June 1, 2011

Introduction

1. Patient Safety Conference planned to implement the

Institute of Medicine and QSEN objective- student involvement in professional activities translates into

professional involvement after graduation.

2. Goal was to assist students feel apart of the nursing profession by presenting a professional conference.

3. Goal was to foster intra-class collaboration so that

students might learn teamwork within and between disciplines.

4. Formal opportunity for students to develop team

skills p.517

SAFETY TEAMWORK

PROFESSIONALISM

NOTRE DAME COLLEGE BSN CURRICULUM

The nursing program at Notre Dame College has identified service-learning as an integral component of the Bachelor of Science of Nursing program. A service-learning project is included in each nursing course.

PROGRAM OUTCOMES Synthesize concepts and theories from the liberal arts, sciences and the discipline of nursing to promote the health and

well being of individuals, groups, communities and populations.

Communicate effectively using oral, written and other forms of information technology.

Demonstrate competence in technological skills used in professional nursing practice.

Apply critical thinking to evaluate alternatives and make decisions that effect the health and well-being of self and others.

Integrate personal and professional values to practice within the legal and ethical standards of the profession.

Respect human diversity in the provision of health care to populations of different gender, socioeconomic, religious or cultural traditions.

Demonstrate leadership and management in the delivery of health care within complex adaptive systems.

Support a commitment to life-long learning for personal and professional development.

Use evidence-based practice in the provision of health care services for individuals, groups, communities and populations in a variety of settings.

Participate in political processes that influence the economic, legal and social direction of health care policies.

PROGRAM ASSESSMENT Student feedback related to service-learning was

overwhelmingly negative.

STRATEGIES TO MAKE SERVICE-LEARNING MORE MEANINGFUL

INTEGRATIVE LEARNING STRATEGIES

LIFELONG LEARNING STRATEGIES

TEAMWORK AND PROFESSIONAL DEVELOPMENT

Integrative Learning Strategies Defined by The American Association of Colleges &

Universities (AAC&U 2004) as “powerful, active, and collaborative instructional methods that thread general education concepts throughout the major.”

Lifelong Learning Strategies A new vision of professional development is needed

that enables learning both individually and from a collaborative, team perspective and ensures that “all health professionals engage effectively in a process of lifelong learning aimed squarely at improving patient care and population health” (IOM, 2009).

Project

1. Faculty agreed to implement the service learning project throughout the

curriculum 2. Senior students-Plan conference

3. Junior and sophomore students-make

safety posters and present

4. Students who were going to present on the day of the conference-names were selected from a hat on the day of the

conference-all students had to be prepared, logistics prevented everyone

from presenting

Flyer produced by

senior students to

advertise conference.

Seniors also : secured guest speaker and sponsorship, organized the venue-all in six weeks.

JACHO: 2010 National Patient Safety Goals “The purpose of the National Patient Safety Goals is to improve patient safety. The Goals focus on problems in

health care safety and how to solve them (The Joint Commission, 2010).”

Background: The Joint Commission established its National Patient Safety Goals (NPSGs) program in 2002. The first set of NPSGs was effective

January 1, 2003. The purpose of the NPSGs is to help accredited organizations address specific areas of concern in regards to patient safety (The Joint Commission, 2010).

Every year, the Patient Safety Advisory Group in collaboration with Joint Commission staff work to identify potential new NPSGs and, following field review, determines the highest priority NPSGs to recommend to The Joint Commission. The PSAG’s recommendations are then presented to The Joint Commission’s Standards and Survey Procedures Committee and Board of Commissioners for approval prior to the year in which they are to be implemented (The Joint Commission, 2010).

National Patient Safety Goals Revisions for 2010: No new NPSGs were developed for 2010. Focus of this revision was primarily in response to concerns from the field about resources

needed to comply with NPSGs that over time have become more specific and detailed. The new changes to the NPSGs reflect The Joint Commission’s continuing efforts to focus on areas of highest priority to patient safety and quality care in each National Patient Safety Goal (The Joint Commission, 2010).

List of Patient Safety Goals for 2010: Goal 1: Improve the accuracy of patient identification. Goal 2: Improve the effectiveness of communication among caregivers. Goal 3: Improve the safety of using medications. Goal 7: Reduce the risk of healthcare associated infections. Goal 8: Accurately and completely reconcile medications across the continuum of care. Goal 9: Reduce the risk of harm resulting from falls. Goal 14: Prevent health care-associated pressure ulcers. Goal 15: Indentify safety risks inherent in its patient population. References The Joint Commission. (2010, March 10). National Patient Safety Goal. Retrieved October 8, 2010, from The Joint Commission:

http://www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals/ The Joint Commission. (2010, August 23). Patient Safety. Retrieved October 8, 2010, from The Joint Commission:

http://www.jointcommission.org/GeneralPublic/PatientSafety/#5

Sponsored by:

IMPROVEMENT OF PATIENT IDENTIFIERS IN

A HEALTHCARE SETTING

Patient identification is

information specific to a

patient that is used to

ensure the patient is the

correct recipient. The Joint

Commission has labeled

patient identifiers as their

number one national

patient safety goal. They

have required that two

patient identifiers be used

to provide care for a

patient. According to the

Joint Commission the intent

of requiring two identifiers

is “first, to reliably identify

the individual as the person

for whom the service or

treatment is intended;

second, to match the

service or treatment to that

individual.”

First and Last Name

Date of Birth

Social Security Number

Medical Record

Number Address

Phone Number

Photo ID

Patient Identifiers

Patient identifiers should be used prior

to admission and the first assessment.

It is also necessary to use them before

passing any medications, vital signs,

going forth with any procedures, and

before any blood or lab work.

The most common error is not

properly asking for two patient

identifiers. The patient’s room

number and/or location is not an

appropriate identifier. It is not

acceptable to look at an ID band

on a side table or on the bed

itself. If patient identification is not

correctly used the patient can

suffer harm, injury, or even death

due to breach of duty.

Administering the wrong

medication to a patient can cause

them to have an allergic reaction.

If you fail to identify your patient,

and It leads to harm, you may be

sued for malpractice.

The importance of using patient

identifiers is huge in our healthcare

system today. It is a simple task that

can save a patient from a lot of

harm. Misidentification can lead to

injury or death, and medical

complications. Two patient

identifiers must be used to ensure

patient safety.

Joint commission. (December 09,

2008).www.jointcommission.org. In The

Joint Commission. Retrieved October 06,

2010, from

http://www.jointcommission.org/.

Background: Errors and Misidentifications:

When to use patient identifiers:

Lessons Learned:

Sources:

Nursing Workforce Development Programs: Addressing Nursing Shortage

Effectiveness

Summary

History and Background

•Expansion of Care:

Funding through Title VIII has expanded the health care work force

“Results from AACN’s 2009-2010 Title VIII Student Recipient Survey show

that more than three-quarters of the students receiving Title VIII funding are

attending school full-time. By supporting full-time students, the Title VIII

programs are helping to ensure that students enter the workforce without

delay.”

Funding through Title VIII is being used to fuel the next generation of

necessary practitioners

•Advanced Education:

After being surveyed, students receiving funding stated that after

finishing school they wanted to go back to school to further their

degrees

Title VIII supports education to more than 10,000

underrepresented minorities each year

•Focus on Diversity

Graduates with funding from Title VIII are more likely to be a

minority and work in a rural area

Breakdown financial and ethnic barriers to attending health care

programs

•Title VIII is a proven nursing workforce development program and a solution to

the nursing shortage. Title VIII of the Public Service Act supports qualified nurse

to meet the nation’s health care needs. The program addresses education,

retention, and recruitment.

•Title VIII supports institutions that educate nurses in rural and medically

underserved communities.

•The public health work force is experiencing a severe shortage, particularly

among public health nurses.

• By 2016, 587,000 new nursing jobs being created according to the US Bureau

of Labor Statistics, making nursing the nation’s top growing profession.

•Achieve their goal by providing scholarships and loan repayment to minority

students and students who agree to work in medically underserved areas for

three years.

•Since 1998, the United States has experienced a significant shortage of

Registered

Nurses (RNs), which has impacted the quality of care

•Shortage in RNs, in combination with an increased workload, poses a potential

threat to the quality of nursing care.

• In settings with inadequate nurse staffing, patient safety and nurse safety are

compromised.

•Increased funding would strengthen and diversify the health care work force

resulting in improved access to care for the nation's most vulnerable and

underserved communities.

• Title VIII enacted in 1964 as part of the Public Health Service Act in

response to a shortage of health care providers

•Title VIII programs address four main issues in nursing shortage—

education, practice, retention, and recruitment

•Designed to encourage health care professionals to work in underserved

areas, increase the number of minority and disadvantaged students

enrolling in health care programs, and increase the number of faculty in

health care education programs.

•Amended in 1998 to authorize student loan repayment and scholarships

to fund education and training for public health nurses, registered nurses,

nurse midwives, and other nurse specialties.

•Funding distributed by Health Resources and Services Administration

(HRSA)

Title VIII Program Basics

•Advanced Education Nursing (AEN) grants: supports advanced nursing

education and practice in masters and doctoral programs.

•AEN Traineeships: assists graduate level nursing students in full or partial

reimbursement for tuition, costs of living, books, and fees.

•Nurse Anesthetist Traineeships (NAT): supports students in nurse

anesthetist programs much like AEN traineeships

•Workforce Diversity Grants: awards grants and contract opportunities to

schools of nursing, nurse managed health centers, academic health centers,

state or local governments, and nonprofit entities looking to increase access

to nursing education for disadvantaged students, including racial and ethnic

minorities under-represented among RNs.

•Nurse Education, Practice, and Retention Grants: helps schools of nursing,

academic health centers, nurse-managed health centers, state and local

governments, and healthcare facilities strengthen programs that provide

nursing education.

•Nursing Student Loan (NSL) Program: Provides accepted undergraduate or

graduate nursing student a max $13,000 loan at 5% interest.

•Nurse Loan Repayment and Scholarship Programs: Repays up to 85% of

nursing student loans in return for at least 3 years of practice in designated

health care facilities. Scholarship program offers nursing students opportunity

to apply for scholarship funds.

•Nurse Faculty Loan Program Grants: Students can agree to teach at a

school of nursing in exchange for repayment of up to 85% of student loans.

•Comprehensive Geriatric Education Grants: Grants offered to individuals

working in geriatrics.

$-

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

$45,000

FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016

Projected Impact of Title VIII Funding on the

Number of Nursing Students and Nurses

Supported

Sources:

“Nursing Workforce Development Programs”. National Association of Clinical Nurse

Specialists. 2009. Retrieved from http://www.nacns.org

American Public Health Association. Retrieved from http://www.apha.org

“Support Increased Funding for Title VIII Nursing Workforce Development

Programs”. American Association for Colleges of Nursing. Retrieved from

http://www.aacn.org

Outcomes Student reflection:

Students reflected they liked collaborating among levels

because they met each other and could compare different levels of learning.

It also made the sophomores feel a part of the nursing program.

Speaker clinical risk manager –master’s prepared nurse, students evaluated the speaker highly and especially liked

learning about a non-traditional nursing role.

Students also suggested that for the next conference all posters should be presented.

Students also felt that this method of service learning was more

meaningful.

Future Recommendations

Interprofessional geriatric education in the community Service learning education Geriatric safety inservices

Grant for national speaker and upgrade facilities CEU for nurses

Reimbursement for professional poster costs for students Students reach out to other nursing programs