Author Archive

106 – Missed Our Chat Today Student’s Guide

Thursday, September 18th, 2014

106

Student’s GuideMissed Our Chat Today


Overview:

This story is about making a human connection with a patient and how small personal touches and recognizing the needs of others are the key to an exceptional patient experience.


 
Primary Learning Outcomes

After completing this lesson, you should be able to:

  • Recall and describe ways to engage patients to make an emotional connection.
  • Discover and explain techniques for seeing care through the patient’s eyes.

 


QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.

 

 
Story Directions:

As you listen to and read the story, think about the things that you think the team members did well, and the things you think could lead to errors. Also, consider the questions below as you listen.

 

Reflection Questions:

  1. How might you make an emotional connection with a patient on a regular basis in your role?
  2. What is one thing you could do to see through the patient’s eyes to better anticipate their emotional needs?

105 – The Courage to Make the Call Student’s Guide

Thursday, September 18th, 2014

105

Student’s GuideThe Courage to Make the Call


Overview:

This story is about how a nurse questions a written physician order that doesn’t seem to make sense clinically. The physician is contacted immediately and the order is changed preventing a medication error. It is a prime example of the value of cross monitoring.


Primary Learning Outcomes

After completing this lesson, you should be able to:

  • Describe the importance of comparing written orders in the context of the entire patient care plan to ensure accuracy and patient safety.
  • Explain and apply evidence-based strategies that can limit distractions, interruptions, and multitasking during critical care activities.
  • Recognize the importance of cross monitoring skills across the medical care team, regardless of position, status, or hierarchy to create trust and prevent errors.


QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
  • Evidence-Based Practice (EBP): Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.
  • Teamwork and Collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.


QSEN Evidence-Based Practice Enrichment

Evidence Based Practice: Handoffs

  • Handoffs include the transfer of knowledge and information about the degree of uncertainty (or certainty about diagnoses, etc.), response to treatment, recent changes in condition and circumstances, and the plan (including contingencies). In addition, both authority and responsibility are transferred. Lack of clarity about who is responsible for care and for decision-making has often been a major contributor to medical error (as identified in root cause analyses of sentinel events and poor outcomes).

Story Directions:

As you listen to and read the story, think about the things that you think the team members did well, and the things you think could lead to errors. Also, consider the questions below as you listen.

  

Reflection Questions:

  1. What systemic errors or lack of procedures put Mr. Carlson in danger in this story? What individual errors could have caused him harm?
  2. Handoffs are an evidence-based practice (EBP) that help ensure patient safety. What went well in the handoff of Mr. Carlson from Diane to Carol? What could have been improved?
  3. What might have been the consequences for Mr. Carlson had Carol and Diane not called Dr. Jackson? What does this story illustrate about the need to communicate, regardless of hierarchy?

104 – You Tell Me All About It Student’s Guide

Thursday, September 18th, 2014

104

Student’s GuideYou Tell Me All About It

Overview:
This story is about a staff member who goes beyond her role to deliver an excellent patient experience.  Seeing the person, not just the patient, is essential to making personal connections leading to outstanding care from the patient perspective.


Primary Learning Outcomes

After completing this lesson, you should be able to:

  • Describe patient-centered principles that can be applied to routine patient and family interactions, and the importance of valuing all members of the team.
  • Describe patient needs beyond immediate clinical tasks by seeing the person, not just the patient.


QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.

 

Story Directions:

As you listen to and read the story, think about the things that the team members did well, and the things you think could lead to errors. Also, consider the questions below as you listen.

 

Reflection Questions:

  1. As a member of the housekeeping department, Ernestine might not be considered part of the patient care team by some medical staff. What does this story demonstrate about the need to value all members of the team, regardless of their role?
  2. What do you believe Ernestine did in this story that demonstrated her ability to see the person, not just the patient? How could you apply that thinking to your role?