Donna Cill

Abstract

Normalizing Global Advocacy for Student Nurses at the United Nations.  Background Teaching a Women’s Global Health Course at a major university in New York City (NYC) provides students the opportunity to engage in global advocacy through experiential learning. The United Nation hosts The Commission on the Status of Women (CSW) in NYC for two weeks. Global organizations, thought leaders, etc. from around the globe come to advocate for the health of women and girls. Nurse must advocate globally, we believe that incorporating advocacy in the curriculum normalizes the skill set. Methods: As a nurse leader, professor and practicing nurse practitioner an application to host an in-person parallel event was submitted and accepted. Students were educated about the process of hosting a parallel event, global advocacy and sustainable development goals (SDG) as it relates to nursing. Nursing students were deemed ambassadors of the parallel event and actively participated in global advocacy. Results: Over 130 participants attended the event, 46 of them were nursing students with standing room only. Students demonstrated increased levels of confidence, advocacy and leadership. Conclusion: Nurses are experts of health, identifying their expertise with the understanding of the Sustainable Development Goals with access to the platform to advocate (the UN); nurses and nursing students can change the world.   References     Sensor CS, Branden PS, Clary-Muronda V, Hawkins JE, Fitzgerald D, Shimek AM, Al-Itani D, Madigan EA, Rosa WE. Nurses Achieving the Sustainable Development Goals: The United Nations and Sigma. Am J Nurs. 2021 Apr 1;121(4):65-68. doi: 10.1097/01.NAJ.0000742544.07615.db. PMID: 33755634; PMCID: PMC8051639.        United Nations Women (2024). Data and statistics. http://apps.who.int/research/en/4)https://www.un.org/womenwatch/daw/csw/csw50/sideevents/sideevents.htm

Abstract

Background At a large, urban College of Nursing, our educational model is designed to help Family Nurse Practitioner students attain or exceed competencies prescribed by the standards of our profession. Students are trained to manage difficult conversations with patients by employing a series of novel simulations. Simulation enhances skills by providing a safe environment to practice these challenging conversations. Patients who discuss their prognosis, medical, treatment and personal goals with their clinicians are more likely to experience better quality of life and receive safe goal concordant care.  Methods Faculty created five unique scenarios in which students interact with Standardized Patients (SPs) in 30-minute intervals practicing skills to conduct challenging conversations with patients and families. Scenarios are tiered (simple, moderate, difficult and referral).Specific tools include use of the SPIKES framework to help guide the encounter and the use of empathic statements (NURSE Statements).  Outcomes Students are expected to demonstrate understanding, application and evaluation of how to conduct sensitive, thoughtful conversations with patients. AACN and NONPF competencies for patient/provider communication interactions are supported throughout the content. Evaluation Evaluations are completed by student’s subjective responses and faculty evaluations of concrete skills. Students’ complete self-evaluation reflection by using a unique SELF-SOAP note model. The course coordinator works with the faculty to use all evaluations to revise, edit, and improve future experiences.

Abstract

This session will highlight the criticality of supporting motherhood in advancing gender equality and development. It will explore the progress and challenges in fulfilling the Beijing +30 commitments to mothers worldwide and how these commitments align with the global development agenda. The event will also discuss intersectional inequalities faced by mothers and their potential to be agents of change locally and globally. Background The Beijing Declaration and Platform for Action (1995) is a landmark global policy document focused on advancing gender equality and women's rights. It was adopted by 189 countries at the Fourth World Conference on Women held in Beijing, China in 1995. The Platform for Action is considered one of the most comprehensive and progressive blueprints for gender equality worldwide.  In contrast with other women-focused policy efforts and commitments around the world, the Beijing Declaration and Platform for Action explicitly calls for the recognition and support of mothers. The words “mothers” and “motherhood” are mentioned seventeen times in 14 different clauses of the Platform for Action. It touches on a variety of topics affecting mothers, including recognition of motherhood’s impact on family and society, the importance of mothers’ health and education, and the need for equal career and income-generating opportunities and empowerment. Paragraph 29 is specifically dedicated to highlighting the importance of women’s role as mothers and carers, and care as a shared responsibility across all of society. While presumably, some of the 189 countries in the declaration have made advancements in these action commitments, no organization is monitoring and reporting progress at a global level. Motherhood is one of the least discussed areas of gender equality and sustainable development. This 30 year review of the Beijing declaration and platform for action present a timely opportunity to spotlight the power of motherhood in global development, the lack of societal and policy support for motherhood, and some mechanisms of change going forward. Objectives To reinvigorate the discussion around motherhood as engine of global development and gender equality To explore the progress and challenges in fulfilling Beijing +30 motherhood-specific commitments To collectively envision a way forward that includes identifying mechanisms and actions for progress.

Abstract

This panel explores the evolving dynamics of motherhood, mental health, and the power of unpaid care work. Join us as we discuss the loss of self many mothers experience, the importance of creating supportive communities, and ways to empower women to do more—or less—on their own terms. We’ll examine how to break the silence around challenges faced by mothers and provide strategies to support their well-being and leadership. Together, we’ll reimagine motherhood as a source of strength, connection, and transformation, inviting girls, mothers, and allies to be part of the conversation.

Abstract

“Women and girls can lead us to a fairer future...let us amplify girls’ voices, and recommit to working together to build a world where every girl can lead and thrive." - UN Secretary-General António Guterres.   There are about 1.16 billion girls under the age of 18 years in the world according to UNICEF. Halfway to the 2030 deadline for the Sustainable Development Goals, the world is failing girls.   On current trends, the end of child marriage is 300 years away. If nothing changes, by 2030, 110 million young women and girls who should be in classrooms, won’t be. And 340 million women and girls will still endure the grinding hardships of extreme poverty. Responding to girls’ calls for change, the global community must move beyond reaffirming commitments and invest boldly in the action needed to make that change. When we pay attention, we see that, already, many girls are championing solutions and change in their communities, says UNICEF.   The Mothers, Grandmothers and “Aunts” in the family or community can play an integral role in mentoring girls to be the Change Agents. Research has shown that the mother daughter connection is vital as it relates to a girl’s health and overall well-being. The Center for Disease control states that a connection with at least one parent, especially the mother, can increase students staying in school and reduce every health risk behavior. Also, a girl having a connection with their mother, or mother figure promotes resilience.  Connectedness with the mother strengthens the family bond and makes a positive impact on the daughter’s trajectory and also predicts if the daughter abides by the guidance of her mother, grandmother and aunts.   There is an urgent need to mentor the daughters to create a ripple effect among all the women and girls in the world so that there is Gender Equality in the society. The young girls should be given the skills to survive & develop on par with the men and boys in the society. This responsibility should be taken by all the Governments by creating opportunities for education, employment and in Governance. The Governments should allocate required budgets and implement the laws & policies framed for the protection of women and girls. Each individual should dedicate for the upliftment and protection of girls in the society. Then only the girls can thrive and lead for a fairer society.

Abstract

BackgroundAt a large, urban College of Nursing, our educational model is designed to help Family Nurse Practitioner students attain or exceed competencies prescribed by the standards of our profession. Students are trained to manage difficult conversations with patients by employing a series of novel simulations. Simulation enhances skills by providing a safe environment to practice these challenging conversations. Patients who discuss their prognosis, medical, treatment and personal goals with their clinicians are more likely to experience better quality of life and receive safe goal concordant care.MethodsFaculty created five unique scenarios in which students interact with Standardized Patients (SPs) in 30-minute intervals practicing skills to conduct challenging conversations with patients and families. Scenarios are tiered (simple, moderate, difficult and referral).Specific tools include use of the SPIKES framework to help guide the encounter and the use of empathic statements (NURSE Statements).Outcomes Students are expected to demonstrate understanding, application and evaluation of how to conduct sensitive, thoughtful conversations with patients. AACN and NONPF competencies for patient/provider communication interactions are supported throughout the content.EvaluationEvaluations are completed by student’s subjective responses and faculty evaluations of concrete skills. Students’ complete self-evaluation reflection by using a unique SELF-SOAP note model. The course coordinator works with the faculty to use all evaluations to revise, edit, and improve future experiences.