June 1, 2011
Introduction
1. Patient Safety Conference planned to implement the
Institute of Medicine and QSEN objective- student involvement in professional activities translates into
professional involvement after graduation.
2. Goal was to assist students feel apart of the nursing profession by presenting a professional conference.
3. Goal was to foster intra-class collaboration so that
students might learn teamwork within and between disciplines.
4. Formal opportunity for students to develop team
skills p.517
SAFETY TEAMWORK
PROFESSIONALISM
NOTRE DAME COLLEGE BSN CURRICULUM
The nursing program at Notre Dame College has identified service-learning as an integral component of the Bachelor of Science of Nursing program. A service-learning project is included in each nursing course.
PROGRAM OUTCOMES Synthesize concepts and theories from the liberal arts, sciences and the discipline of nursing to promote the health and
well being of individuals, groups, communities and populations.
Communicate effectively using oral, written and other forms of information technology.
Demonstrate competence in technological skills used in professional nursing practice.
Apply critical thinking to evaluate alternatives and make decisions that effect the health and well-being of self and others.
Integrate personal and professional values to practice within the legal and ethical standards of the profession.
Respect human diversity in the provision of health care to populations of different gender, socioeconomic, religious or cultural traditions.
Demonstrate leadership and management in the delivery of health care within complex adaptive systems.
Support a commitment to life-long learning for personal and professional development.
Use evidence-based practice in the provision of health care services for individuals, groups, communities and populations in a variety of settings.
Participate in political processes that influence the economic, legal and social direction of health care policies.
PROGRAM ASSESSMENT Student feedback related to service-learning was
overwhelmingly negative.
STRATEGIES TO MAKE SERVICE-LEARNING MORE MEANINGFUL
INTEGRATIVE LEARNING STRATEGIES
LIFELONG LEARNING STRATEGIES
TEAMWORK AND PROFESSIONAL DEVELOPMENT
Integrative Learning Strategies Defined by The American Association of Colleges &
Universities (AAC&U 2004) as “powerful, active, and collaborative instructional methods that thread general education concepts throughout the major.”
Lifelong Learning Strategies A new vision of professional development is needed
that enables learning both individually and from a collaborative, team perspective and ensures that “all health professionals engage effectively in a process of lifelong learning aimed squarely at improving patient care and population health” (IOM, 2009).
Project
1. Faculty agreed to implement the service learning project throughout the
curriculum 2. Senior students-Plan conference
3. Junior and sophomore students-make
safety posters and present
4. Students who were going to present on the day of the conference-names were selected from a hat on the day of the
conference-all students had to be prepared, logistics prevented everyone
from presenting
Flyer produced by
senior students to
advertise conference.
Seniors also : secured guest speaker and sponsorship, organized the venue-all in six weeks.
JACHO: 2010 National Patient Safety Goals “The purpose of the National Patient Safety Goals is to improve patient safety. The Goals focus on problems in
health care safety and how to solve them (The Joint Commission, 2010).”
Background: The Joint Commission established its National Patient Safety Goals (NPSGs) program in 2002. The first set of NPSGs was effective
January 1, 2003. The purpose of the NPSGs is to help accredited organizations address specific areas of concern in regards to patient safety (The Joint Commission, 2010).
Every year, the Patient Safety Advisory Group in collaboration with Joint Commission staff work to identify potential new NPSGs and, following field review, determines the highest priority NPSGs to recommend to The Joint Commission. The PSAG’s recommendations are then presented to The Joint Commission’s Standards and Survey Procedures Committee and Board of Commissioners for approval prior to the year in which they are to be implemented (The Joint Commission, 2010).
National Patient Safety Goals Revisions for 2010: No new NPSGs were developed for 2010. Focus of this revision was primarily in response to concerns from the field about resources
needed to comply with NPSGs that over time have become more specific and detailed. The new changes to the NPSGs reflect The Joint Commission’s continuing efforts to focus on areas of highest priority to patient safety and quality care in each National Patient Safety Goal (The Joint Commission, 2010).
List of Patient Safety Goals for 2010: Goal 1: Improve the accuracy of patient identification. Goal 2: Improve the effectiveness of communication among caregivers. Goal 3: Improve the safety of using medications. Goal 7: Reduce the risk of healthcare associated infections. Goal 8: Accurately and completely reconcile medications across the continuum of care. Goal 9: Reduce the risk of harm resulting from falls. Goal 14: Prevent health care-associated pressure ulcers. Goal 15: Indentify safety risks inherent in its patient population. References The Joint Commission. (2010, March 10). National Patient Safety Goal. Retrieved October 8, 2010, from The Joint Commission:
http://www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals/ The Joint Commission. (2010, August 23). Patient Safety. Retrieved October 8, 2010, from The Joint Commission:
http://www.jointcommission.org/GeneralPublic/PatientSafety/#5
Sponsored by:
IMPROVEMENT OF PATIENT IDENTIFIERS IN
A HEALTHCARE SETTING
Patient identification is
information specific to a
patient that is used to
ensure the patient is the
correct recipient. The Joint
Commission has labeled
patient identifiers as their
number one national
patient safety goal. They
have required that two
patient identifiers be used
to provide care for a
patient. According to the
Joint Commission the intent
of requiring two identifiers
is “first, to reliably identify
the individual as the person
for whom the service or
treatment is intended;
second, to match the
service or treatment to that
individual.”
First and Last Name
Date of Birth
Social Security Number
Medical Record
Number Address
Phone Number
Photo ID
Patient Identifiers
Patient identifiers should be used prior
to admission and the first assessment.
It is also necessary to use them before
passing any medications, vital signs,
going forth with any procedures, and
before any blood or lab work.
The most common error is not
properly asking for two patient
identifiers. The patient’s room
number and/or location is not an
appropriate identifier. It is not
acceptable to look at an ID band
on a side table or on the bed
itself. If patient identification is not
correctly used the patient can
suffer harm, injury, or even death
due to breach of duty.
Administering the wrong
medication to a patient can cause
them to have an allergic reaction.
If you fail to identify your patient,
and It leads to harm, you may be
sued for malpractice.
The importance of using patient
identifiers is huge in our healthcare
system today. It is a simple task that
can save a patient from a lot of
harm. Misidentification can lead to
injury or death, and medical
complications. Two patient
identifiers must be used to ensure
patient safety.
Joint commission. (December 09,
2008).www.jointcommission.org. In The
Joint Commission. Retrieved October 06,
2010, from
http://www.jointcommission.org/.
Background: Errors and Misidentifications:
When to use patient identifiers:
Lessons Learned:
Sources:
Nursing Workforce Development Programs: Addressing Nursing Shortage
Effectiveness
Summary
History and Background
•Expansion of Care:
Funding through Title VIII has expanded the health care work force
“Results from AACN’s 2009-2010 Title VIII Student Recipient Survey show
that more than three-quarters of the students receiving Title VIII funding are
attending school full-time. By supporting full-time students, the Title VIII
programs are helping to ensure that students enter the workforce without
delay.”
Funding through Title VIII is being used to fuel the next generation of
necessary practitioners
•Advanced Education:
After being surveyed, students receiving funding stated that after
finishing school they wanted to go back to school to further their
degrees
Title VIII supports education to more than 10,000
underrepresented minorities each year
•Focus on Diversity
Graduates with funding from Title VIII are more likely to be a
minority and work in a rural area
Breakdown financial and ethnic barriers to attending health care
programs
•Title VIII is a proven nursing workforce development program and a solution to
the nursing shortage. Title VIII of the Public Service Act supports qualified nurse
to meet the nation’s health care needs. The program addresses education,
retention, and recruitment.
•Title VIII supports institutions that educate nurses in rural and medically
underserved communities.
•The public health work force is experiencing a severe shortage, particularly
among public health nurses.
• By 2016, 587,000 new nursing jobs being created according to the US Bureau
of Labor Statistics, making nursing the nation’s top growing profession.
•Achieve their goal by providing scholarships and loan repayment to minority
students and students who agree to work in medically underserved areas for
three years.
•Since 1998, the United States has experienced a significant shortage of
Registered
Nurses (RNs), which has impacted the quality of care
•Shortage in RNs, in combination with an increased workload, poses a potential
threat to the quality of nursing care.
• In settings with inadequate nurse staffing, patient safety and nurse safety are
compromised.
•Increased funding would strengthen and diversify the health care work force
resulting in improved access to care for the nation's most vulnerable and
underserved communities.
• Title VIII enacted in 1964 as part of the Public Health Service Act in
response to a shortage of health care providers
•Title VIII programs address four main issues in nursing shortage—
education, practice, retention, and recruitment
•Designed to encourage health care professionals to work in underserved
areas, increase the number of minority and disadvantaged students
enrolling in health care programs, and increase the number of faculty in
health care education programs.
•Amended in 1998 to authorize student loan repayment and scholarships
to fund education and training for public health nurses, registered nurses,
nurse midwives, and other nurse specialties.
•Funding distributed by Health Resources and Services Administration
(HRSA)
Title VIII Program Basics
•Advanced Education Nursing (AEN) grants: supports advanced nursing
education and practice in masters and doctoral programs.
•AEN Traineeships: assists graduate level nursing students in full or partial
reimbursement for tuition, costs of living, books, and fees.
•Nurse Anesthetist Traineeships (NAT): supports students in nurse
anesthetist programs much like AEN traineeships
•Workforce Diversity Grants: awards grants and contract opportunities to
schools of nursing, nurse managed health centers, academic health centers,
state or local governments, and nonprofit entities looking to increase access
to nursing education for disadvantaged students, including racial and ethnic
minorities under-represented among RNs.
•Nurse Education, Practice, and Retention Grants: helps schools of nursing,
academic health centers, nurse-managed health centers, state and local
governments, and healthcare facilities strengthen programs that provide
nursing education.
•Nursing Student Loan (NSL) Program: Provides accepted undergraduate or
graduate nursing student a max $13,000 loan at 5% interest.
•Nurse Loan Repayment and Scholarship Programs: Repays up to 85% of
nursing student loans in return for at least 3 years of practice in designated
health care facilities. Scholarship program offers nursing students opportunity
to apply for scholarship funds.
•Nurse Faculty Loan Program Grants: Students can agree to teach at a
school of nursing in exchange for repayment of up to 85% of student loans.
•Comprehensive Geriatric Education Grants: Grants offered to individuals
working in geriatrics.
$-
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
$35,000
$40,000
$45,000
FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016
Projected Impact of Title VIII Funding on the
Number of Nursing Students and Nurses
Supported
Sources:
“Nursing Workforce Development Programs”. National Association of Clinical Nurse
Specialists. 2009. Retrieved from http://www.nacns.org
American Public Health Association. Retrieved from http://www.apha.org
“Support Increased Funding for Title VIII Nursing Workforce Development
Programs”. American Association for Colleges of Nursing. Retrieved from
http://www.aacn.org
Outcomes Student reflection:
Students reflected they liked collaborating among levels
because they met each other and could compare different levels of learning.
It also made the sophomores feel a part of the nursing program.
Speaker clinical risk manager –master’s prepared nurse, students evaluated the speaker highly and especially liked
learning about a non-traditional nursing role.
Students also suggested that for the next conference all posters should be presented.
Students also felt that this method of service learning was more
meaningful.
Future Recommendations
Interprofessional geriatric education in the community Service learning education Geriatric safety inservices
Grant for national speaker and upgrade facilities CEU for nurses
Reimbursement for professional poster costs for students Students reach out to other nursing programs