Archive for the ‘Pro ED Guides’ Category
Thursday, October 2nd, 2014
150
Instructor’s Guide – See You Soon
Overview:
This story illustrates the likelihood of readmission in the absence of a coordinated care plan for the patient. Readmissions are often caused by preventable complications that occur during a transition from one care setting to another and may reflect poor coordination of care.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- List components of a coordinated discharge plan.
- Describe how to modify discharge processes to enhance communication between the hospital and discharge settings.
- Explain the importance of creating opportunities to involve patients and their families in discharge planning.
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.
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.
*Following each question are some potential answers
- What components of a coordinated discharge plan are missing from this story?
A: It is unclear if the patient understood the discharge instructions. She repeated some of the words the nurse said, but it does not appear as if the patient had a good understanding of the discharge instructions.
- How could Andrea have modified her discharge process to enhance communication between the hospital and Mei Li and her family?
A: She could have waited until the family was present to provide the discharge information. She also could have provided information in a manner that was more understandable for Mei Li.
- What could Andrea have done to ensure that Anna was included in the discharge planning process?
A: She could have waited to provide the discharge information until Anna was present. She also could have provided a check off sheet with important information for the family.
Discussion Questions:
Use discussion questions for face to face or online discussion boards to get students to further reflect on the content of the story together.
*Following each question are some potential answers
- What can we learn from this story?
A: That patients want to learn more about their disease process and how to care for themselves, but it may be difficult for them. Sometimes health care providers provide a great deal of information to the patient, but the patient does not understand the information. Therefore, it is not helpful for the patient.
- What can you do to ensure patients and their caregivers actively participate in discharge planning?
A: One way is to ask the patient if they would like someone specific with them when the information is provided. Another way is to ask questions that require more than a “yes” or “no” response. Providing valuable information at the time of discharge is an important part of providing quality care for the patient.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- List the components of a coordinated discharge plan. Be sure to include who should be involved and why. Discuss your components with others and compare.
- Write out a discharge plan for Mei Li that better meets her needs.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| List components of a coordinated discharge plan. |
Student struggles to list components of a coordinated discharge plan. |
Student can list components of a coordinated discharge plan, but needs further practice. |
Student can accurately list components of a coordinated discharge plan. |
| Describe how to modify discharge processes to enhance communication between the hospital and discharge settings. |
Student struggles to describe how to modify discharge processes to enhance communication between the hospital and discharge settings. |
Student can describe how to modify discharge processes to enhance communication between the hospital and discharge settings, but needs further practice. |
Student can accurately describe how to modify discharge processes to enhance communication between the hospital and discharge settings. |
| Explain the importance of creating opportunities to involve patients and their families in discharge planning. |
Student struggles to explain the importance of creating opportunities to involve patients and their families in discharge planning. |
Student can explain the importance of creating opportunities to involve patients and their families in discharge planning, but needs further practice. |
Student can accurately explain the importance of creating opportunities to involve patients and their families in discharge planning. |
Additional Story-Specific Resources:
For additional information on improving team communication, please consult the following articles and resources in Further Reading:
Story-Specific Best Practices and Proven Tools:
In addition to the ideas generated by students and mentioned in the activities, there are established best practices that may be appropriate to introduce or reference during this lesson to support communication. Some best practices to consider for improving team communication include:
- Handoff
- Check-Backs
- Collaboration
- Bedside Handoffs
- SBAR
- Advocacy and Assertion
- I PASS the BATON
- Debriefs
- “Speak Up”
- 3Ws – Who I am, What I am Doing, and Why I Care
- Patient Rounding
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 2nd, 2014
149
Instructor’s Guide – Room for Improvement
Overview:
This story addresses patient falls. According to reports by the IHI, Robert Wood Johnson Foundation, and several studies, falls are three times more likely in hospitals and nursing homes than in the community. It is every team member’s responsibility to help prevent falls.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe strategies to assess patients at risk for fall or at risk for injury from falls.
- Explain evidence-based fall prevention best practices.
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.
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.
*Following each question are some potential answers
- What evidence-based practices could be used to prevent falls and reduce harm from falls?
A: One way is to investigate what the most common falls are, and work to reduce common falls in a hospital. The IHI, along with other resources, have a variety of resources to help identify common falls.
- What could have been done in this story to prevent Mrs. Shreaver’s fall?
A: One way is to attach a bed alarm to the patient. This can either be something that is attached to the patient or the bed and it makes a loud noise when the patient gets out of the bed.
Discussion Questions:
Use discussion questions for face to face or online discussion boards to get students to further reflect on the content of the story together.
*Following each question are some potential answers
- What can we learn from this story?
A: We have learned that no one was intentionally trying to hurt the patient, however harm still occurred. It is important to have every member of the team aware of any patient that may be at risk for fall or injury.
- How can I monitor patients in order to reduce the risk of falls and injury?
A: One way is to keep those patients at risk for falls closer to the nurse’s station. Another way is to attach a bed alarm to the patient. Another way to reduce harm is to ensure all team members are aware of those at risk for falls and to check on those patients more often.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Create a guide for medical staff to remind them of evidence-based practices for preventing falls.
- Make a list of best practices for preventing falls to share with your classmates. Create a top ten list of the best ideas.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Describe strategies to assess patients at risk for fall or at risk for injury from falls. |
Student struggles to describe strategies to assess patients at risk for fall or at risk for injury from falls. |
Student can describe strategies to assess patients at risk for fall or at risk for injury from falls, but needs further practice. |
Student can accurately describe strategies to assess patients at risk for fall or at risk for injury from falls. |
| Explain evidence-based fall prevention best practices. |
Student struggles to explain evidence-based fall prevention best practices. |
Student can explain evidence-based fall prevention best practices, but needs further practice. |
Student can accurately explain evidence-based fall prevention best practices. |
Additional Story-Specific Resources:
For additional information on improving team communication, please consult the following articles and resources in Further Reading:
Story-Specific Best Practices and Proven Tools:
In addition to the ideas generated by students and mentioned in the activities, there are established best practices that may be appropriate to introduce or reference during this lesson to support communication. Some best practices to consider for improving team communication include:
- Feedback
- Check-Backs
- Collaboration
- Handoff
- “Speak Up”
- SBAR
- I’M SAFE
- AskMe3
- Advocacy and Assertion
- Patient Rounding
- 3Ws – Who I am, What I am Doing, and Why I Care
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 2nd, 2014
148
Instructor’s Guide – One Big Team
Overview:
This story demonstrates the benefits of a care team functioning as a unified whole where everyone assumes responsibility for every job getting done when it comes to the patient’s safety and satisfaction.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Identify and summarize the problems that are caused by an “it’s not my job” attitude.
- Generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities.
- Describe the importance of the distribution of guidelines to every unit in the hospital.
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.
- 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.
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.
*Following each question are some potential answers
- How did the “it’s not my job” attitude of the staff in the story affect Kathy’s care?
A: Kathy may have felt less confident in the skills of the staff when they continued to focus on their other work and not on her question. Kathy was no longer the center of care, but rather the tasks that everyone needed to complete became the focus of care.
- How could guidelines that help staff members respond to patient requests outside of their responsibilities have helped Kathy?
A: Guidelines to help staff with requests outside of their responsibilities would have helped Kathy to feel more included in the care provided. It would have also allowed other members of the health care team to assist in the situation. Sometimes other healthcare members are not given the opportunity to help out, even if they wanted to.
- Why is it important that all staff members are on the same page regarding policies about patient-centered care?
A: It is very easy for health care providers to get “caught up” in their own work and forget about the needs of the patient. If all staff members are on the same page it is easier to reach the goal of quality patient care.
Discussion Questions:
Use discussion questions for face to face or online discussion boards to get students to further reflect on the content of the story together.
*Following each question are some potential answers
- What can we learn from this story?
A: She wanted to comply with the diet order set out by her doctor, but she was unsure if the meal tray she had received was correct. She was asking a rather simple question, however no one that she spoke to was able to assist her.
- What can I do to encourage everyone in every function to look at ourselves and behave as one, well-functioning team?
A: One way is to facilitate open communication between all team members. The responsibility in this scenario was left to the primary nurse, however it could have been handled by another nurse. Also, the other team members could have done a better job of keeping Kathy the focus of the care and not the numerous tasks they were trying to accomplish.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities.
- Describe how you might distribute your guidelines for patient-centered care to all units and staff in the hospital?
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Identify and summarize the problems that are caused by an “it’s not my job” attitude. |
Student struggles to identify and summarize the problems that are caused by an “it’s not my job” attitude. |
Student can identify and summarize the problems that are caused by an “it’s not my job” attitude, but needs further practice. |
Student can accurately identify and summarize the problems that are caused by an “it’s not my job” attitude. |
| Generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities. |
Student struggles to generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities. |
Student can generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities, but needs further practice. |
Student can accurately generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities. |
| Describe the importance of the distribution of guidelines to every unit in the hospital. |
Student struggles to describe the importance of the distribution of guidelines to every unit in the hospital. |
Student can describe the importance of the distribution of guidelines to every unit in the hospital, but needs further practice. |
Student can accurately describe the importance of the distribution of guidelines to every unit in the hospital. |
Additional Story-Specific Resources:
For additional information on improving team communication, please consult the following articles and resources in Further Reading:
Story-Specific Best Practices and Proven Tools:
In addition to the ideas generated by students and mentioned in the activities, there are established best practices that may be appropriate to introduce or reference during this lesson to support communication. Some best practices to consider for improving team communication include:
- Huddles
- Check-Backs
- Collaboration
- 4 Step Process
- Cross Monitoring
- 3Ws – Who I am, What I am Doing, and Why I Care
- Task Assistance
- AskMe3
- “Speak Up”
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 2nd, 2014
147
Instructor’s Guide – Can You Suggest A Solution?
Overview:
This story is about how you can put the emphasis on respectful problem-solving and building buy-in and responsibility-taking when disruptive or unprofessional behavior affects patients by slowing their care, thereby increasing the risk of error or omission.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Summarize the tools and techniques used in an engagement approach to resolving unprofessional conduct issues.
- Evaluate the appropriateness of an engagement approach versus a disciplinary approach for any given example of unprofessional conduct.
- Plan for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct.
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.
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.
*Following each question are some potential answers
- What tools and techniques were used in this story to resolve unprofessional conduct issues?
A: An engagement approach was used in this situation. Bob was treated with respect when he was spoken to by Kim. She let him know what was expected of him, but did not make him feel that he was not part of the team.
- Do you think Kim would have had a different reaction from Bob if she had taken a disciplinary approach to the problem? Why?
A: Yes, Bob would have most likely become defensive and angry if she would have used a disciplinary approach. It is important that Bob feels he has respect and is part of the decision-making process.
- What do you think Kim did well in this story to begin building the kind of teamwork she wants to see in her unit?
A: She kept the patient the focus of the conversation and not the other staff. She made patient safety the priority and did not focus on the dispute between the two staff members.
Discussion Questions:
Use discussion questions for face to face or online discussion boards to get students to further reflect on the content of the story together.
*Following each question are some potential answers
- What can we learn from this story?
A: We have learned that patients are always listening, even if we don’t think they are. They are very aware of the attitudes and actions made by the health care team members.
- What can I do to engage colleagues and subordinates in discussions to resolve unprofessional conduct issues?
A: One was is to keep the patient the focus of the discussion. Patient-centered care means that health care professionals need to keep the patient the focus of care. Another way is to use shared-decision making. When staff feel they are a part of the solution they are more likely to join in the change process.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Create and write a script for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct.
- Develop a presentation to help your colleagues access tools and techniques that would allow them to use the engagement approach for dealing with conflict with subordinates or peers.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Summarize the tools and techniques used in an engagement approach to resolving unprofessional conduct issues. |
Student struggles to summarize the tools and techniques used in an engagement approach to resolving unprofessional conduct issues. |
Student can summarize the tools and techniques used in an engagement approach to resolving unprofessional conduct issues, but needs further practice. |
Student can summarize accurately the tools and techniques used in an engagement approach to resolving unprofessional conduct issues. |
| Evaluate the appropriateness of an engagement approach versus a disciplinary approach for any given example of unprofessional conduct.
| Student struggles to evaluate the appropriateness of an engagement approach versus a disciplinary approach for any given example of unprofessional conduct. |
Student can evaluate the appropriateness of an engagement approach versus a disciplinary approach for any given example of unprofessional conduct, but needs further practice. |
Student can evaluate accurately the appropriateness of an engagement approach versus a disciplinary approach for any given example of unprofessional conduct. |
| Plan for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct. |
Student struggles to plan for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct. |
Student can plan for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct, but needs further practice. |
Student can plan accurately for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct. |
Additional Story-Specific Resources:
For additional information on improving team communication, please consult the following articles and resources in Further Reading:
Story-Specific Best Practices and Proven Tools:
In addition to the ideas generated by students and mentioned in the activities, there are established best practices that may be appropriate to introduce or reference during this lesson to support communication. Some best practices to consider for improving team communication include:
- Advocacy and Assertion
- Collaboration
- Cross Monitoring
- CUS
- DESC Script
- Feedback
- I’M SAFE
- STEP
- Task Assistance
- Two-Challenge Rule
- 4 Step Process
- PEARLA
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 2nd, 2014
146
Instructor’s Guide – Hidden in Plain Sight
Overview:
This story is about how healthcare as seen through the patient’s eyes is often perceived as serving the staff’s needs instead of the patient’s. The cumulative effect of many small issues can make the care look disjointed and unprofessional.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe what care looks like through a patient’s eyes.
- Describe what needs to be included in the professional code of conduct to make it more patient-centered.
- Explain the importance of integrating patient-centered principles into policies and procedures.
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.
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.
*Following each question are some potential answers
- Imagine you were Sara’s mom. How would you describe the experience at this hospital to your friends and family?
A: Clinical negligence, lacking in treatment, responsive and caring.
A: Lacking in empathy
A: Lacking in advocacy
A: Lacking in communication and coordination
- How could the medical staff in this story have been more patient-centered?
A: Focus on the patient needs, chief complaint and customer service
A: Ownership of the treatment plan through a thorough and complete hand off – through the admission transition of care
A: Communicate anticipated timelines; circle back if there are unintended delays
A: Demonstrate compassion
- Why is it important to integrate patient-centered principles into policies and procedures? How could they have improved Sara’s experience?
A: Consider the targeted assessment and treatment for the fracture Sara presented with and be present during the physical assessment
A: Ask Sara what her needs were, acknowledge her pain and communicate the plan of care
Discussion Questions:
Use discussion questions for face to face or online discussion boards to get students to further reflect on the content of the story together.
*Following each question are some potential answers
- What can we learn from this story?
A: Patient centeredness should begin with the first encounter.
A: Priorities of care should be developed based on the patients needs
A: Communication is a key aspect of patient centered care.
- What one thing can you do that will send the message to your patients that your most important job is to be there for them?
A: Be more than physically present
A: Actively listen
A: Respond in a timely fashion to their needs and requests and communicate the plan of care.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Make a list of all of the opportunities to add patient-centered principles in this story, and describe how they could be implemented to improve the patient experience.
- Write a letter to the editor as Sara’s mom. Describe your experience with the hospital and your opinion on their ability to provide appropriate care.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Describe what care looks like through a patient’s eyes. |
Student struggles to describe what care looks like through a patient’s eyes. |
Student can describe to a degree what care looks like through a patient’s eyes, but needs further practice. |
Student can describe what care looks like through a patient’s eyes. |
| Describe what needs to be included in the professional code of conduct to make it more patient-centered.
| Student struggles to describe what needs to be included in the professional code of conduct to make it more patient-centered. |
Student can describe what needs to be included in the professional code of conduct to make it more patient-centered, but needs further practice. |
Student can describe what needs to be included in the professional code of conduct to make it more patient-centered. |
| Explain the importance of integrating patient-centered principles into policies and procedures. |
Student struggles to explain the importance of integrating patient-centered principles into policies and procedures. |
Student can explain the importance of integrating patient-centered principles into policies and procedures, but needs further practice. |
Student can explain the importance of integrating patient-centered principles into policies and procedures. |
Additional Story-Specific Resources:
For additional information on improving team communication, please consult the following articles and resources in Further Reading:
Story-Specific Best Practices and Proven Tools:
In addition to the ideas generated by students and mentioned in the activities, there are established best practices that may be appropriate to introduce or reference during this lesson to support communication. Some best practices to consider for improving team communication include:
- Advocacy and Assertion
- Briefs
- Collaboration
- Feedback
- 3 Ws – Who I am, What I Am Doing, and Why I Care
- Patient Rounding
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 2nd, 2014
150
Student’s Guide – See You Soon
Overview:
This story illustrates the likelihood of readmission in the absence of a coordinated care plan for the patient. Readmissions are often caused by preventable complications that occur during a transition from one care setting to another and may reflect poor coordination of care.
Primary Learning Outcomes
After completing this lesson, you will be able to:
- List components of a coordinated discharge plan.
- Describe how to modify discharge processes to enhance communication between the hospital and discharge settings.
- Explain the importance of creating opportunities to involve patients and their families in discharge planning.
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.
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:
- What components of a coordinated discharge plan are missing from this story?
- How could Andrea have modified her discharge process to enhance communication between the hospital and Mei Li and her family?
- What could Andrea have done to ensure that Anna was included in the discharge planning process?
Posted in Pro ED Guides, Student Guides | No Comments »
Thursday, October 2nd, 2014
149
Student’s Guide – Room for Improvement
Overview:
This story addresses patient falls. According to reports by the IHI, Robert Wood Johnson Foundation, and several studies, falls are three times more likely in hospitals and nursing homes than in the community. It is every team member’s responsibility to help prevent falls.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe strategies to assess patients at risk for fall or at risk for injury from falls.
- Explain evidence-based fall prevention best practices.
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.
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:
- What evidence-based practices could be used to prevent falls and reduce harm from falls?
- What could have been done in this story to prevent Mrs. Shreaver’s fall?
Posted in Pro ED Guides, Student Guides | No Comments »
Thursday, October 2nd, 2014
148
Student’s Guide – One Big Team
Overview:
This story demonstrates the benefits of a care team functioning as a unified whole where everyone assumes responsibility for every job getting done when it comes to the patient’s safety and satisfaction.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Identify and summarize the problems that are caused by an “it’s not my job” attitude.
- Generate guidelines for how to respond to patients’ requests when the request is outside the staff member’s particular functional responsibilities.
- Describe the importance of the distribution of guidelines to every unit in the hospital.
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.
- 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:
- How did the “it’s not my job” attitude of the staff in the story affect Kathy’s care?
- How could guidelines that help staff members respond to patient requests outside of their responsibilities have helped Kathy?
- Why is it important that all staff members are on the same page regarding policies about patient-centered care?
Posted in Pro ED Guides, Student Guides | No Comments »
Thursday, October 2nd, 2014
147
Student’s Guide – Can You Suggest A Solution?
Overview:
This story is about how you can put the emphasis on respectful problem-solving and building buy-in and responsibility-taking when disruptive or unprofessional behavior affects patients by slowing their care, thereby increasing the risk of error or omission.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Summarize the tools and techniques used in an engagement approach to resolving unprofessional conduct issues.
- Evaluate the appropriateness of an engagement approach versus a disciplinary approach for any given example of unprofessional conduct.
- Plan for an engagement-approach discussion with a peer or subordinate who is exhibiting unprofessional conduct.
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.
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:
- What tools and techniques were used in this story to resolve unprofessional conduct issues?
- Do you think Kim would have had a different reaction from Bob if she had taken a disciplinary approach to the problem? Why?
- What do you think Kim did well in this story to begin building the kind of teamwork she wants to see in her unit?
Posted in Pro ED Guides, Student Guides | No Comments »
Thursday, October 2nd, 2014
146
Student’s Guide – Hidden in Plain Sight
Overview:
This story is about how healthcare as seen through the patient’s eyes is often perceived as serving the staff’s needs instead of the patient’s. The cumulative effect of many small issues can make the care look disjointed and unprofessional.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe what care looks like through a patient’s eyes.
- Describe what needs to be included in the professional code of conduct to make it more patient-centered.
- Explain the importance of integrating patient-centered principles into policies and procedures.
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:
- Imagine you were Sara’s mom. How would you describe the experience at this hospital to your friends and family?
- How could the medical staff in this story have been more patient-centered?
- Why is it important to integrate patient-centered principles into policies and procedures? How could they have improved Sara’s experience?
Posted in Pro ED Guides, Student Guides | No Comments »
