Suzie Kardong-Edgren

Publications

• 0.69

  Impact points

  Competence in CPR.

  Marilyn H Oermann, Suzan E Kardong-Edgren, Tamara Odom-Maryon

  The American journal of nursing. 05/2012; 112(5):43-46.

  Nurses need more frequent training to meet new guidelines that emphasize the rate and depth of chest compressions.
• 0.87

  Impact points

  Conducting multisite research studies in nursing education: brief practice of CPR skills as an exemplar.

  Marilyn H Oermann, Beth F Hallmark, Carol Haus, Suzie E Kardong-Edgren, Jacqueline Keegan McColgan, Nancy Rogers

  The Journal of nursing education. 11/2011; 51(1):23-8.

  Few large, multisite studies have been conducted in nursing education, and literature pertaining to conducting those studies is lacking. We recently completed a randomized trial to examine the effects of brief practice on nursing students' retention of CPR psychomotor skills. The purpose of this... [more] Few large, multisite studies have been conducted in nursing education, and literature pertaining to conducting those studies is lacking. We recently completed a randomized trial to examine the effects of brief practice on nursing students' retention of CPR psychomotor skills. The purpose of this article is to describe strategies for implementing a multisite study in nursing education, using our research as an exemplar. Strategies are presented for structuring a multisite study; selecting, preparing, and communicating with team members across sites; selecting sites; recruiting and retaining participants; managing the technical aspects of an intervention; and collecting and managing data. Ethical considerations also are explored.

• Reporting inquiry in simulation.

  Suzie Kardong-Edgren, David Gaba, Peter Dieckmann, David A Cook

  Simulation in healthcare : journal of the Society for Simulation in Healthcare. 08/2011; 6 Suppl:S63-6.

  The term "inquiry" covers the large spectrum of what people are currently doing in the nascent field of simulation. This monograph proposes appropriate means of dissemination for the many different levels of inquiry that may arise from the Summit or other sources of inspiration. We discuss... [more] The term "inquiry" covers the large spectrum of what people are currently doing in the nascent field of simulation. This monograph proposes appropriate means of dissemination for the many different levels of inquiry that may arise from the Summit or other sources of inspiration. We discuss various methods of inquiry and where they might fit in the hierarchy of reporting and dissemination. We provide guidance for deciding whether an inquiry has reached the level of development required for publication in a peer-reviewed journal and conclude with a discussion of what most journals view as inquiry acceptable for publication.

• The first Research Consensus Summit of the Society for Simulation in Healthcare: conduction and a synthesis of the results.

  Peter Dieckmann, James C Phero, S Barry Issenberg, Suzie Kardong-Edgren, Doris Ostergaard, Charlotte Ringsted

  Simulation in healthcare : journal of the Society for Simulation in Healthcare. 08/2011; 6 Suppl:S1-9.

  In this article, we describe the preparation and execution of the first Research Consensus Summit (Summit) of the Society for Simulation in Healthcare (SSH) held in January 2011 in New Orleans, Louisiana. The goals of the Summit were to provide guidance for better simulation-related research, to bro... [more] In this article, we describe the preparation and execution of the first Research Consensus Summit (Summit) of the Society for Simulation in Healthcare (SSH) held in January 2011 in New Orleans, Louisiana. The goals of the Summit were to provide guidance for better simulation-related research, to broaden the scope of topics investigated, and to highlight the importance of simulation-related research. An international Core Group (the authors of this article) worked with the SSH Research Committee to identify 10 topic areas relevant for future research that would be examined by the 10 Topic Groups composed of Topic Chairs and Topic Group Members. Each Topic Group prepared a monograph and slide presentation on their topic which was presented at the 2-day Summit. The audience provided feedback on each presentation. Based on this feedback, the Topic Groups revised their presentations and monographs for publication in this supplement to Simulation in Healthcare. The Core Group has synthesized an overview of the key Summit themes in this article. In some groups, the agreement was that there is currently no consensus about the state of the science in certain topic aspects. Some key themes emerged from the Topic Groups. The conceptual and theoretical bases of simulation-related research, as well as the methods used and their methodological foundations, need to be more explicitly described in future publications. Although no single method is inherently better, the mix of research methods chosen should match the goal of each study. The impact of simulation, whether direct or indirect, needs to be assessed across different levels of training, and larger, more complex contexts need to be taken into account. When interpreting simulation-related research, the ecological validity of the results needs to be taken into consideration. The scope of simulation-related research can be widened from having simulation as the focus of research (research about simulation), to using simulation to investigate other research questions (research with simulation). Simulation-related research can benefit from an improved understanding of structural differences and similarities with other domains. The development of simulation equipment and concepts will benefit from applying known and available science-based design frameworks. Overall, the context of simulation-related research needs to be better understood. The progress of research depends on building overarching and sustainable research programs that relate individual studies with each other. The Summit was successful in taking a snapshot of the state of the science. Future summits might explore these topics further, monitor progress, and address new topics.
• 2.71

  Impact points

  Effects of monthly practice on nursing students' CPR psychomotor skill performance.

  Marilyn H Oermann, Suzan E Kardong-Edgren, Tamara Odom-Maryon

  Resuscitation. 01/2011; 82(4):447-53.

  The study examined the effects of brief monthly practice on nursing students' CPR psychomotor skill performance at 3, 6, 9, and 12 months compared to a control group with no practice, and of repeating the initial BLS course at 12 months. Nursing students (n=606) completed either HeartCode™ BLS o... [more] The study examined the effects of brief monthly practice on nursing students' CPR psychomotor skill performance at 3, 6, 9, and 12 months compared to a control group with no practice, and of repeating the initial BLS course at 12 months. Nursing students (n=606) completed either HeartCode™ BLS or an instructor-led course and were then randomly assigned to an intervention group practice schedule, consisting of experimental (6 min of monthly practice on a voice advisory manikin) or control (no practice) and test out month. Every 3 months, a subset of students was randomly selected from both groups for reassessment of their CPR psychomotor skills. Outcome measures were compression rate and depth, percent of compressions performed with adequate depth, percent performed with correct hand placement, ventilation rate and volume, and percent of ventilations with adequate volume. At 3 months, there were no differences between the groups in mean ventilation volume (p=0.71), but with practice by 6 months students were able to ventilate with an adequate volume; this skill continued to improve with monthly practice. In the control group, the mean ventilation volumes were less than the recommended minimum throughout the 12 months. The control group had a significant loss of ability to compress with adequate depth between 9 and 12 months (p=0.004). By practicing only 6 min a month, students maintained or improved their CPR skills over the 12-month period. The findings confirmed the importance of practicing CPR psychomotor skills to retain them and also revealed that short monthly practices could improve skills over baseline.
• 2.71

  Impact points

  Comparison of two instructional modalities for nursing student CPR skill acquisition.

  Suzan E Kardong-Edgren, Marilyn H Oermann, Tamara Odom-Maryon, Yeongmi Ha

  Resuscitation. 08/2010; 81(8):1019-24.

  The purpose of the study was to compare performance based measures of CPR skills (compressions, ventilations with bag-valve-mask (BVM), and single rescuer CPR) from two types of CPR courses: a computer-based course (HeartCode BLS) with voice advisory manikin (VAM) feedback and instructor-led (IL) tr... [more] The purpose of the study was to compare performance based measures of CPR skills (compressions, ventilations with bag-valve-mask (BVM), and single rescuer CPR) from two types of CPR courses: a computer-based course (HeartCode BLS) with voice advisory manikin (VAM) feedback and instructor-led (IL) training with traditional manikins. 604 nursing students from 10 schools of nursing throughout the United States were randomized by school to course type. After successful course completion, students performed 3min each of compressions; ventilations with BVM; and single rescuer CPR on a Laerdal Resusci Anne SkillReporter manikin. The primary outcome measures were: (1) compression rate, (2) percentage of compressions performed with adequate depth, (3) percentage of compressions performed with correct hand placement, (4) number of ventilations/min, and (5) percentage of ventilations with adequate volume. There were no differences in compression rates between the two courses. However, students with HeartCode BLS with VAM training performed more compressions with adequate depth and correct hand placement and had more ventilations with adequate volume than students who had IL courses particularly when learning on hard molded manikins. During single rescuer CPR, students who had HeartCode BLS with VAM training had more compressions with adequate depth and ventilations with adequate volume than students with IL training. Students who trained using HeartCode BLS and practiced with VAMs performed more compressions with adequate depth and ventilations with adequate volume than students who had IL courses. Results of this study provide evidence to support use of HeartCode BLS with VAM for training nursing students in CPR.
• 0.87

  Impact points

  Student adoption and perception of lecture podcasts in undergraduate bachelor of science in nursing courses.

  Suzan Kardong-Edgren, Roberta Emerson

  The Journal of nursing education. 03/2010; 49(7):398-401.

  The current study reports student use and perceptions of podcasted course lectures in an undergraduate Bachelor of Science in Nursing program. Prior to the current study, the majority of students were not familiar with the use of podcasts in education. Student use of the podcasts grew as they became... [more] The current study reports student use and perceptions of podcasted course lectures in an undergraduate Bachelor of Science in Nursing program. Prior to the current study, the majority of students were not familiar with the use of podcasts in education. Student use of the podcasts grew as they became familiar with the format. Students reported that podcasts helped them study and improved their grades. Faculty reported increased class absenteeism, although students reported no change in course attendance as a result of the availability of podcasts.

• Advantages and barriers to use of HeartCode BLS with voice advisory manikins for teaching nursing students.

  Marilyn H Oermann, Suzan E Kardong-Edgren, Jacqueline Keegan McColgan, Debbie A Hurd, Carol Haus, Catherine Snelson, Beth F Hallmark, Nancy E Rogers, Dawn R Kuerschner, Yeongmi Ha, Monica Nelson Tennant, Sharon Wilson Dowdy, Jerrilee Lamar

  International journal of nursing education scholarship. 01/2010; 7(1):Article26.

  Nursing students are expected to have competency in cardiopulmonary resuscitation (CPR): they may care for patients at risk for cardiac arrest and may encounter other emergency situations in their clinical practice. In the United States, students may take a basic life support (BLS) course prior to e... [more] Nursing students are expected to have competency in cardiopulmonary resuscitation (CPR): they may care for patients at risk for cardiac arrest and may encounter other emergency situations in their clinical practice. In the United States, students may take a basic life support (BLS) course prior to entering a nursing program or beginning their clinical experience. Extensive research has shown, however, that CPR knowledge and skills decline rapidly, within weeks of completing a course. The purpose of this paper is to describe advantages and barriers to the use of HeartCode BLS with voice advisory manikins for learning and practicing CPR psychomotor skills in a nursing education program.

• Improving workplace safety training using a self-directed CPR-AED learning program.

  Mary E Mancini, Mary Cazzell, Suzan Kardong-Edgren, Carolyn L Cason

  AAOHN journal : official journal of the American Association of Occupational Health Nurses. 05/2009; 57(4):159-67; quiz 168-9.

  Adequate training in cardiopulmonary resuscitation (CPR) and use of an automated external defibrillator (AED) is an important component of a workplace safety training program. Barriers to traditional in-classroom CPR-AED training programs include time away from work to complete training, logistics, ... [more] Adequate training in cardiopulmonary resuscitation (CPR) and use of an automated external defibrillator (AED) is an important component of a workplace safety training program. Barriers to traditional in-classroom CPR-AED training programs include time away from work to complete training, logistics, learner discomfort over being in a classroom setting, and instructors who include information irrelevant to CPR. This study evaluated differences in CPR skills performance between employees who learned CPR using a self-directed learning (SDL) kit and employees who attended a traditional instructor-led course. The results suggest that the SDL kit yields learning outcomes comparable to those obtained with traditional instructor-led courses and is a more time-efficient tool for CPR-AED training. Furthermore, the SDL kit overcomes many of the barriers that keep individuals from learning CPR and appears to contribute to bystanders' confidently attempting resuscitation.

• Using a wiki in nursing education and research.

  Suzan E Kardong-Edgren, Marilyn H Oermann, Yeongmi Ha, Monica N Tennant, Catherine Snelson, Elizabeth Hallmark, Nancy Rogers, Debbie Hurd

  International journal of nursing education scholarship. 02/2009; 6(1):Article6.

  With a wiki, learners can share information, resources, and experiences, and work together as a group. A wiki is equally valuable to a nursing research team: it can be used to communicate information to team members; foster collaboration among the team; disseminate resources, forms, and other docume... [more] With a wiki, learners can share information, resources, and experiences, and work together as a group. A wiki is equally valuable to a nursing research team: it can be used to communicate information to team members; foster collaboration among the team; disseminate resources, forms, and other documents for conducting the research; and share experiences with study implementation. Potential uses of a wiki in nursing education and research are discussed in this paper. One team's use of a wiki in a large multisite nursing education study is reported.
• 0.50

  Impact points

  Cultural competency of graduating US Bachelor of Science nursing students.

  Suzan Kardong-Edgren, Josepha Campinha-Bacote

  Contemporary nurse : a journal for the Australian nursing profession. 05/2008; 28(1-2):37-44.

  Abstract Cultural competence in the delivery of nursing care is an expectation of accreditation and approval boards for nursing in the United States. This study evaluated the effectiveness of four different nursing program curricula in developing culturally competent new graduates. Four methodologic... [more] Abstract Cultural competence in the delivery of nursing care is an expectation of accreditation and approval boards for nursing in the United States. This study evaluated the effectiveness of four different nursing program curricula in developing culturally competent new graduates. Four methodologically and geographically diverse groups of graduating BSN students in the United States were given the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals-Revised (IAPCC-R(R)) prior to graduation and after completion of course work. A variety of curricular methods for achieving cultural competency were included. Two programs utilise a theory or a model developed by recognised transcultural expert nurses, Madeline Leininger and Josepha Campinha-Bacote. One program utilised an integrated approach employing no specific model. One program utilised a free-standing two credit culture course within the curriculum, taught by nursing faculty with strong cultural preparation. Results indicate that these 212 graduating nursing students scored only in the culturally aware range, as measured by the IAPCC-R(c), regardless of what program model they attended.

• The integration of simulation into a clinical foundations of nursing course: student and faculty perspectives.

  Suzan E Kardong-Edgren, Angela Renee Starkweather, Linda D Ward

  International journal of nursing education scholarship. 02/2008; 5:Article26.

  Taking the initial steps to integrate simulation into a nursing program can appear overwhelming to faculty and supportive personnel. This paper will describe an approach taken by one undergraduate nursing program in the United States that focused on integrating simulation into a clinical foundations... [more] Taking the initial steps to integrate simulation into a nursing program can appear overwhelming to faculty and supportive personnel. This paper will describe an approach taken by one undergraduate nursing program in the United States that focused on integrating simulation into a clinical foundations nursing course. Current research was used to guide the design and implementation of simulation. Several key points from the literature were applied to the process; linking scenarios with didactic information, the importance of debriefing, and the need for repetitive practice. Using these concepts, simulation scenarios were constructed following the Nursing Education Simulation Framework. Three scenarios were subsequently implemented during the course, with data from students and faculty collected after each scenario. The results indicate the students perceived the design and implementation to be very agreeable, while faculty reactions to simulation remain mixed. However, there was universal support concerning the use of repetitive practice of foundational skills to enhance learning outcomes.

• Diffusion of innovation: embedding simulation into nursing curricula.

  Angela Renee Starkweather, Suzie Kardong-Edgren

  International journal of nursing education scholarship. 02/2008; 5:Article13.

  Numerous articles have documented the benefits of using simulation as a teaching method for undergraduate nursing students. Simulation can enhance learning and provides a stimulating environment for technologically proficient students. Yet, there remain a large number of nursing programs and faculty... [more] Numerous articles have documented the benefits of using simulation as a teaching method for undergraduate nursing students. Simulation can enhance learning and provides a stimulating environment for technologically proficient students. Yet, there remain a large number of nursing programs and faculty members that are resistant toward implementing simulation as a learning tool. This article provides details on the efforts to embed simulation in an undergraduate program that started with a few interested faculty at a large, multi-site nursing program. The Diffusion of Innovation theory was used to guide the expansion of simulation to other faculty groups. The techniques used to embed simulation into the undergraduate curriculum were directed by past research. This process led to a successful integration of simulation which could provide some innovative suggestions for other programs facing similar barriers.
• 0.87

  Impact points

  Cultural competence of baccalaureate nursing faculty.

  Suzan Kardong-Edgren

  The Journal of nursing education. 09/2007; 46(8):360-6.

  This randomized, stratified, descriptive, cross-sectional survey design used Campinha-Bacote's Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised (IAPCC-R) to assess the cultural competence of a convenience sample of 170 randomly selected baccalaure... [more] This randomized, stratified, descriptive, cross-sectional survey design used Campinha-Bacote's Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised (IAPCC-R) to assess the cultural competence of a convenience sample of 170 randomly selected baccalaureate nursing (BSN) program faculty. The mailed survey also assessed factors that were helpful in increasing comfort levels in caring for individuals from other cultures and gathered self-report data on cultural content in faculty academic preparation and current employing programs. Results indicated BSN faculty were culturally competent. Faculty teaching in the states with the most immigrants were more culturally competent than were faculty teaching in the states with the least immigrants. Immersion or working in another culture were the most frequently cited methods of increasing cultural comfort.
• 0.69

  Impact points

  Teen compliance.

  S Kardong-Edgren

  The American journal of nursing. 05/1999; 99(4):14.
• 0.95

  Impact points

  Labor assistants.

  S Kardong-Edgren

  Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG. 11/1994; 23(8):637.

• Moon phase, barometric pressure, and human birth ... /

  Suzan. Kardong-Edgren

  Thesis (M.S.)--Texas Woman's University, 1993. Includes bibliographical references (leaves 45-48). Abstract. Also available as microform.
• 0.95

  Impact points

  Using evidence-based practice to improve intrapartum care.

  S Kardong-Edgren

  Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG. 30(4):371-5.

  The Cochrane Data Base (www.cochranelibrary. com/clibhome/clib.htm, retrieved February 23, 2001), a comprehensive international review of current medical and obstetric practices, demonstrates that birth outcomes improve with one-to-one labor support but not necessarily with continuous fetal monitori... [more] The Cochrane Data Base (www.cochranelibrary. com/clibhome/clib.htm, retrieved February 23, 2001), a comprehensive international review of current medical and obstetric practices, demonstrates that birth outcomes improve with one-to-one labor support but not necessarily with continuous fetal monitoring. Because of a cultural bias toward technology, however, few extrinsic rewards exist for nurses who provide individualized labor support. Clinical scholarship in the obstetric setting is one way to begin changing ritualized practices, incorporating evidence-based practice, and improving nursing care.
• 0.95

  Impact points

  Is it time to change the paradigm?

  S Kardong-Edgren

  Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG. 28(5):477-9.

  Published research has suggested that infants whose mothers received opiates, barbiturates, or nitrous oxide gas during labor are significantly more likely to become addicted to opiates if they experiment with drugs in later life. Why has no one further investigated this hypothesis? What if these re... [more] Published research has suggested that infants whose mothers received opiates, barbiturates, or nitrous oxide gas during labor are significantly more likely to become addicted to opiates if they experiment with drugs in later life. Why has no one further investigated this hypothesis? What if these researchers are correct? In the future will there be class action lawsuits against the medical and nursing research communities for failure to follow up on this question? Is it time to change the research paradigm?
• 0.76

  Impact points

  Cultural attitudes, knowledge, and skills of nursing faculty toward patients from four diverse cultures.

  Suzan Kardong-Edgren, Mary Lou Bond, Sharron Schlosser, Carolyn Cason, Mary Elaine Jones, Rebecca Warr, Pia Strunk

  Journal of professional nursing : official journal of the American Association of Colleges of Nursing. 21(3):175-82.

  This study used a convenience sample of 94 nursing faculty recruited among attendees of two professional conferences to describe faculty attitudes toward and perceived level of confidence in cultural knowledge of patients representing four ethnic groups. The study also explored relationships between... [more] This study used a convenience sample of 94 nursing faculty recruited among attendees of two professional conferences to describe faculty attitudes toward and perceived level of confidence in cultural knowledge of patients representing four ethnic groups. The study also explored relationships between these variables and the respondents' demographic characteristics. Respondents completed the Cultural Attitudes Scale, the Cultural Self-efficacy Scale, and a demographic survey and wrote a response to an open-ended question. Mean scores indicated moderately positive attitudes toward and moderate-to-high confidence levels in cultural knowledge related to caring for four ethnic groups. Three variables accounted for 33% of the variability in level of confidence in skill in transcultural care: cultural content was included in the curriculum of the employing nursing school, education courses in culture, and the predominant ethnicity of the patients for whom care was provided. Repeated exposure to persons from other cultures was the most frequently cited means of increasing personal comfort in caring for ethnically diverse patients. Only 53% of the respondents remembered cultural content in their own academic preparation. Findings suggest that cultural exposure opportunities enhance faculty-perceived confidence in knowledge and attitudes toward people from other cultures.