Quality Scholar, faculty member for the Veterans Administration Quality Scholars Fellowship program. She serves on multiple boards in the community, University committee member, and Affiliate faculty in the School of Public health.

Priyadarshini Pennathur, PhD; University of Texas in Al Paso; Al Paso, Texas

Dr. Pennathur obtained her PhD in Industrial Engineering from the University OF Buffalo (2010). She was a postdoctoral fellow at the Armstrong Institute for Patient Safety and Quality at John Hopkins University. Her primary research interests are in studying people’s cognitive work and in designing information systems to support their cognitive work

Jessica Peterson, PhD, RN; Memorial Hermann Health System; Houston, Texas

Jessica Peterson is a Nurse Scientist within the Institute for Nursing Excellence at Memorial Hermann Health System, located in Houston, TX. Her research interests revolve around the work life of nurses, healthy work environments, and delivery of nursing care. She has a particular interest in exploring the capabilities of virtual nursing models and the impact these models have on nurses, patients, and the organization.

Anne Pohnert, DNP, RN; MinuteClinic; Woonsocket,, Rhode Island

Lead Director of Clinical Quality, CVS Health, Retail Health Division, including strategic planning and execution of the Joint Commission Survey process and preparation in all MinuteClinic locations in select CVS Pharmacies, MinuteClinic Virtual Care and Behavioral Health; leadership of the National MinuteClinic Quality and Patient Safety Committee; facilitation of multiple National Quality Initiatives; oversight of Clinical Quality Metric development, implementation and communication; Annual Review and update of all Clinical and Infection Control Policies and Procedures; Sponsorship of National Shared Governance Councils for Clinical Quality; Leadership of the Steering Committee and Quality Review Team for MinuteClinic Customer Relationship Management program. Facilitation of the Clinical Practice Support Committee with a focus on clinical quality improvement in all practice areas

Angela Prestia, PhD RN NE-BC FAAN; Florida Atlantic University; Jupiter, Florida

Dr. Prestia is an experienced health care administrator. She has held major positions in operations as the Chief Nursing Officer, Systems Chief Nursing Officer, and Administrative Director of Clinical Quality. Currently, Dr. Prestia educates, guides, and supports nursing leadership students at the MSN and DNP levels through her affiliation with Florida Atlantic University, and Case Western Reserve University. Dr. Prestia has authored over 50 journal articles. In 2024 she published her first nursing leadership book and was inducted as a Fellow in the American Academy of Nursing. She currently serves as Past-President of the Association for Leadership Science in Nursing.

ROSANNE RASO, DNP, RN, CENP, NEA-BC, FAAN, FAONL; Case Western Reserve University; Cleveland, Ohio

Rosanne Raso is the Editor-in-Chief of Nursing Management and an Adjunct Professor for the Frances P. Bolton School of Nursing, Case Western Reserve University. Previously she was a Chief Nursing Officer for over two decades including NewYork-Presbyterian/Cornell, a top ten hospital in the country, and several other New York-New Jersey hospitals. Rosanne is a national leader in improving the practice environment for staff, enhancing patient safety, and advancing nurse leadership. She is serving as the current At-Large Director for the American Organization for Nursing Leadership. Her research is centered on leadership science and the concepts of relational leadership and healthy work environments.

Kemi Reeves, MSN, RN, GNP-BC; UCLA Health; Los Angeles, California

Kemi Reeves is the Director of Nursing Health Care Equity at UCLA Health. Dr. Reeves collaborates with partners across the health system to ensure alignment between nursing practices and organizational health care equity priorities. She is the executive sponsor of the Professional Governance Unity in Diversity Council, focused on establishing an inclusive environment for patients, trainees, and staff. Dr. Reeves earned her Bachelor of Science in Nursing from Saint Mary's College, completed her Gerontological Nurse Practitioner program at the UCLA School of Nursing, and obtained a Master of Business Administration and a Doctor of Nursing Practice from Johns Hopkins University.

Heather Reisinger, Phd; University of Iowa- College of Medicine; Iowa City, Iowa

Dr. Reisinger obtained her PhD in Medical Anthropology from the American University, Washington, District of Columbia. Following her PhD she completed a postdoctoral Fellowship in drug Dependency Epidemiology at Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland

Kelly Resco-Summers, DNP, MS, MAdm, BSN, RN; University of Alabama at Birmingham; Birmingham, Alabama

Dr. Kelly Resco-Summers is assistant professor and Director of Nursing Informatics at the University of Alabama at Birmingham. She obtained her Bachelor's, Master's, and Doctor of Nursing Practice from the University of Kansas and a Master of Administration from Northern Arizona University. Dr. Resco-Summers has over 38 years of clinical and leadership experience; with 20 years as a clinical and informatics executive driving care transformation across integrated delivery networks, academic medical centers, and two Fortune 500 technology companies. Her passions include equitable access to care, developing informatics capabilities, and leveraging technology to improve patient outcomes, clinician experience, and organizational success.

Jill Richmond, MSN, APRN, FNP-BC; James Madison University; Palmyra, Virginia

: Jill Richmond is a Doctor of Nursing Practice (DNP) student at James Madison University, graduating in December 2025. In addition to her DNP, she is earning a graduate certificate in Healthcare Policy. She works as a family nurse practitioner at Central Virginia Health Services, a Federally Qualified Health Center in Louisa, VA. Jill holds an MSN and BSN from JMU, an RN from Bon Secours College of Nursing, and a BS in Geography from Western Carolina University. Committed to healthcare equity, she mentors nurse practitioner students and leads quality improvement initiatives to improve access to care.

Jennifer Rigby, DNP, APRN, FNP-C; Brigham Young University; Provo, Utah

Jennifer is an Assistant Teaching Professor in the Brigham Young University College of Nursing. Her research is focused on nursing education and social determinants of health.

Adriany da Rocha Pimentão; Florianópolis, Brazil

Ph.D. candidate in Nursing at UFSC. Master’s degree in Nursing from the Federal University of Santa Maria (2023). Specialist in Emergency and Urgent Care from the Federal University of Amazonas (UFAM) (2006) and Mental Health from Fiocruz. Bachelor’s degree in Nursing from Centro Universitário Nilton Lins (2005). Currently a permanent faculty member in the Undergraduate Nursing Program at the State University of Amazonas (UEA), teaching the course "Nursing in the Process of Caring for Adult and Elderly Health" and the "Patient Safety" course in both the Nursing and Medicine undergraduate programs.

Lydia Rogers, DNP, MBA, RN CSSGB; Harris Health; Houston, Texas

Lydia Rogers serves as an Administrative Director of Clinical Operations for Harris Health in Houston, Texas. In this role, she is responsible for the Healthcare for the Homeless Program, the Same Day Clinics/Urgent Care service line, the Emergency Department Telemedicine program, and multiple Community Health Centers in Harris County. She has been a Registered Nurse for 28 years. Lydia has worked in many settings and served in many roles over the span of her career. She has been in leadership for the past 23 years. Lydia is a Fellow of America's Essential Hospitals and is an active member of many professional organizations.

Linda Roussel, PhD, RN, CNL, NEA-BC, FAAN; Linda Roussel; New Braunfels, Texas

Dr. Roussel served on the Improvement Science Research Network (ISRN) as a Steering Committee member at the University of Texas Medical Center San Antonio, engaging in research on operational failures (STAR-2) in healthcare systems. She is a member of a research team from the University of Alabama Birmingham investigating methodological potentials and advantages of mixed methods research design for knowledge translation. Dr. Roussel has also developed, managed, and coordinated Executive Nursing Leadership, Clinical Nurse Leader (CNL), and DNP academic programs.

Tracy Ruegg, PhD ANP-BC AOCN; Kennesaw State University; Kennesaw, Georgia

Dr. Tracy Ruegg brings over 35 years of nursing experience, including 30 years as an adult nurse practitioner. She has mentored nursing students at various levels and pioneered APRN roles in family practice and oncology. Actively engaged in professional nursing associations, she has also served as a State Board of Nursing commissioner. While working in ambulatory care, she conducted pragmatic clinical research on NP-led urgent care, lung cancer causation, health policy, and cancer symptom severity. Now an assistant professor, Dr. Ruegg focuses her research on expanding the (oncology) nursing workforce and advancing cancer symptom management to improve patient outcomes.

Asiah Ruffin, PhD, RN; UAB School of Nursing; Birmingham, Alabama

Dr. Ruffin is a postdoctoral scholar at the UAB School of Nursing and a VA Quality Scholar Fellow at the Birmingham VA Medical Center. Her work focuses on improving the well-being and practice environments of nurse leaders and administrators, as well as advancing quality improvement initiatives in healthcare settings.

Larissa dos Santos Pinheiro; Florianopolis, Brazil

Master's student of Nursing Program at Federal University of Santa Catarina.

Edna Sarino, MSN, RN, FNP-C, CCRN; Los Angeles, California

Edna Sarino, RN, MSN, FNP-C, CCRN worked in the ICU surgical transplant unit at UCLA, Los Angeles for about 8 years before becoming a nurse leader for the ward of the Transplant Surgical service. As a clinical nurse manager, she supports bedside nursing while committing to new and ongoing initiatives to improve patient safety and outcomes. In 2021 she obtained her FNP from CSU Los Angeles. As a board certified FNP-C, she also works in a Women’s Health and Family Practice clinic serving the low-income population in East Los Angeles.

Maria Shirey; Birmingham, Alabama

Dr. Shirey is Dean and Faye B. Ireland Endowed Chair of Nursing at the UAB School of Nursing. She is an internationally recognized expert in nursing leadership and management. Her research focuses on studying nurse manager work complexity to better understand and influence authentic leadership practices.

Constance Shumba, PhD; Nairobi, Kenya

Dr Constance Shumba (AKU): holds a PhD in Global Health (Human Resources for Health) and is a health systems expert with experience in implementing a broad base of public health programs within decentralised systems in Africa and Asia. She is an affiliate member of the African Academy of Sciences (2021-2025) and her research has included work on deploying human-centred design approach to program development, retention strategies among health workers as well as evaluating client satisfaction with health services in low income settings.

Teneal Simmons, B.S Kinesiology , A.A.S; Memorial Hermann Health Care System; Houston, Texas

I am a resident of Houston. Originally from New Orleans. I earned a B.S in Kinesiology from Louisiana State University in 2005. I also earned a A.A.S. Physical Therapist Assistant from San Jacinto Community College in 2010. I practice in acute care for Memorial Hermann for 15 years. I also practice in the Home Health and outpatient settings. I am the co-chair for the Falls subcommittee for Memorial Hermann Memorial City. I am the ministry leader for Health and Wellness at The Fort Bend Church

Paige Smith, MSN, RN, FACHE; Memorial Health System; Marietta, Ohio

Paige is the Vice President of Patient Care Services and the Chief Nursing Executive for Memorial Health System in Marietta, Ohio. She has been a registered nurse for 29 years, with a background spanning emergency medicine, staff development, and the past 12 years in nursing leadership. Paige holds a bachelor's degree in nursing from Henderson State University in Arkadelphia, Arkansas, and a Master of Science in Nursing from West Virginia University in Morgantown, WV. She is a member of the American College of Healthcare Executives (ACHE), the American Organization for Nurse Leaders (AONL), and the Ohio Organization for Nurse Leaders (OONL), an Ohio Hospital Association-sponsored professional society. Paige has served on the board of OONL for the past seven years—first as president of the Southeastern Ohio Organization for Nurse Leaders (SOONL), then as liaison to the American Nurses Association's Ohio Chapter (ANA-Ohio). Actively engaged in community service, Paige currently serves as Board President of Hunger Solutions of the Mid-Ohio Valley and has served on the board of Habitat for Humanity of the Mid-Ohio Valley for seven of the past eight years. She is married and the proud mother of one daughter, who serves in the federal civil service in Washinp•ton, D.C.

José Luís Santos; Universidade Federal de Santa Catarina; Florianopolis, Brazil

Associate Professor, Department of Nursing, Deputy Coordinator & Director for International Affairs, Nursing Graduate Program, Federal University of Santa Catarina, Brazil.

LeeAnna Spiva, PhD, RN; Wellstar Health System, Inc.; Marietta, Georgia

An accomplished Nurse Executive and Researcher with proven success leading teams in the achievement of a vision for transforming and creating healthcare value. I oversaw American Nurses Credentialing Center’s (ANCC) Magnet ® and Pathway Designation® for four hospitals and ANCC Practice Transition Program® designation for nurse residency for 11 hospitals. I led the clinical integration of two mergers. I strengthen academic partners creating and implementing career development programs. With 178 combined publications and presentations reaching national and global audiences, I have disseminated evidence-based models and exemplars that have elevated and empowered thousands of nurses to enhance patient care and outcomes.

Allison Squires; New York

Professor, Rory Meyers College of Nursing, New York University.

Karen Steiner, DNP, RN, NE-BC, NPD, BC; Summa Health; Akron, Ohio

Dr. Steiner is a distinguished healthcare executive and decorated combat veteran with expertise in strategic planning, team development, and quality improvement. She served 24+ years in the U.S. Air Force, holding senior leadership roles and completing multiple deployments to Iraq and Afghanistan. Her military career culminated as the Air Force Reserve Command Nurse, one of the highest nursing leadership roles in the Reserve component. With 30+ years in nursing, Dr. Steiner has also held key civilian leadership roles including Director of Critical Care, Interim CNO, and System Director, Nursing Professional Practice, driving excellence in clinical outcomes and organizational performance.

Tina Stevenson, MSN, BSBA, RNC-OB, IBCLC; Baptist Health Lexington; Lexington, Kentucky

Tina Stevenson is a Labor and Delivery Nurse, a Lactation Nurse on the Mother-Baby Unit, and the Breastfeeding Team leader at Baptist Health Lexington. She also serves as a BSN Clinical Instructor for the University of Kentucky and for Eastern Kentucky University. Tina earned her Master of Science in Nursing in Nurse Executive Leadership. She holds certification as both an Inpatient Obstetrical Nurse, and an International Board Certified Lactation Consultant. Her leadership experience includes creating a Lactation Service Line, and as an expert speaker on workplace rights for new and expectant mothers. Tina is a strong advocate for breastfeeding mothers.

Jill Stewart; Birmingham, Alabama

Dr. Stewart is a nurse administrator and serves as the Associate Vice President of Nursing Value at UAB Medicine.

Johanna Stiesmeyer, DNP, MS, RN, NPD-BC; University of New Mexico; Albuquerque, New Mexico

Dr. Stiesmeyer is an Assistant Professor and Clinician Educator at the University of New Mexico, supporting the DNP program. She specializes in designing, implementing, and evaluating clinical services to assist executive, management, and clinical leaders achieve organizational goals. Her expertise includes business proposals, workforce pipelines, community partnerships, and educational platform optimization. She has contributed to Residency/Fellowship program development, healthcare access initiatives, and instructional design. Dr. Stiesmeyer is also working to incorporate AI literacy into national nursing educator competencies. She has published in peer-reviewed journals and presented at national conferences, contributing to advancements in nursing education and healthcare leadership.

Courtney Sundin, DNP, RNC-OB, C-ONQS, NEA-BC; Baylor Scott and White All Saints Medical Center; Burleson, Texas

Courtney is from Austin, TX, and works as a quality and simulation specialist in Fort Worth TX, focusing on QI projects, rural perinatal outreach, and educating nurses, providers, and medical residents through simulation.

Cosme Taipe, DNP, MPA, NEA-BC; New York Presbyterian Weill Cornell; New York, New York

Dr. Cosme Taipe is a seasoned nursing leader with over 20 years of experience, currently directing the Magnet Program at NewYork-Presbyterian/Weill Cornell Medical Center. He has led multiple clinical and operational initiatives focused on quality improvement, nursing excellence, and interprofessional collaboration. Under his leadership, the organization achieved its second Magnet designation. Cosme brings extensive experience in coordinating clinical programs, managing complex projects, and fostering a culture of continuous improvement.

Lyndsay Thompson, DNP, APRN, AGCNS-BC, CPHQ ; Minneapolis Veterans Affairs Health Care System; Minneapolis, Minnesota

Thompson is a Clinical Nurse Specialist (CNS), VA Quality Scholars fellow, and Certified Professional in Healthcare Quality. With expertise in systems-level thinking, interdisciplinary teamwork, and quality improvement, she has a diverse nursing background in assisted living, long-term care, stepdown cardiology, and the operating room. During her fellowship, Thompson has led initiatives including the development of Nursing Standards of Care for inpatient acute care, served as QI Lead for a system-wide pressure injury prevention initiative, and assisted with the implementation of a CNS on a post-surgical ward, demonstrating her commitment to enhancing patient care and outcomes.

Riccimarie Tumampo, BSN RN; University of Colorado Health - Memorial Hospital Central; Colorado Springs, Colorado

Riccimarie Tumampo is currently a full-time staff nurse in the pre-operative department of University of Colorado Health – Memorial Hospital Central in Colorado Springs, Colorado. She is conducting this research study as a fellow in the UCHealth Nursing Research Fellowship. She is mentored by UCHealth Research Nurse Scientists Martha Grubaugh PhD, RN, NE-BC, FAONL and Maureen Varty PhD, RN.

Todd Tussing, DNP, RN, CENP, NEA-BC, EBP-C, FNAP; The Ohio State University; SPRINGFIELD, Ohio

Todd E. Tussing, DNP, RN, CENP, NEA-BC, EBP-C, is an Assistant Clinical Professor at The Ohio State University College of Nursing. With over 35 years of nursing experience, including 30+ years in leadership roles, he has served as nurse manager, director, and administrative director in various hospitals and academic centers. Dr. Tussing holds dual certifications in nursing administration and has taught in associate degree, RN-BSN, and Master of Science programs. He currently teaches in the Master of Healthcare Innovation and DNP programs at OSU, covering topics like Leadership, Health Policy, Quality Improvement, Organizational Culture, and Innovation.

Cheryl Umali, MA, BCBA; UCLA Health; Los Angeles, California

Cheryl Umali, MA, BCBA, has over 25 years of behavioral analyst and educational therapy experience, serving individuals with autism and developmental disabilities, learning differences, and emotional challenges. Her work has covered populations of all age ranges, and in many settings – from classrooms and community to in-home services. She is a Board-Certified Behavioral Analyst since 2013, with a master’s degree in special education (2005) and a bachelor’s degree in psychology, both from Cal State University Northridge. Most recently prior to joining UCLA, she was a clinical supervisor and trainer for multiple Non-Public Agencies.

Lynn Varagona, PhD, MBA, PMHNP, RN; Lynn Varagona; ATL, Georgia

Dr. Lynn Varagona is a licensed Psychologist and Associate Professor of Nursing at Kennesaw State University. She holds a PhD in Community/Organizational Psychology from Georgia State University, a Master of Science in Nursing from Yale University, an MBA with a concentration in the Business of Health Care from Emory University, and a Bachelor of Science in Nursing from the University of Florida. Dr. Varagona has published her research on creating healthy practice environments through team virtuousness and perceived trustworthiness in major nursing journals and has presented her work at numerous international conferences.

Maureen Varty, PhD, RN; UCHealth; Aurora, Colorado

Dr. Varty obtained her Bachelor of Nursing Science from Saint Louis University Trudy Busch Valentine School of Nursing and her Doctor of Philosophy in Nursing from University of Missouri-Columbia Sinclair School of Nursing. She works as a Research Nurse Scientist for the UCHealth Healthcare System and continues to practice clinically in neurology and neurosurgery at UCHealth University of Colorado Hospital.

Angelica Walton, DNP, RN, RYT; UMN School of Nursing; Minneapolis, Minnesota

Dr. Angelica Walton is a Clinical Assistant Professor at the University of Minnesota School of Nursing, specializing in holistic systems of care that foster resilience and planetary health. She integrates global health, arts, and culture into her teaching, emphasizing the interconnectedness of communities and environments. As a small business owner and consultant, she creates community-based healing experiences. Her scholarship focuses on ecosocial system design, healing justice, and women’s health. She leads student immersion experiences, local sustainability initiatives and serves on multiple boards, advancing holistic health worldwide.

Mina B. Wangsgaard, SN; Brigham Young University; Provo, Utah

Mina is a Research Assistant in the Brigham Young University College of Nursing. She is expected to graduate from the BYU College of Nursing in December 2025.

Cathy Rodgers Ward, PhD, RN, NEA-BC; University of Alabama at Birmingham; Birmingham, Alabama

Dr. Cathy Rodgers Ward is currently Clinical Scholar in Residence and Adjunct Associate Professor at the University of Alabama at Birmingham in the Executive DNP Program. She has a stellar record of leadership as a previous Chief Nursing Officer at the UCLA Ronald Reagan Medical Center, an academic medical center consistently ranked in the top five in the nation, and as a university professor at the graduate level. Dr. Ward holds a proven track record for improving patient outcomes, nurse engagement and student success.

Nora Warshawsky, PhD, RN, NEA-BC, FAAN; South Bend, Indiana

Nora Warshawsky, PhD, RN, NEA-BC, FAAN is the nurse scientist for Press Ganey Associates. She is recognized for her expertise in leadership science built on decades of nursing leadership experience in practice and academia. Her work has been widely disseminated through publications and presentations. She was awarded the 2022 American Organization for Nursing Leadership Foundation Nurse Researcher of the Year in recognition of her impact on nurse manager practice.

Sue Weaver, PhD, RN, CRNI®, NEA-BC; NJ Collaborating Center for Nursing and Hackensack Meridian Health Ann May Center for Nursing; New Jersey, New Jersey

Susan Heidenwolf Weaver, a nurse scientist at Hackensack Meridian Health and the New Jersey Collaborating Center for Nursing, conducts research focused on the nursing workforce, with a particular emphasis on administrative supervisors, licensed practical nurses, and night shift nurses. As a member of the ALSN research committee and now serving as ALSN Vice President of Research, Dr. Weaver collaborates with fellow ALSN members on research initiatives advancing nursing leadership science.

Susan Weaver, PhD, RN, CRNI, NEA-BC; Hackensack Meridian Health; Neptune City, New Jersey

Susan Heidenwolf Weaver is a nurse scientist at Hackensack Meridian Health and the NJ Collaborating Center for Nursing. Her research focuses on the nursing workforce, particularly administrative supervisors, LPNs, and night shift nurses. With 25 years as an administrative supervisor, she pioneered studies on their role and impact. Recognizing from her research that administrative supervisors lacked role specific education, she founded the annual New Jersey Administrative Supervisor conference and helped launch AONL’s first conference in 2023. Currently, she has completed validation of functional competencies for administrative supervisors and is beginning to explore their span of control.

Connie White-Williams, PhD, RN, NE-BC, FAAN; UAB Hospital; Birmingham, Alabama

Dr. White-Williams is the Senior Director of the Center for Nursing Excellence and the Heart Failure Transitional Care Services for Adults (HRTSA) Clinic, an interprofessional collaborative practice clinic who cares for underserved patients with heart failure at UAB Hospital. She also has a joint appointment as an Associate Professor in the UAB School of Nursing. Connie has been in the field of nursing for over 40 years. Her research interests include quality of life outcomes in heart failure and heart transplantation, and health outcomes in underserved patients with heart failure.

Tonka Williams, MHA, MSN, RN, CMSRN; James Madison University; Glen Allen, Virginia

Tonka Williams is a Doctor of Nursing Practice student at James Madison University (JMU). She holds an MHA from Pfeiffer University, an MSN through JMU’s bridge program, and a BSN from North Carolina A&T State University. With extensive experience in healthcare executive leadership, Tonka has been instrumental in driving organizational excellence, advancing patient-centered initiatives, and fostering equitable healthcare practices. Current scholarship focuses on Aortic Health Equity in the Black Community, addressing disparities in awareness, early detection, and preventive care. She is passionate about transformative leadership and is committed to integrating evidence-based strategies to improve health outcomes and promote equity.

Polly Willis, MSN, RN-BC, PCCN; Emory University Hospital; Atlanta, Georgia

Polly is a nursing project specialist at Emory University Hospital. She was the Principal Investigator of this research study.

Martha Wingate, DrPH; University of Alabama at Birmingham, School of Public Health; Birmingham, Alabama

Dr. Wingate is Professor and Chair of the Department of Health Policy and Organization at the UAB School of Public Health. She teaches courses in public health systems, maternal and child health (MCH), leadership, and perinatal health issues. With training in MCH epidemiology, her research focuses on maternal morbidity/mortality, fetal and infant mortality, and MCH policy. Dr. Wingate is highly engaged with public health and clinical care entities and practitioners, connecting the multiple disciplines and systems that work together to improve the health and well-being of MCH populations. In addition to directing the Alabama Maternal Health Innovation Program and Alabama Maternal Health Taskforce, she serves as the Executive Director and Public Health lead for the Alabama Perinatal Quality Collaborative (ALPQC).

Regina Winner, MSN, APRN, PPCNP-BC, CPHQ; Baptist Health Lexington; Lexington, Kentucky

Regina Winner is a Performance Improvement Coordinator at Baptist Health Lexington. As a Pediatric Nurse Practitioner and Certified Professional in Healthcare Quality, she is passionate about working to improving healthcare processes and outcomes. She has held a wide variety of roles including staff nurse, nurse practitioner, undergraduate faculty member, staff development specialist, nurse consultant, and in-patient nursing director. She is experienced in leading cross-functional teams in process improvement and evidence-based practice improvements, and has led numerous research studies focused on improving patient outcomes. Her research findings have been published in several peer-reviewed journals, and disseminated at local and national conferences.

Lauren Wright, BSN, RN, IBCLC; Baptist Health Lexington; Lexington, Kentucky

Lauren Wright has been working at Baptist Health Lexington for nearly 16 years and a part of the Lactation Team for nine years. She serves families on both the inpatient Mother-Baby Unit, as well as in the Outpatient Lactation Clinic. She is responsible for providing leadership to the lactation team and departmental scheduling needs. She has been an integral part of improving breastfeeding rates at Baptist Health Lexington over the last two years.

Cindy Zellefrow, DNP MSEd RN CSN EBP-C; Columbus, Ohio

Dr. Cindy Zellefrow is Director of the RN to BSN Program, former Director of the Academic Core at the Fuld National Institute for Evidence-based and Assistant Professor of Clinical Nursing at The Ohio State University College of Nursing. As faculty, Dr. Zellefrow’s focus has been on faculty mentoring, curriculum development and teaching and integrating evidence-based practice at all levels and across all programs. Her work in EBP has led to global consulting and collaborations with countries on every continent except Antarctica. She has published more than 20 articles and multiple book chapters on various aspects of EBP and DNP education.