IU Columbus Division of Health Sciences

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Telephone triage and seizure management for community-based ID/DD: A research synthesis
(Sciedu, 2017) Auberry, Kathy; Cullen, Deborah; Luna, Gaye; School of Nursing
Nurse and physician clinicians often guide seizure care for individuals with intellectual and developmental disability (ID/DD) through telephone triage. This article evaluated the evidence for epilepsy management tools with a focus on the telephone triage tool. Studies were included in the systematic review, data was extracted, followed by meta-aggregated findings. A rigorous methodological protocol was used as described by The Cochrane Collaboration. All quantitative or descriptive studies that included epilepsy management tools or protocols for persons with ID/DD living in a community-based setting were considered. No tools specific to ID/DD seizure management via telephone triage were discovered. Study results reveal a possible gap in clinical care. Research findings did support the use of telephone triage tools and epilepsy protocols for clinicians. These findings may improve seizure management by focusing ID/DD clinicians on the advantages of using such tools. Findings may also illuminate the need for seizure management tools specific to the ID/DD population.
Implementation of an evidence-based seizure algorithm in intellectual disability nursing: A pilot study
(2016) Auberry, Kathy; Cullen, Deborah
Based on the results of the Surrogate Decision-Making Self Efficacy Scale (Lopez, 2009), this study sought to determine if nurses working in the field of intellectual disability experience increased confidence when they implemented the “American Association of Neuroscience Nurses Seizure Algorithm” during telephone triage. The results of the study indicated using the AANN Seizure Algorithm increased self-confidence for many of the nurses in guiding care decisions during telephone triage. The treatment effect was statistically significant -3.169, p, .01 for a small sample of study participants. This increase in confidence is clinically essential for two reasons. Many individuals with intellectual disability and epilepsy reside within community based settings. Intellectual disability nurses provide seizure guidance to this population living in community based settings via telephone triage. Nurses improved confidence is clinically essential and has implications for practice. Evidenced-based training tools provide a valuable mechanism by guiding nurses via best practices. Nurses may need to be formally trained for seizure management due to high epilepsy rates in this population.
Improving medication practices for persons with intellectual and developmental disability: Educating direct support staff using simulation, debriefing, and reflection
(2017-10-03) Auberry, Kathy; Wills, Katherine; Shaver, Carrie
Direct support professionals (DSP) are increasingly active in medication administration for people with intellectual and developmental disabilities (IDD), thus supplementing nursing and family caretakers. Providing workplace training of DSPs is often the duty of nursing personnel. This article presents empirical data and design suggestions for including simulations, debriefing, and written reflective practice during in-service training for DSPs in order to improve DSPs’ skills and confidence related to medication administration. Quantitative study results demonstrate that DSPs acknowledge that their skill-level and confidence rose significantly after hands-on simulations. The skill- level effect was statistically significant for general medication management -4.5 (p <0.001) and gastrointestinal medication management -4.4 (p < 0.001). Qualitative findings show a deep desire by DSPs to not just be “pill poppers” but to understand the medical processes, causalities, and consequences of their medication administration. On the basis of our results, the authors make recommendations regarding how to combine DSP workplace simulations and debriefing with written reflective practice in DSP continuing education.
Intellectual and developmental disability nursing: current challenges in the United States
(2017) Auberry, Kathy
Background: Nursing in the field of intellectual and developmental disability has evolved over the last decade. With this evolution new challenges related to this field of nursing practice have surfaced. The field of intellectual and developmental disability nursing is complex and considered out of the realm of common nursing practice. Given the complexity and uniqueness of this area of nursing practice, nurses face challenges when supporting this population. Purpose: A commentary to highlight current challenges faced by nurses working in the field of intellectual and developmental disability in the United States; in order to generate conversation and solutions. Results: Nurses face varied challenges in the field of intellectual and developmental disability: lack of education regarding this population, healthcare complexity of this population, role ambiguity, varied practice settings, nursing model of care controversy, caseload distribution and acuity. Method: Review of literature and clinical practice experience
Simulation instruction for direct support professionals: A pilot study between a school of nursing and community providers supporting persons with intellectual and developmental disability
(2016) Auberry, Kathy
This pilot study was developed in a school of nursing simulation center geared toward direct support professionals (DSPs) working in community-based agencies in south-east Indiana. The study educated direct support professionals who support individuals with intellectual and developmental disability by using simulation based learning to increase their knowledge related to two common health conditions in this population; epilepsy and dysphagia. On the basis of study results, partnerships between schools of nursing and community providers for persons with intellectual and developmental disability can be developed. Simulation Centers within schools of nursing may be used to augment current training of direct support professionals working with this population.
A comprehensive educational approach to improving NCLEX‐RN pass rates
(Wiley, 2018-10) Opsahl, Angela G.; Auberry, Kathy; Sharer, Beth; Shaver, Carrie; School of Nursing
Background Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX‐RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. Methods The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven‐point Likert scale rates. NCLEX‐RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX‐RN pass rates before and after implementation. Results The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX‐RN pass rates showed significant improvements with the combined program support additions. Conclusion The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX‐RN pass rates.

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