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204 – Fearing No Pain Instructor’s Guide

Friday, October 10th, 2014

204

Instructor’s Guide – Fearing No Pain


Overview:
This story is about how communication about pain medications can be just as important as the selection, dosage, timing, and administration of the medication itself. Patients need to understand pain management as well as any pain medications they may be taking.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Explain the role effective pain management has in overall patient satisfaction.
  • Compare effective and ineffective approaches to communicating with patients about their pain and its management.
  • Adopt a pain management strategy that includes and emphasizes complete and compassionate communication with patients.

 

 

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

  1. How did Nancy’s explanation of pain management help to put Marsha and Terry at ease?
    A: Nancy’s explanation was matter of fact, patient centered and encouraged them to communicate honestly
    A: Nancy’s approach was sensitive to their concerns
    A: Nancy’s tone and body language contributed to providing a therapeutic environment
  2. How were Nancy’s actions an example of patient-centered care?
    A: Nancy emphasized that Marsha was the only one that could communicate how well they were managing the post procedure pain
    A: Nancy’s inclusion of the husband as a focus of the dialogue, helped put Marsha at ease and demonstrated that the patient and family are our “patients”.
  3. What do we need to do to demonstrate to patients that we care about their experience of pain and that we are doing everything possible to minimize it?
    A: Active listening and being fully present when assessing pain is vital to demonstrating our commitment to patient centered care.
    A: Explain pain management, orders and the rationale for the prescribed plan of care.
    A: Advocate for individualized orders, if the patient’s needs are not met by the standardized approach.

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

  1. What can we learn from this story?
    A: This story reflects the importance of education at all levels. Marsha and her husband needed to understand the plan of care. As stated in the story,
    knowledge was power for Marsha.
  2. What can I do to make sure I convey compassion and empathy when I am interacting with patients about issues of their pain and its management?
    A: Actively listen
    A: Be fully present
    A: Educate the patient and family on the plan of care with associate rationale.
    A: Remind the patient that they are the focus of the assessment and the management success is based on the patient perception of pain management not the practitioners.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Research the role of effective pain management and its impact on patient satisfaction. Develop a presentation that teaches colleagues more about the connection.
  • Brainstorm a list of effective and ineffective approaches to communicating with patients about their pain and its management. Compare your list with a partner.
  • Think of another scenario in which compassionate pain management is necessary. Write a story that demonstrates your understanding of compassionate pain management.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Explain the role effective pain management has in overall patient satisfaction. Student struggles to explain the role effective pain management has in overall patient satisfaction. Student can explain the role effective pain management has in overall patient satisfaction, but needs further practice. Student can accurately explain the role effective pain management has in overall patient satisfaction.
Compare effective and ineffective approaches to communicating with patients about their pain and its management. Student struggles to compare effective and ineffective approaches to communicating with patients about their pain and its management. Student can compare effective and ineffective approaches to communicating with patients about their pain and its management, but needs further practice. Student can accurately compare effective and ineffective approaches to communicating with patients about their pain and its management.
Adopt a pain management strategy that includes and emphasizes complete and compassionate communication with patients. Student struggles to adopt a pain management strategy that includes and emphasizes complete and compassionate communication with patients. Student can adopt a pain management strategy that includes and emphasizes complete and compassionate communication with patients, but needs further practice. Student can accurately adopt a pain management strategy that includes and emphasizes complete and compassionate communication with patients.

 

 

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:

  • 3Ws – Who I Am, What Am I Doing, and Why I Care
  • Collaboration

 

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

203 – I Have Nothing More Important Than You! Instructor’s Guide

Friday, October 10th, 2014

203

Instructor’s Guide – I Have Nothing More Important Than You!


Overview:
This story is about how contact with nurses will often be the primary difference in patients being satisfied with their care or not. Consistently caring, empathetic responses are absolutely necessary for a highly satisfying patient experience.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Describe ways you can engage patients to make an emotional connection.
  • Adopt strategies that focus on the emotional needs of patients and families, not just clinical or administrative requirements.
  • Demonstrate empathic, caring response to patients during episodes of indecision, anxiety, and concerns about the direction of their care.

 

 

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

  • How were Teresa’s actions an example of patient-centered care?
    A: Teresa recognized Toni’s need to ask questions.
    A: Teresa acknowledged that the doctor was busy and not available to pause and focus on the anxiety that Toni was feeling before the procedure.
    A: Teresa allowed Toni be in control of the decision making.
  • How did Teresa attempt to see Toni’s concerns through her eyes, and how did that make a difference for Toni?
    A: Teresa stopped what she was doing and focused on Toni
    A: Teresa acknowledged Toni’s fear and allowed her to verbalize her questions.
    A: Teresa affirmed that Toni was in control of the decision making and provided a therapeutic environment and comfort measures to demonstrate her compassion.
  • How can we make an emotional connection with our patients on a regular basis?
    A: Actively listen
    A: Being present
    A: Demonstrate a commitment to compassionate and coordinated 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: Healthcare, even when engaged for relief of chronic pain, is an intimidating environment and a patient centered approach requires that patients be seen as individuals with unique perspectives, priorities and needs.
  • What one thing can you do to see care through a patient’s eyes to better anticipate and respond to their emotional needs?
    A: Slow down

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Brainstorm ways to engage patients to make an emotional connection. Share your best with a partner and present your top three ideas to the class for discussion.
  • Create a graphic or poster that reminds colleagues to focus on the emotional needs of patients, not just clinical or administrative requirements.
  • Work with a partner to write a dialogue that demonstrates your understanding of empathic and caring responses to patients during episodes of indecision, anxiety, and concerns about the direction of their care. Act out your dialogue.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Describe ways you can engage patients to make an emotional connection. Student struggles to describe ways you can engage patients to make an emotional connection. Student can describe ways you can engage patients to make an emotional connection, but needs further practice. Student can accurately describe ways you can engage patients to make an emotional connection.
Adopt strategies that focus on the emotional needs of patients and families, not just clinical or administrative requirements.  Student struggles to adopt strategies that focus on the emotional needs of patients and families, not just clinical or administrative requirements. Student can adopt strategies that focus on the emotional needs of patients and families, not just clinical or administrative requirements, but needs further practice. Student can accurately adopt strategies that focus on the emotional needs of patients and families, not just clinical or administrative requirements.
Demonstrate empathic, caring response to patients during episodes of indecision, anxiety, and concerns about the direction of their care.  Student struggles to demonstrate empathic, caring response to patients during episodes of indecision, anxiety, and concerns about the direction of their care. Student can demonstrate empathic, caring response to patients during episodes of indecision, anxiety, and concerns about the direction of their care, but needs further practice. Student can accurately demonstrate empathic, caring response to patients during episodes of indecision, anxiety, and concerns about the direction of their care.

 

 

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:

  • 3Ws – Who I Am, What Am I Doing, and Why I Care
  • AskMe3

 

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

202 – How Could This Happen? Instructor’s Guide

Friday, October 10th, 2014

202

Instructor’s Guide – How Could This Happen?


Overview:
This story is about ensuring a safe and satisfying experience for mother and baby during the rapidly changing environment of Labor and Delivery. To prevent harm, use structured and reliable communication protocols.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Apply strategies and methods to ensure safe and timely closed-loop hand-offs between care providers.
  • Apply assertive statements or signal phrases to express safety concerns among team members regardless of hierarchy.
  • Adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family.

 

 

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.
  • 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

  1. How did poor communication jeopardize patient safety in this story?
    A: Due to poor communication the patient did not receive the best care possible. The doctor was also not able to provide the best care and alter patient care related to patient safety because he was not informed of the patient’s prior situation.
  2. What could have been done in this story to ensure better communications when Jessica’s care was handed off to Dr. Travers?
    A: Dr. Travers could have been given Jessica’s chart which documented her prior third degree tear after her episiotomy. She could have also used a birth plan which documented her desire to avoid another third degree tear.
  3. If you were Susan, the nurse with a concern about Dr. Traver’s directions, what could you have said or done to better advocate for Jessica?
    A: The two challenge rule could have been used in this situation. Susan felt concerned about Dr. Travers directions, but she did not say anything to introject. She could have advocated for Jessica by using a “huddle” or the “two challenge” rule.

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

  1. What can we learn from this story?
    A: Good communication is a vital part of providing quality care to each patient and keeping the patient safe. There may be information that is unknown about the patient or the situation if good communication is not present.
  2. What can I do when I have a concern that the direction of care during a delivery could cause an unsafe condition or unsatisfying experience for the patient or family member?
    A: One way to ensure patient safety is to have a team huddle. This allows all team members to communicate any concerns, but also to clarify any issues that may be occurring. It is important for all team members to be able to voice their concerns regarding patient care and safety.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Create a graphic or poster to remind colleagues of the importance of using timely closed-loop handoffs between care providers to ensure patient safety.
  • Develop an assertive statement and a signal phrase you could use with your team to express safety concerns. Explain why this is important to do prior to emergent situations.
  • Design a protocol or checklist for improving team decision-making and communication in emergent situations that include the care team and the patient/family.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Apply strategies and methods to ensure safe and timely closed-loop hand-offs between care providers. Student struggles to apply strategies and methods to ensure safe and timely closed-loop hand-offs between care providers. Student can apply strategies and methods to ensure safe and timely closed-loop hand-offs between care providers, but needs further practice. Student can accurately apply strategies and methods to ensure safe and timely closed-loop hand-offs between care providers.
Apply assertive statements or signal phrases to express safety concerns among team members regardless of hierarchy.  Student struggles to apply assertive statements or signal phrases to express safety concerns among team members regardless of hierarchy. Student can apply assertive statements or signal phrases to express safety concerns among team members regardless of hierarchy, but needs further practice. Student can accurately apply assertive statements or signal phrases to express safety concerns among team members regardless of hierarchy.
Adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family.  Student struggles to adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family. Student can adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family, but needs further practice. Student can accurately adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family.

 

 

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
  • Huddles
  • Two-Challenge Rule

 

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

201 – Conduct Unbecoming Instructor’s Guide

Friday, October 10th, 2014

201

Instructor’s Guide – Conduct Unbecoming


Overview:
This story is about what happens when an incidence of unprofessional behavior happens. If team members aren’t equipped with the tools to diffuse conflict or the ability to deal with unprofessional conduct effectively and quickly, the consequences for staff and patients can be harmful in more ways than one.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct.
  • Arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team.
  • Adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict.

 

 

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.
  • 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: DESC Script

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 healthcare professionals.

 

DESC: What if a conflict has become personal in nature? The DESC script can be used to communicate effectively during all types of conflict, and is most effective in resolving personal conflict. The DESC script is used in the more conflicting scenarios in which behaviors aren’t practiced, hostile or harassing behaviors are ongoing, and safe patient care is suffering.

 

DESC is a mnemonic for—

D = Describe the specific situation

E = Express your concerns about the action

S = Suggest other alternatives

C = Consequences should be stated in terms of impact on established team goals; strive for consensus

 

There are some crucial things to consider when using the DESC script:

  • Time the discussion.
  • Work on win-win.
  • Frame problems in terms of personal experience and lessons learned. Choose a private location.
  • Use “I” statements rather than blaming statements.
  • Focus on what is right, not who is right.

 

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

  1. Describe how Dr. Gonzalez’s behavior is detrimental to patient safety and the team’s effectiveness.
    A: Dr. Gonzalez behavior is detrimental to patient safety because he is not communicating in a way that fosters open communication or respect. In fact, he is blocking opening communication or any further discussion about his patient.
  2. How could Grace use the DESC tool to address her concerns about Dr. Gonzalez?
    A: She would need to describe the specific situation, express her concerns, suggest another alternatives, and state and consequences if the terms were not met. Grace did a good job of stating why she needed to know more about the patient. She stated this would allow her to staff according to the needs on the floor.
  3. How can we use the DESC tool to increase our ability to confront incidents and patterns of unprofessional conduct?
    A: This allows the focus of the conversation to stay on the patient and not on the frustrations of the staff or doctor. There was a potential for negative patient consequences if the doctor and nurse are unable to communicate with each other.

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

  1. What can we learn from this story?
    A: We have learned that disruptive behavior can negatively impact the health care team. In this situation the doctor was so angry at the nurse he was no longer able to have a conversation regarding patient care.
  2. What can I ensure that I will be confident of my ability to successfully resolve any incident or pattern of unprofessional conduct on my team?
    A: Tools can be adopted to help diffuse anger, include mutual respect and open communication. It is not easy to respond in a calm and professional manner when someone else is acting irrational, but it will foster conflict resolution and professional conduct.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Create a graphic or poster to remind colleagues of the DESC tool and its uses.
  • Develop and describe a protocol for using the DESC tool in conjunction with debriefs. Describe how the DESC tool can address patient safety concerns.
  • Complete this story by writing a dialogue in which Grace addresses her concerns about Dr. Gonzalez with a supervisor, using the DESC script tool.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct. Student struggles to define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct. Student can define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct, but needs further practice. Student can accurately define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct.
Arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team.  Student struggles to arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team. Student can arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team, but needs further practice. Student can accurately arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team.
Adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict.  Student struggles to adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict. Student can adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict, but needs further practice. Student can accurately adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict.

 

 

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:

  • DESC Script
  • 4-Step Process

 

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

200 – When Egos Clash, It’s the Patients Who Lose Instructor’s Guide

Friday, October 10th, 2014

200

Instructor’s Guide – When Egos Clash, It’s the Patients Who Lose


Overview:
This story is about how unprofessional conduct is a major cause of compromises in patient safety and affects the morale of the entire clinical team.  All parties, regardless of role, seniority, or skill level, need to treat each other with respect and dignity.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct.
  • Arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team.
  • Adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict.

 

 

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.
  • 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: DESC Script

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 healthcare professionals.

 

DESC: What if a conflict has become personal in nature? The DESC script can be used to communicate effectively during all types of conflict, and is most effective in resolving personal conflict. The DESC script is used in the more conflicting scenarios in which behaviors aren’t practiced, hostile or harassing behaviors are ongoing, and safe patient care is suffering.

 

DESC is a mnemonic for—

D = Describe the specific situation

E = Express your concerns about the action

S = Suggest other alternatives

C = Consequences should be stated in terms of impact on established team goals; strive for consensus

 

There are some crucial things to consider when using the DESC script:

  • Time the discussion.
  • Work on win-win.
  • Frame problems in terms of personal experience and lessons learned. Choose a private location.
  • Use “I” statements rather than blaming statements.
  • Focus on what is right, not who is right.

 

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

  1. Describe how Cindy’s behavior is detrimental to patient safety and the team’s effectiveness.
    A: There is unspoken communication used in this scenario. Cindy’s behavior and actions indicate that she is not team oriented. The team is less effective because they are not able to work together and help each other to provide quality care for each patient.
  2. How could Dr. Janney use the DESC tool to address his concerns about Cindy?
    A: He could use the DESC tool to address his concerns regarding the behavior and conditions in the operating room. He would need to describe the specific situation, express his concerns, suggest other alternatives, and discuss potential patient consequences if new goals are not established.
  3. How can we use the DESC tool to increase our ability to confront incidents and patterns of unprofessional conduct?
    A: The DESC tool is one way to keep the patient the focus of the scenario. It should not be a personal accusation, but rather a way to make patient care a priority.

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

  1. What can we learn from this story?
    A: We learned that disruptive behavior impacts more than just the team, it could also negatively impact patient care.
  2. What can I ensure that I will be confident of my ability to successfully resolve any incident or pattern of unprofessional conduct on my team?
    A: If everyone were responsible for their own behavior this situation may have turned out differently. The team did not show respect for each other and were not making the patient’s safety a priority. Each member of the team needs to take responsibility for their own actions and to be accountable to each other to provide safe patient care.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Create a graphic or poster to remind colleagues of the DESC tool and its uses.
  • Develop and describe a protocol for using the DESC tool in conjunction with debriefs. Describe how the DESC tool can address patient safety concerns.
  • Complete this story by writing a dialogue in which Dr. Janney addresses his concerns about Cindy with her as a supervisor, using the DESC script tool.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct. Student struggles to define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct. Student can define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct, but needs further practice. Student can accurately define the DESC tool from TeamSTEPPS and identify how it can be used to correct incidents and patterns of unprofessional conduct.
Arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team.  Student struggles to arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team. Student can arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team, but needs further practice. Student can accurately arrange the debrief process to set up DESC discussions between the participants when disruptive interpersonal conflict affects the functioning of the team.
Adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict.  Student struggles to adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict. Student can adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict, but needs further practice. Student can accurately adopt the TeamSTEPPS DESC tool as the primary problem-resolution strategy for handling interpersonal conflict.

 

 

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:

  • DESC Script
  • 4-Step Process

 

 

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

199 – Don’t Look Back in Anger Instructor’s Guide

Friday, October 10th, 2014

199

Instructor’s Guide – Don’t Look Back in Anger


Overview:
This story is about how patients, justified or not, can present staff with difficult interpersonal challenges that are sometimes hostile. The story demonstrates that even in the most trying circumstances, the best choice is to listen with compassion and empathy.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Recognize the importance of patient perspective in hostile situations.
  • Describe how empathy can be used to diffuse patient/family anger.
  • Adopt a huddle as a communication tool to support team members and enable them to manage patient/family expectations in hostile situations.

 

 

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

  1. How did Carol’s reaction to Carlota’s accusations serve to escalate the situation in this story?
    A: Carol reacted with anger and frustration. She did not foster open communication or mutual respect. Although Carlota did not approach the nurses station with an ability to use open communication, she was met with Carol’s anger and frustration. This then escalated the already tense situation.
  2. Describe how Estelle used empathy to curb Carlota’s anger and deescalate the situation.
    A: Estelle used empathy by fostering open communication and mutual respect. She listened to Carlota and her concerns regarding her mother’s lack of perceived care. Estelle defended her staff, but also acknowledged the concerns and frustrations Carlota was feeling.
  3. If you had been in Carlota’s shoes, how might you have perceived the situation?
    A: It is easy to become defensive and frustrated when a loved one is ill and in the hospital. Carlota was feeling frustrated and scared about her mother’s declining health. It is appropriate to note that family members may not perceive the situation in the same way as the nurse or other healthcare professional.

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

  1. What can we learn from this story?
    A: We have learned that disruptive behavior can negatively impact the health care team. In this situation it was appropriate to contact the nurse manager and to deescalate the situation.
  2. What tools can you adopt to diffuse patient/family anger and manage expectations?
    A: Tools that can be adopted to help diffuse anger include mutual respect and open communication. It may not be natural to respond in a way that is similar to Estelle, but it can be achieved with practice.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Imagine that Estelle had not been nearby to step in. Write your worst-case scenario for what happens next in this story.
  • Develop a protocol or checklist for dealing with irate patients or family members. Be sure it addresses the use of empathy in diffusing anger.
  • Create a presentation for your colleagues on the use of huddles to diffuse patient anger and support team members.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Recognize the importance of patient perspective in hostile situations.  Student struggles to recognize the importance of patient perspective in hostile situations. Student can recognize the importance of patient perspective in hostile situations, but needs further practice. Student can accurately recognize the importance of patient perspective in hostile situations.
Describe how empathy can be used to diffuse patient/family anger. Student struggles to describe how empathy can be used to diffuse patient/family anger. Student can describe how empathy can be used to diffuse patient/family anger, but needs further practice. Student can accurately describe how empathy can be used to diffuse patient/family anger.
Adopt a huddle as a communication tool to support team members and enable them to manage patient/family expectations in hostile situations.  Student struggles to adopt a huddle as a communication tool to support team members and enable them to manage patient/family expectations in hostile situations. Student can adopt a huddle as a communication tool to support team members and enable them to manage patient/family expectations in hostile situations, but needs further practice. Student can accurately adopt a huddle as a communication tool to support team members and enable them to manage patient/family expectations in hostile situations.

 

 

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:

  • Collaboration
  • Huddles
  • SBAR
  • 3Ws – Who I Am, What I am Doing, Why I care
  • AskMe3

 

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198 – Empathize to Deescalate Instructor’s Guide

Friday, October 10th, 2014

198

Instructor’s Guide – Empathize to Deescalate


Overview:
This story is about the challenge of diffusing a patient’s upset or anger, and how important it is for every team member to maintain an even keel when dealing with conflict, find ways to empathize with patients no matter how combative, and to listen with compassion.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Identify your attitude to conflict.
  • Use empathy in situations charged with conflict to convey that you hear and understand what patients are saying.
  • Establish a common goal through collaboration.

 

 

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

  1. Describe how Mindy effectively deescalated the conflict in this story.
    A: Mindy used open communication and mutual respect to deescalate the situation. She did not ignore the issue or try to get involved with the situation, but she calmly addressed each person and the current situation.
  2. How did Mindy empathize with Carla?
    A: She shared an example of when she also came to the ER to receive care. It is not always necessary to share a personal story, but showing empathy is an important part of providing quality care.
  3. If you were in Mindy’s shoes, how might you have handled the situation differently?
    A: Mindy did a good job of deescalating the situation and still addressing the issue. She included Carla and Juan in the conversation and kept the conversation professional.

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

  1. What can we learn from this story?
    A: We learned the importance of deescalating a potentially aggressive situation. Carla was reacting from a stressful situation and Mindy approached the situation with compassion and empathy. She was successful in her approach to the situation.
  2. What can you do to reduce the potential for failed handoffs?
    A: Remember the importance of providing quality care for each patient no matter how difficult the situation may become. Sometimes it is easier to care for patients who are not angry or frustrated, but everyone deserves quality care.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Rewrite this story assuming that Mindy had a bad day and reacted differently to Carla and Juan’s fight and aggressiveness. Write your worst-case scenario and share it with the class.
  • What was your gut reaction to Carla’s aggressiveness and anger? Describe how you felt about the conflict in this story.
  • Create a presentation that teaches colleagues to focus on a common goal and use empathy when dealing with angry patients or families.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Identify your attitude to conflict. Student struggles to identify their attitude to conflict. Student can identify their attitude to conflict, but needs further practice. Student can accurately identify their attitude to conflict.
Use empathy in situations charged with conflict to convey that you hear and understand what patients are saying. Student struggles to use empathy in situations charged with conflict to convey that they hear and understand what patients are saying. Student can use empathy in situations charged with conflict to convey that they hear and understand what patients are saying, but needs further practice. Student can accurately use empathy in situations charged with conflict to convey that they hear and understand what patients are saying.
Establish a common goal through collaboration.  Students struggles to establish a common goal through collaboration. Students can establish a common goal through collaboration, but needs further practice. Students can accurately establish a common goal through collaboration.

 

 

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:

  • Collaboration

 

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197 – Toxic Handoff Instructor’s Guide

Friday, October 10th, 2014

197

Instructor’s Guide – Toxic Handoff


Overview:
This story is about how a poor patient handoff can result in crucial information about the patient’s condition not being communicated, resulting in incomplete or inappropriate care decisions that can seriously endanger the patient’s safety.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Summarize the benefits for patient safety of having a structured handoff process.
  • Identify tools to support an effective handoff (e.g., checklist).
  • Develop a handoff process that ensures all relevant information is available to the team prior to discharge and that this information is shared with patients.

 

 

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.
  • 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: Handoffs

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 healthcare professionals.

Handoffs: When a team member is temporarily or permanently relieved of duty, there is a risk that necessary information about the patient might not be communicated. The handoff strategy is designed to enhance information exchange at critical times such as transitions in care. More important, it maintains continuity of care despite changing caregivers and patients. 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).

 

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

  1. Which parts of the handoff process were most challenging for this team?
    A: It was most challenging for this team when the ER was busy and the work load continued to increase. Also – they did not have a good way to provide patient handoff care information from one healthcare professional to another. The doctor assisting with the discharge was not informed of the necessary discharge information.
  2. How could a structured handoff process have improved patient safety in this story?
    A: A structured handoff process would have helped in this situation, because the patient had tests ordered, but there was not follow-up to those tests. In this scenario it is unclear if any type of handoff was given between the healthcare professionals.
  3. How could the hospital improve its handoff process to better address patient safety?
    A: The use of SBAR could be used when transferring information from one healthcare team to another. The discharge doctor could have instructed the family to stay until all test results were received.

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

  1. What can we learn from this story?
    A: The importance of Team STEPPS handoff when patient care is transferred from one person to another. The healthcare team is responsible to provide quality care to the patient. This includes noting and following up with lab and test results prior to discharge.
  2. What can you do to reduce the potential for failed handoffs?
    A: One way is to implement bedside handoffs for every patient in the hospital. Another way to reduce the potential for failed handoffs is to identify a specific tool to be used when providing handoff, for example SBAR.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Develop a checklist that could help the team conduct a structured and effective handoff.
  • Create a presentation that teaches your colleagues about the importance of handoffs and their benefits for patient safety.
  • Research and describe what might have happened if Jody’s parents didn’t act so quickly in bringing him back to the emergency department. What might the consequences have been for him and for the hospital?

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Summarize the benefits for patient safety of having a structured handoff process Student struggles to summarize the benefits for patient safety of having a structured handoff process Student can summarize the benefits for patient safety of having a structured handoff process, but needs further practice. Student can accurately summarize the benefits for patient safety of having a structured handoff process
Identify tools to support an effective handoff (e.g., checklist) Student struggles to identify tools to support an effective handoff (e.g., checklist) Student can identify tools to support an effective handoff (e.g., checklist), but needs further practice. Student can accurately identify tools to support an effective handoff (e.g., checklist)
Develop a handoff process that ensures all relevant information is available to the team prior to discharge and that this information is shared with patients  Student struggles to develop a handoff process that ensures all relevant information is available to the team prior to discharge and that this information is shared with patients. Student can develop a handoff process that ensures all relevant information is available to the team prior to discharge and that this information is shared with patients, but needs further practice. Student can accurately develop a handoff process that ensures all relevant information is available to the team prior to discharge and that this information is shared with patients.

 

 

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:

  • Collaboration
  • Handoff
  • Bedside Handoffs
  • Check-Backs
  • 3Ws – Who I am, What I am doing, and Why I care
  • AskMe3

 

 

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196 – Close the Loop Instructor’s Guide

Friday, October 10th, 2014

196

Instructor’s Guide – Close the Loop!


Overview:
This story is about patient discharge as a crucial activity to ensure their safety. It’s not enough for caregivers to simply communicate instructions—we must ensure that the patient and their family fully understand every detail using the check-back process.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Identify at least 3 points in this story where staff should have verified that the patient or her son understood the message.
  • Describe how check backs close the communication loop when exchanging information with patients and their families.
  • Adopt check backs as a tool to effectively exchange information with patients and their families.

 

 

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.
  • 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: 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 healthcare professionals.

 

Check-Back: 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.

 

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

  1. Identify at least 3 points in this story where staff should have verified that the patient or her son understood the message.
    A: This could have been done when the patient was still in the hospital, during discharge, or when the follow-up phone call was made to the patient’s home. In fact, it should have been done at all three of these times. This would have provided the patient and her son with multiple opportunities to ask for clarification.
  2. Describe how check backs could have helped to close the communication loop with this family.
    A: Good communication, thinking ahead, and asking questions are an important part of nursing work. There was not a time during this scenario that anyone asked the family questions regarding the need to make an upcoming appointment or for filling the medication prescription.
  3. What do team members need to be able to do in order to effectively close the communication loop when exchanging information with patients about their care?
    A: One way is to verbalize the things that are missing or that have not been previously discussed. The discharge nurse could have made a checklist to be completed by the family upon discharge. The nurse that made the follow-up phone call could have asked open ended questions about the care of the patient and direct questions related to the dialysis appointment and medication administration.

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

  1. What can we learn from this story?
    A: Good communication, thinking ahead, and making observations is an important part of nursing work.
  2. How can you ensure that you close the communication loop with patients and their families when you are talking with them about their care?
    A: One way is for a nurse to start the discharge information process much earlier than the actual discharge time. Let the patient know they can ask questions at any time and to repeat necessary information as needed. The nurse should provide information and then ask the patient to restate what was said in their own words. Once the discharge information has been given it is a good time to ask if they have any questions or concerns before the actual discharge.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Describe the 3 points in this story where staff should have verified that the patient or her son understood the message. Explain how the staff could have better handled each of these points.
  • Create a presentation that teaches your colleagues about Check-Backs and their importance.
  • Develop a protocol and checklist for the staff in this story that helps them ensure that patients and their families are actively involved in the discharge process.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Identify at least 3 points in this story where staff should have verified that the patient or her son understood the message.  Student struggles to identify at least 3 points in this story where staff should have verified that the patient or her son understood the message. Student can identify at least 3 points in this story where staff should have verified that the patient or her son understood the message, but needs further practice. Student can accurately identify at least 3 points in this story where staff should have verified that the patient or her son understood the message.
Describe how check backs close the communication loop when exchanging information with patients and their families.  Student struggles to describe how check backs close the communication loop when exchanging information with patients and their families. Student can describe how check backs close the communication loop when exchanging information with patients and their families, but needs further practice. Student can accurately describe how check backs close the communication loop when exchanging information with patients and their families.
Adopt check backs as a tool to effectively exchange information with patients and their families.  Student struggles to adopt check backs as a tool to effectively exchange information with patients and their families. Student can adopt check backs as a tool to effectively exchange information with patients and their families, but needs further practice. Student can accurately adopt check backs as a tool to effectively exchange information with patients and their families.

 

 

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:

  • Check-Backs
  • I PASS the BATON
  • 3Ws – Who I am, What I am doing, and Why I care
  • AskMe3

 

 

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195 – Question Everything! Instructor’s Guide

Friday, October 10th, 2014

195

Instructor’s Guide – Question Everything!


Overview:
This story is about a patient who is prescribed an inappropriate and dangerous dose of a drug, and how no one from the nurse carrying out the order to the pharmacist filling the order challenged the dosage that could have resulted in patient harm.

 


Primary Learning Outcomes

After completing this lesson, the student will be able to:

  • Describe how situation monitoring supports team functioning.
  • Identify tools that enable team members to assertively voice concerns over patient care.
  • Apply the Two-Challenge rule in situations where there are conflicting perspectives on patient care.

 

 

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: “Two Challenge Rule”

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 healthcare professionals.

 

Two Challenge Rule: 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. The first challenge should be in the form of a question. The second challenge should provide some support for your concern. Remember this is about advocating for the patient. The Two-Challenge tactic ensures that an expressed concern has been heard, understood, and acknowledged.

 

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

  1. How could the two-challenge rule have helped improve patient safety in this story?
    A: In this story no one challenged the Thorazine order or dosage. The two-challenge rule may have helped in this case due to the use of the medication and the high dosage. The pharmacist and the nurse could have questioned the order before administering the medication.
  2. What barriers were present in this story that prevented Alice from questioning Dr. Racinelli’s orders?
    A: She did not question the order because she was not familiar with Thorazine being used for hiccups. She also did not double check the amount of medication ordered. She did not speak up when she thought it may be an incorrect order.
  3. What skills do team members in this story need to develop to enable them to effectively advocate for patients?
    A: Team staff members could develop “Speak Up” or work on more advocacy and assertion. Assertion was not demonstrated in this story in regards to the new medication order.

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

  1. What can we learn from this story?
    A: New orders need to be checked before any medication is administered to the patient. It is important to double check orders, and also to determine if they are appropriate for the patient.
  2. What tools can I use to effectively advocate for patient safety?
    A: Patient safety needs to be a priority for every health care provider. In this situation advocacy and assertion could be more established within the health care team. The nurse did not speak up when she received the order and the pharmacist did not question the order or the dosage for this patient.

 

Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting. 

  • Research what adverse effects might have come from Dr. Racinelli’s overdose of Thorazine. Present your findings.
  • Create a presentation for colleagues on the Two-Challenge Rule, and its importance in protecting patient safety.
  • Write a dialogue in which Alice uses the Two Challenge Rule to question Dr. Racinelli’s decision to prescribe such a large dose of Thorazine for Shane’s hiccups.

 



Measuring Student Mastery:

Learning Outcome Level 1 Level 2 Level 3
Describe how situation monitoring supports team functioning. Student struggles to describe how situation monitoring supports team functioning. Student can describe how situation monitoring supports team functioning, but needs further practice. Student can accurately describe how situation monitoring supports team functioning.
Identify tools that enable team members to assertively voice concerns over patient care. Student struggles to identify tools that enable team members to assertively voice concerns over patient care. Student can identify tools that enable team members to assertively voice concerns over patient care, but needs further practice. Student can accurately identify tools that enable team members to assertively voice concerns over patient care.
Apply the Two-Challenge rule in situations where there are conflicting perspectives on patient care outcomes.     Student struggles to apply the Two-Challenge rule in situations where there are conflicting perspectives on patient care outcomes. Student can apply the Two-Challenge rule in situations where there are conflicting perspectives on patient care outcomes, but needs further practice. Student can accurately apply the Two-Challenge rule in situations where there are conflicting perspectives on patient care outcomes.

 

 

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
  • I’M SAFE
  • SBAR
  • Two Challenge Rule
  • 3Ws – Who I am, What I am doing, and Why I care
  • AskMe3
  • “Speak Up”

 

 

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