Paradigm Shifts
Asynchronous Session
Impact of a Multi-site Nurse Peer Mentorship Program on Job Satisfaction and Intent to Stay in the Acute Care Setting View Digital Media
Paper Presentation in a Themed Session Melia Formento
Registered nurse (RN) retention is a significant workforce issue in the health community that heavily affects the healthcare system, individuals' well-being, and patient quality of care. Preceptorship programs were developed at two different medical centers one in California and the other in Arizona offering novice nurses the opportunity to be paired with a senior nurse with the intention of increased staff retention and job satisfaction. The projects integrated the theoretical framework of Patricia Benner on novice to expert practice and Hildegard Peplau's Theory of Interpersonal Relations. Surveys were conducted on job satisfaction and intent to stay before and after the programs. Mentors and Mentees were paired together for a 12-16 week period of time. Mentors and Mentees connected on a weekly basis to support Mentee role transition. There were 39 total participants, eighteen mentors, and twenty-one mentees. Results were analyzed by comparing pre- and post-survey Means (M). There was significant improvement between the pre-program job satisfaction and intent to stay scores compared to the post-program scores, with every mean score increasing. The results demonstrate a substantial increase in job satisfaction and intention to stay in both acute care settings. Despite a distinctly different approach in the methodology of the projects, both supported positive social change through increasing job satisfaction and intention to stay. The implication is that mentorship has to the potential to reduce transitional shock for new hire nurses in an acute care setting.
The Use of AI in Post-normal Medicine: A Gateway to Democratizing Science in Healthcare? View Digital Media
Paper Presentation in a Themed Session Maria Alejandra Rivas Carrero
The purpose of my research is to analyze how the use of artificial intelligence (AI) in healthcare can affect the ethical, epistemological and praxeological implications of patient and public involvement and engagement (PPIE). As for the methodology of my research, I have selected the Science, Technology and Society (STS) qualitative approach, which I consider the most suitable for studying the various forms of democratizing science and the different concepts and dimensions of science culture. The rise of PPIE is a clear indication that post-normal science has also crossed the barriers of medicine. Today’s clinical contemporary culture, governed by signs and extreme specialization, demands an “extended peer community”, a community where medical research, diagnosis and treatment is not only carried out by experts, but also by users of technological products, patients, their relatives, and all other population members affected by the risks at stake. This type of “citizen science” could provide the global and contextual perspective that is very much needed for guaranteeing the quality of medical knowledge and clinical decision making in these post-normal times, besieged by dubious facts, conflicts of interest and scenarios of urgency. Regarding AI, the main problem discussed here is if and how AI could strengthen or weaken the ethical, epistemological and praxeological values of PPIE. As a language model, AI algorithms could play a mediating role between patients and specialized medical knowledge. However, it could also jeopardize personalized interaction with patients, by depriving medical practice of values such as prudence and the deliberation of particular circumstances.
The Social Construction of Epilepsy Stigma among Israeli Arabs View Digital Media
Paper Presentation in a Themed Session Michal Soffer
Epilepsy has been known to humanity for over 3000 years; in ancient times, it was perceived as a supernatural phenomenon, a spiritual phenomenon, or a possession by demons. Research shows that still today, in some cultures, epilepsy is fraught with misconceptions, myths, and magical beliefs. Studies on epilepsy from Arab countries show, among other things, that epilepsy is a stigmatized illness, surrounded by myths and cultural beliefs that view the disease as caused by "jinns" (evil spirits). To date, to the best of our knowledge, the cultural perceptions of epilepsy among Israeli Arabs—the largest minority group in Israel—have never been examined. Thus, this study set out to explore the social construction of stigma ascribed to epilepsy among Israeli Arabs. Semi-structured interviews were conducted with 44 Arab Israelis (Muslim, Christian, and Druze). Data were analyzed using thematic content analysis. Initial findings show that the participants acknowledged the stigma ascribed to epilepsy in their communities, which was manifested, among other things, by exclusion and avoidance of people with the disease, and fear of people with epilepsy. However, at the same time, epilepsy was also perceived as a type of mental illness and as stemming from supernatural causes.
Humanizing Online Graduate Nursing Education in the Age of Artificial Intelligence: Designing Connected, Compassionate, and AI-Enhanced Online Learning Environments
Paper Presentation in a Themed Session Jackie Murphy, Elle Fried
In a world increasingly shaped by artificial intelligence, it is critical to humanize the online learning experience, particularly for graduate nursing students. Online education can often feel isolating, leading to decreased motivation, engagement, and success (Bergdahl, 2022). To counter this, educators must intentionally foster empathy, trust, and presence in their virtual classrooms (Shemberger, 2022). Simultaneously, they must prepare students to effectively use AI tools that are currently transforming healthcare. This paper explores the integration of humanizing strategies into online nursing education through the combined lens of the Universal Design for Learning (UDL) and the Community of Inquiry (CoI) frameworks. These models prioritize learner agency, equity, and connection, which are critical elements in supporting student belonging, resilience, and self-efficacy (CAST, 2024; Seymour, 2023; Leino et al., 2024). Practical applications include encouraging students to use AI tools to brainstorm responses to discussion prompts, while requiring them to integrate real-life examples to foster critical thinking and promote authenticity. Video-based discussion forums can further enhance social presence and foster peer connection. Instructors may also encourage students to use AI-assisted grammar and formatting tools, allowing faculty to focus their feedback on content and professional relevance. Additionally, providing video-based instructor feedback adds a human touch that reinforces instructor presence and supports a more engaging and personalized learning experience. As nurses navigate a healthcare landscape that demands both technological competency and emotional intelligence, graduate nursing programs adjust how they educate students. This study offers a research-informed, actionable approach to integrating AI while preserving the human touch.
