Curriculum Outcomes - Illinois Critical Access Hospital ...



ICAHN RURAL NURSE RESIDENCY Resource ManualAbout the ProgramThe ICAHN Rural Nurse Residency (RNR) Program gives you the resources and tools you need to tailor and implement a nurse residency program specifically for your hospital and your new nurses. The curriculum was adapted from the (Supporting Onboarding and Retention of Rural Nurses) SOAR RN Rural Nurse Residency Curriculum developed by Marquette University. The program and sessions are designed to meet the competencies for nursing and to support the emotional needs of new nurses within your hospital. To best meet the needs of the critical access hospitals, ICAHN offers a train-the trainer resource program that offers classroom materials and online learning modules to assist you in the development of your nurse residency program. This resource manual is a guide to assist you in the development of your program. Within this manual there are opportunities for you to customize the material. ICAHN is providing the Power Points and information for your review and use. The online learning modules and materials are housed on the ICAHN website nurse residency page: Coordinator: Getting StartedProgram logistics and the topics covered are entirely up to you as the Nurse Residency Coordinator at your facility. ICAHN is providing the tools and resources to deliver the Rural Nurse Residency Program in a way that fits the needs of your organization and the new nurses you are training. ICAHN is available for technical assistance as your organization develops the program.To get started, you will want to gather support from administration, nurse managers, and unit leaders to develop this Rural Nurse Residency Program in your facility. This will be a group effort in scheduling and supporting your new nurses. If you have nurses who are effective preceptors, schedule a meeting to discuss opportunities and strategies based their assessments of new nursing hires in your facility. Garnering support and identifying learning opportunities from their perspective will be essential.As new nurses are hired within your facility, the coordinator will need to determine class time strategies and schedules for completion of online modules. Most nurse residency programs support the new nurses for the first year of practice. At a minimum, meet monthly with your nurse residents to provide education, discuss concerns and share a clinical story. This should be a safe place for new nurses to discuss issues, share concerns, and ask for help on various topics. You can adjust your curriculum and content to meet the needs of your nurses after hiring and assessing their needs. Presentation material can be adapted to fit the needs of your hospital or students. A Basic Knowledge Assessment Tool can also be used to determine opportunities for continued professional growth.RNR Online Modules and SessionEducational sessions:As the coordinator, you may decide to provide your program participants with hands-on experiences. In the past, a half a day with the quality director and a half a day with the risk manager have proved valuable in gaining insight into their roles within the hospital and how to access them in the future. Other valuable experiences include providing opportunities with nursing homes, adult care services, and mental health services. These experiences can be invaluable in appreciating the skills of community partners. A handout is provided in the material for the nurses to complete based on their experience to validate learning. You may also have nurses or other providers who could serve as guest speakers. The Power Points are provided as guides, but you may need the speakers to address other topics or provide case scenarios. Several of the best speakers ICAHN has had in the Rural Nurse Residency Program did not use Power Points. The speakers created interactive dialogue with participants, but still met the learning objectives.Available Power Point Sessions include (See sample schedule for corresponding session modules):Program Overview/Thriving in Practice/Reality ShockQuality Project Urinary Incontinence and Skin IntegrityEnd of Life Sexual Assault and Domestic ViolenceGI Disorders Time Management and DelegationPatient Safety and Risk Management Stress ManagementDiabetes Customer ServiceElder care management Telemetry ReviewNeurological AssessmentSimulation Experiences (8 hours) Communication strategies including conflict resolution and SBARPersonalities in the workplace and how to better understand your team membersPain Management, Addiction and Substance AbuseSimulation modules and skills:As the coordinator, you can determine if you will conduct a one day simulation experience or break it up into multiple sections. This will depend on access to simulators, resources, and your level of comfort in providing the simulation experience. SIMULATIONSKILLSFailure to RescueO2 Therapy-Nursing interventionsNeuro/StrokeWound assessment and Treatment of Pressure UlcersHeart FailureChest tubesDrug ODCAUTI/HAIMock Code-AdultSBAR use with physicianMock Code-Infant or ChildPPERespiratorySepsisOn-line Learning Modules:Resources from the online curriculum are provided in the materials for discussion purposes for the Rural Nurse Residency Coordinator. The handout titled “Online Discussion for the Classroom” provides the coordinator with activities and handouts due based on the on-line learning modules. The on-line program also provides an opportunity to complete a professional development plan. In this plan, nurses should identify areas of opportunity for growth, mandated certifications for your organization (ACLS, PALS, etc.), and areas of concern for safe practice. Online Modules:Professional and Personal Integration Building Capacity as a Practitioner- Shock Connecting with your Community - Important Resources Building Capacity as a Practitioner - Patient AdvocacyHelping Your Patients Understand- Health LiteracyBuilding Capacity as a Practitioner-Review of ABGsBuilding Capacity as a Practitioner -Recognition and Management of Transfusion ReactionsBuilding Capacity as a Practitioner – Population HealthBuilding Organizational Capacity- Health PolicyBuilding Organizational Capacity-Quality Efforts Building Capacity as a Practitioner-Mental HealthBuilding Capacity as a Practitioner- Dementia, Delirium, and Aging ConcernsNurse Residency Sample ScheduleA Sample Schedule is included below for review. As the coordinator, you may decide on the order and content to cover. Based on your new nurse’s need, organize the topics and determine the best fit for how to use the material. The learning session material was originally provided throughout the course of a full day of training each month. Nurse residency coordinators will need to determine the materials necessary to cover for their facility, the number of session to offer, and the time frame of each class. Sample ScheduleLearning SessionFocusSession 1 Building Self-Capacity to Learn Topics to Cover:Program OverviewReflection, Critical Thinking and Clinical Decision-Making Transition to Practice and Reality ShockStress Management Introduction to Technology Sessions, if you choose to use the online portion. Getting Started-Personal and Professional IntegrationIn this section, it begins with a pretest and the creation of their professional development plan. The nurse resident will need to complete their plan to discuss with their nurse residency coordinator and revisit prior to completion of the program.If not using the on-line component, start their Professional Development PlanSession 2 Building Capacity in Self Completed Personal and Professional Integration with Professional Development Plan due to ics to Consider:Time Management Workload and DelegationPatient SafetyQuality Project Introduction-Quality FolderSession 3Building Capacity as a PractitionerCompleted Shock Online or cover in class. Discussion questions for Building Capacity as a Practitioner-ShockActivity 1:Each nurse will need to write out the nursing role for one of the previously shown scenarios.Activity 2: Question: How did you do at thinking through the case scenario?Activity 3: Question: Have you seen a patient in shock? If so, how did the experience translate to the case studies?Topics to Consider:Telemetry BasicsNeurologicalElements of Neurological Assessment and Significance of AbnormalitiesRecognition of Stroke and Acute Management Heart FailureSession 4 Building Capacity as a Practitioner: Simulation DaySIMULATION DAYPick the items to cover based on students’ pleted Community Resources Online with handout to be viewed by the coordinator or have an activity in class to complete for Connecting with Your Community. Nurse Residents will complete a scavenger hunt to assist them in better understanding community resources for their patients.Activity 1: Question: What did you find out about the community you work in and what resources, programs, or services will be helpful to the patient population that you serve?Topics to Consider:Recognition and Management of Respiratory and Cardiac Problems Hypoxia and Airway ManagementHemodynamic RegulationCardiac Arrest SimulationChest tubesUse of SBARDrug OverdoseBest Practices: Wound Management and Treatment of Pressure Ulcers Infection ManagementCAUTI HAIPPESEPSISQuality Topic DueSession 5 Building Capacity as a Practitioner: Elderly Population and End-of-Life CareSession 5-Experiential Learning Opportunity Completed Patient Advocacy Online and discuss crucial concern and patient advocacy. Course content includes the following video links.Video Link 1 Link 2 discuss Building Capacity as a Practitioner-Patient Advocacy Activity 1: Speaking UpQuestion: As a new nurse, do you find it difficult to speak up? Why or Why not?Activity 2: Crucial Concerns (Silence Kills Article)Question: Choose one of the Crucial Concerns and describe how this impacts your role as a nurse. How does this improve patient advocacy?Topics to Consider:End of Life: Palliative Care, Death and DyingOrgan DonationAdvanced Directives EXPERIENCE WRITE UP-Connect your nurses with local nursing homeResources for the ElderlySpecial Needs of ElderlyFailure to ThrivePrevention of Functional DeclineCare TransitionsSession 6 Building Capacity as a Practitioner: GI & GU Building Capacity within the OrganizationSession 6-Experiential Learning Opportunity Completed Helping Your Patients Understand-Health Literacy Online and discussion questions. The online module includes the following video link.Video Link 1 1: Video ResponseQuestion: What surprises you most about this video?Activity 2: Reactions Affecting Your RoleQuestion: How will this affect your role as a nurse?Video Link 2 3: Patients' Health LiteracyQuestion: What has been your experience with patients?Role Play on Teach BackAsk or show Tools from AHRQTopics to Consider:Critical Management of GI and GU Problems EXPERIENCE WRITE UP-Connect to your Quality Director and Risk ManagerQualityRisk ManagementSession 7Building Capacity as a Member of the TeamCompleted Review of ABGs Online or review with residents. This on-line module has a quiz the residents must pass to ics to Consider:Team-buildingPersonality, Generations, CommunicationConflict ManagementInterdisciplinary and Intergenerational CommunicationSession 8 Building Capacity as a Practitioner: Metabolic and Hematologic Topics Completed Transfusion Reactions Online and review your policy and procedure for safely administration of blood products. Discuss questions you have with the Nurse Residency ics to Consider:Critical Management of Diabetes* Information should be reviewed and meet the criteria in your facility for diabetic patients.Recognition and Treatment of Infection Sepsis (May or may not need a review, information in Simulation Day)Best Practices: Management of Incontinence and Skin Integrity (May or may not need a review, information in Simulation Day) Session 9 Building Capacity as a Practitioner: Management of Health Problems across the Care ContinuumSession 9-Experiential Learning OpportunityCompleted Population Health Online with completed worksheet for ics to Consider:Programs offered through your organization in the communityPrograms offered to focus on management of chronic diseasesOutreach efforts across the care continuumQuality ProjectEXPERIENCE WRITE UP/Social Worker and Case ManagersEvidence Based Quality ProjectNursing Quality IndicatorsCare TransitionsAccreditation, Joint Commission Session 10 Building Capacity as a Practitioner: Mental Health, Sexual Assault and Substance AbuseSession 10 pleted Health Policy Online with 2 activities for discussion and Quality Online or discuss in class. The online program includes the following discussion:Activity 1Question: What legislation did you identify that impacts your nursing practice?Activity 2Question: What is another piece of legislation that impacts your nursing practice?Completed Quality Online with activities for discussion:Activity from Power Point: Hospital Compare Data for 2 other facilities and yours. Discussion Question: What did you find interesting as you compared area hospitals? Activity from Power Point: Limited Data. Discussion Question: What did you learn about limited data in quality measures for small hospitals?Topics to Consider:Pain ManagementAddiction and Substance Abuse-Ethical issues in rural health care-Sexual assault, domestic abuse-Session 11 Building Capacity within the OrganizationComplete Mental Health Online-No activity for discussion. Discuss case studies and ics to Consider:Customer Satisfaction/Service Excellence-Regional Specific Health ProblemsFinish On-line Modules or Quality ProjectsSession 12 Building a Capacity within the Profession Complete Dementia, Delirium, and Aging Concerns Online and Posttest. Discuss case studies and experiences. PowerPoint is Elderly Needs.Present Quality ProjectsEvaluate ProgramSteps to Success: Before You Get Started with Your Nurse Residency ProgramDevelop your meeting schedule with topics and provide a handout with dates. This should also include the on-line learning module due dates.Create a Welcome Letter for participants. Include the date, time, and location of session, on-line access information, and your contact information. Determine what format (Binder, online cloud, etc.) you will use for handouts. A binder cover is included in your resource materials if you print material out for your new nurses. You can add your hospital logo to the files.Determine what strategies you will use for reflection and adjust your guidebook accordingly. If you will not be using reflective journaling, experiences, or clinical stories, then you will want to remove these sections.Determine how you want the nurses to return assignments from the online programming and experience. Include this information in their handouts or on the schedule.Steps to Success: At the First SessionThis first meeting should cover the program overview, program guidelines, and ground rules for sessions, along with agency expectations. You will also need to show your nurses how to access the on-line learning modules. Provide them with the Welcome Letter, Guidebook and meeting schedule. Steps to Success: Subsequent SessionsSubsequent sessions design and course content will be at your discretion as the coordinator. Components to consider include clinical story sharing and the pre-recorded online modules. Clinical Story SharingClinical story sharing has often been the favorite part of the ICAHN Rural Nurse Residency Program. Encourage your nurses to identify a clinical story to share (without patient identifiers). This is where the nurses will reflect on their own practice. What could they have done different? What accomplishments happened? What did they learned from the situation? How this will impact their nursing practice in the future?Online ModulesThe ICAHN Rural Nurse Residency program has an online component that coordinators can choose to use or address through their own program. All of the information covered in the on-line modules is also available to you, and you can decide to teach these various components separately.Nurse Residency GuidebookAs you begin your program, it may be helpful for your nurses in the program to keep information in one place, such as a 3-ring binder. The next section provides the information for the introduction to the program. There are some areas you will want to customize for your organization and program needs. Several sections are highlighted for you to review and add to for your facility requirements. center28095700Program OverviewWelcome!We are happy to welcome you to our hospital and to have you as a participant in this rural nurse residency program. The ICAHN Rural Nurse Residency program was adapted from the SOAR-RN Nurse Residency Program developed by Marquette University to assist new nurses meet the challenges of their new role, and to ease a new nurses’ transition to practice. This program will help you acquire the knowledge and skills you need to autonomously deliver quality care in rural hospitals. By providing training programs for preceptors and a rural-specific nursing curriculum, nurses are provided with the necessary psycho-social and professional development/educational supports to meet the role challenges of rural nursing practice.Nurse Residency Curriculum For the next 10 months, as a nurse resident, you will attend four day-long educational sessions organized around a curriculum that builds on nurses’ pre-licensure education, but it is specific to rural nursing practice. The curriculum is designed for new nurse graduates, and focuses of the transition to practice in the unique context of rural healthcare delivery. The primary goal of the curriculum is to build your capacity to provide effective care. You’ll be taught by nurse leaders, participate in on-line learning, discussion, and simulation. Topics of the learning sessions are based on building your personal competence, practice knowledge, and ability to function as a member of the team within the organization, and as a member of the profession. Operating within a model of how professionals think in practice advanced by Chris Argyris and Donald Schon, the learning sessions utilize an action, situation-based learning process to foster nurse residents’ learning from their experiences. Action learning involves continuous cycles of taking action and reflecting on actions to generate results and create knowledge. The monthly education sessions, therefore, employ methods that are highly reflective and interactive in nature that will engage you in an action-reflection cycle around clinical situations. Through application of this process to the real clinical problems that you will face, learning activities will be continuous and connected to your unique experiences. Facilitators and clinical experts, using a problem-solving approach, will help you create meaning and understanding around your practice issues. The following model provides a visual representation of this curriculum. Curriculum OutcomesAs seen in the model the intended outcomes of the educational sessions are to enhance your ability to: Demonstrate effective clinical judgment to manage changing conditions of rural patients across the age continuum;2.???Apply evidence-based principles to enhance rural healthcare delivery that maintains or promotes health of patients;3.??Exhibit professional nursing role?behaviors within the context of rural care; 4.??Engage in a clinical leadership role to maximize rural patient outcomes. Curriculum StructureOver the next year, you will be attending highly interactive and enriching learning sessions facilitated by a team of expert educators and clinicians from your organization. There are four live meetings and six clinical story sharing sessions, as well as an integrated discussion board on sixteen topics relative to your nursing practice. These sessions will provide you with the opportunity to critically reflect on your nursing practice through a variety of learning experiences. The curriculum for the learning sessions is structured around building capacity. It begins by building self-capacity and progressing through increasing larger spheres of influence to build your capacity as a professional. The learning session topics are organized according to building capacity in the self, as a member of the team, as a practitioner in rural acute care, and member of the organization and nursing profession. Sessions will concentrate on topics that are essential for new nurses to master as well as concepts that have applicability across a variety of acute care rural patient populations. A list of the specific session dates and topics follows. Through methods that focus on application to “real work”, the objective is to help you critically think, build your clinical judgment skills, enhance your ability to deliver quality care and function as a professional.Learner and Teacher Expectations We are committed to providing you with the best possible program. Because your organization and nurse manager have invested significant resources to provide you with the opportunity to participate in this program, we need your commitment to this program as well. Our goal is to create an optimal learning environment. This Code for Learning Session Conduct addresses behavior related to learners’ rights and responsibilities associated with learning and also instructors’ rights and responsibilities associated with teaching. These guidelines have been developed to build an atmosphere of respect and dignity for all involved. CODE FOR LEARNING SESSION CONDUCTLearners and presenters must do their best at all times. Only by living and working according to this principle can we reach our fullest potential. Consideration of others indicates consideration of self and supports a positive learning environment. Based on this it is important to: Be Considerate of Other People: Always strive to help other learners and your presenters do their best. Work to build an atmosphere of mutual respect and courtesy. Your ideas are always welcome. If you disagree with another person’s opinion, welcome and respect the diversity of perspectives. Free exchange of views enhances the learning process.If you have an opinion, express it respectfully – this includes verbally and non-verbally. Turn off cell phone ringers.Expect to interact with presenters - even if only internally. Your participation (quiet or verbal) with the subject matter at hand is appreciated immensely.CONFIDENTIALITYBecause we want to create a safe place for you to share your stories, we as facilitators are committed to maintaining confidentiality. “What is said/shared during a learning session stays in the learning session unless patient safety is at risk.” Learning Session Activitiesleft32048100The Action-Reflection CycleAs the basis for learning from our practice is the action-reflection cycle. The continuous processes of action and reflection result in increased results and knowledge. The more learners can take action, reflect on those actions, the more learning occurs. From actions, results are generated. From reflection, knowledge is enhanced. As one engages in this learning approach, developmental progression for the learner occurs over time. The learner gains more capacity to learn, and becomes more capable to perform. The result is improved actions and results. -7730516385800Learning Session Activity: Reflective DialogueA learning strategy that is used throughout the program is reflective dialogue led by the learning session facilitator. This dialogue provides the opportunity for residents to discuss topics and issues they are contending with in everyday practice. The purpose of this dialogue is to provide the opportunity for nurse residents to learn from their experiences. Reflective dialogue involves revisiting a clinical experience, analyzing feelings, drawing out assumptions, evaluating the situation, making “sense” out of it, reaching conclusions, and identifying a new plan for action. By reflecting back on your clinical experiences, you will be able to examine your actions, and grasp new meaning and understanding of practice situations. The following model illustrates this process. Reflection ModelMarks-Maran, D. and Rose, P. (1997) ‘Thinking and Caring: New Perspectives on Reflection’ in Marks-Maran, D. and Rose, P. (eds) Reconstructing Nursing: Beyond Art and Science, London, Bailliere Tindall. P.1281981200114300The IncidentA description of what actually happened00The IncidentA description of what actually happened460184516065500304800333375003962400207010Reflective ObservationThoughts and feelings arising from the incident00Reflective ObservationThoughts and feelings arising from the incident-76200174625Future ActionWhat was learned and how it will influence future action00Future ActionWhat was learned and how it will influence future action4572000153035001905000384175Related TheoryMaking sense of the incident in light of current knowledge00Related TheoryMaking sense of the incident in light of current knowledge337820-14414500Learning Session Activity: Reflective Story Telling 477837522733000During your first year of practice you will have many significant events occurring. These events become the “stories” you carry with you. Some of these stories will be about things that went really well, some that didn’t go so well, and some that continue to puzzle you. Since telling stories are important ways in which we learn and understand the things that happen to us and around us, during the learning sessions you will have the opportunity to share these stories. Your facilitators will encourage other nurse residents to offer their perspective and thoughts and provide you with feedback and appropriate resources. Using the reflection model, your facilitators will encourage your dialogue around: The Incident: Answers “What?” by returning to the incident Describe the incident. What happened? What are the details of the story? Reflective observation: Answers “So what?” to understand the experience and the context of that experience What were your thoughts and feelings arising from the incident? What were your underlying assumptions? What were you thinking and feeling? What were the consequences of your actions on the patient, patient’s family, or members of the team? Related theory: Explores the underlying knowledge and theory to understand the situation What do you think was going on? What knowledge informs your understanding around the incident? What sense can be made of the incident in light of current knowledge? What knowledge do you bring to this situation that helps you better understand what happened and how to address it?Future action: Answers “Now what?” to take action for the future What did you learn? How have you changed as a result of this situation? How will you act differently in the future? What will you do differently next time? Learning Session Activity: Reflective Journaling-1524002413000Periodically, you will be asked to write a reflective journal. This activity is based on the same reflection model. Journaling is a method that is used to stimulate thinking around events that have occurred. It requires the writer to explore thoughts surrounding an event or action. Journaling should occur as soon as possible after the action and should be written from a first person perspective. How to do Reflective JournalingAfter the event, capture the experience you had and all the thinking you did during the experience. Optimally, this should be done directly after the event or learning experience, in order to capture your thinking in its freshest detail. Many times it is easiest to write down the occurrence and then go back and fill in your thoughts surrounding the occurrence. How to Construct the Journal: Using the Reflection Model (Marks-Maran & Rose, 1997) write about the following:?Describe the Incident: (Answers “What?”)Who was involved? What were the circumstances, concerns, or issues? When did the event occur? Where did the event occur? ?Reflect on the incident: (Answers “So what?”)What were your thoughts and feelings arising after the incident? What were your underlying assumptions? What were you trying to achieve? What were you thinking and feeling? What other perspectives did you consider after the incident occurred?What were the consequences of your actions on the patient, patient’s family, or members of the team? What was good and bad about the experience? What factors influenced your decision-making and actions?What resources did you use and how did you validate them??Related theory: What knowledge did you integrate to inform your understanding around the incident? What sense can be made of the incident in light of current knowledge? What knowledge do you bring to this situation that helps you better understand what happened and how to address it?What are the strengths and weaknesses of your own knowledge base??Future action: (Answers “Now what?”)What did you learn? What new knowledge and/or perspectives were gained?How have you changed as a result of this incident? What will you do differently next time? How would you revise your plan of care?What other choices did you have?How has your thought process changed as a result of the incident?How has your practice changed as a result of the incident?409257538925500Learning Session Activity: Writing Narratives, Stories, Case Studies As part of your learning session pre-work, you will periodically be asked to write a clinical narrative, a case study, or a story about something that you have experienced. This narrative is a description of a patient, event, or situation around a focused topic. It can also take the form of a case study depicting clinical details of the patient and the patient’s health problem. For example you may be asked to write a narrative about a patient who had respiratory distress. You will need to bring these narratives to the learning sessions. During the learning session you will discuss your writing among your peers and your clinical experts, compare and contrast them, and learn from them. Learning Session Activity: Experience Write UpAs part of your learning session, you may be assigned to a resource person, partnering agency, or other service organization within the hospital community. Prior to this experience, you will need to develop a personal learning goal based on what you need to learn during your experience. After this experience, you will be required to complete the Experience Write-Up Form. This form will need to be completed and returned to your nurse residency coordinator by the specified date. This form contains several open-ended questions for reflection. Thoughts in this form should be detailed and written in complete sentence. CommunicationThis program is dependent on maintaining communication among all program elements. Your job is to keep the lines of communication open with your:Nurse manager via periodic meetings attended by you and your residency program coordinatorThese meeting will be held based on your need These meeting are intended to answer questions regarding: How are you progressing on the unit?How are you progressing with your Professional Development Plan?What resources do you need to be more successful?Nurse residency program coordinatorCONTACT INFORMATIONProfessional Development Plan-7810538798500OverviewThe Professional Development Plan is a document that outlines your individual career goals and specific activities and strategies to achieve those goals. Think of the Professional Development Plan as a care-plan for yourself, based on your own self-reflection and individual career goals. It is like a “map” providing you with direction to answer the following questions:Where would I like to go in the next year? What do I want to accomplish? How am I going to get there? What strategies will I use?How will I know I got there? What will I know or be able to do if I reach my goals? Guidelines for Creating the PlanSometime during the first month of the residency program you will have a meeting with one of the educators at your hospital. During this time you will create your own individualized Professional Development Plan. The following steps will help you create this plan. At the end of your Guidebook, you will find this plan along with an example of a nurse resident’s plan. Step 1: Identify Your Goals for the Next Year: “Where am I going?”The first thing you need to do is answer the “Where am I going?” question by determining the goals you hope to accomplish at the end of the residency program. Goals are broad, generalized statements of your desired outcomes. Think of them as a target to be reached, or "hit." These goals may be professional, personal, or clinically based. Spend some time thinking about what is important to you. Also consider what might be important to effective functioning on your particular unit and within your organization. To come up with your goals think about goals that will help you to build capacity: 52133504699000In yourself and your skillsTo work within a teamTo work within a specialty areaTo function/be productive within your organizationTo advance your role within the nursing profession Step 2: Outline Strategies or Activities: “How am I going to get there?”Next answer the question “How am I going to get there?” In order to reach the goals and objectives that you have outlined, determine specific methods, activities, or strategies that will help you meet your mark. Examples of strategies or activities are specific classes offered within your hospital, instructional media, collaborating with experts, or reading assignments. Step 3: Specify Evidence of Learning: “How will I know I got there?”Since it is important for you to see your own growth, the last step of creating this plan is for you to have a clear idea of when you have reached your goal by answering, “How will I know I got there?” The best way to do this is to identify what you will know or be able to do if you reached your goal. These are the indicators that you will look at to determine if you are on track with your learning and provide you with a clear idea of where you want to be. Step 4: Share and Use the PlanShare the plan with your nurse manager. Receive feedback from your manager and discuss ways in which your plan aligns with your unit/hospital goals and expectations. You want your plan to demonstrate to your manager that you are working on developing competence and clinical expertise. After you have developed this plan, keep this in your Nurse Resident Guidebook. It will become part of your professional portfolio. When you meet with your nurse educator or residency program coordinator, you will review your plan and your progress. Over time you may need to modify or add goals as you evolve in your practice. Examples to Guide YouIn order to help you create your goals, the following gives you some ideas for how you might create your goals around the five areas. These are only “food for thought.”Building Capacity in Self (ability to provide competent care)Goal: To develop competency in delivering care to a group of clients with acute health problems.More specific goals may include:Build competency in specific skillsDevelop specific knowledge appropriate to practice settingProvide evidence-based careGoal: Building Capacity as a Team MemberGoal: To be a fully functioning member of my unit team.More specific goals may include:Build collegiality and unit relationshipsShare knowledge and skills with peers Engage in effective conflict resolutionBuilding Capacity as a PractitionerGoal: To develop in-depth knowledge of patients with medical-surgical health problemsMore specific goals may include:Create a plan for eventual certificationBuild knowledge and skills around a specific patient populationBuilding Capacity within the OrganizationGoal: To become involved in activities beyond my unit.More specific goals may include: Serve in key roles in the work settingParticipate on committees, councilsBuilding Capacity within the ProfessionGoal: To contribute to the nursing professionMore specific goals may include: Participate in professional organizationsMentor new nursesEstablish a plan for life long learning Engage in community service Final ThoughtsThis is your plan It is a work in progress, it will evolve and “morph” over timeThere are no right or wrong goalsThis should feel right to you, reflecting your needs and desires If we all did the things we are capable of, we would astound ourselves -Thomas Edison Professional Development PlanGoals “Where I am going”Learning Strategies and Activities “How I am going to get there” Evaluation/ Evidence “How I know I got there”Goals “Where I am going”Learning Strategies and Activities “How I am going to get there” Evaluation/ Evidence “How I know I got there”Goals “Where I am going”Learning Strategies and Activities “How I am going to get there” Evaluation/ Evidence “How I know I got there”Goals “Where I am going”Learning Strategies and Activities “How I am going to get there” Evaluation/ Evidence “How I know I got there”GoalObjectivesLearning Strategies and ActivitiesEvidence of LearningEvaluationBuilding capacity in selfBuilding capacity in specialtyGoal #1: Improve general nursing skills with acutely ill medical-surgical patients especially those presenting with respiratory issues Improve routine physical assessments with close attention to respiratoryMore confidence in independently starting IVsIndependently be able to insert Foley catheters, NGs and perform other invasive procedures within RN scope of practiceIncrease skills of reading EKG strips and participating in code situations * Seek out nurse or interdisciplinary resources on unit to assist in gaining knowledge* Clinical time in PACU for a morning to increase skill level with starting IVs* Ask for specific patient experiences for patient assignment when those experiences are available* Keep own drug reference book on nursing unit* Register and attend Vent Class* Read journal articles pertaining to assessment skills* Clinical time with Respiratory Therapist* Bring copies of parts of patient medical record to CC/ NR meetings that demonstrate learning or indicate further learning needs* Reference page of journal articles or articles themselves* Copy of transcript from Learning Link demonstrating attendance and completion of EKG Class* Copy of ACLS card* Journaling* Guided discussion with CC on skill performance with reflection on practiceFeels comfortable with performing patient assessments; verbalizes resources for assistance; Able to independently start majority of IVs and perform other procedures; aware of role and participates during code Acts as resource for others for assessments and nursing procedures; completes AACN on-line trainingTeaches others assessment skills and nursing procedures; attends outside seminars relating to learning needs Building capacity in selfBuilding capacity in specialtyGoal #2: Improve communication skillsFeel more comfortable and knowledgeable in answering patient and family questions and giving patient and family instructionAsk questions that lead to accurate patient disclosure of information in a timely mannerExpress empathy towards patient and family and/ or significant others* Practice physical assessment skills that assist in directing dialogue to right questions to ask to gain information* Identify available resources to improve communication skills* Role play with CC* Spend some clinical time with Diabetic Educator* Clinical time with Admissions Nurse * Journaling* Time study of patient interviews and assessments* Documentation of time spent and knowledge gained with another interdisciplinary team member* Reference page of journal articles, Micromedix, or Krames* Discussion with CC on how information acquired during clinical times has been incorporated into nursing practice * Brings copies of chart records that demonstrate development of communication skills in practiceGive definite answers to patient/ family questions w/o frequently checking references; patients/ families have gained increased knowledge and sense of caring from experience; able to ask for assistance as neededAble to complete admission interview or patient instruction on patients or families that are another nurse’s assignment and are received in delegationReceive acknowledgment through Pride Line; assist in redesigning unit-specific teaching plan or education record GoalObjectivesLearning Strategies and ActivitiesEvidence of LearningEvaluationGoal AttainmentBuilding capacity in teamGoal #3: To become an active member of the interdisciplinary teamIdentify and collaboratively work towards departmental goalsAble to delegate professionally and appropriatelySpeak with physicians in professional manner acting as an advocate for the patient/ familyBeing available to help other team members and being open to accepting help from other team membersBecome more flexible to adjust the day to accommodate various patient and staff changes/ needs* Review delegation tree and process for delegation* Read and become familiar with WI Nursing Practice Act* Responds to requests for help from other team members at least once per shift* Register for and attend feedback and assertiveness skills training class * Discuss w/ CNS how to better handle interdisciplinary rounds esp. related to rounding questions * Round with/discuss role of other disciplines on outcomes of pt. w/ mult. interdisciplinary referrals* Role playing* Clinical time with Pt. Placement Coordinator * Journaling * Copies of applicable chart records* Documentation on CC/ NR Meeting record form* Case studies* Discuss in own words with CC the WI Nursing Practice Act and how sections apply, relate to and affect own nursing practice * Follow up with leadership or education coordinator in submitting three situations in which you were able to give feedback (include reflection)Delegates appropriately and safely; appropriately notifies physicians regarding patient situations; adequately prepared when calling physicians or attending rounds; able to give positive and constructive feedback to team membersActive member of shared governance unit-based council; role model for feedback and assertiveness skills Present at 2009 SOAR-RN cohort; is able to occasionally act as charge nurse; takes a leadership role w/ new nursesGoalObjectivesLearning Strategies and ActivitiesEvidence of LearningEvaluationGoal AttainmentBuilding capacity in organizationBuilding capacity in professionGoal #4: Consistently incorporates mission, vision, and values into the care of patients and families and in professional nursing practice Employ appropriate service recovery policy as neededAct as ambassador for organization even when off workSupport difficult policies that you may not particularly agree with but that are important to organizational development (i.e. no-smoking policy)Support development of shared governance * Attend Acute Care Managers meeting with Clinical Coach to talk about experience w/ SOAR-RN * Discuss MVV in own words* Discuss or journal to CC on how MVV is incorporated into nursing care and practice* Role playing* Shadow time with leadership team members (Executive, Management, Supervisory, CNS)* Guided discussion or narrative with CC on experience with service recovery in your own nursing practice * PEP evaluation comments* Maintain diary on how MVV incorporated into practice* Journaling * Concept mapping of customer service and/or service recovery* Verbal referrals noted from other new nurses interested in Nurse Residency ProgramInvolved in Unit-based practice council; shadows manager, CNS, house supervisor and/or executive team members; score of 3 on PEP evaluation; effectively utilizes service recovery in appropriate situationAttend managers meeting without support of CC; score of 4 on PEP evaluation; supports shared governance by serving on unit-based council(s)Attend Patient Care Services Director’s Forum to discuss experience with SOAR-RN; member of service excellence team; score of 5 on PEP evaluation GoalObjectivesLearning Strategies and ActivitiesEvidence of LearningEvaluationGoal AttainmentBuilding capacity in professionGoal #5: Advance the profession of nursing and become involved in nursing educationContinue to be involved with Practice Council and WI Nurse Residency ProgramReturn to school for MSNDecide if to continue involvement in Sigma Theta Tau* Follow up on options for transferring Sigma Theta Tau membership to WI chapter* Research benefits of keeping membership in Sigma Theta Tau* Discuss continued involvement in Sigma Theta Tau or other professional organizations with CNS* Discuss other professional nursing organization memberships* Continue commitment to SOAR-RN by completing pre-work on time and remaining engaged and participatory* Discuss how a nursing profession is conveyed outside of hospital setting * Subscribe to journal service through library* List benefits and disadvantages of maintaining membership in Sigma Theta Tau* Copies of information on various professional nursing organizations* Present research to CC on other nursing organizations you are interested in * SOAR-RN portfolio up-to-date showing evidence of growth* Copy of library journal service agreement included in portfolio Transfers membership of Sigma Theta Tau to WI or maintains active membership in one professional nursing organization; active member of unit-based practice council; remains active in SOAR-RNMaintains membership in more than one professional nursing organization; actively participates in at least one of those; chairperson of practice councilApply to master’s degree graduate nursing program; assists in SOAR-RN continuing development ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download