Scientific Program

Conference Series Ltd invites all the participants across the globe to attend 48th Global Nursing & Healthcare Conference Barcelona, Spain.

Day 1 :

Keynote Forum

Manana Machitidze

Professor,University of Georgia, Georgia

Keynote: Clinical nursing and current challenges facing clinical educators in Georgia

Time : 10:00-10:45

OMICS International Nursing Global 2019 International Conference Keynote Speaker Manana Machitidze photo

Manana Machitidze has graduated from the Faculty of Pediatrics of Tbilisi State Medical University. After finishing her studies, she worked as a Neonatologist in the maternity clinic and taught pediatrics course at the medical college. In 2009-2010 she completed Nurse-TOT and Nurse-Leader training courses of Emory University. Currently she is a Coordinator of the Education Department of the Georgian Nurses Association. Since 2010, she has been working at the University of Georgia as a Clinical Mentor. From 2016 she is a Clinical Teaching Coordinator at the same university. She has published two books: “Nursing Care for Patients with Cardiovascular Pathology” and “Nursing Care for Patients with Mental Health Problem”. She was a member of the working group for developing nursing guidelines.


Clinical training is an important component of nursing education that enables students to use and strengthen the theoretical and simulation teaching skills. Clinical training is carried out by Clinical Nurse Educators (CNEs) or physicians who have completed a nurse-trainer course, but it isn’t always the case. The purpose of the research, which is in the process, focuses on the main problems of clinical education in Georgia. One of the core problem is related to the government’s and society’s general attitude towards nursing profession and education, which is directly related to clinical learning problems, such as - nursing education, lack of skills in nurses, lack of nurse-trainers and most importantly - the non-homogeneous attitude of the staff working in the clinic towards the nurses-students. Effective clinical training is crucial for high quality nursing care and Clinical Nurse Educators (CNSs) are the ones who are responsible for nursingstudents teaching in clinical conditions. Despite such clinical trials, nurses-trainers face a number of problems during clinical training, since the nurses' qualifications in the clinic and the level of education is much lower than the need for nurses-students. As a result, CNEs face challenges and may not adequately teach, guide, supervise and assess student nurses during clinical placements, thus potentially reducing their effectiveness as educators. Clinical Nurse Educators (CNEs) face challenges of different origin, which in turn reduce the effectiveness of clinical training and its consequences.

OMICS International Nursing Global 2019 International Conference Keynote Speaker Hala Mohamed Bayoumy photo

Hala Mohamed Bayoumy BSc, MSc, DSc is an Assistant Professor in King Saud bin Abdulaziz University for Health Sciences. She is an author of many research articles (18) published in reputed journals. She has presented papers in numerous international conferences. She is in the Editorial Board of International Journal of Nursing & Clinical Practices. She was Editor- for the special issue: Self Care Skills and Quality of Life of Patients - which was published under that Journal. She is also Reviewer for multiple journals and member of many academic bodies. Her reseach interest centers around advances in nursing education as well as exploring impact of different illness conditions, treatment modalities and nursing interventions



Background: Learning engagement and its relationship with academic achievement is one of the new growing areas in academic research which aims at improving students’ quality of learning. Significantly, engagement is considered as an important component of nursing education and it is strongly believed that higher levels of engagement provide more information and better understanding which in turn, prepare graduates who are capable of providing higher standards of care (D’Souza, et al., 2013). A nursing student’s level of engagement has a critical influence on their learning, clinical care interactions, and ultimately, ongoing retention within the nursing profession. In fact, evidence suggests that student’s engagement during college is positively correlated with post-college labor market earnings (Hu & Wolniak, 2013). However, scarce amount of research work has been conducted within this scope. Moreover, the contextual variables that influence students’ engagement and motivation are varied and the link between engagement and motivation and academic attainment is uncertain. The current study, therefore, is conducted to address and explore the state of the relationship of learning engagement and motivation among nursing students and impact do this possible association have on students’ academic performance. The study also seeks an answer to the question of whether do students’ characteristics have any effect on their perceived learning engagement, their motivation and academic performance. The findings of the current study should be used to assess potentials for curricular development and design adjustments which could impact students’ learning.

Methods: A descriptive survey design, with a comparative correlational approach for data analysis was utilized to describe and compare levels of engagement in undergraduate nursing students. Moreover, factors associated with the motivation, academic engagement and performance of students enrolled in the baccalaureate-nursing program, were examined. A multi-course, multi-site survey study design was utilized in order to gain access to wide variety of students, and to improve generalizability of the research findings. Data was collected from the three campuses of King Saud bin Abdul-Aziz University for Health Sciences in Riyadh, Jeddah and AlAhsa. Study instruments utilized for data collection, included the sociodemographic and education-related background sheet, student’s college and clinical engagement scales, motivation and academic achievement questionnaires. Validity and reliability was ensured through utilizing a nursing panel of experts and internal consistency analysis.

Results: Overall mean knowledge score was 7.68 ±2.07. Nursing students showed significantly higher knowledge than medical students (p=0.028). More nursing than medical students believed in the effectiveness of placebo (p˂0.001). Medical students had a stronger belief that placebo effect is mental while nursing students believed it is both mental and physiologic (p˂0.006). They also agreed that placebo intervention involves deception. Concerning placebo attitude, medical students significantly pointed that it should be prohibited but also significantly permitted if research supports its use (p˂0.001).

Conclusion: This study focused on three aspects of engagement: behavioural, emotional, and cognitive. The reason is that they are well-defined, highly studied, conceptually distinct and highly constructive student classroom experiences that collectively represent the range of educationally important engagement constructs. Efforts was directed towards clarifying not only indicators of students’ engagement but also some specific facilitating conditions (e.g., engagement-fostering aspects of the classroom environment, students’ motivation) and engagement-related which is learning, achievement.

This paper is significant as there is a lack of knowledge as regards to bachelor nursing students’ impact of engagement levels and motivations. It is hoped that the findings of this study could be used as a quality indicator for guiding current efforts in renovating nursing education programs and achieving excellence in nursing education.

Keywords: Nursing students, engagement, motivation, academic achievement.


Keynote Forum

Maia Gogashvili

Head of the Nursing Department,University of Georgia, Georgia

Keynote: Nursing in Georgia and perspectives on its development

Time : 11:50-12:35

OMICS International Nursing Global 2019 International Conference Keynote Speaker Maia Gogashvili photo

Maia Gogashvili is the Head of the Nursing Department at the School of Health Sciences and Public Health of the University of Georgia since 2012. She has her PhD degree in Public Health. She has her experience in: teaching, development and implementation of degree curricula and syllabuses in nursing; management and coordination of local and international projects; development and teaching of nursing courses; expert advisory work. She has actively participated in many international meetings related to nursing and health care management, education.



Nursing is an integral and important part of the healthcare system. In Soviet period nursing model in Georgia viewed nurse as the first stage of medical practice (doctor’s assistant). This resulted in the impediment in the development of nursing as an independent profession. In order to improve public health through further development of the nursing practices in the country, and achieve increase in the quality of nursing care, introduction of higher education system was urgent.  Throughout the recent history of Georgia, many fragmented attempts to develop the field were conducted. Nursing was one of the first health care group and practical discipline included in the Bologna Process.  As a result of reforming the education systems, from 2011 new level of a nurse have been introduced in the healthcare system of Georgia - Bachelor Nurse. Revision of  vocational curricula began just in recent years, however due to the lack of professional nursing literature and many other factors, such as the absence of nurse trainers and outdated methods of clinical practice, the quality of education in Georgia requires its harmonization with international standards and intensive work in this direction is in progress. The University of Georgia was the first educational institution in the country where BSN program was developed and introduced.


OMICS International Nursing Global 2019 International Conference Keynote Speaker Aidah Abu Elsoud Alkaissi photo

Aidah Alkaissi is currently a Dean of Nursing College at An-Najah National University, Palestine. She is also coordinator of the Master programs of Nurse Anesthetists and Critical Care Nursing. She graduated BSN, MSN, PhD in Anesthesiology from Linköping University, Sweden. She also has Bachelor of Law degree from Arabic University of Beirut, Lebanon. She has published more than 17 papers in reputed journals and has been serving as a Vice Chairman of IRB at An-Najah National University.



Aim: To evaluate whether the postoperative IV administration of 5% dextrose water following surgery decreases postoperative symptoms focusing on postoperative nausea and vomiting (PONV) in patients undergoing tonsillectomy and/or adenoidectomy.

Methods: Prospective, randomized double-blind, controlled study. Ninty pediatric patients undergoing adenotonsillectomy were randomly assigned into two groups (n=45 each). Dextrose water (DW) and ringer lactate (RL) groups. The incidence of postoperative symptoms was assessed.

Results: The incidence of nausea at 30 min postoperatively in DW group was significantly lower 3(6.7%) than RL group 26(57.8%), p=-0.000. At one hour, the incidence of nausea in the DW group 7 (15.6%) was significantly lower than RL group 21(46.7%), p=0.001. At overall period the incidence of nausea (0-5 hours) in DW group 22(48.9%) was significantly lower than the RL group 35(77.8%), (P-value 0.004). At 30 minutes postoperatively, M±S.D of VAS-N scale in the DW group (0.27+0.81) is significantly lower than the RL group(1.6+1.57), p=0.000. At one hour, in the DW group (0.31±0.73) is significantly lower than the RL group 1.07+1.25, p= 0.001. At discharge from the hospital, in the DW group (0.04±0.3) is significantly lower than the RL group (0.4+0.91), p=0.015. There is a significant difference in the use of rescue anti-emetic medication throughout the study period between the dextrose group 7 (15.6%) compared to ringer lactate group 17 (37.8%), p= 0.017. Dextrose water reduces significantly the incidence of post-operative symptoms that are headache, drowsiness, fatigue, thirst and hunger compared to the RL group, p<0.05.

Conclusion: The administration of intravenous dextrose postoperatively for patients undergoing adenotonsillectomy reduces significantly the incidence and intensity of nausea, the incidence of headache, drowsiness, fatigue, thirst and hunger.