7^th International Conference on Public Health and Nursing September 19-20, 2018 Singapore

Dale M. Hilty, Associate Professor at the Mt. Carmel College of Nursing. He received his PhD in counseling psychology from the Department of Psychology at The Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and April 2018, his ten research teams published 55 posters at local, state, regional, national, and international nursing conferences.

Fernandez\'s (2001) Anger Parameters Scale (APS) conceptualizes anger activity according to frequency, duration, intensity, latency, and threshold. The first three of the five parameters are based on the Multidimensional Anger Inventory (MAI) subscales while latency and threshold measures are related to pain and other perceptual responses (Fernandez, 2010). \"Thus, we have five parameters measuring (i) how often one gets angry, (ii) how long the anger lasts, (iii) how strong the anger is, (iv) how quick to anger, and (v) how sensitive to provocation\" (Fernandez, Day, & Boyle, 2015, p. 92). Cronbach reliability estimates for an adult community sample (Fernandez, Vargas, & Day, 2010) were .85 (Frequency), .90 (Duration), .62 (Intensity), .88 (Latency), and .74 (Threshold). Five anger parameters were extracted with a principal components analysis (PCA). \"A separate PCA analysis based on the subscale inter-correlations led to a one-component solution ... termed the Degree of maladaptiveness of anger ... The parameters are internally consistent and supported by preliminary factor analytic investigation.\" Fernandez and colleagues (2014) report significant differences on the frequency, intensity, and duration scales with the forensic sample (N=125) having high scores on these three parameters than a non-forensic (N=182) samples.rnrnThe purpose of the educational intervention was to apply the Fernandez five parameters model (frequency, duration, intensity, latency, threshold) to the constructs of hunger and pleasure. Participants were 130 traditional undergraduate nursing students. Principal-axis factor analysis and Cronbach reliability estimates found two common factors were extracted for the hunger and pleasure constructs with reliability coefficients above .80. rn

Dale M. Hilty, Associate Professor at the Mt. Carmel College of Nursing. He received his PhD in counseling psychology from the Department of Psychology at The Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and April 2018, his ten research teams published 55 posters at local, state, regional, national, and international nursing conferences.

In the face of sudden illness or injury, admission to an intensive care unit (ICU) may be inevitable. Patients in the ICU often require mechanical ventilation through an artificial airway which makes verbal communication impossible. The inability to speak, along with compounding factors that influence level of consciousness, often complicate communication between the nurse and the patient, contributing to frustration. \r\nPerceptions of the ICU experience and caring as reported by patients, family, and nurses are abundant (Cypress, 2010; Nantz & Hines, 2015; Schmidt 2003). Few reports of images triggering empathy can be found (Zeeberg, 2016). No reports or discussions were found connecting the impact of photographs on nurse caring. None of the references included nursing students in their publications. \r\nParticipants were 66 third year and 64 first year BSN undergraduate students. In the simulation center, students visited two ICU rooms with an artificial machine representing a male patient who was sedated, not moving, wrists restrained, colorful waveform continuously flowing bedside monitor. Students spend several minutes in each room. Students complete a semantic differential. \r\nUsing SPSS 25, a Dependent t-test analysis compared the ICU Room #1 with ICU Room #2 (collage of pictures). ICU Room #2 had higher means on all comparisons. The 130 participants rating were statistically significant ranging from p=.001 to p=.042. \r\n\r\n \r\n\r\nAn Independent t-test compared the third year and first year students. There were no significant differences between the first year (no clinical experience) the third year students (1.5 years of clinical experience) on comparisons of ICU Room #2 (college of pictures). On adjective comparisons of ICU Room #1, first year students had higher means than third year students. The 24 significant comparisons ranged from p=.001 to p=.034.\r\n

Dale M. Hilty, Associate Professor at the Mt. Carmel College of Nursing. He received his PhD in counseling psychology from the Department of Psychology at The Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and April 2018, his ten research teams published 55 posters at local, state, regional, national, and international nursing conferences.

Promote preliminary investigation exploring incorporation of essential oils (EO’s) to nursing students in BSN college setting. OSU Medical Center (https://wexnermedical.osu.edu/blog/urban-zen-healing-therapy) uses essential oils in specific units with positive outcomes (patients, families, staff). Will nursing students receiving an essential oil alternative-complementary intervention reveal changes on pre-post Likert attitude questions from a 60-minute presentation?\r\n\r\nThree investigations (Marzouk, El-Nemer, & Baraka, 2013; Najafi, Tagharrobi, Shahriyari-Kale-Masihi, 2014; Ni, Hou, Kao, Change, Yu, Wu, & Chen, 2013) used essential oils as experimental intervention. Researchers found decreased anxiety, increased sleep quality, and menstrual pain alleviation. Young (2011) outlines safety techniques, usages, implications, and applications for single oils and blends. \r\n\r\nEvaluation was based on three outcomes. Pre-post (five knowledge/comprehension questions) data showed significance (p=.001) using dependent t-test. Faculty members reported experiential learning while designing the presentation and measurement of student attitudes. Open-ended questions revealed student applications based on qualitative theme analysis. \r\n\r\n• It was great to experience a whole different side of holistic care. This was my first experience aroma therapy, and I was … impressed by its effects. It will be great to find more uses in my life.”\r\n• “I really could smell how each oil affected my mood. I think these oils will be very helpful in my personal and professional life. I liked knowing the different uses … HTN, anxiety, and relaxation for my health and the health of others. Thanks so much for doing this and the rose oil, it smells so good!”\r\n• “This presentation was wonderful! I found it to be very insightful and informative. I loved the essential oils/aroma therapy was awesome! I felt very relaxed with the lavender essential oil.”\r\n• “It is interesting to know the chemistry of the plant, how it functions, and how it can benefit our health.”\r\n\r\n \r\nRecommendation: use correlational studies and experimental interventions to explore cognitive-affective changes in student self-care and in application to patient healthcare.