[Jen]

• Write an abstract for a nursing conference -150-300 words
• Using the following headings: Background, Objectives, Methods, Results, conclusion – OR – the headings for a conference you wish to submit your abstract to.

[Ashley]

Presentation Title: The impact of school nursing support on the students educational experience.

After reviewing the literature it is evident that nursing support in the educational system is both necessary and a positive for the community, what is not evident is the impact this support has on the student’s educational experience. There is no data available to answer this question directly. Children are our future and they, and their families, deserve to have their perspectives heard and participate in the interventions they receive. Therefore, this presentation aims to explore the challenges faced by students living with complex medical needs specifically in the context of inclusive classroom setting and how nurses are uniquely positioned to assist these students. Discussion surrounding future research ideas, limitations to study, potential evaluation measures as well as data collection training and standardizing language for school nurses to be explored. Tips for evaluating nursing interventions will also be included.

[Marissa]

Title: The Impact of Structured Peer Support and Debriefing on PTSD and Burnout in Frontline Healthcare Workers
Background: Frontline healthcare workers are frequently exposed to traumatic clinical events, placing them at elevated risk for post-traumatic stress disorder (PTSD) and burnout. Despite growing awareness of these psychological impacts, formal support mechanisms remain inconsistent across healthcare institutions. Structured peer support and debriefing programs have emerged as promising interventions, yet their effectiveness requires further empirical validation.
Objectives: This study aims to evaluate whether structured peer support and debriefing programs reduce symptoms of PTSD and burnout among frontline healthcare workers compared to those without access to formal support.
**Methods: A mixed-methods design was employed across multiple hospital sites. Quantitative data were collected using validated instruments—the PTSD Checklist for DSM-5 (PCL-5) and the Maslach Burnout Inventory (MBI)—administered to two cohorts: participants in structured support programs and those without formal support. Qualitative interviews explored participants’ perceptions of psychological safety and coping strategies. Ethical approval was obtained through the institutional Research Ethics Board.
**Results: Preliminary findings indicate that participants engaged in structured peer support and debriefing reported significantly lower scores on both PTSD and burnout scales. Qualitative data revealed enhanced feelings of collegiality, emotional validation, and resilience among supported staff. Themes of isolation and emotional fatigue were more prevalent in the unsupported cohort.
**Conclusion: Structured peer support and debriefing programs appear to be effective in mitigating psychological distress among frontline healthcare workers. These findings support the integration of formal support mechanisms into hospital wellness strategies and highlight the need for ongoing evaluation and institutional commitment to staff mental health.

**assumed results and findings based on an assumed study

[Brandon]

Hello Marissa,

This is a great read for an abstract. i know this is not your research topic, but this topic is huge for ensuring retention and sustainability in the nursing field. PTSD and nurse burnout are real, and addressing this topic will help the communities we serve. It takes someone special to care for others, but we also have to ensure that someone special is being taken care of as well. Hospital’s/mangers need to help front line from burnout and nurses leaving in drones out of the profession. Without frontline, there is no line that can help daily operations and care to the people we service.

Great job!!!

[Marissa]

Thank you for sharing your abstract. It’s a powerful and timely topic. You clearly highlight the systemic issues in long-term care and the urgent need for regulated staffing ratios. I appreciated how your literature review connects resident safety and quality of life to broader funding and policy challenges. Your plan to expand into a mixed-methods study adds depth and shows a strong commitment to actionable research.

[Megan]

Title: Resident safety and quality of life: The impacts of absent staffing ratios in long-term care homes – a literature review
Abstract
Background: Chronic system failures in long-term care homes impact resident safety and quality of life. This is occurring at a provincial, national, and global level. The consequences of insufficient staffing and funding create a domino effect of collapse where residents are not receiving the amount or quality of care they require.
Objectives: The aim of this literature review is to explore the impacts of absent nurse-to-resident ratios on the safety and quality of life of residents living in long-term care homes.
Methods: This study began with the development of a research question: What is the impact of nurse-to-resident ratios on the safety and quality of life for residents living in long-term care? Literature searches were conducted using the EBSCO Consumer Health Database, and Google Scholar. Derived from the original research question, the following key words were inputted: resident AND safety AND quality of life AND staffing.
Results: The literature search yielded 4 peer-reviewed articles, 2 reports from nursing organizations, and 1 scholarly discussion paper. The findings suggest that current staffing models in long-term care are compromising resident safety and quality of life.
Conclusion: In order for safer staffing ratios to be implemented into practice, care homes must receive the funding and resources required to improve and enhance current staffing models. More research is needed to determine the specifics of how safety and quality of life is measured; moreover, the research needs to aid in designing proposed appropriate staffing models. This study will need ethics board approval to move beyond the literature review, into a mixed-methods study which could use quality indicator tools and interviews.

[Brandon]

Enhancing Research Education in Ontario Practical Nursing Programs: Bridging the Gap for Evidence-Informed Practice

Background/Context: Registered Practical Nurses (RPNs) represent a significant proportion of Ontario’s nursing workforce and provide care across diverse healthcare settings. As the scope of practice for RPNs continues to expand, so too does the expectation that they deliver care grounded in evidence-informed practice (EIP). However, many Practical Nursing (PN) programs in Ontario offer limited or no formal education in nursing research. This lack of research literacy and exposure creates a gap between knowledge and application, leaving many RPNs underprepared to critically appraise evidence or integrate it effectively into clinical decision-making.

Purpose/Aim: The purpose of this ongoing project is to explore the current state of nursing research education in Ontario PN programs and to assess how integrating formal research education may enhance RPN preparedness for evidence-informed practice. The study seeks to identify educational gaps, evaluate research competency among RPNs, and provide recommendations for strengthening the role of research within PN curricula.

Methods/Ways of Doing: A mixed-methods approach is being used. The first quantitative phase being distributed to RPN’s across Ontario, utilizes the Scientific Research Competency Scale (SRCS), originally developed by Duru and Örsal (2021). The SRCS is a validated instrument designed to measure scientific research competencies among nursing professionals across four sub-dimensions. Five demographic questions have been added by the researchers to address context-specific aspects relevant to this study. The second part of the quantitative phase utilizes the survey being distributed to PN educators in Ontario Colleges. The qualitative phase consists of semi-structured interviews conducted via Microsoft Teams to RPN’s currently in practice. Data will be analyzed thematically using Braun and Clarke’s (2021) framework to identify recurring themes related to research preparedness, barriers, and educational needs.

Summary/Significance: This project addresses a critical gap in nursing education by evaluating the integration of research education at the PN level. Findings will provide insight into how research literacy influences professional growth and EIP application among RPNs. Ultimately, this study aims to inform future PN curriculum development to better align with the evolving scope of RPN practice and the growing emphasis on evidence-based care within the healthcare system. Enhancing research competency among RPNs is an essential step toward advancing nursing professionalism, improving patient outcomes, and strengthening the overall quality of care delivery in Ontario.

[Ashley]

Thank you for sharing – your experience shines through your example.
It was really helpful for me to see all the abstracts posted here and I’m eager to hear how your research plays out.

[Megan]

Hi Brandon,
Your abstract is very well written and organized. Your research topic impacts future generations of practical nursing students to come, and I believe will have a lasting effect on how practical nursing programs design their curriculum; moreover, it will allow newly graduated practical nurses to understand how to connect research to practice. How do you see nursing research implemented into the program? When I reflect on my nursing education (graduated in 2021), I felt there was a gap with making connections between research and evidence-based practice. This course has helped me to learn how to read and interpret scholarly writing on a whole new level, as well as how to write more professionally. I look forward to following your research as it progresses.
Megan S

[Brandon]

Hello Megan,

Thank you for commenting, and I agree, our hope with this project is to impact all future generations of RPN’s to give them the knowledge aspect in effect change and being able to utilize the tools for evidence-based practice.

We have not discussed yet, if in fact this creates a ripple effect to implement into curricula. We hope to gain all the necessary data first, and if helping Ontario College PN programs to develop a course or material comes from it, then I will be beyond honoured to facilitate this.

I appreciate this, and am really looking forward to continuing connections.

[Author]

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