Archive for the ‘Student Guides’ Category

Newer Entries »

103 – You’re Part of Our Care Team Now Student’s Guide

Tuesday, August 26th, 2014

103

Student’s Guide – You’re Part of Our Care Team Now

Overview: During a routine delivery, the baby is unresponsive requiring resuscitation and a transfer to the neonatal intensive care unit. Prior planning and coordination are essential for successful handoffs in emergent situations.

 

 

Primary Learning Outcomes After completing this lesson, you should be able to:

  • Summarize information that should be included in a pre-delivery team briefing for staff, the patient, and family.
  • Describe strategies and methods to ensure safe, timely, and closed-loop handoffs between units especially during emergent situations.
  • Describe strategies to improve communication between team members, patients and families.

 

 

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.
  • Evidence-Based Practice (EBP):
    • Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.

 

 

QSEN Teamwork & Collaboration Enrichment TeamSTEPPS Best Practice: Check-Backs

  • Team Strategies 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 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 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. Describe the information that could have been included in a pre-delivery briefing for the team, patient and family that could have alleviated some stress in this story?
  2. How were check-backs used appropriately in this story to ensure safe, timely, and closed-loop handoffs between units? How could they have been used more effectively?
  3. Which staff member do you believe was the most responsive to the needs of the patients and in this story? Why?

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

102-The Hard Way Student’s Guide

Tuesday, August 26th, 2014

102

Student’s Guide – The Hard Way

Overview:
This story addresses the issue of hand hygiene, as well as the importance of including patients and family members as valued members of the care team. Hand hygiene is critical to preventing infections. Anyone on the healthcare team should feel comfortable questioning another team member’s hand hygiene practices to ensure patient safety.


Primary Learning Outcomes

After completing this lesson, you should be able to:

  • Describe proper procedures for safe hand hygiene practices during all patient interactions.
  • Recognize and describe the importance of providing patient-centered care and engaging family members as partners in patient care and safety.


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.
  • 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. What procedures should medical professionals observe in regards to hand hygiene when interacting with a patient?
  2. What do you believe were the three most critical errors made by Dr. Patterson in the story, and how could he have better handled his interaction with Mr. and Mrs. Foster?
  3. The QSEN competencies require you to recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for the patient’s preferences, values, and needs. How did the medical professionals in the story fail at providing this level of care, and what could they have done instead?

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

101-Lead or Follow, But Don’t Interrupt Student’s Guide

Tuesday, August 26th, 2014

101

Student’s Guide – Lead or Follow, But Don’t Interrupt

Overview:
This story highlights the importance of communication to build cohesive teams sharing the same mental model regarding each of the patients in their care. The team brief at the start of each day can prevent errors and ensure that patients’ needs are anticipated.


Primary Learning Outcomes

After completing this lesson, you should be able to:

  • Demonstrate an understanding of the importance of team briefs and team communication at the beginning of a shift.


QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • 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 Best Practice: Briefs

Briefs serve the following purposes:

  • They clarify who will be leading the team so that others know to whom to look for guidance
  • They open lines of communication among team members, ensuring that everyone can contribute their unique knowledge base to the task, and thereby set the tone for the upcoming procedure or shift. Protocols, responsibilities, and expected behaviors are discussed and reinforced so that possible misunderstanding are avoided
  • They prepare the team for the flow of the procedure or shift, contingency plans, and the means for resolving any unusual circumstances
  • By delineating expectations, they reduce disruptive or unexpected behaviors.

 

Reflection Questions:

  1. After reading the story and the description of the EBP procedure for team Briefs, evaluate Porscia’s pre-shift brief. Do you think she covered all of the necessary information? Why or why not?
  2. Do you believe Porscia’s reaction to David’s disruption of her brief was handled appropriately? Why or why not? What might you have done differently in her situation?

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

126-Almost Routine Student’s Guide

Wednesday, July 9th, 2014

126

Student’s Guide – Almost Routine

Overview:
Central Line-Associated Blood Stream Infections (CLABSIs) cause up to 60,000 preventable deaths in the U.S. each year. This story highlights how deviation from evidence-based protocols and checklists can place the patient at risk for CLABSI, and how the CUS technique can help improve team member collaboration and patient safety.


Primary Learning Outcomes

After completing this lesson, you should be able to:

  • Describe safe, evidence-based practices related to central line insertions
  • Develop a checklist that includes proper protocols for a central line insertion scenario
  • Understand and adopt critical language to ‘stop the line’ when deviation from protocols occurs, regardless of professional hierarchies using the CUS technique.


QSEN Pre-Licensure Competencies

The following QSEN competencies are addressed in this lesson:

  • Evidence-Based Practice (EBP):
    • Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.
  • 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: CUS

Using the CUS technique provides another framework for conflict resolution, advocacy, and mutual support. Signal words, such as “danger,” “warning,” and “caution” are common in the medical arena. They catch the reader’s attention. “CUS” and several other signal phrases have a similar effect in verbal communication. When they are spoken, all team members will understand clearly not only the issue, but also the magnitude of the issue.

CUS Technique:

  1. First, state your Concern.
  2. Then state why you are Uncomfortable.
  3. If the conflict is not resolved, state that there is a Safety issue.

 

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: Students will answer reflection questions upon completing the story. These questions are aligned with the QSEN competencies and are designed to help the student reflect on both the content of the story and the QSEN competencies addressed by the story.

  • What safety protocols that can help prevent the risk of CLABSI were violated in this scenario?
  • QSEN requires you to discriminate between valid and invalid reasons for modifying evidence-based clinical practice based on clinical expertise or patient/family preferences. Do you think Dr. Long’s deviations from EBP in this scenario were valid or invalid? Explain your reasoning.
  • Thinking about the TeamSTEPPS best practice “CUS” described earlier, when and how could Carly have employed this technique to better advocate for her patient’s safety?

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

Newer Entries »