Archive for the ‘Pro ED Guides’ Category
Thursday, October 9th, 2014
183
Instructor’s Guide – I’M SAFE When I Reach Out
Overview:
This story focuses on care for the caregiver, sometimes referred to as resilience. The stress of caring for patients can lead to chronic fatigue, burnout, and unprofessional behaviors. All team members have a responsibility to recognize and respond when team members become overwhelmed.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Summarize the elements of the resilience self-assessment tool, I’M SAFE.
- Describe the importance of evaluating team members’ fitness for duty by identifying cues of stress, fatigue, and burnout.
- Adopt strategies and methods for open sharing among team members and leaders for early identification of individuals with severe stress.
QSEN Pre-Licensure Competencies
The following QSEN competencies are addressed in this lesson:
- Teamwork and Collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.
- Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
QSEN Teamwork & Collaboration Enrichment
TeamSTEPPS® Best Practice: I’M SAFE
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.
I’M SAFE: Be aware of your own condition to ensure that you are fit and ready to fulfill your duties is essential to delivering safe, quality care. “I’M SAFE” is a simple checklist that should be used daily (or more frequently) to determine both your co-workers’ and your own ability to perform safely.
I’M SAFE stands for:
- Illness: Am I feeling so bad that I cannot perform my duties?
- Medication: Is the medication I am taking affecting my ability to maintain situation awareness and perform my duties?
- Stress: Is there something that is detracting from my ability to focus and perform my duties?
- Alcohol/Drugs: Is my use of alcohol or illicit drugs affecting me so that I cannot focus on the performance of my duties?
- Fatigue: Team members should alert the team regarding their state of fatigue (e.g., watch me a little closer today, I only had three hours of sleep last night).
- Eating and Elimination: Not taking care of our eating and elimination needs affects our ability to concentrate and stresses us physiologically.
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 would the “I’M SAFE” protocol have helped in this story?
A: It’s important that nurses can recognize when they have limitations. The safety of the patient needs to be the first priority.
- What does this story illustrate about the importance of recognizing and managing stress, fatigue, and burnout among a team?
A: Stress, fatigue, and burnout can happen to anyone, but if nurses are not aware of it they can easily become overwhelmed. This in turn can negatively affect patient care.
- What do you feel June did well in this story? What could she do better?
A: She noticed there was an issue with Francis and addressed her privately about how she was doing. She may need to address some of the negative comments made by the other staff in the future to prevent potential bullying and hazing.
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 stress, fatigue, and burnout can happen to anyone. Every nurse to subject to burnout and they need to be aware of the signs so that patient safety remains the primary focus and not the stress of the nurse.
- What is one thing you could do to improve your ability to recognize and manage stress among team members?
A: Review the “I’M SAFE” steps and ensure team members are also aware of those steps. Another way to recognize stress is to continue to keep an open dialogue with staff members. Allow the staff to express their feelings and to state when they are overwhelmed with their assignment.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Create a presentation to introduce others to the “I’M SAFE” tool.
- Develop a checklist for recognizing burnout, fatigue, and stress in colleagues.
- Brainstorm some ways that leaders can encourage open sharing among team members to avoid situations where severe stress becomes a liability to patient care and safety.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Summarize the elements of the resilience self-assessment tool, I’M SAFE. |
Student struggles to summarize the elements of the resilience self-assessment tool, I’M SAFE. |
Student can summarize the elements of the resilience self-assessment tool, I’M SAFE, but needs further practice. |
Student can accurately summarize the elements of the resilience self-assessment tool, I’M SAFE. |
| Describe the importance of evaluating team members’ fitness for duty by identifying cues of stress, fatigue, and burnout. |
Student struggles to describe the importance of evaluating team members’ fitness for duty by identifying cues of stress, fatigue, and burnout. |
Student can describe the importance of evaluating team members’ fitness for duty by identifying cues of stress, fatigue, and burnout, but needs further practice. |
Student can accurately describe the importance of evaluating team members’ fitness for duty by identifying cues of stress, fatigue, and burnout. |
| Adopt strategies and methods for open sharing among team members and leaders for early identification of individuals with severe stress. |
Student struggles to adopt strategies and methods for open sharing among team members and leaders for early identification of individuals with severe stress. |
Student can adopt strategies and methods for open sharing among team members and leaders for early identification of individuals with severe stress, but needs further practice. |
Student can accurately adopt strategies and methods for open sharing among team members and leaders for early identification of individuals with severe stress. |
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:
- I’M SAFE
- CUS
- Huddles
- Cross Monitoring
- Feedback
- Collaboration
- Task Assistance
- Patient Rounding
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
182
Instructor’s Guide – Trust Your Instincts: Cross Monitor!
Overview:
This story addresses the issue of cross monitoring as it relates to error prevention. A work environment that encourages staff to openly share concerns related to the safety of the patients is necessary for optimal patient care and experience.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe the importance of applying reporting principles without fear of retribution or punishment.
- Explain the necessity of integrating reporting daily as a feedback mechanism and safety improvement system.
- Describe the importance of creating a just culture to improve front line reporting.
QSEN Pre-Licensure Competencies
The following QSEN competencies are addressed in this lesson:
- Teamwork and Collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.
- Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
QSEN Teamwork & Collaboration Enrichment
TeamSTEPPS® Best Practice: Cross Monitoring
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.
Cross Monitoring: Cross Monitoring is used by fellow team members to help maintain situation awareness and prevent errors. Commonly referred to as “watching each other’s back,” it is the action of monitoring the behavior of other team members by providing feedback and keeping track of fellow team members’ behaviors to ensure that procedures are being followed appropriately. It allows team members to self-correct their actions if necessary. Cross monitoring is not a way to “spy” on other team members, rather it is a way to provide a safety net or error-prevention mechanism for the team, ensuring that mistakes or oversights are caught early. When all members of the team trust the intentions of their fellow team members, a strong sense of team orientation and a high degree of psychological safety result.
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 should Allison have done when she discovered Sarah’s injuries?
A: Allison needed to report these findings right away, as she was not sure where the bruises originated. This is a very serious situation and needs to be reported immediately.
- What issues regarding the staff’s attitude towards reporting need to be addressed in this nursing home?
A: Allison was concerned about reporting the bruises because it would require a large amount of paperwork. She also didn’t think it was a serious issue.
A: Sarah’s daughter could have let the staff know as soon as she dropped Sarah off for the day what had happened. The issues related with the bruises could have been avoided if Sarah’s daughter would have said something first.
- How could better cross-monitoring have helped improve patient safety and CNA willingness to report in this nursing home?
A: It would be good if the staff were aware of cross monitoring and that it is not a way to “spy” on other team members, rather it is a way to provide a safety net or error-prevention mechanism for the team. It works to ensure that mistakes or oversights are caught early. When all members of the team trust the intentions of their fellow team members, a strong sense of team orientation and a high degree of psychological safety are the result.
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: A thorough assessment of each patient is necessary and important. This could have potentially been a very serious situation
- What one thing can you do to improve voluntary reporting of patient safety or service events?
A: The supervisor may know something the CNA does not know. Also, the supervisor is trained regarding skin care assessments and potential abuse reporting.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Think about what Allison should have done when she discovered Sarah’s injuries. Rewrite the dialogue between her and Colleen with Allison reporting Sarah’s injuries appropriately.
- Design a presentation for the staff at this nursing home on the importance of proactive front line reporting, including its benefits and the consequences of not reporting incidents and injuries.
- Create a checklist for the CNAs in this nursing home that reminds them to integrate reporting daily as a feedback mechanism and safety improvement system.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Describe the importance of applying reporting principles without fear of retribution or punishment. |
Student struggles to describe the importance of applying reporting principles without fear of retribution or punishment. |
Student can describe the importance of applying reporting principles without fear of retribution or punishment, but needs further practice. |
Student can accurately describe the importance of applying reporting principles without fear of retribution or punishment. |
| Explain the necessity of integrating reporting daily as a feedback mechanism and safety improvement system. |
Student struggles to explain the necessity of integrating reporting daily as a feedback mechanism and safety improvement system. |
Student can explain the necessity of integrating reporting daily as a feedback mechanism and safety improvement system, but needs further practice. |
Student can accurately explain the necessity of integrating reporting daily as a feedback mechanism and safety improvement system. |
| Describe the importance of creating a just culture to improve front line reporting. |
Student struggles to describe the importance of creating a just culture to improve front line reporting. |
Student can describe the importance of creating a just culture to improve front line reporting, but needs further practice. |
Student can accurately describe the importance of creating a just culture to improve front line reporting. |
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:
- Cross Monitoring
- Huddles
- STEP
- Advocacy and Assertion
- Handoffs
- Debriefs
- Patient Rounding
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
181
Instructor’s Guide – Advocate for Patient Safety
Overview:
This story addresses the importance of effective and consistent forms of team communication. Staff should feel empowered to speak up, assert, and advocate on behalf of the patient and the team regardless of perceived organizational hierarchies.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Apply assertive statements or signal phrases to express safety concerns among team members regardless of hierarchy.
- Analyze the conditions for calling team huddles in emergent situations to improve problem solving.
- Explain and 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.
QSEN Teamwork & Collaboration Enrichment
TeamSTEPPS® Best Practice: Advocacy and Assertion
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.
Advocacy and Assertion: Advocacy and Assertion interventions are invoked when a team member’s viewpoint does not coincide with that of a decision maker. In advocating for the patient and asserting a corrective action, the team member has an opportunity to correct errors or the loss of situation awareness. Failure to employ advocacy and assertion has been frequently identified as a primary contributor to the clinical errors found in malpractice cases and sentinel events. You should advocate for the patient even when your viewpoint is unpopular, is in opposition to another person’s view, or questions authority. When advocating, assert your viewpoint in a firm and respectful manner. You should also be persistent and persuasive, providing evidence or data for your concerns.
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 could Beth have been more assertive in her advocacy for Tracy?
A: The nurse knew the fetal heart monitor indicated there was a potential problem, but she did not make that clear enough to the OBGYN.
- Describe the importance of advocacy using examples from this story and from your own experiences.
A: She only hinted suggestions to the doctor. She did not state her concern or that she was uncomfortable with the situation. This is fairly common with nurses are new to a unit or unfamiliar with the situation.
- What does this story illustrate about the importance of including the family and patient in decision-making for emergent situations?
A: She continued to monitor the baby and mother. She also began to prepare the family for potential issues. She told them the doctor would most likely be coming in with more information for them.
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: Being proactive and noting a concern is an important part of patient care. The nurse Beth could have used ‘CUS’ earlier in the scenario when she noted the potential problem with the fetal heart tones.
- What one thing can you do to improve your communication with team members during emergent situations while including patients and families?
A: Be direct and state the actual concern with the doctor. Do not assume the doctor or other health care professions see the same thing you do or understand what your concerns are if you don’t say them.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Create a presentation for team members on assertive statements and advocacy, and the importance of expressing safety concerns, regardless of hierarchy. Be sure to address the importance of doctors considering the concerns of nurses and techs.
- How might a team huddle have averted this scenario? Describe what points you would have included in a team huddle, and how they might have helped improve Tracy and Eddie’s patient experience.
- Work with a partner to brainstorm communication methods and strategies for improving decision making during emergent situations that include the patient and family. Share your ideas with the class, and work together create a top ten list of your best ideas.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| 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. |
| Analyze the conditions for calling team huddles in emergent situations to improve problem solving. |
Student struggles to analyze the conditions for calling team huddles in emergent situations to improve problem solving. |
Student can analyze the conditions for calling team huddles in emergent situations to improve problem solving, but needs further practice. |
Student can accurately analyze the conditions for calling team huddles in emergent situations to improve problem solving. |
| Explain and adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family. |
Student struggles to explain and adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family. |
Student can explain and 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 explain and adopt new communication methods and strategies for improving team decision making during emergent situations that include the patient and family. |
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:
- STEP
- CUS
- Two-Challenge Rule
- Huddles
- Briefs
- Debriefs
- Feedback
- Advocacy and Assertion
- Collaboration
- Call-Out
- Cross Monitoring
- “Speak-Up”
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
180
Instructor’s Guide – Cross Monitor for Patient Safety
Overview:
This story is about how cross monitoring helps maintain situation awareness and prevent errors. Commonly referred to as “watching each other’s back,” it allows team member to self-correct their actions and provides a safety net or error-prevention mechanism for the team.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Compare written orders in the context of the entire patient care plan to ensure accuracy.
- Explain and adopt strategies to limit distractions, interruptions, and multitasking during critical care activities.
- Describe the importance of applying cross monitoring skills across the team regardless of position, status, or hierarchy to create trust and prevent errors.
QSEN Pre-Licensure Competencies
The following QSEN competencies are addressed in this lesson:
- Teamwork and Collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.
- Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
QSEN Teamwork & Collaboration Enrichment
TeamSTEPPS® Best Practice: Cross-Monitoring
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.
Cross Monitoring: Cross Monitoring is used by fellow team members to help maintain situation awareness and prevent errors. Commonly referred to as “watching each other’s back,” it is the action of monitoring the behavior of other team members by providing feedback and keeping track of fellow team members’ behaviors to ensure that procedures are being followed appropriately. It allows team members to self-correct their actions, if necessary. Cross monitoring is not a way to “spy” on other team members, rather it is a way to provide a safety net or error-prevention mechanism for the team, ensuring that mistakes or oversights are caught early. When all members of the team trust the intentions of their fellow team members, a strong sense of team orientation and a high degree of psychological safety result.
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
- Why is it important to compare written orders in the context of the entire patient care plan?
A: Because nurses are responsible for the care given to each patient, even if the doctor or another health care professional has not done the right thing in a previous situation.
- How can we limit distractions, interruptions, and multi-tasking during critical care activities?
A: Be sure to use proper handoff when giving report to another health care professional.
A: Stay focused on the task at hand and try not to get distracted and behind in patient care, charting, or daily tasks.
- What does this story illustrate about the importance of cross-monitoring?
A: Cross-monitoring is important because new orders may be entered the nurse needs to be sure they are appropriate for the patient.
A: Don’t hesitate to ask for clarification on an order if you are unsure. This may be to another nurse, the charge nurse, or a doctor.
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 change of shift report can be a chaotic time, even if there isn’t a code at the same time.
A: It’s important to have a good handoff even when other things are occurring in the hospital.
- What one thing can you do to improve mutual trust among your team so you always ‘have each other’s back’ regardless of individual personalities?
A: It was important that Diane did not leave until the current situation was handled. She stayed until the handoff was complete.
A: It was appropriate for Carol to call Diane at home. Diane may have known some information about the change in medication dosage and avoided a call to the doctor.
A: Diane made it clear that she was willing to call the doctor, even if he was going to become upset. The patient needs to be the first priority.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Imagine what might have happened if Diane did not facilitate the three way call to Dr. Jackson. Rewrite the ending of the story as if Diane had not stepped in.
- Brainstorm ways to limit distractions, interruptions, and multitasking during critical care activities. Share with a partner and discuss and refine your lists.
- Create a presentation on the importance of cross-monitoring, including suggestions for building trust across the team.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Compare written orders in the context of the entire patient care plan to ensure accuracy. |
Student struggles to compare written orders in the context of the entire patient care plan to ensure accuracy. |
Student can compare written orders in the context of the entire patient care plan to ensure accuracy, but needs further practice. |
Student can accurately compare written orders in the context of the entire patient care plan to ensure accuracy. |
| Explain and adopt strategies to limit distractions, interruptions, and multitasking during critical care activities. |
Student struggles to explain and adopt strategies to limit distractions, interruptions, and multitasking during critical care activities. |
Student can explain and adopt strategies to limit distractions, interruptions, and multitasking during critical care activities, but needs further practice. |
Student can accurately explain and adopt strategies to limit distractions, interruptions, and multitasking during critical care activities. |
| Describe the importance of applying cross monitoring skills across the team regardless of position, status, or hierarchy to create trust and prevent errors. |
Student struggles to describe the importance of applying cross monitoring skills across the team regardless of position, status, or hierarchy to create trust and prevent errors. |
Student can describe the importance of applying cross monitoring skills across the team regardless of position, status, or hierarchy to create trust and prevent errors, but needs further practice. |
Student can accurately describe the importance of applying cross monitoring skills across the team regardless of position, status, or hierarchy to create trust and prevent errors. |
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
- STEP
- Cross-Monitoring
- Advocacy and Assertion
- SBAR
- Handoffs
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
179
Instructor’s Guide – A Fatal Interruption
Overview:
This story is about minimizing distractions during medication administration to prevent adverse drug events. Rigorously following patient identification protocols using the “5 Rights” is crucial to ensure the right patient receives the right medication dose at the right time.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Examine the impact of interruptions on patient safety protocol.
- Evaluate the impact of personal stress on individual performance.
- Design strategies to avoid errors due to interruptions in workflow.
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.
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 could Dianne have done to avoid the critical error she made?
A: She should not have answered her phone while administering medication. It is important that nurses are not interrupted or distracted by anything while giving medications.
- How could this team better manage interruptions during medication administration?
A: The change nurse could take phone calls or messages for nurses when they are giving medications. Another way to avoid this is to only take the medication for one patient at a time. The nurse could have avoided this by only taking Mary’s medication with her and returning to the med room to get the next patient’s medication.
- What protocols should be in place across the team to ensure that errors like this do not occur?
A: One protocol could be in place that limits the number of interruptions nurses have when administering medications. At some facilities the nurse wears a special “medication” vest and does not engage in conversations with anyone until the medication has been administered.
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 rushing and compromising evidence based practice is not acceptable in almost any situation. This was a scenario where the desire to save time resulted in poor outcomes for the patient.
- What is one thing you can do to limit the impact of interruptions during medication administration?
A: One way is to avoid answering the phone or speaking to colleagues while preparing or administering medications. Another thing that can be done is to limit personal conversations until after work.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Examine the impact of interruptions on patient safety protocol. |
Student struggles to examine the impact of interruptions on patient safety protocol. |
Student can examine the impact of interruptions on patient safety protocol, but needs further practice. |
Student can accurately examine the impact of interruptions on patient safety protocol. |
| Evaluate the impact of personal stress on individual performance. |
Student struggles to evaluate the impact of personal stress on individual performance. |
Student can evaluate the impact of personal stress on individual performance, but needs further practice. |
Student can accurately evaluate the impact of personal stress on individual performance. |
| Design strategies to avoid errors due to interruptions in workflow. |
Student struggles to design strategies to avoid errors due to interruptions in workflow. |
Student can design strategies to avoid errors due to interruptions in workflow, but needs further practice. |
Student can accurately design strategies to avoid errors due to interruptions in workflow. |
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
- I’M SAFE
- STEP
- Bedside Handoffs
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
178
Instructor’s Guide – If Only…
Overview:
This story is about the lack of preparedness of teams to handle out-of-the-ordinary emergent events, and the dire consequences for patients of the failure of teamwork within and across hospital units.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Demonstrate understanding of preparedness for infrequent emergent events, including equipment, materials, and training.
- Explain how to modify processes as necessary for ensuring that the right equipment, materials, and properly trained staff are available for infrequently occurring, but life-threatening emergent events.
- Describe the importance of adopting proactive strategies to defeat complacency regarding infrequent, but life-threatening emergent events.
QSEN Pre-Licensure Competencies
The following QSEN competencies are addressed in this lesson:
- Teamwork and Collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.
- Evidence-Based Practice (EBP): Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.
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 does this story illustrate about the importance of being prepared for emergent events?
A: It is important to be prepared for emergent events, even if they do not occur very often. This can be difficult when it is not a regular occurrence.
- How could this team have been better prepared for this emergent event?
A: One way would have been to clarify the correct kit the physician wanted and to charge the hair clippers. It is also a good idea to have a few sets of supplies available and not just one set.
- What proactive strategies could be put in place in this hospital to avoid a repeat of an incident like the one in this story?
A: One way is to ensure staff are responsible for keeping their work areas organized and stocked with supplies. This should be everyone’s responsibility and not just that of the nurse.
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: Everyone in this scenario wanted the best outcome for the patient. This was not a situation where there was poor communication or inappropriate care given to the patient, but rather a case of being unprepared.
- What can you do that will foster better teamwork within and across the different hospital units that will increase our preparation for infrequent emergent events?
A: One way is to ensure that closets and storage units ar kept organized and supplies are clearly marked. Another way is to practice mock codes more regularly to help prepare for situation like this one.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Describe some proactive strategies that could be put in place in this hospital to avoid a repeat of an incident like the one in this story.
- Create a checklist of equipment, material, and trained staff that could/should be available for infrequently occurring, but life-threatening emergent events. Share your checklist with your classmates and compile your ideas together.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Demonstrate understanding of preparedness for infrequent emergent events, including equipment, materials and training. |
Student struggles to demonstrate understanding of preparedness for infrequent emergent events, including equipment, materials and training. |
Student can demonstrate understanding of preparedness for infrequent emergent events, including equipment, materials and training, but needs further practice. |
Student can accurately demonstrate understanding of preparedness for infrequent emergent events, including equipment, materials and training. |
| Explain how to modify processes as necessary for ensuring that the right equipment, materials, and properly trained staff are available for infrequently occurring, but life-threatening emergent events. |
Student struggles to explain how to modify processes as necessary for ensuring that the right equipment, materials, and properly trained staff are available for infrequently occurring, but life-threatening emergent events. |
Student can explain how to modify processes as necessary for ensuring that the right equipment, materials, and properly trained staff are available for infrequently occurring, but life-threatening emergent events, but needs further practice. |
Student can accurately explain how to modify processes as necessary for ensuring that the right equipment, materials, and properly trained staff are available for infrequently occurring, but life-threatening emergent events. |
| Describe the importance of adopting proactive strategies to defeat complacency regarding infrequent, but life-threatening emergent events. |
Student struggles to describe the importance of adopting proactive strategies to defeat complacency regarding infrequent, but life-threatening emergent events. |
Student can describe the importance of adopting proactive strategies to defeat complacency regarding infrequent, but life-threatening emergent events, but needs further practice. |
Student can accurately describe the importance of adopting proactive strategies to defeat complacency regarding infrequent, but life-threatening emergent events. |
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:
- SBAR
- Briefs
- Call-Out
- Cross Monitoring
- Debriefs
- Feedback
- Huddles
- STEP
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
177
Instructor’s Guide – The Burden of VTE
Overview:
This story is about when healthcare team members are acutely overburdened at work, the potential for error rises and patient safety is put at risk, especially for Venous Thromboembolism (VTE). Most hospitalized patients have at least one risk factor for VTE, however, appropriate prophylaxis is applied only 39.5% of the time.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe the consequences for patient safety when team members are overwhelmed.
- Identify tools (e.g., task assistance) to support team members who are acutely overburdened and enable them to carry out patient safety tasks, such as VTE prevention.
- Explain and adopt a plan to monitor compliance with evidence-based VTE prophylaxis policies.
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.
QSEN Teamwork & Collaboration Enrichment
TeamSTEPPS® Best Practice: Task Assistance
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.
Task Assistance: Task Assistance is guided by situation monitoring because situation awareness allows team members to effectively identify the need for assistance by others on the team. To a certain degree, some of us have been conditioned to avoid asking for help because of the fear of suggesting lack of knowledge or confidence. Many people refuse to seek assistance when overwhelmed by tasks. In support of patient safety, however, task assistance is expected. One of the most important concepts to remember with regard to Task Assistance is that assistance should be actively given and offered whenever there is a concern for patient safety related to workload. Task assistance may involve asking for assistance when overwhelmed or unsure; helping team members to perform their tasks, shifting workload by redistributing tasks to other team members, delaying/rerouting work so the overburdened member can recover, and/or filling in for overburdened team members when necessary.
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
- Why was Kathi’s intervention on Deloris’s behalf so critical in this case?
A: This patient has a history of DVT and it is important to avoid this from happening again. High workload periods make it difficult to comply with standards of care.
- What does this story illustrate about the importance of developing a culture of teamwork that includes task assistance?
A: Health care professionals must be diligent to provide quality safe patient care no matter how busy their assignment may be. Teamwork is an important part of providing quality care for each patient.
- How did this team successfully monitor compliance with evidence-based VTE prophylaxis policies? What could they improve?
A: They monitored VTE prophylaxis, but it did not appear to be in a standardized way. It was by chance that Kathi assisted Deloris’s patient. This could be improved by having set standards to use when caring for every patient at risk of developing a DVT.
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: Potential harm occurred to a patient because the nurse was trying to provide care for her patient, but was too busy to follow through with the plan of care. She could have used better communication and asked for help with her workload.
- What tools can you use to support team members who are acutely overburdened to ensure that patient safety is not compromised?
A: It is often hard to slow down during high workload periods, but it necessary for patient safety. It is important to ask for help and to communicate when the patient assignment is too heavy. This is critical during high workload periods due to the increased stress and chaos of the situation.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Imagine if Kathi had not stepped in to help Deloris, and had adopted an “it’s not my job” attitude. Rewrite the end of this story, including what consequences might have come from her inaction.
- Create a presentation that explains the importance of monitoring compliance with evidence-based VTE prophylaxis policies, and how staff can help each other deliver exceptional patient care.
- Develop a presentation on task assistance that encourages staff members across the unit to help each ensure patient safety and a high standard of patient care.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Describe the consequences for patient safety when team members are overwhelmed. |
Student struggles to describe the consequences for patient safety when team members are overwhelmed. |
Student can describe the consequences for patient safety when team members are overwhelmed, but needs further practice. |
Student can accurately describe the consequences for patient safety when team members are overwhelmed. |
| Identify tools (e.g., task assistance) to support team members who are acutely overburdened and enable them to carry out patient safety tasks, such as VTE prevention. |
Student struggles to identify tools (e.g., task assistance) to support team members who are acutely overburdened and enable them to carry out patient safety tasks, such as VTE prevention. |
Student can identify tools (e.g., task assistance) to support team members who are acutely overburdened and enable them to carry out patient safety tasks, such as VTE prevention, but needs further practice. |
Student can accurately identify tools (e.g., task assistance) to support team members who are acutely overburdened and enable them to carry out patient safety tasks, such as VTE prevention. |
| Explain and adopt a plan to monitor compliance with evidence-based VTE prophylaxis policies. |
Student struggles to explain and adopt a plan to monitor compliance with evidence-based VTE prophylaxis policies. |
Student can explain and adopt a plan to monitor compliance with evidence-based VTE prophylaxis policies, but needs further practice. |
Student can accurately explain and adopt a plan to monitor compliance with evidence-based VTE prophylaxis policies. |
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
- Cross Monitoring
- I’M SAFE
- Task Assistance
- 3Ws – Who I am, What I am Doing, and Why I Care
- Check-Backs
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
176
Instructor’s Guide – Word of Mouth
Overview:
This story is about including patients’ families as members of the healthcare team. Evidence suggests that when they are contributing to the care of their loved ones, risk for VAP will be reduced and VAP rates will decrease. Plus, they will be more satisfied with their care.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Explain how the patient’s family and caregivers need to be involved in discussions about the care of their loved ones.
- Generate strategies for including the patient’s family and caregivers in briefings and trainings about how to care for their loved ones.
- Describe and adopt strategies that, wherever possible, allow family members to be involved in providing care for their loved ones.
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
- What does this story illustrate about the importance of involving the patient’s family and caregivers in discussions and care of their loved ones?
A: A patient centered approach, should always involve the patient and family
- How did Jimmy’s explanation of VAP
A: Jimmy gave the explanation of ventilator acquired pneumonia without fully understanding that Gladys was not understanding. A patient (mother) centric approach would have provided a detailed explanation and a step by step approach to allow the Gladys to feel a part of the care team.
- How did Penelope’s reaction to Gladys’ mistake create a positive patient care experience instead of a negative one?
A: She was not only a patient advocate, elevating Glady’s ability to provide excellent oral care, but a therapeutic educator.
A: Penelope’s non verbal communication was highly effective in not inducing fear or frustration in Gladys, but encouraging a learning and therapeutic interaction.
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: Engaging the patient and/or family at each phase of care is the focus of a patient centered approach
A: Explaining technical terminology is important, but demonstrating and re-demonstrating is an important aspect of evaluating learning for family members wanting to help with nursing tasks
A: Being actively present is important for patients and family members and can be incorporated into the task oriented interventions
- What can you do to ensure that you educate family members about how to safely undertake patient care tasks?
A: To provide patient centered care, the patient’s family should be included in as their ability and desire directs
A: Being present to hear family members concerns, questions, beliefs and perceptions help to guide a patient centered plan of care
A: Return demonstration and verbalization of understanding not only of the steps but the rationale for various nursing interventions is important when incorporating non-clinicians into the care of patients.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Create a presentation for families on the importance of their involvement in discussions about their care of their loved ones.
- Develop a checklist for healthcare providers to remind them to include patients and families in briefings and engage them in regular patient care activities.
- Design a poster or graphic to help caregivers remember to include family members in patient care, and include some of the positive outcomes of this practice.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Explain how the patient’s family and caregivers need to be involved in discussions about the care of their loved ones. |
Student struggles to explain how the patient’s family and caregivers need to be involved in discussions about the care of their loved ones. |
Student can explain how the patient’s family and caregivers need to be involved in discussions about the care of their loved ones, but needs further practice. |
Student can accurately explain how the patient’s family and caregivers need to be involved in discussions about the care of their loved ones. |
| Generate strategies for including the patient’s family and caregivers in briefings and trainings about how to care for their loved ones. |
Student struggles to generate strategies for including the patient’s family and caregivers in briefings and trainings about how to care for their loved ones. |
Student can generate strategies for including the patient’s family and caregivers in briefings and trainings about how to care for their loved ones, but needs further practice. |
Student can accurately generate strategies for including the patient’s family and caregivers in briefings and trainings about how to care for their loved ones. |
| Describe and adopt strategies that, wherever possible, allow family members to be involved in providing care for their loved ones. |
Student struggles to describe and adopt strategies that, wherever possible, allow family members to be involved in providing care for their loved ones. |
Student can describe and adopt strategies that, wherever possible, allow family members to be involved in providing care for their loved ones, but needs further practice. |
Student can accurately describe and adopt strategies that, wherever possible, allow family members to be involved in providing care for their loved ones. |
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
- Cross Monitoring
- 3Ws – Who I am, What I am Doing, and Why I Care
- Feedback
- Huddles
- Task Assistance
- AskMe3
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
175
Instructor’s Guide – No One is Exempt
Overview:
This story is about how there is often an implicit assumption that Patient Satisfaction is predominantly a function of nursing, whereas these problems may be caused by everyone but nursing. One of the best ways to get to the source of poor ratings is to listen to your patients’ stories.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Identify how every staff member who interacts with patients has an impact on and is responsible for patient satisfaction.
- Explain the importance of integrating patient-centered behavior such as appropriate body language and 3Ws into orientation, training, and performance expectations for all clinical and administrative staff who interact with patients.
- Describe how to plan for patient interviews as a regular part of executive data-gathering.
QSEN Pre-Licensure Competencies
The following QSEN competencies are addressed in this lesson:
- Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.
- Quality Improvement (QI): Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.
QSEN Teamwork & Collaboration Enrichment
TeamSTEPPS® Best Practice: 3Ws
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.
3Ws: 3Ws – “Who I am, What I am Doing, and Why I Care” was originated by the Florida Hospital System as a simple, yet effective way to reliably greet, engage and activate patients and families.
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 does this story illustrate about the importance of all staff members being focused on patient care and satisfaction?
A: Patient surveys do not parce out the “nursing” staff from the entire healthcare team. It is important to focus on educating every member of the system in order to improve the quality of care, services and ultimately the patient experience.
A: Qualitative data provides measurable insight for quick quality improvement projects. Qualitative data allows to hear another dimension to be added and should be included when measuring the quality of the patient experience.
A: Organizational leaders, including nursing leaders, must work together to achieve institutional goals.
- How would the use of the 3Ws have alleviated some of the patient complaints in this story?
A: No patient should be seen as a “task”. Every patient encounter should begin with an appropriate introduction, which includes the clinicians name and title.
A: Permission to move forward with an ordered treatment as part of the plan of care should communicated.
A: Strict aseptic technique, to include appropriate disposal of a “urinary catheter” should be observed. This practitioner should be appropriately and formally counseled.
- Why is it important that upper management examine patient experiences first hand, as well as monitoring data?
A: Clearly, this case study demonstrates that surveys are limited in quality and quantity of information provided.
A: Personal interviews will garner the opportunity for early initiation of service recovery and begin the relationship repair needed following a bad patient experience.
A: Upper management engagement in the quality improvement process, not only demonstrates that the quality of care and patient experience is important, but allows for a team approach to identification and overcoming barriers to change. As exemplified in this case study, the staff nurses were not going to be able to influence the housekeeping or physician staff, whereas the administrators can facilitate needed organizational changes. Additionally, those areas needed additional resources can be supported by having upper management a part of the quality improvement process.
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: Surveys are valuable but limited and should be used in that context, whether the results reflect an excellent performance or poor.
A: Quality of care and the patient experience is impacted by the entire organization and begins with the first encounter.
A: The involvement of management is essential to reach the organizational potential.
- How can we involve all disciplines in a positive way to be more patient-centered?
A: Measure the outcomes – as done in this example.
A: Share the data.
A: Engage with those that impact patient care to include those responsible for the environment of care.
A: Convene multi-disciplinary teams to lead quality improvement efforts.
- What can we do as individuals to be more patient-centered?
A: Allow nurses to be empowered as part of a shared governance system of care – satisfied nurses produce satisfied patients.
A: Develop methods to focus on the “positive” experiences, in order to emphasize the wins.
A: With each encounter, consider what it would be like to be in the patient position.
A: Regularly huddle with the staff to discuss.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Note the staff members in this story who were at fault for the low patient satisfaction scores. Describe how you might approach them and what training they need to be on the same page as the nurses on the floor.
- Create a dialogue in which the tech who removed the catheter in the story uses the 3Ws instead of his objectionable approach to patient care.
- Develop a patient interview that could be conducted regularly by more senior members of the floor staff as part of their regular duties. Suggest how it might be implemented as well.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Identify how every staff member who interacts with patients has an impact on and is responsible for patient satisfaction. |
Student struggles to identify how every staff member who interacts with patients has an impact on and is responsible for patient satisfaction. |
Student can identify how every staff member who interacts with patients has an impact on and is responsible for patient satisfaction, but needs further practice. |
Student can accurately identify how every staff member who interacts with patients has an impact on and is responsible for patient satisfaction. |
Explain the importance of integrating patient-centered behavior such as appropriate body language and 3Ws into orientation, training, and performance expectations for all clinical and administrative staff who interact with patients.
|
Student struggles to explain the importance of integrating patient-centered behavior such as appropriate body language and 3Ws into orientation, training, and performance expectations for all clinical and administrative staff who interact with patients. |
Student can explain the importance of integrating patient-centered behavior such as appropriate body language and 3Ws into orientation, training, and performance expectations for all clinical and administrative staff who interact with patients, but needs further practice. |
Student can accurately explain the importance of integrating patient-centered behavior such as appropriate body language and 3Ws into orientation, training, and performance expectations for all clinical and administrative staff who interact with patients. |
| Describe how to plan for patient interviews as a regular part of executive data-gathering. |
Student struggles to describe how to plan for patient interviews as a regular part of executive data-gathering. |
Student can describe how to plan for patient interviews as a regular part of executive data-gathering, but needs further practice. |
Student can accurately describe how to plan for patient interviews as a regular part of executive data-gathering. |
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
- Cross Monitoring
- Feedback
- STEP
- Task Assistance
- 3Ws – Who I am, What I am Doing, and Why I Care
- AskMe3
- Patient Rounding
- “Speak Up”
- PEARLA
Posted in Pro ED Guides, Teacher Guides | No Comments »
Thursday, October 9th, 2014
174
Instructor’s Guide – It’s Not That Obvious
Overview:
This story is about how when team members don’t communicate effectively with each other and patients about their actions, patient input is sidelined, patients lack sufficient information to make informed choices about their care, and safety can be compromised.
Primary Learning Outcomes
After completing this lesson, the student will be able to:
- Describe how establishing shared goals between staff and patients can contribute to patient safety.
- Describe and apply standardized verbal and written communications in emergent obstetric situations as part of a perinatal bundle.
- Explain and adopt a safety climate/perinatal bundle to detect, prevent, and mitigate problems.
QSEN Pre-Licensure Competencies
The following QSEN competencies are addressed in this lesson:
- Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.
- Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.
- 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 does this story illustrate about the importance of always focusing on patient safety and care?
A: Care based on evidence based practice ensures patient safety. It is based on facts and research and not a healthcare professionals opinion or convenience. The nurse was focused on the safety and care of the mother and unborn baby.
- How did Dr. Walters’ lack of teamwork impact Pamela’s experience at the hospital?
A: Pamela heard what was happening in the delivery room, but could not fully understand what was happening with her baby.
A: Pamela had to make assumptions about the health of the unborn born baby because the doctor did not explain anything to the patient.
- What elements of a perinatal bundle were in place in this story? What elements were absent or poorly executed?
A: The areas poorly executed in this story include how team members that did not communicate effectively with each other or the patient about their actions and patient input was sidelined. When patients lack sufficient information to make informed choices about their care then safety can be compromised.
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 potential harm occurred because of poor communication between the nurse and the doctor. The patient did not have enough information to know if here baby was in danger or not.
- What elements of a safety climate bundle can I use to reduce obstetric adverse events like fetal distress?
A: A better check-back dialogue could have been initiated. The nurse noticed a slight change in the baby’s condition, but she did not communicate that information in a way the OBGYN would take seriously. The nurse was concerned with fetal distress, but the OBGYN was frustrated with the nurse and did not see that his response was also affecting the patient in a negative manner.
Suggested Classroom Mastery Activities:
These activities can be tailored for individuals or groups in a face to face or online setting.
- Create a presentation on the core elements of a perinatal bundle to detect, prevent, and mitigate potential problems.
- Work with three to four classmates to develop a checklist of standardized verbal and written communications in emergent obstetric situations as a part of a perinatal bundle.
- Write the dialogue that should have occurred between Nancie, Dr. Walters, and Pamela, had they worked to establish shared goals and used professional language.
Measuring Student Mastery:
| Learning Outcome |
Level 1 |
Level 2 |
Level 3 |
| Describe how establishing shared goals between staff and patients can contribute to patient safety. |
Student struggles to describe how establishing shared goals between staff and patients can contribute to patient safety. |
Student can describe how establishing shared goals between staff and patients can contribute to patient safety, but needs further practice. |
Student can accurately describe how establishing shared goals between staff and patients can contribute to patient safety. |
| Describe and apply standardized verbal and written communications in emergent obstetric situations as part of a perinatal bundle. |
Student struggles to describe and apply standardized verbal and written communications in emergent obstetric situations as part of a perinatal bundle. |
Student can describe and apply standardized verbal and written communications in emergent obstetric situations as part of a perinatal bundle, but needs further practice. |
Student can accurately describe and apply standardized verbal and written communications in emergent obstetric situations as part of a perinatal bundle. |
| Explain and adopt a safety climate/perinatal bundle to detect, prevent, and mitigate problems. |
Student struggles to explain and adopt a safety climate/perinatal bundle to detect, prevent, and mitigate problems. |
Student can explain and adopt a safety climate/perinatal bundle to detect, prevent, and mitigate problems, but needs further practice. |
Student can accurately explain and adopt a safety climate/perinatal bundle to detect, prevent, and mitigate problems. |
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:
- SBAR
- Advocacy and Assertion
- Briefs
- Call-Out
- Collaboration
- Cross Monitoring
- DESC Script
- 3Ws – Who I Am, What I am Doing, and Why I Care
- AskMe3
- “Speak Up”
Posted in Pro ED Guides, Teacher Guides | No Comments »
