Innovative, International, and Interprofessional: Nursing and Engineering Technology Students Creating New Patient Safety Technology

2.50
Hdl Handle:
http://hdl.handle.net/10755/621754
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Innovative, International, and Interprofessional: Nursing and Engineering Technology Students Creating New Patient Safety Technology
Other Titles:
Evidence-Based Patient Safety
Author(s):
Karagory, Pamela; Hountz, Diane; Kirkpatrick, Jane M.; McComb, Sara A.
Lead Author STTI Affiliation:
Delta Omicron
Author Details:
Pamela Karagory, DNP, MBA, MSB, BSN, RN, CNE, Professional Experience: Professor Karagory is an NLN Certified Nursing Educator and teaches in the undergraduate nursing baccalaureate program at Purdue University. She is the Director of Undergraduate Programs and Continuing Education at the Purdue University School of Nursing. She holds an MSN in Nursing education, and MBA and an MSB and has worked in executive positions in healthcare administration. Her research interests are undergraduate leadership development, quality improvement, inter professional team development, faculty mentoring and development, undergraduate leadership and lifelong learning. Author Summary: Dr. Pamela Karagory has presented quality improvement, healthcare systems curriculum, pedagogies and faculty development and advancement programs she has developed and implemented at the 2016 STTI/NLN research conference, 2013 and 2014 American Association of Colleges of Nursing (AACN) Annual Baccalaureate Education Conference, 2014 Professional Nurse Educator Group (PNEG) national conference, and the 2016 STTI/NLN research conference. Dr. Karagory is an award winning nurse educator and is the Director of Undergraduate Programs at Purdue University SON.
Abstract:

Background:The role of the professional nurse is undergoing a rapid paradigm shift, with leadership and problem solving becoming cornerstones of nursing practice and key to their role as a member of the interprofessional team. This remodeling of the professional nurses’ roles and responsibilities requires a refocus in socializing students to the profession, interprofessional collaboration, and requires transforming the academic curriculum to include knowledge, skills and attitudes that reflect the role requirements of the professional nurse in today’s healthcare environment. To prepare students to become change agents in improving the care of patients, communities, and populations, active learning and participation in contextual problems and solutions must be experienced. The healthcare safety crisis in the United States requires new approaches, continuous improvement, and interprofessional education that transcends the traditional healthcare disciplines. Nursing has the unique opportunity to champion grassroots efforts to enact change through their immersion and direct influence on patient care, safety, and technology development that support patient centered care and positive healthcare outcomes. As educators, our job is to prepare the newest members of the profession with the tools, skills, motivation, and interprofessional education opportunities to carry out these efforts. Indeed, fundamental nursing skills are expanding to include quality improvement, interprofessional teamwork, and systems thinking (Ironside & McNelis, 2011). The acquisition of these essential skills requires developing experiential learning opportunities that bridge the classroom and practice contexts. National and international service learning, built upon strong academic partnerships, provides the mechanism for successful implementation (Voss et al., 2015).

Purpose:One point of care that creates the greatest risk for nursing back injuries is assisting and transferring patients from the bed to the chair (OSHA, 2013). This high risk and ongoing problem is placing financial burdens on healthcare organizations and career ending injuries for nursing staff (OSHA, 2013). This presentation will describe a pilot Quality Improvement project that partnered senior nursing and engineering technology students in addressing patient transfer/mobility problems through the planning, design, development, building, and testing of a bed to chair transfer device. This active learning and interprofessional team approach allowed the students to collaborate, share their unique knowledge, skills and gain valuable insight into the complexity of creating an efficient, cost effective, and sustainable medical device.

Method:The interprofessional and international project occurred over two academic semesters and required a student team charter, weekly live and Skype work sessions, delineated project roles and responsibilities, and specific product guidelines defined by the project sponsor. The interprofessional work was guided by nursing best practices with four nursing students from a large Midwestern University leading several stages of the project work while gaining a deeper understanding of engineering design guidelines, materials, and hydraulics requirements. Engineering technology team members included a four team cohort from a large Midwestern University and a team from a College of Engineering in the Netherlands. The student designed device was presented by the interprofessional student team at an international conference in the Netherlands in May 2016. This opportunity provided the student team to showcase their work during a travel aboard experience enhancing cultural understanding and global educational engagement.

Participants/Sample

 A qualitative approach was used to evaluate the student’s perspective of the quality improvement project outcome. Qualitative surveys were developed and distributed and a focus group with students was conducted. Initial results and themes suggest that the nursing students found this interprofessional learning opportunity challenging, empowering, and critical in recognizing the significance and value of the collaboration and synergy between nursing and engineering technology. Findings and identified themes will guide future development, modification, standardization, and expansion of nursing and engineering IPE educational opportunities.

This initial work demonstrates the efficacy of nursing and engineering technology IPE, particularly with respect to empowering the next generation of nursing leaders to enact change through a fundamental understanding of conceptual design, product analytical models, and technology testing. Engineering technology students gained valuable insight into project management, added value of end user participation, and a greater understanding of the challenges and needs of healthcare technology development. Further project evaluation is needed to quantify (1) the effects of the IPE project in the acquisition of team and quality improvement skills, (2) the benefits to students and project sponsors through this collaborative experience, and (3) the impact on long-term interprofessional engagement and professional identity.

Keywords:
Global Engagement; Interprofessional Education; Professional Identity
Repository Posting Date:
10-Jul-2017
Date of Publication:
10-Jul-2017
Other Identifiers:
INRC17P02
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleInnovative, International, and Interprofessional: Nursing and Engineering Technology Students Creating New Patient Safety Technologyen_US
dc.title.alternativeEvidence-Based Patient Safetyen
dc.contributor.authorKaragory, Pamelaen
dc.contributor.authorHountz, Dianeen
dc.contributor.authorKirkpatrick, Jane M.en
dc.contributor.authorMcComb, Sara A.en
dc.contributor.departmentDelta Omicronen
dc.author.detailsPamela Karagory, DNP, MBA, MSB, BSN, RN, CNE, Professional Experience: Professor Karagory is an NLN Certified Nursing Educator and teaches in the undergraduate nursing baccalaureate program at Purdue University. She is the Director of Undergraduate Programs and Continuing Education at the Purdue University School of Nursing. She holds an MSN in Nursing education, and MBA and an MSB and has worked in executive positions in healthcare administration. Her research interests are undergraduate leadership development, quality improvement, inter professional team development, faculty mentoring and development, undergraduate leadership and lifelong learning. Author Summary: Dr. Pamela Karagory has presented quality improvement, healthcare systems curriculum, pedagogies and faculty development and advancement programs she has developed and implemented at the 2016 STTI/NLN research conference, 2013 and 2014 American Association of Colleges of Nursing (AACN) Annual Baccalaureate Education Conference, 2014 Professional Nurse Educator Group (PNEG) national conference, and the 2016 STTI/NLN research conference. Dr. Karagory is an award winning nurse educator and is the Director of Undergraduate Programs at Purdue University SON.en
dc.identifier.urihttp://hdl.handle.net/10755/621754-
dc.description.abstract<p><strong>Background:</strong><span>The role of the professional nurse is undergoing a rapid paradigm shift, with leadership and problem solving becoming cornerstones of nursing practice and key to their role as a member of the interprofessional team. This remodeling of the professional nurses’ roles and responsibilities requires a refocus in socializing students to the profession, interprofessional collaboration, and requires transforming the academic curriculum to include knowledge, skills and attitudes that reflect the role requirements of the professional nurse in today’s healthcare environment. To prepare students to become change agents in improving the care of patients, communities, and populations, active learning and participation in contextual problems and solutions must be experienced. The healthcare safety crisis in the United States requires new approaches, continuous improvement, and interprofessional education that transcends the traditional healthcare disciplines. Nursing has the unique opportunity to champion grassroots efforts to enact change through their immersion and direct influence on patient care, safety, and technology development that support patient centered care and positive healthcare outcomes. As educators, our job is to prepare the newest members of the profession with the tools, skills, motivation, and interprofessional education opportunities to carry out these efforts. Indeed, fundamental nursing skills are expanding to include quality improvement, interprofessional teamwork, and systems thinking (Ironside & McNelis, 2011). The acquisition of these essential skills requires developing experiential learning opportunities that bridge the classroom and practice contexts. National and international service learning, built upon strong academic partnerships, provides the mechanism for successful implementation (Voss et al., 2015).</span></p> <p><strong>Purpose:</strong>One point of care that creates the greatest risk for nursing back injuries is assisting and transferring patients from the bed to the chair (OSHA, 2013). This high risk and ongoing problem is placing financial burdens on healthcare organizations and career ending injuries for nursing staff (OSHA, 2013). This presentation will describe a pilot Quality Improvement project that partnered senior nursing and engineering technology students in addressing patient transfer/mobility problems through the planning, design, development, building, and testing of a bed to chair transfer device. This active learning and interprofessional team approach allowed the students to collaborate, share their unique knowledge, skills and gain valuable insight into the complexity of creating an efficient, cost effective, and sustainable medical device.</p> <p><strong>Method:</strong>The interprofessional and international project occurred over two academic semesters and required a student team charter, weekly live and Skype work sessions, delineated project roles and responsibilities, and specific product guidelines defined by the project sponsor. The interprofessional work was guided by nursing best practices with four nursing students from a large Midwestern University leading several stages of the project work while gaining a deeper understanding of engineering design guidelines, materials, and hydraulics requirements. Engineering technology team members included a four team cohort from a large Midwestern University and a team from a College of Engineering in the Netherlands. The student designed device was presented by the interprofessional student team at an international conference in the Netherlands in May 2016. This opportunity provided the student team to showcase their work during a travel aboard experience enhancing cultural understanding and global educational engagement.</p> <p><strong>Participants/Sample</strong></p> <p> A qualitative approach was used to evaluate the student’s perspective of the quality improvement project outcome. Qualitative surveys were developed and distributed and a focus group with students was conducted. Initial results and themes suggest that the nursing students found this interprofessional learning opportunity challenging, empowering, and critical in recognizing the significance and value of the collaboration and synergy between nursing and engineering technology. Findings and identified themes will guide future development, modification, standardization, and expansion of nursing and engineering IPE educational opportunities.</p> <p>This initial work demonstrates the efficacy of nursing and engineering technology IPE, particularly with respect to empowering the next generation of nursing leaders to enact change through a fundamental understanding of conceptual design, product analytical models, and technology testing. Engineering technology students gained valuable insight into project management, added value of end user participation, and a greater understanding of the challenges and needs of healthcare technology development. Further project evaluation is needed to quantify (1) the effects of the IPE project in the acquisition of team and quality improvement skills, (2) the benefits to students and project sponsors through this collaborative experience, and (3) the impact on long-term interprofessional engagement and professional identity.</p>en
dc.subjectGlobal Engagementen
dc.subjectInterprofessional Educationen
dc.subjectProfessional Identityen
dc.date.available2017-07-10T17:54:18Z-
dc.date.issued2017-07-10-
dc.date.accessioned2017-07-10T17:54:18Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.