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38th SGNA Annual Course
May 6-11, Indianapolis, IN
Indiana Convention Center
Call for Presentation Abstracts
The 2011 Call for Presentation Abstracts will open in March 2010.
To view content type definitions, click here.
To view content level definition, click here.
Please contact Lyndsay Graham with any questions.
Track Definitions
The track by which a session is designated indicates the target audience and main content focus for the session. SGNA wants to ensure that the attendee is receiving the content they expected to receive when choosing a specific session.
Ambulatory/Office – applies to sessions which focus on procedures, topics and issues unique to the ambulatory and office settings.
Associate/Technician – applies to sessions where the content of the session or a major component of the content specifically focuses on the role/education of the technician/unlicensed assistive personnel.
Disease – applies to sessions which focus on a specific disease.
Management – applies to sessions targeted toward the manager and is largely focused on how to more efficiently perform his/her own job as well as the individuals they manage.
Pediatric – applies to sessions which focus on the pediatric population, their families and the healthcare professionals who provide care for them in a variety of settings.
Pulmonary – applies to sessions that address pulmonary procedures within the GI setting.
Research Study – applies to sessions that are formulated from the content of an actual research study or are related to the process of research.
Emerging Technology – applies to sessions that discuss new and up-and-coming technologies within the industry.
Procedure Skills – applies to sessions which focus on concepts and critical skills related to GI/endoscopy procedures.
Other – encompasses topics that do not fit within the above categories.
Content Level Definitions
The experience level is based on Benner's Stages of Clinical Competence. These levels are meant to help the attendee choose classes based on their own experience level in the various topics offered at the Annual Course.
Novice: Beginners have had no experience of the situations in which they are expected to perform. Novices are taught rules to help them perform.
Advanced Beginner: Advanced beginners are those who can demonstrate marginally acceptable performance and have had some prior experience.
Competent: Competence, typified by the nurse who has been on the job in the same or similar situations two or three years, develops when the nurse begins to see his or her actions in terms of long-range goals or plans. The conscious, deliberate planning characteristic of this level helps achieve efficiency and organization. The competent nurse lacks the speed and flexibility of the proficient nurse. The associate or technician can be found competent when he/she performs assigned tasks with this same longer range planning and more efficiency.
Proficient: The proficient performer perceives situations as wholes, has improved decision-making and takes into account the nuances of a situation.
Expert: The expert performer has an enormous background of experience and has an intuitive grasp of each situation. The expert operates from a deep understanding of the total situation. His/her performance is highly proficient.
Reference: Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice . Menlo Park : Addison-Wesley, pp. 13-34.
For expanded definitions, visit http://www.sonoma.edu/users/n/nolan/n312/benner.htm
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