Ann C. Seckman, DNP, RN
Ann C. Seckman, DNP, RN

Ann C. Seckman, DNP, RN

Associate Professor
College of Nursing, Omaha Campus

Expertise/Specializations

  • Medical surgical nursing, nursing research, Health Assessment
  • Evidence-based Practice

Academic Appointments

Department

  • Nursing - Bachelors

Position

  • Associate Professor

Teaching Activity

  • Fall
  • Fall 2019 Foundational Concepts and Health Assessment
  • Fall 2019 NUR 244 clinical at Bergan Mercy 4 North unit
  • Spring 19: Cares Clinical at Lakeside (4 west)
  • Spring 19: Health Assessment lab
  • Spring 19: Reading papers for Research (trad)
  • Spring 2020 Course Lead NUR235/236
  • Spring 2020 NUR244 Clinical at Bergan Mercy 4 North Unit
  • Summer 19: 450: read papers
  • Summer 19: 489 Preceptorship with students
  • Summer 19: N312 - read papers
  • Summer 2020 NUR 417 clinical
  • Summer NUR 439 WAC paper reader
  • Summer NUR 475 portfolio reader

Biography

As a specialist in Health Assessment, have taught this for 22 years, all levels of education in both theory portion and the lab portion. Interests are in simulation, related to health assessment scenario building. Have written or co-written the following articles: Bringing skin assessments to life using human patient simulation: An emphysis on cancer prevention and early detection; Incorporating cultural diversity and caring through simulation in a baccalaureate nursing program; and Report on the impact of cultural diversity in simulation for nursing students engaged in immersion experiences in blobal settings.Was in the forefront of developing the simulation health assessment scenario's for a midwestern college.

Publications and Presentations

General

  • Report on the Impact of Cultural Diversity in Simulation for Nursing Students Engaged in Immersion Experiences in Global Settings, Journal of Nursing Education and Practice, 3(9), 2013
  • Bringing Skin Assessments to Life Using Simulation: An Emphysis on Cancer Prevention and Early Detection., N/A, 2011
  • Incorporating Cultural Diversity and Caring Through Simulation in a Baccalaureate Nursing Program, N/A, 14(2), 2010

Presentations

  • Nursing Education Research Conference 2020: “Non Licensure Nursing Internship Program for Recruiting High School Students in Nursing” , 2020
  • Association on Aging with Developmental Disabilities “Observation Skills Can Save Lives” St. Louis, MO, 2018
  • Association on Aging with Developmental Disabilities “Observation Skills Can Save Lives” St. Louis,, 2015
  • Association on Aging with Developmental Disabilities “Observation Skills Can Save Lives” St. Louis, MO, 2014
  • The Geriatric Population and the Role of the LPN and RN sponsored by St. Louis College of Health Careers “The Effects of the growing Geriatric Population on Nursing with Respect to the Health Care System, 2013
  • Association on Aging with Developmental Disabilities “Observation Skills Can Save Lives” St. Louis, MO, 2013
  • Second Annual Interprofessional Simulation Conference, St. Louis, MO “Educating Students about Cultural Diversity Through the Use of Diverse Mannequins” January 2012, 2012
  • INACSL Conference Las Vegas, NV  “Simulation: Dressed for Diversity”, 2011
  • INACSL conference Orland, FL “Utilizing simulation and moulage techniques: Performing a thorough skin assessment in a BSN program”, 2010
  • “Missouri’s Mini SUN Conference 2009 “Enhancing Realism, 2009
  • Testing for Success at Clarkson College, Omaha, NE , 2005
  • Testing for Success at Clarkson College, Omaha, NE, 2005

Research and Scholarship

Research and Scholarship Interests

  • Simulation especially related to health assessment as in pressure ulcers, skin cancer., Inattentional Blindness: the impact of inattentional blindness related to student nurses and skill performances

Current Research Projects

  • Title: The impact of inattentional blindness related to student nurses and skill perfomrances

    Purpose:  To help nursing students look at their patients as a whole and become more aware of their environment when performing patient assessment and skills, thus avoiding the phenomenon of inattentional blindness, while conducting quality, safe patient care.
     
    Framework: Intentional Change Theory
    The “change” which is made is not just in behavior, it also may be in a person’s habits, competencies, dreams, or aspirations. It may be a change in perspective, as how someone looks at events in their life or how they feel in certain situations. The change lasts for a relatively long time.
    The basis of Intentional Change Theory is the five discoveries. These are:
    1.      The ideal self and a personal vision
    2.      The real self and its comparison to the ideal self-resulting in an assessment of one’s strengths and weaknesses, in a sense a personal balance sheet
    3.      A learning agenda and plan
    4.      Experimentation and practice with the new behavior, thoughts, feelings, or perceptions
    5.      Trusting, or resonant, relationships that enable a person to experience and process each discovery in the process

    Methods: Qualitative and Quantitative Descriptive Study.  (write description of activity here)
                            Method thoughts below
    Students will perform a blood pressure reading on a mannequin. In the simulation room, a mannequin will be lying semi erect in a hospital bed. There will be an IV pump with normal saline hanging and an IV site on the right arm. This site will be covered with a gauze type bandage. There will be a bedside table over the patient’s legs which has a plate with food. The foods will be common easily identified foods. There will be a trash can with a “blood stained tissue in the can. The mannequin will have a baseball type cap on and a hospital gown. He will have no slip sock on as well. A pair of glasses, photograph, and lamp will be on the table next to the bed. One side rail will be up. A sign stating “hard of hearing” will be on the wall above the patient’s head.  ( add more: nasal cannula not in the nares, Band-Aid on left back of hand, ) After the blood pressure is obtained, the student will leave the simulation room and answer a (fourteen question?? Questionnaire in a private room in the simulation theater.
    A fourteen-question?? questionnaire was administered to the students to determine self-awareness of their environment as they were obtaining a blood pressure
    Observations were also performed by faculty and simulation staff.
     
    The 5 discoveries of intentional change theory. . . . . .  (make sure to apply to activity in discussion)
     

Grant Funding Received

  • The Impact of Inattentional Blindness Related to student Nurses and Skill Performances- A "look and see" activity is in the planning stage. To help nusing students look at their patients as a whole and become more aware of their environment when perfoming patient assessment and skills, thus avoiding the phenomenon of inattentional blindness, while conducting quality safe patient care.

Awards and Honors

  • Expert Witness, 2020
  • Expert Witness, 2020