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ACNM is seeking presenters that can present on the following topics (please note that sessions are not final and may be subject to change):
This initial session sets the tone for the conference and occurs during the welcome breakfast. The session will introduce the concepts of individual leadership styles and encourage participants to recognize their own natural style while exploring style fluidity. Participants will begin to appreciate that leadership skills are not necessarily innate qualities but rather are skill sets that can be learned. Included in the session is the opportunity to take a leadership style and strengths self-inventory. Assessment results will be reviewed and discussed at a later session.
Foundational Knowledge of Leadership
The empowered midwifery leader has a strong foundational understanding of leadership best practices. During this session participants will gain a perspective of the role that successful leadership has played in advancing the midwifery profession and the need for leadership moving into the future. Common characteristics and principles of successful leadership will be explored.
Self-Awareness, Self-Confidence, and Finding Your Purpose
A leader with self-confidence thinks positively about the future and is willing to take the risks necessary to achieve their personal and professional goals. Self-awareness is knowing our internal norms, preference, resources, and intuitions. Being deeply aware of who we are, what we value, and what we’re good at are the key foundations for building confidence and creating congruence between life choices and the things that are important to us. This session will provide guidance and review techniques for participants to use as they begin their personal journey toward self-belief and creating a life of meaning and purpose.
Effective communication and effective leadership are closely intertwined. This session will introduce communication strategies to expand the ability of participants to connect with and motivate others and to get their message across even in challenging situations. Common constructs of communication will be explored, including verbal and nonverbal communication and active listening.
Dimensions of Diversity and Cultural Competency
The dimensions of diversity include gender, religious beliefs, race, martial status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, geographic location, and many more components, while cultural competence involves understanding and appropriately responding to the unique combination of cultural variables and the full range of dimensions of diversity that a person brings to interactions. Participants will explore these concepts as they relate to the healthcare system, health inequities and health disparities. The importance of acknowledging and understanding the dimensions of diversity and cultural competency as they influence group dynamics, personal choices, and the midwifery profession will be discussed.
Balancing Your Plate and Using Time to Your Advantage
Leaders are continuously faced with competing priorities and multiple projects. Participants in this session will take home achievable strategies and a knowledge of resources to help them manage time and energy more effectively. The trap of multitasking and perfectionism and using energy cycles to advantage will be explored.
Ethics and Trust
This session will explore the concepts of personal, organizational, and professional trust and the intersection of trust and ethics. Components of ethical decision making, integrity, transparency, and accountability are included in the discussion.
Visionary Leadership, Setting Academic Goals, Leadership, and Passion (Vision board development)
Visionary leadership is a leadership style that focuses beyond the confusion, distractions, and challenges of the moment to an empowering picture of what the future can be. While this style of leadership may not come naturally to everyone, visionary leadership skills can be learned and incorporated for success personally and professionally. During this session, participants will learn about the visionary leadership style and how it can apply to individuals, organizations, and systems.
Participants will also begin the process of creating a vision board. A vision board is a tool used to help clarify, concentrate, and maintain focus on specific life goals. Participants will collate and display images, words, or other ephemera that represent what they want to be, do, or have in their future. This facilitated activity will provide the supplies and resources to inspire creative engagement in the process.
Cohesive and productive groups do not happen automatically. Leadership characteristics can facilitate the development of group dynamics that optimize productivity and assure success. This session will introduce the classic phases of group development and teach the leadership styles that are most effective for each phase. Participants will gain skills to bring out the best in a group’s ability to be productive, whether for an academic or personal passion project.
Conflict Management, Civil Discourse, and Playing Well with Others
Misunderstandings and conflicts with others do occur despite all best intentions. The skills of maintaining civil discourse in the presence of heightened emotions and working through a conflict in a logical manner can result in a deeper appreciation for the perspectives of others and reduce damaged relationships. This session will share practical strategies for utilizing civil discourse in a variety of settings. Active conflict management techniques will also be discussed and practiced.
Emotional intelligence is a popular concept describing the ability to understand and manage one’s own emotions and recognize the effect of those emotions on those around you. People with a high degree of emotional intelligence know what they're feeling, what their emotions mean, and how these emotions can affect other people. Classic elements of emotional intelligence include self-awareness, self-regulation, motivation, empathy, and social skills. Participants will be introduced to resources and strategies to grow their emotional intelligence skills. This final session will be an online follow-up to the in-person two-day workshop.
Each submission must contain all 8 of the following outlined parts:
Part 1 - Session Title
Your session should have a succinct title that describes the main topic of the session. Keep in mind that the title may be listed in materials without the abstract and meeting attendees often use the titles to decide which symposia to attend.
Part 2 - Session Length in Minutes
The following activities should not be included when calculating contact hours for CEU: breaks, meals, socials (presentation germane to the course during meal activities), announcements, introductions, welcoming speeches, reports, etc.; time for study, travel, assigned reading, or related activities outside the classroom or meeting schedule, unless the activity is monitored and/or assessed and the learner receives feedback.
Part 3 - Teaching/Delivery Methods
Examples of teaching methods are lecture, small group discussion, panel discussion, small group case studies, etc.
Part 4 - Behavioral Objectives
The behavioral objectives serve to clearly outline what the participant will learn as a result of attending this session. Each objective must be stated in terms of learner outcome. i.e. “At the end of the session, the participant should be able to demonstrate the following knowledge and/or skills…” The participants will need to be able to answer:
If the learning objectives were met
If the speaker was knowledgeable about the topic and effective in presenting the material
If the degree of the session/workshop meet their expectations
If the session/workshop was fair, balanced, and free of commercial bias
Part 5 - Content Outline of Session
The outline should be relevant to each objective. The outline and the objectives must support each other and be directly related. For each content area, be sure to indicate time allocated. Please indicate if pharmacologic content exists.
Part 6- Bibliography/Reference List
Each session must include a reference list/bibliography to support the session topic. Seventy-five (75%) percent must be current within the last 5 years, preferably in peer-reviewed journals. A 1-hour presentation should contain at least 5 references; a 4-hour presentation should contain between 5-10 references; and an 8-hour presentation should contain between 10-15 references. Noted classics will be accepted. Articles published by the presenter may be included. This criterion is not optional and non-submission of this information will result in an incomplete application that will only be reviewed upon receipt of the reference list.
Part 7 - Faculty Resumes
Faculty examples include: presenters, authors, editors, moderators, etc. You do not need to attach the speaker’s full CV or resume. The resume should be submitted in narrative form and should include the faculty’s credentials and educational background, work experience, and publications/presentations relevant to the current topic. Be sure to list each of the faculty for each session.
Part 8 - Prior/Other CEU Approval
If any session currently being submitted for ACNM approval has received approval previously, please indicate this below and include the ACNM program number.