Archive for the ‘Student Guides’ Category

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217 – Out of the Blue Student’s Guide

Monday, April 3rd, 2017

217

Student’s Guide – Out of the Blue


Overview:
This story highlights the importance of provider listening and questioning during patient assessments.

Primary Learning Outcomes

After completing this lesson, you will be able to:

  • Integrate patient complaints within diagnostic processing.
  • Examine the seriousness of patient complaints until the patient feels they have adequately been addressed.
  • Modify treatment routines based on patient complaints, as required.

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.
  • Quality Improvement: Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.
  • Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
  • 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 Teamwork & Collaboration Enrichment

TeamSTEPPS® Best Practice: Situation Monitoring

TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based set of teamwork tools, aimed at optimizing patient outcomes by improving communication and teamwork skills among health care professionals.

 

  • Situation Monitoring is the process of continually scanning and assessing a situation to gain and maintain an understanding of what’s going on around you.
  • Situation Awareness is the state of “knowing what’s going on around you.”
  • A shared mental model results from each team member maintaining situation awareness and ensures that all team members are “on the same page.”

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 read.

Reflection Questions:

  1. How could the health care team have improved their patient-centered care for Mr. Crane?
  2. How could the healthcare team improve their response and treatment of this patient?
  3. What might have prevented Mr. Crane’s collapse?

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216 – The Patient Traveled to Africa…What’s Next? Student’s Guide

Thursday, December 18th, 2014

216

Student’s Guide – The Patient Traveled to Africa…What’s Next?


Overview:
Healthcare facilities and especially Emergency Departments need to be prepared to implement administrative and precautionary procedures to treat potentially infected patients, but more importantly they need to protect their healthcare workers as well.

 

 

Primary Learning Outcomes

After completing this lesson, you will be able to:

  • Describe proper procedures that would minimize staff exposure while identifying, informing, and isolating patients and family members during treatment for potentially highly contagious conditions.
  • Recognize the importance of following a plan that applies checklists and protocols established by the CDC and the healthcare facility during treatment of patients suspected of highly contagious conditions.
  • Explain strategies and methods to ensure safe and timely hand-offs during staff transitions, between hospital units and to other care providers while keeping the patient and family informed throughout the process.

 

 

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.
  • 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.
  • Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.

 

QSEN Teamwork & Collaboration Enrichment

TeamSTEPPS® Best Practice: Briefs, Handoff, and Check-Backs

TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based set of teamwork tools, aimed at optimizing patient outcomes by improving communication and teamwork skills among health care professionals.

 

  • A brief is a short session prior to start to share the plan, discuss team formation, assign roles and responsibilities, establish expectations and climate, and anticipate outcomes and likely contingencies.
  • A handoff is the transfer of information (along with authority and responsibility) during transitions in care across the continuum. It includes an opportunity to ask questions, clarify, and confirm.
  • A check-back is a closed-loop communication strategy used to verify and validate information exchanged. The strategy involves the sender initiating a message, the receiver accepting the message and confirming what was communicated, and the sender verifying that the message was received. Typically, information is called out anticipating a response on any order which must be checked back.

 

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 read.

 

Reflection Questions:

  1. How could the safety, quality, and cost effectiveness of health care been improved through the active use of checklists and protocols?
  2. How could the healthcare team improve their response and treatment of this patient and family member?
  3. Was is it smart for the team to continue to treat the patient and family member as potentially highly contagious and keep them isolated in the way they did? Why or why not?

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215 – SBAR as Though Your Life Depended on It Student’s Guide

Thursday, December 18th, 2014

215

Student’s Guide – SBAR as Though Your Life Depended on It


Overview:
After receiving a report from a nurse who is vague and unspecific about the condition of his patient and what he wants done, a doctor takes the nurse aside and gives him some feedback and coaching about the form of the information that would be useful when the nurse is giving a report.  Having a structured format for giving reports between clinical staff members leads to increased efficiency and enhanced safety.  One such structured format is SBAR, which stands for Situation, Background, Assessment, and Recommendation.  The SBAR tool can be easily learned, readily applied, and will lead to more accurate, professional, and mistake-free communication.

 

 

Primary Learning Outcomes

After completing this lesson, you will be able to:

  • Identify the words and meaning of the TeamSTEPPS© SBAR tool
  • Demonstrate the effective use of SBAR in situations where a report and recommendations for action are appropriate.
  • Adopt SBAR as the standard tool for giving report from one staff member to another within the unit.

 

 

QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • 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.
  • Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.

 

QSEN Teamwork & Collaboration Enrichment

TeamSTEPPS® Best Practice: SBAR

TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based set of teamwork tools, aimed at optimizing patient outcomes by improving communication and teamwork skills among health care professionals.

 

  • SBAR is a technique for communicating critical information that requires immediate attention and action concerning a patient’s condition.

 

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 read.

 

Reflection Questions:

  1. After listening to and/or reading the story, how can you improve your use of the TeamSTEPPS SBAR tool?
  2. In what other situations would it be appropriate to use the TeamSTEPPS SBAR tool?

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214 – Debrief or Perish…Ebola Risk Student’s Guide

Thursday, December 18th, 2014

214

Student’s Guide – Debrief or Perish…Ebola Risk


Overview:
An Emergency Department (ED) has a near miss (no patient harm; no staff harm) during an event in which a patient suspected of Ebola is admitted, and nurses notice a number of breaches of protocols recently issued by the CDC. Two weeks later another patient is brought in and the team has relaxed its vigilance. This time it’s for real, but the quick creep of deviance has begun to be normalized and staff are seriously exposed to harm. Teams often fail to learn as much as they can from critical incidents. By not taking adequate time to report, discuss and examine near-misses and other errors in patient care, teams are destined to repeat the same mistakes. Team debriefs have proven to be an effective team learning and self-correction strategy.

 

 

Primary Learning Outcomes

After completing this lesson, you will be able to:

  • Define key responsibilities of effective leaders.
  • List three strategies effective leaders can integrate into regular practice to promote team learning, error management, continuous improvement, and self-correction.
  • Describe the importance of sharing lessons learned from team debriefs with other team members and across the organization.

 

 

QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • 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.
  • Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.

 

QSEN Teamwork & Collaboration Enrichment

TeamSTEPPS® Best Practice: Debrief

Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an evidence-based set of teamwork tools, aimed at optimizing patient outcomes by improving communication and teamwork skills among health care professionals.

 

  • A debrief is an informal information exchange session designed to improve team performance and effectiveness through lessons learned and reinforcement of positive behaviors.

 

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 read.

 

Reflection Questions:

  1. How could you solicit input from other team members to improve individual, as well as team performance?
  2. What are some effective strategies you could use for communicating and resolving conflict?

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213 – To Monitor or To Observe…That Is the Question Student’s Guide

Thursday, December 18th, 2014

213

Student’s Guide – To Monitor or To Observe…That Is the Question


Overview:
This story highlights how when a team deviates from infection control policies and procedures, the staff, hospital, and community can be at risk for spreading infectious disease without knowing it. Hospitals are responsible for maintaining up to date infection control procedures that are consistent with the Centers for Disease Control and Prevention’s Infection Prevention and Control Recommendations while treating patients with known or suspected Ebola Virus Disease. The overall safe care of patients being investigated for Ebola must be overseen by an onsite manager. Strict adherence to Personal Protective Equipment (PPE) donning/doffing procedures must be supervised by a trained observer in order to prevent risk of self-contamination. This includes observing staff while they provide supportive care to the patient whether it is through a glass wall or by video monitoring system.

 

 

Primary Learning Outcomes

After completing this lesson, you will be able to:

  • Explain safe practices related to donning/doffing PPE while caring for a person under investigation for Ebola Virus Disease.
  • Apply checklists and protocols during implementation of PPE precautions for suspected Ebola risk.
  • Adopt critical language to ‘stop the line’ when deviation from protocols occurs regardless of professional hierarchies.

 

 

QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • 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.
  • Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.

 

QSEN Teamwork & Collaboration Enrichment

TeamSTEPPS® Best Practice: Two-Challenge Rule

TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based set of teamwork tools, aimed at optimizing patient outcomes by improving communication and teamwork skills among health care professionals.

 

  • Two-Challenge Rule empowers all team members to “stop the line” if they sense or discover an essential safety breach. It is important to voice your concern by advocating and asserting your statement at least twice if the initial assertion is ignored (thus the name, “Two- Challenge Rule”). These two attempts may come from the same person or two different team members. When an initial assertive statement is ignored:
    • It is your responsibility to assertively voice concern at least two times to ensure that it has been heard.
    • The team member being challenged must acknowledge that concern has been heard.
    • If the safety issue still hasn’t been addressed:
      • Take a stronger course of action.
      • Utilize supervisor or chain of command.

 

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 read.

 

Reflection Questions:

  1. After reading the story, discuss the basic principles for safe and effective PPE use and the need for a trained observer to oversee each healthcare worker as they don and doff PPE. How frequently do you think you need to train the steps to donning/doffing PPE in order to maintain proficiency and confidence?
  2. Why is the trained observer required to monitor and document donning and doffing procedures?
  3. Did the healthcare team provide adequate mutual support to its team members? Why or why not?

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212 – Can You Hear Me…Ebola Risk Student’s Guide

Thursday, December 18th, 2014

212

Student’s Guide – Can You Hear Me…Ebola Risk


Overview:
This story highlights how inefficient assessment and engagement with the patient and their issues can lead to extraordinary consequences for the patient and the staff. One missed step in the assessment process can possibly lead to deadly viral contamination for healthcare providers. Implementation of standard precautions, such as determining risk for Ebola, should be everyone’s concern, including implementing procedures that inform or train staff returning from vacation or other types of leave of absences, when critical training is missed.

 

 

Primary Learning Outcomes

After completing this lesson, you will be able to:

  • Explain the importance of analyzing a patient’s condition by conducting a thorough assessment including making eye contact and reading body language.
  • Demonstrate a structured patient handoff including a verbal check- back from the team member receiving the patient.
  • Design a team structure that ensures the team leader is not pulled away from coordinating care across the unit.

 

 

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.
  • 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 Teamwork & Collaboration Enrichment

TeamSTEPPS® Best Practice: Briefs, Handoff, and Check-Backs

TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based set of teamwork tools, aimed at optimizing patient outcomes by improving communication and teamwork skills among health care professionals.

 

  • A brief is a short session prior to start to share the plan, discuss team formation, assign roles and responsibilities, establish expectations and climate, and anticipate outcomes and likely contingencies.
  • A handoff is the transfer of information (along with authority and responsibility) during transitions in care across the continuum. It includes an opportunity to ask questions, clarify, and confirm.
  • A check-back is a closed-loop communication strategy used to verify and validate information exchanged. The strategy involves the sender initiating a message, the receiver accepting the message and confirming what was communicated, and the sender verifying that the message was received. Typically, information is called out anticipating a response on any order which must be checked back.

 

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 read.

 

Reflection Questions:

  1. Think about strategies for identifying and managing overlaps in team member roles and the things they’re accountable for. How could the Nurse Leader/Manager/Administrator better prepare Nurse Hansen to return to his duties after vacation and missing critical training?
  2. How could the health care team improve their response and treatment of this patient? Did they follow precaution protocols accurately? Why or why not?

Posted in Pro ED Guides, Student Guides | No Comments »