Concurrent Session: J J- 1

Transcription

1 Concurrent Session: J J- 1 Lights..Action..Camera..: Integrating Online Videos in a Large Course Redesign Pershing East Gina M. Oliver, PhD, APRN, FNP-BC, CNE, Assistant Teaching Professor, University of Missouri Sinclair School of Nursing, Columbia, MO

2 Lights..Action..Camera..: Integrating Online Videos in a Large Course Redesign Title of Abstract Name of Primary Presenter and Credentials: Gina Oliver, PhD, APRN, FNP-BC, CNE Affiliation/Organization: University of Missouri, Sinclair School of Nursing City, State: Columbia, MO ABSTRACT Teaching large classes can be challenging. A major course redesign was implemented in an undergraduate class covering core nursing concepts with 300 students from a face-to-face setting to a hybrid online format. With the redesign, students attend the initial class during the first week of the semester and then only on dates on which examinations are scheduled. The purpose of the redesign was threefold: 1) improve student learning and satisfaction, 2) develop an evaluative method to measure higher level cognitive learning of the course core concepts, and 3) decrease course attrition. The course redesign began with placing the course on a Blackboard platform with lectures in Tegrity. Tegrity is a lecture capture technology in which slide presentations are combined with voice into a video document. The video may be viewed on a computer or smart phone at any time, day or night, at the students' discretion, while they are enrolled in the course, providing flexible scheduling for busy students. Additional benefits of Tegrity include viewing at reduced, normal, or double speed; watching in segments or its entirety; and inserting bookmarks for future reference. Online quizzes were required after completion of each Tegrity session. The online quizzes correlated with text readings as well as the Tegrity sessions. The course calendar identified a schedule of when each Tegrity session should have been viewed and the date that each corresponding online quiz was due. This ensured that students would complete the assigned readings and Tegrity session on a regular basis and avoid attempting to watch several Tegrity sessions immediately before one of the course examinations. An exciting addition in the course redesign was the development of three online case-based video simulations with corresponding short-answer questions. The cases evaluate students' understanding of the synthesis of the major course concepts; thus, allowing evaluation of higher cognitive learning from the application to evaluation levels. An extensive search of healthcare publishing companies and the internet yielded no useful video clips of nursing core concepts to place in the course. The decision was made to create three short video clips, less than 5 minutes in length, to upload to the hybrid class. The process of creating the videos starting with development of the scripts, filming of the videos, and finalizing the video clips will be discussed in depth. Outcomes of the course revision were evaluated through data collection of aggregate examination and total course scores; attrition rates; pre and post student perceptions of major nursing concepts; and perception of motivation in learning, learner satisfaction, and online technology used in the hybrid class. Data are in process of statistical analysis and results will be available for the conference presentation.

3 J- 2 Clinical Informatics Agents (CIAs): Engaged Bedside Clinicians Promoting Best Practices and Increased End User Communication Pershing North Elizabeth Marie Weeks, BSN, RN, CMSRN, Nursing Informatics Specialist, The University of Kansas Hospital, Kansas City, KS; Dawn R. Walters, MBA, BSN, RN, Director, Clinical Informatics, The University of Kansas Hospital, Kansas City, KS

4 Clinical Informatics Agents (CIAs): Engaged bedside clinicians promoting best practices and increased end user communication. Title of Abstract Name of Primary Presenter and Credentials: Elizabeth Weeks RN, BSN, CMSRN Affiliation/Organization: The University of Kansas Hospital City, State: Kansas City, KS ABSTRACT The Nursing Informatics Council (NIC) was developed to align nursing s efforts with the Hospitals information technology initiatives to maximize results and improve outcomes in patient care. NIC is responsible for providing leadership and support in form of Clinical Informatics agents (CIAs) that assist with implementing evidence based nursing practice. CIAs partner with informatics to design and validate changes within the EMR. CIAs champion for their unit/division and leverage their knowledge and expertise to assure Nursing maintains a lead role in the hospitals informatics initiatives. In addition, the CIAs collaborate with other Councils to address practice issues and quality initiatives. A critical component of implementation is the deployment of education, communication and at-elbow-support. Consistent, Clinical Informatics Agents (CIA) are the key. The creation of the CIA Program, as an extension of the Nursing Informatics Council, has allowed us to further enhance nursing s ability to achieve adoption. Upon examination, 85% of CIAs agree information obtained through the program is beneficial to their nursing practice & 90% find value with hands on offerings provided by the program. The CIAs worked with implementing a clinical decision support tool resulting in increased utilization of the fall risk plan of care from 51% to 81%. The CIA program has been instrumental in the successful optimizations of the EMR. This presentation highlights the critical components necessary to implement a successful program comprised of bedside clinicians that have key input on the design and implementation of our EMR while increasing adoption and improving patient outcomes.

5 J- 3 Project CHECK: A Service Learning Project to Promote Cholesterol Health Education in Fifth Graders Century Ballroom B Suzanne White, MSN, BSN, PHCNS-BC, Assistant Professor of Nursing, Morehead State University, Morehead, KY

6 Project CHECK: A service learning project to promote cholesterol health education in fifth graders. Name of Primary Presenter and Credentials: Suzanne White, MSN, Community Health Nursing, BSN, Public Health Clinical Nurse Specialist, Board Certified Affiliation/Organization: Morehead State University City, State: Morehead, Kentucky Changes in the lifestyles of children in the United States have led to higher fat diets and sedentary lifestyle habits. These lifestyle changes are resulting in the emergence of hypertension, obesity, and diabetes mellitus. The goal of Project CHECK (Cholesterol Health Education Concerning Kids) is to enhance health literacy of school age children through implementation of Evidence Based Practice (EBP) pediatric cholesterol screening education sessions by Morehead State University (MSU) Nursing Students. MSU nursing students reviewed the National Cholesterol Education Program (NCEP) Guidelines and developed and implemented cholesterol education modules through learning activities targeting 5 th graders. Additionally, they developed teaching sheets for family members to provide parent education on pediatric cholesterol screenings. The objectives for the 5 th graders receiving the cholesterol education modules through various learning activities include: Define what cholesterol is Identify health problems associated with high cholesterol levels Identify healthy food choices and need for exercise to maintain normal cholesterol levels Fifth grade students participated in education modules and learning activities and completed a post-test at the end of the education session. One hundred percent of the participants received cholesterol education targeted at their age group. One hundred percent were able to verbally describe cholesterol, identify associated health problems, and identify healthy food choices and the needs for exercise to promote cardiovascular health. Currently, data is being collected via a five question, true/false, post- test to measure knowledge retention of fifth grade participants.

7 J- 4 Tailoring a Systems Learning Curriculum for New Clinicians Century Ballroom A Jill L. Vickers, MSN, RN, CPN, Manager, Clinical Informatics, Children s Mercy Hospitals and Clinics, Kansas City, MO; Molly C. Boyd, BSN, RN, Manager, Clinical Informatics, Children s Mercy Hospitals and Clinics, Kansas City, MO; Jamie L. Douglas, BSN, RN, CPN, Manager, Clinical Informatics, Children s Mercy Hospitals and Clinics, Kansas City, MO

8 Tailoring a Systems Learning Curriculum for New Clinicians Title of Abstract Name of Primary Presenter and Credentials: Jill L. Vickers, RN, MSN, CPN Affiliation/Organization:Childrens Mercy Hospitals and Clinics City, State: Kansas City, MO ABSTRACT Maximizing electronic systems learning within the course of a clinician s orientation is a challenge facing most healthcare organizations today. Nurses and other clinicians bring varying levels of experience in utilizing an EHR. Our organization identified several main challenges in our systems nursing education. First, enlisting engagement of the learners whom have either previous experience with an EHR or are new to electronic systems is challenging in the same classroom. Second, offering meaningful educational opportunities for clinicians being promoted into nursing roles with previous experience in our organization is difficult in the same classroom with new employees to the hospital. Finally, largely due to above challenges, learner retention was found to be poor with the traditional EHR two course during an employee s first week of orientation. Our team evaluated the current program and obtained feedback from attendees and stakeholders. The course was revamped, adopting adult learning principles. A curriculum was developed which included a 101 and 201 course. For a new nurse, the 101 course is attended during their first week of orientation. This course focuses on functionality of the system---the basics the learner needs to know for beginning navigation of the system. Subsequently, the learner is asked to return to a 201 class approximately one month later; this time frame allows for the learner to gain context and process knowledge. The department specific 201 course offers more in depth knowledge of the system as related the nursing process. To better meet the needs of the employee with organizational experience being promoted into a nursing role, the learner simply attends the appropriate 201 course during their week of nursing orientation to gain the systems knowledge needed to be successful in their new role. Maximizing learning of the electronic system remains the number one goal for the program. While the program remains new, attendee feedback has been positive thus far. We have found, though, that restructuring has also allowed for streamlining of education. Efficient and effective use of resources is an important added benefit. This standardized curriculum also allows for extending an invitation to the 101 course to our multidisciplinary colleagues whom are involved in patient care. The greatest challenge thus far is the scheduling of employees to return to the 201 course; however, this is being navigated with strong support from nursing leadership into the program.

9 J- 5 I Am Going to Call my Attorney Pershing South Patricia Recek, MSN, RN, Assistant Dean Health Sciences, Austin Community College, Austin, TX; Eileen M. Klein, MSN, EdD, RN, Executive Dean Health Sciences, Austin Community College, Austin, TX

10 I Am Going to Call my Attorney Title of Abstract Name of Primary Presenter and Credentials: Patricia Recek, MSN, RN Affiliation/Organization: Austin Community College City, State: Austin, Texas ABSTRACT I Am Going to Call my Attorney! This presentation will address emerging legal issues for nursing education program administrators and faculty. Participants will explore common student situations that have legal implications such as patient safety, social media, discrimination, and student complaints and explore best practices to minimize legal risk. Objectives: At the completion of this session, the participant will be able to: 1. Identify legal issues facing nursing education program administrators and faculty. 2. Discuss student challenges to academic and clinical decisions. 3. Explore best practices to minimize legal risk. Teaching Strategies: Case scenarios with group analysis and discussion.

11 J- 6 Barriers to Nurses Returning to School Pershing West Tiffany M. Boyd, MSN, RN, Staff Development Instructor, PinnacleHealth Hospitals, Harrisburg, PA

12 Barriers to Nurses Returning to School Name of Primary Presenter and Credentials: Tiffany M Boyd MSN, RN Affiliation/Organization: PinnacleHealth Hospitals City, State: Harrisburg, PA ABSTRACT It has been suggested that by the year 2020, 80% of the nursing workforce should have obtained their BSN (1). This mixed descriptive survey study delved into the reasons why nurses don t return to school for further education. The research question proposed is What are the barriers to nurses returning to school? A total of 380 nurses at two acute care hospitals completed the survey (31%). The survey asked participants to score the barriers to continuing their education on a scale from not influential to very greatly influential. The survey questions were grouped into factors (barriers). These included: Disengagement, Lack of Quality, Family Constraints, Cost, Lack of Benefit, and Work Constraints. There was also a free text option at the conclusion of the survey allowing for additional comments. The survey results showed the factors of disengagement, family constraints, cost, lack of benefit, and work constraints as the most influential reasons why they don t return to school. These correspond to the free text themes of money (too expensive), close to retirement (age), time, family life (especially children), energy, employer reimbursement (must be paid up front, no reimbursement for per diem status) and no incentives from employer (monetary benefits). These results were shared at the hospital research council and professional development council. These councils are instrumental in helping nurses achieves these goals. This particular institution has taken steps to help encourage the nursing staff to accomplish furthering their education goals based on these obstacles. 1. Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine (2011). The future of nursing: Leading change, advancing health. Retrieved from