Professional Issues
Multiple issues impact the interprofessional roles of nurses as leaders. Dr. Godsey’s scholarship addresses a variety of professional issues of import to the nursing profession, including:
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Towards an Informatics Competent Nursing Profession: Validation of the Self-assessment of Nursing Informatics Competency Scale (SANICS) Before and After Online Informatics Training (PhD Dissertation)
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Hypothermia in the Post-Operative Patient: Implications and Opportunities for Medical/Surgical Nurses
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Drowning in Data: Workflow Changes Improve the Collection of Clinically Relevant and Actionable Data
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Assessment of Blended Learning: Teaching Interprofessional Collaboration to A Hybrid of Graduate and Undergraduate Students from Multiple Professional Programs Using a Web-Enhanced Model of IPE and TEAMSTEPPS
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How Well do Providers Screen for Depression and Suicide in Adolescents? (MSN Thesis)
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How to Create Professional Nursing Posters (3 parts)
Publications and Presentations
Towards an Informatics Competent Nursing Profession: Validation of the Self-assessment of Nursing Informatics Competency Scale (SANICS) Before and After
Online Informatics Training
Nurses should be involved in healthcare initiatives that incorporate informatics as an essential tool for improving health outcomes (IOM, 2010). However, nurses frequently report lack of competency to perform the most basic computer functions, outside of those required within their work environment (Hwang, 2011). Without educational or training interventions, nurses are limited in their ability to effectively use information technology in practice (Greiner, 2003). This study explored the psychometric performance of the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) when used to measure informatics competency in a population of entry-level nursing students.
Godsey, J. (2015). Toward an informatics competent nursing profession: Psychometric properties of the self-assessment of nursing informatics competencies scale. PhD Dissertation, University of Hawaii at Manoa, 2015, Proquest, 136; 3717257.
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Hypothermia in the Post-Operative Patient:
Implications and Opportunities for Medical/Surgical Nurses
Background: Hypothermia is defined as body temperature less than 96.8° Fahrenheit (36º C) (McSwain et al., 2015). Hypothermia in the surgical patient is a frequent occurrence and is associated with serious complications, such as coagulopathies, surgical site infections, and delayed drug metabolism resulting in prolonged hospital stays and increased cost (Sessler, 2016).
Aims: To inform the practice of front-line medical/surgical nurses regarding the well-studied phenomenon of perioperative hypothermia. Results from original research conducted in a large metropolitan teaching hospital in the mid-western United States corroborated reports in the literature describing the frequent incidence of perioperative hypothermia.
Method: Temperature data of surgical patients moving through perioperative areas and into medical/surgical and intensive care units were abstracted from the electronic medical record and analyzed. Types of devices used to obtain temperatures were noted. Surgical cases included anterior/posterior spinal fusions, open abdominal procedures, and lateral hip revisions lasting longer than 2 hours (n=206).
Results: Hypothermic temperatures were documented in 71% of cases at the time of the first assessment in the operating room (OR), 46% at last OR assessment, and 11% upon arrival to the post-anesthesia care unit.
Limitations and Implications: While the presence of hypothermia was documented frequently, the common use of numerous temperature routes and devices prevented the ability to conduct consistent comparisons between areas.
Conclusion: Nurses who care for postoperative patients should recognize the risks associated with surgical hypothermia to prevent and minimize its potentially serious effects. Implementation of nursing interventions that allow for accurate detection, prevention, and treatment of surgical hypothermia is essential.
Yarborough, A., Godsey, J., Whitacre, K. & Waite, C. (2020). Tracking hypothermia: Defining the problem of
multiple temperature devices and inconsistent readings in the peri-operative area. (Journal of Medical Surgical Nursing (in press, Jan/Feb, 2021).
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Drowning in Data:
Workflow Changes Improve the Collection of Clinically Relevant and Actionable Data
Objective: To determine if workflow changes and enhanced patient education improve the collection of more meaningful data from the ILR.
Methods: A retrospective chart review was conducted of rhythm data from patients with implantable Medtronic Reveal Linq cardiac monitors. Cardiac rhythm data were gathered three months before and after workflow changes to compare the quality and quantity of remote transmissions.
Results: Significant improvements were noted following workflow changes and enhanced patient education. Scheduled transmissions increased, unscheduled transmissions decreased, and missed transmissions decreased per patient each month.
Conclusion: Workflow changes improved the quality of transmissions and decreased the quantity of transmissions. The capacity to provide high-quality care also improved, as evidenced by the ability to obtain more clinically relevant and actionable data.
Davish, S., Baker, C., Fulks, M., Godsey, J., & Parker, K. (2019).
Drowning in data: Workflow changes improve the collection of clinically relevant and actionable cardiac data.
Perspectives in Health Information Management, Fall, 2019.
Assessment of Blended Learning: Teaching Interprofessional Collaboration to A Hybrid of Graduate and Undergraduate Students from Multiple Professional Programs Using a Web-Enhanced Model of IPE and TEAMSTEPPS™
A comprehensive program of study guided by the four core interprofessional collaboration domains and 38 related competencies outlined by the Interprofessional Education Collaborative (IPEC) was developed (IPEC Expert Panel et al., 2011). The program includes a required 1-credit-hour clinical course, Applied Interprofessional Collaboration. This Web-enhanced course uses clinical simulations, Blackboard discussion groups/exercises, case studies, and panel presentations that require students to actively apply the principles of interprofessional collaboration. Eighty-three graduate and undergraduate students and 16 faculty from 9 professional programs took part in the new Applied Interprofessional Collaboration course. A variety of professional programs and degree levels were chosen to mimic the backgrounds and educational preparation of the health professions workforce. Assessment of the learning activities requiring active student collaboration (simulations and case studies) were found to produce “thoughtful learning.” This pedagogy was effective for teaching the significant roles and contributions of the health care team in the provision of safe health care delivery.
Schmidt, S., Godsey J., Niehaus, L., VanKuiken D. (2014). Assessment of blended learning: Teaching interprofessional collaboration to a hybrid of graduate and undergraduate students from multiple professional programs using a web enhanced model of interprofessional education (IPE) and TeamSTEPPSTM.
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How Well do Providers Screen for Depression and Suicide in Adolescents?
Suicide is the third leading cause of death among 15-24 year olds. Research indicates that suicide can be prevented with early screening and treatment. More than 50% of patients suffering from some form of mental disorder are seen only by their primary care provider. This data suggests that screening measures within the primary care setting can be instrumental in identifying risk behaviors among adolescents who may be considered at risk for depression and suicide. This descriptive, comparative, quantitative study examined the documentation of primary care physicians, pediatricians and nurse practitioners regarding high risk behavioral indicators that could signal depression or suicide potential in their adolescent patient population (aged 12-17).
Frerick (Godsey), J. (2006). How well do providers screen for depression and suicide among adolescents? Northern Kentucky University, MSN Thesis.
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Creating Professional Posters
I created these videos to help nursing students design, create, and present professional research/quality improvement posters. The hour-long presentation is divided into three topical areas. I hope you find this information helpful.
Part I: Why do we need posters? Overview and components of a poster: Content, Title, Problem, Purpose
Part II: Background of the problem, methods, results, discussion, relevance to nursing
Part III: Message, design, audience, setting, composition, printing, lettering, contrast, color, materials
