2026 Sigma Region 8 Conference

Faculty Academy Development Program: Shaping Nurse Educators for Today and Tomorrow

Cori Heier, PhD, RN, CNE, CHSE, NE-BC, Matthew Jennings, M.Ed., Kevin Keane, PhD, MA, MBA, CHES, Penni Watts, PhD, CHSE-A, FNAP, FSSH, ANEF, FAAN, Linda Moneyham, PhD, RN, FAAN

• Participants will be able to explain the main features of a Faculty Academy model for nurse educator development.
• Participants will be able to identify ways the Faculty Academy improves faculty confidence and teaching skills using evidence-based practices.

The Faculty Academy is a four-month, competency-based program that prepares nurse educators for today's and tomorrow's challenges. Integrating online and in-person learning, it significantly improves faculty confidence and teaching skills, bridging the clinician-to-educator gap and fostering continuous professional development through evidence-based practices, mentorship, and practical teaching projects.

Building Educator Competence Among Clinical Nursing Instructors

Dana Mitchell, DNP, RN, ACNP-BC, CHFN, CNE, Katie Parris, DNP, RN, CNE

• Explain the purpose and structure of the NLN Academic Clinical Nurse Educator Competencies and the ACNESAT tool, including how the tool supports self-assessment and targeted professional development for clinical instructors.
• Describe key strategies used to teach participants to use active learning techniques to engage students and promote clinical judgement.

This report describes a faculty development initiative to enhance educator competence among clinical nursing instructors. Guided by NLN Clinical Educator Competencies and the Academic Clinical Nurse Educator Skill Acquisition Tool (ACNESAT), the workshop improved participants' confidence in applying essential teaching strategies, as evidenced by pre- and post-intervention scores.

Does Theory Apply to Reality? Practical Frameworks for Nursing Care of Bereaved Families

Carrie J. Henry, PhD, CNM, RN

• Attendees will be able to describe three theories which can guide nursing care for bereaved families.
• Attendees will practice applying theories from nursing and other disciplines to the nursing care of bereaved families.

Students, practicing nurses, and faculty struggle to connect nursing theories with practice. Yet several theories from nursing and other disciplines can guide care for bereaved families. Understanding Swanson's Caring Theory, Worden's Tasks of Mourning, and the Theory of Continuing Bonds can equip nurses to provide comprehensive care for these families.

What Impacts Student Satisfaction In Seminar Nursing Education Classes?

Julie Perry, PhD, RN, Robingale Panepinto, DNP, RN

• The Learner will be able to identify factors that improve student satisfaction in nursing courses.
• The Learner will be able to identify areas where the Student Satisfaction survey is able to be incorporated into their evaluation process.

Class size is a critical factor in higher education that significantly impacts student learning and faculty teaching experiences. This quality improvement (QI) project investigated the impact of class size on student satisfaction in seminar-style courses within a Master of Nursing Program's pre-specialty year. Results revealed that students prioritized teacher encouragement and supportiveness as the most important factors in their learning experience. Four of the top five survey items were directly influenced by class size and faculty engagement. Students reported that smaller class sizes facilitated academic interactions, equitable instructor interactions, and opportunities for active participation.

The Science of Learning: Evidence-Based Strategies to Empower Nursing Students

Priscilla Simms-Roberson, DNP, APRN, NP-C, SANE-A

• At the conclusion of this presentation, participants will be able to describe at least two key teaching principles from the Science of Learning.
• At the conclusion of this presentation, participants will be able to apply at least one evidence-based teaching strategy by designing or adapting a current classroom, simulation, or clinical activity.
• At the conclusion of this presentation, participants will be able to explain at least one evidence-based learning strategy that can be implemented by students to improve learning and retention.

This presentation explores evidence-based strategies from the Science of Learning to enhance nursing education. Attendees will learn how to apply techniques such as retrieval practice, spacing, elaboration, and dual coding to improve knowledge retention, critical thinking, and clinical reasoning, empowering nursing students to learn more effectively and perform with confidence.

Increasing Awareness of Sexual Assault Resources Among Undergraduate College Students

Amanda Rice, BSN, RN, Brooke Williams, BSN, RN

• After participating in this activity, attendees will report increased knowledge about at least two contributing factors to low reporting rates among undergraduate college students who have experienced sexual assault.
• After participating in this activity, attendees will report increased knowledge about at least one evidence-based intervention to implement on a college campus to increase help-seeking behaviors following sexual assault.
• After participating in this activity, attendees will report increased knowledge about at least two project objectives that improved as a result of educating undergraduate students about sexual assault resources.

A quality improvement project was completed at a mid-sized public university in the southeastern U.S. by implementing targeted, evidence-based educational sessions across a university campus to increase student knowledge of support services, foster a supportive campus climate, and promote reporting behaviors following sexual assault. This project can be replicated at other universities.

Human Papillomavirus Knowledge in Rural Alabama

Jayne Graben Turner, Haley Townsend, EdD

• Increase HPV awareness through ACS and ACOG HPV and cervical cancer screening guidelines. The learner will be able to identify current guidelines for vaccination and cervical cancer screening using EBP guidelines.
• Increase cervical cancer screening in rural patients. Learners will be able to discuss ASCCP guidelines for cervical cancer screening and how to offer new self swab HPV testing backed by ACS to increase screening availability in rural areas.

Human Papillomavirus (HPV) is the most prevalent viral sexually transmitted infection (STI) in the United States (Centers for Disease Control and Prevention [CDC], 2024a). More than 42 million Americans are infected with HPV, which is known to cause disease, with 13 million new cases each year (CDC, 2024a). The virus is typically cleared by the body without cause for concern. However, some cases of HPV lead to negative health outcomes such as cervical, anal, and throat cancer as well as anogenital warts (Joura et al., 2015). In addition to physical outcomes, individuals with HPV may experience stress from the concern of transmitting the viral infection to sexual partners (Alabama Department of Public Health, n.d.).

The Silent Struggle

Tara Wood, DNP, CRNP, NNP-BC, Jennifer Humphries, DNP, CRNP, NNP-BC

• Identify factors contributing to mental and emotional distress among NICU nurses.
• Describe the purpose and components of the Code Lavender support intervention.
• Discuss how implementing Code Lavender promotes resilience, psychological safety, and staff well-being in the NICU setting.

NICU nurses face chronic stress and emotional fatigue that threaten their mental health and patient safety. The Code Lavender program provides immediate emotional and spiritual support during distress, fostering resilience and psychological safety. Implementing this initiative emphasizes nurse well-being, reduces stigma, and promotes a supportive, compassionate workplace culture in neonatal care settings.

Secondary Traumatic Stress Screening and Education for Perinatal Nurses

Amanda Eaker, DNP, RNC-OB, Carrie Henry, PhD, CNM, RN

• Describe the prevalence and impact of secondary traumatic stress among perinatal nurses.
• Identify common signs and symptoms of secondary traumatic stress using evidence-based screening tools.

Perinatal nurses are frequently exposed to traumatic clinical events that increase risk for secondary traumatic stress. This presentation describes a completed quality improvement project implementing secondary traumatic stress screening and targeted education to improve awareness, identification, and confidence among perinatal nurses using a trauma-informed care framework.

Who is leading nursing today?

Caley Stogner, DNP, APRN, PNP-AC, Carl Mangum, PhD, PMHNP-BC, NHDP-BC, CNE, FAEE

• Analyze the Fragmentation of Nursing Leadership: Learners will be able to evaluate how political, geographic, and philosophical divisions within the nursing profession contribute to fragmented leadership and hinder unified advocacy efforts.
• Assess the Impact of Policy and Legislation on Nurse Safety: Learners will be able to examine how variations in state-level nurse-to-patient ratio laws affect workplace safety, job satisfaction, and retention among nurses.
• Evaluate Strategies for Advancing Unified Nursing Leadership: Learners will be able to propose collaborative approaches that integrate professional organizations, government agencies, and grassroots movements to strengthen nursing leadership and influence healthcare policy.

Nursing leadership remains fragmented, lacking a unified voice to address critical issues such as nurse safety, workplace conditions, and educational standards. Diverse organizations, government agencies, and grassroots movements exert influence, yet competing priorities hinder progress. Greater collaboration and cohesive advocacy are essential for advancing nursing leadership nationally.

iNforming the Future of Healthcare

Melissa DeFoor, PhD, RN, CLD, LCCE, Amy Seay, PhD, RN, Melanie Looser, DNP, ACNP-BC, Neysa Brown, DNP, RN, Tera Kirkman, EdD, RN, Michelle Nelson, PhD, RN

• Review the key components of a technology-enhanced learning initiative designed to strengthen clinical judgment and informatics competency in nursing education.
• Discuss strategies for integrating technology, simulation, and digital clinical tools to enhance student engagement, clinical reasoning, and professional portfolio development.
• Evaluate the impact of digital learning initiatives on student outcomes, faculty teaching practices, and preparation of a future-ready nursing workforce.

Faculty created the iNforming the Future of Healthcare initiative to transform nursing education through intentional digital integration, faculty development, and technology advocacy. The program aligned curricula with modern clinical demands, ensured equitable device access, embedded digital tools, and strengthened clinical judgment, informatics competence, and professional readiness while promoting sustainable teaching.

Rethinking Obesity Assessment

Brandi Lester, MSN, RN, NP-C

• Describe the limitations of body mass index (BMI) when used alone for cardiometabolic risk assessment and explain the evidence supporting waist circumference as an additional clinical measure in primary care.
• Identify practical strategies for implementing standardized waist circumference measurement into routine primary care workflows, including staff education, documentation processes, and patient-centered communication.
• Evaluate how integrating waist circumference with BMI can improve identification of abdominal obesity and enhance risk stratification, lifestyle counseling, and prevention efforts for cardiometabolic disease in adult patients.

This presentation examines the integration of waist circumference measurement alongside body mass index in primary care to improve identification of cardiometabolic risk. Using an evidence-based, quality improvement approach, the project highlights practice implications, clinical feasibility, and potential impact on patient-centered risk assessment and prevention strategies.

Time-Restricted Eating, Prolonged Nightly Fasting, and Intermittent Fasting as a Nursing Plan of Care for Cognitive Health: A Concept Analysis.

Susan Egas, BSN, RN, Maryam Rostamvand, BSN, MSN, Phaowiriya Hathaichoanok, BSN, MSN, Xueling Zeng, BS, Heather Shelton, BSN, RN, Anusha Qamaruddin, MS, James Gilbreath, MLIS, David E. Vance, PhD, MGS, FAAN

• By the end of this presentation, participants will be able to describe the key attributes, antecedents, and consequences of time-restricted eating, prolonged nightly fasting, and intermittent fasting as identified through a concept analysis, and explain how these strategies may influence cognitive health and neuroprotection in adult populations.
• By the end of this presentation, participants will be able to apply the findings from this concept analysis to nursing practice by identifying ways to integrate individualized fasting strategies into nursing care plans to promote cognitive health, assess patient adherence, and evaluate outcomes related to brain function and quality of life.
• By the end of this presentation, participants will be able to critically evaluate current evidence on fasting interventions for cognitive health, differentiate between various fasting protocols (e.g., 16:8, 14:10), and determine which strategies may be appropriate for inclusion in individualized nursing care plans based on patient needs and health status.

This concept analysis explores time-restricted eating, prolonged nightly fasting, and intermittent fasting as nursing interventions to support cognitive health. Using Roger's evolutionary method, findings suggest these strategies may enhance neuroprotection, focus, and reduce inflammation. Incorporating individualized fasting approaches into nursing care plans may promote brain health and improve quality of life.

Competence to Credit: An Adaptable Framework for Grading Student Performance Under the AACN Essentials

Amanda Safford, DNP, RN, Rachel Lowery, MSN, RN, Ashley McMath, DNP, RN, CNE

• Analyze the institutional challenge of translating demonstrated nursing competency levels (per the AACN Essentials) into traditional alpha-numeric grades for GPA calculation.
• Evaluate the utility of the adapted O-SCORE framework as a model for creating a transparent, consistent, and developmentally progressive competency-based grading scale.
• Identify key lessons learned regarding faculty development, inter-rater reliability, and student communication essential for the successful implementation of a new competency-based grading system.

Facing the challenge of translating competency levels into GPA-compliant alpha-numeric grades for the AACN Essentials, an inter-program faculty team adapted the O-SCORE framework. This grading model was implemented to successfully operationalize CBE within institutional structures. The presentation will share the adapted framework and vital lessons learned regarding faculty development and assessment consistency.

Basics Bootcamp: An Innovative Competency-Based Education Model for a Baccalaureate Nursing Foundations Course

Hannah Pope, DNP, RN, CNE, Kelli Burdette, PhD, RN, CNE

• Analyze how to structure formative and summative assessments in undergraduate nursing to align with the AACN Core Principles for CBE assessment.
• Describe how to integrate deliberate practice to move students from demonstrating isolated skills to performing comprehensive practice necessary for clinical judgment.
• Identify key strategies for iterative curriculum revision and nurse educators' professional role in evolving educational transformation.

Developing Professional Relationships Through Healthcare Simulation

Stacey Ash, DNP, RN, CNE, CNL, Jacquelyn Smith, DNP, RN

• Identify at least one creative solution that creates and nurtures professional relationships.
• Discuss at least one way that implementing simulation in healthcare curriculum can foster professional relationship development.

Communication is a key component in relationship development and maintenance. Creative solutions, such as simulation activities, cultivate safe and interactive experiences for participants. Communication focused simulations that are integrated into healthcare curriculum may improve professional relationship development.

Pediatric Assessment Day: Bringing Children to Class for Structured, Authentic Experiential Learning

Jessica M. Johnson, PhD, RN, PNP-PC

• Learners will explain how Pediatric Assessment Day aligns with AACN Essentials Domains 1, 2, and 9 to support foundational pediatric assessment competencies.
• Learners will describe the limitations of traditional standardized patient simulation in pediatric assessment and the rationale for alternative experiential learning approaches.
• Identify key components necessary to implement a structured, authentic pediatric assessment experience using children and families.

Pediatric Assessment Day immerses nursing students in authentic well-child encounters with children and families, promoting developmental competence, professionalism, and readiness for pediatric clinical practice. Grounded in AACN Essentials and existing research, this experience offers a structured yet realistic alternative to standardized patient or high-fidelity manikin simulation.