"From the 3 Minute Inservice to the 3 Hour Continuing Education Simulation Laboratory: Leaders Creatively Move Evidence into Practice"

2.50
Hdl Handle:
http://hdl.handle.net/10755/308547
Category:
Abstract
Type:
Presentation
Title:
"From the 3 Minute Inservice to the 3 Hour Continuing Education Simulation Laboratory: Leaders Creatively Move Evidence into Practice"
Author(s):
Schlinkert, Ann
Lead Author STTI Affiliation:
Beta Iota
Author Details:
Ann Schlinkert, MSN, BSN,RN, annwise@fuse.net
Abstract:

Session presented on: Monday, November 18, 2013

The University of Cincinnati Medical Center Rapid Response Team emerged as an Institute of Health patient safety initiative.  Definition and distribution of multidisciplinary roles develop as the team makes decisions about a patient's life, promotes quality and safety, provides mutual respect and puts order into disorder.  A sample 787 Rapid Response calls by location, reasons for call, responders, and post care were examined for period January 2009 to December 2010.  Calls totaled 292 on medicine and 92 on surgical units.  These results point to the importance of education and learning for the random multidisciplinary team members that arrive emergently to render care.  Evidence-based practices include use of team dynamics to prevent lack of teamwork, communication failure, patient injury and harm.  Elements of teamwork include team orientation, team leadership, back up members, shared mental model and trust.  The Performance Improvement method used at the University of Cincinnati Medical Center is the Plan, Do, Study, Act cycle.  A study was intitiated by Nursing Leaders which included analyses of debriefings of Rapid Responses.  The staff were interviewed.  They identified the need for a new school of educating and learning.  While on duty, they could receive education for 3 minutes.  These 3 minutes would not take time from their patient, break or meal.  The new school emerged into 10 minute, education opportunities before and after duty.  Additional changes to education were 30,60, and 180 minute offerings.  The success of these creative learning opportunities focus on meeting the needs of the adult learners, do not result in overtime pay, and are requested by leaders according to staff needs.  Global leaders may borrow the new school of  the 3 minute inservice.
Keywords:
new school of inservice; leaders create change; focus during education
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.title"From the 3 Minute Inservice to the 3 Hour Continuing Education Simulation Laboratory: Leaders Creatively Move Evidence into Practice"en_GB
dc.contributor.authorSchlinkert, Annen_GB
dc.contributor.departmentBeta Iotaen_GB
dc.author.detailsAnn Schlinkert, MSN, BSN,RN, annwise@fuse.neten_GB
dc.identifier.urihttp://hdl.handle.net/10755/308547-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>The University of Cincinnati Medical Center Rapid Response Team emerged as an Institute of Health patient safety initiative.  Definition and distribution of multidisciplinary roles develop as the team makes decisions about a patient's life, promotes quality and safety, provides mutual respect and puts order into disorder.  A sample 787 Rapid Response calls by location, reasons for call, responders, and post care were examined for period January 2009 to December 2010.  Calls totaled 292 on medicine and 92 on surgical units.  These results point to the importance of education and learning for the random multidisciplinary team members that arrive emergently to render care.  Evidence-based practices include use of team dynamics to prevent lack of teamwork, communication failure, patient injury and harm.  Elements of teamwork include team orientation, team leadership, back up members, shared mental model and trust.  The Performance Improvement method used at the University of Cincinnati Medical Center is the Plan, Do, Study, Act cycle.  A study was intitiated by Nursing Leaders which included analyses of debriefings of Rapid Responses.  The staff were interviewed.  They identified the need for a new school of educating and learning.  While on duty, they could receive education for 3 minutes.  These 3 minutes would not take time from their patient, break or meal.  The new school emerged into 10 minute, education opportunities before and after duty.  Additional changes to education were 30,60, and 180 minute offerings.  The success of these creative learning opportunities focus on meeting the needs of the adult learners, do not result in overtime pay, and are requested by leaders according to staff needs.  Global leaders may borrow the new school of  the 3 minute inservice.en_GB
dc.subjectnew school of inserviceen_GB
dc.subjectleaders create changeen_GB
dc.subjectfocus during educationen_GB
dc.date.available2013-12-19T17:32:46Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:32:46Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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