PowerPoints with Punch: From Crutch to Asset

8/3/2019 PowerPoints with Punch: From Crutch to Asset

1/94

October 26, 2011

Human Capital Communications Collaborative

Wednesday Webinar Series

Prepared by McKinney & Associates

PowerPoints with Punch:

From Crutch

to Asset


2/94

Questions:Please submit your questions via the chat feature. We will have

about 15 minutes for Q&A at the end of the webinar presentation.

An archive of the webinar and the slide deck will be posted by

October 31st atwww.rwjfleaders.org/resources

Stay tuned for a live PowerPoint critique and analysis!

HOUSEKEEPING

Webinar / Slide Deck Archive:

Post-Webinar Slide Critique

Todays Moderator:

Mike Madison, Forum One Communications
http://www.rwjfleaders.org/resourceshttp://www.rwjfleaders.org/resources


3/94

Todays Presenters:

Linda Wright Moore, Robert Wood Johnson Foundation

Senior Communications Officer Keys to Success; Visual Appeal; Dont Be a Parrot; When

Less is More.

Fran Macalino, Macalino Marketing

President Great Graphics; Adhering to the RWJF Style Guide

Gwen McKinney, McKinney & Associates

President & Founder

WELCOME


4/94

Post Webinar Slide Critique:

Richard Montgomery, McKinney & Associates

Design and Art Director

Ryan Duncan, McKinney & AssociatesNew Media Coordinator

WELCOME

Michael D. Cohen

Investigator in Health Policy Research (06) Elise Lawson

RWJF Clinical Scholar (09-12)

Vicki Nishioka, Ph.D.Evaluating Innovations in Nursing Education

Submitted Program Slides Provided By:


5/94

Keys to Success


6/94

A Successful Presentation IncorporatesPlanning! Purpose Desired Outcome

Keys to Success


7/94

Planning to PlanSubject Matter

Audience

Research

Keys to Success


8/94

Planning to Plan

Timing

Keys to Success


9/94

Plan Your Message

Tell A StoryBeginning, Middle, and End

Keys to Success


10/94

Engage Your Audience

Open with

something

surprising or

intriguing

Keys to Success


11/94

Build to Conclusion

Dont lose your

audience

Keys to Success


12/94

Ask Questions

Quiz Their Knowledge

Conduct a Q&A

Keys to Success


13/94

PRACTICE!

PRACTICE!

PRACTICE!

Keys to Success


14/94

Use PowerPoint forVisual Appeal

Effective use

ofcolor, type& Design


15/94

Visual Appeal

Using design templates


16/94

Be ConsistentStandardize Positions

Colors/Contrasts

Fonts/Styles

Visual Appeal


17/94

Be Consistent

Visual Appeal


18/94

Visual Appeal

Before:


19/94

Visual Appeal

After:


20/94

Be ConsistentEffects

Transitions

Animations

Visual Appeal


21/94

Larger fonts

indicate

more

important

information.

Fun

with

FONTS

Visual Appeal


22/94

Font size generally

ranges from 18 to

48point.

FunwithFONTS Sans serifs like

Arial, Helvetica, or

Calibri tend to bethe easiest to read

on screens.

Visual Appeal


23/94

Use decorative fonts onlyif theyre easy to read!

Fun

with

FONTS

Visual Appeal


24/94

Be sure text

color(s)

contrastwith

background.

Funwith FONTS

Put dark text

on a light

background.

Align text

left

or right.

WORDS IN

ALL

CAPITAL

LETTERSARE HARD

TO READ.

Visual Appeal


25/94

DONT BE APARROT!

D


26/94

Avoid reading directly off of slide: You dont have to turn your slides into

excerpts of your written presentation.

Thats kind of boring because theres

really no reason to look at the slides if

you, the presenter, are reading them.

Are you falling asleep yet?

Dont Be a Parrot

D B P


27/94

Dont Be a Parrot

The slide is NOT a cue card,

and neither is your hand.

D B P


28/94

The slides should: Reinforce what your saying

Visuals & graphics shouldunderline your point

Dont Be a Parrot

D B P


29/94

29

Dont Be a Parrot

D B P


30/94

30

Dont Be a Parrot


31/94

When Less Is More

Wh M


32/94

When Less Is More

High in visuals

& low in words

Wh M


33/94

Avoid long

sentences..

Text Guidelines

When Less Is More

Wh M


34/94

Generally no more

than 6 words a line

Text Guidelines

Generally no more

than 6 lines a slide

When Less Is More

Wh M


35/94

Avoid abbreviations

and acronyms

Text Guidelines

Limit punctuation

marks!!!!!!!!!!!!!!!!

When Less Is More

Happy Halloween


36/94

NURSING

McKinney

Dont forget to have fun!

Happy Halloween


37/94

Great Graphics

Great Graphics


38/94

HUMAN CAPITAL IS

DEFINED BY THE PEOPLE

IN WHOM THEFOUNDATION INVESTS.

Visual images help make a slide

more interesting.

Great Graphics

Great Graphics


39/94

RWJF supports collaborative,

interdisciplinary approaches

to health care research and

practice to maximize quality,

cost and innovation. People

from all perspectives value

opportunities to work with

and learn from others with

whom they might not

otherwise interact.

collaborative

opportunities

Images should enhance and

complement the text.

Great Graphics

Great Graphics


40/94

Finds and attracts diverse individuals to pursue

careers in health and health care.

Creates pathways for frontline health care

workers to expand their career opportunities.

Supports scholars conducting pioneering

health research.

THE HUMAN CAPITAL

INVESTMENT

Great Graphics

Great Graphics


41/94

Finds and attracts diverse individuals

to pursue careersin health and health care.

Creates pathways for frontline health care

workersto expand their career opportunities.

Supports scholars conducting pioneering

health research.

THE HUMAN CAPITAL

INVESTMENT

Great Graphics


42/94

Adhering To TheRWJF Style Guides

RWJF Style Guide


43/94

The Robert Wood Johnson Foundation

logo is a distinctive graphic element and

must not be altered for any reason. It is

composed of two parts: the symbol and

logotype. These parts are always held in

a fixed relationship with each other.

Horizontal Lockup

Symbol

Logotype

Logo Guidelines

RWJF Style Guide

RWJF Style Guide


44/94

Support Statements

RWJF Style Guide

Grantees other than national programs may

only use the Foundations logo with

permission and should use the following

support statements as appropriate:

is a grantee of a national program of the Robert

Wood Johnson Foundation.

Support for this was provided

by a grant from the Robert Wood Johnson

Foundations

program.

RWJF Style Guide
http://www.rwjf.org/index.jsp


45/94

Using Templates

RWJF Style Guide

RWJF Style Guide


46/94

Typography

RWJF Style Guide

RWJF Style Guide


47/94

RWJF Style Guide

[email protected]

Contact


48/94

Q&A


49/94

Thank You!Stay tuned for post

webinar sample critique

& recommendations!


50/94

Campaign for Action forNon-Nursing Audiences

November 16, 2011 GYMR

Next Webinar


51/94

Sample Critique &

Recommendations

Welcome!


52/94

Thank You!

Michael D. CohenInvestigator in Health Policy Research (06)

Elise LawsonRWJF Clinical Scholar (09-12)

Vicki Nishioka, Ph.D.Evaluating Innovations in Nursing Education


53/94

Association Between PostoperativeMorbidity and Readmission:

Implications for Quality

Improvement and Cost Savings

Elise H. Lawson

Bruce Lee Hall, Rachel Louie, Susan Ettner,David S. Zingmond, Clifford Y. Ko


54/94

October 26, 2011

Association Between Postoperative

Morbidity and Readmission:Implications for Quality Improvement

and Cost Savings

Elise H. Lawson

Bruce Lee Hall, Rachel Louie, Susan Ettner,

David S. Zingmond, Clifford Y. Ko

I i li f d i i


55/94

30-day readmission rates (2009)12.7% Surgical patients

16.1% Medical patients

Source of excess cost for Medicare(estimated $17 billion)

Planned reduction in payment forreadmissions in 2013

Increasing policy focus on readmission

Increasing Policy Focus on Readmission


56/94

16.1%




57/94

Source of excess cost for Medicare(estimated $17 billion)




58/94

Planned reduction in payment forreadmissions in 2013.


Wh are s rgical patients readmitted?


59/94

Planned readmissions Chemotherapy, elective procedures

Unplanned but unrelated to primary admission Trauma, falls

Unplanned and related to initial hospitalization

Exacerbation of preoperative comorbidity

Postoperative morbidity

Why are surgical patients readmitted?

Why Are Surgical Patients Readmitted?


60/94

Planned Readmissionso Chemotherapy, elective procedures




61/94

Unplanned But Unrelated

To Primary Admission

o Trauma, Falls

y g



62/94

Unplanned and relatedtoinitial hospitalization

o Exacerbation of preoperative

comorbidity

o Postoperative morbidity

y g

Data Sources


63/94

Patient-level records linked between:1. ACS National Surgical Quality Improvement

Program (NSQIP) (2005-2008)

Clinical registry

Variables: Risk factors, procedure, postoperativemorbidity

2. Medicare Provider Analysis and Review file(MedPAR) (2005-2008)

Inpatient claims data

Variables: Readmissions and associated costs

Data Sources

Data Sources


64/94

Patient-level records linked between:

1. ACS National Surgical Quality Improvement

Program (NSQIP) (2005-2008)

Clinical registry

Variables: Risk factors, procedure, postoperative

morbidity

2. Medicare Provider Analysis and Review

file (MedPAR) (2005-2008)

Inpatient claims data

Variables: Readmissions and

associated costs

Study Sample


65/94

Inclusion criteria:

Patients aged 65 years who underwent a surgical

procedure in 2005-2008

Exclusion criteria: Patients with non-Medicare primary payer

Patients that could not be readmitted

Not discharged from primary hospitalization

Died before discharge

Final sample: 90,932 patients from 214 hospitals

Study Sample

Study Sample


66/94

y p

Inclusion Criteria: Patients aged 65 years

who underwent a surgicalprocedure in 2005-2008

Study Sample


67/94

y p

Exclusion Criteria: Patients with non-Medicareprimary payer

Patients that could not bereadmitted

o Not discharged from primary

hospitalization

o Died before discharge

Study Sample


68/94

y p

Final Sample: 90,932 patients from

214 hospitals


69/94

Dedicated Education Units

Robert Wood Johnson Foundation

Evaluating Innovations in Nursing

Vicki Nishioka, [email protected]

Susan Moscato, EdD, [email protected]


70/94

October 26, 2011

Dedicated Education Units

Robert Wood Johnson FoundationEvaluating Innovations in Nursing

Vicki Nishioka, PhD

[email protected]

Susan Moscato, EdD, [email protected]


71/94

EVALUATION QUESTION AND PARTICIPANTS

University of South Carolina College of Nursing

University Specialty Clinics

University of Tennessee Health Science Centerat Memphis College of Nursing

Methodist University Hospital

School of Nursing at University of Buffalo Erie County Medial Center

Kaleida Health

Roswell Park Cancer Institute

Hospice at Buffalo

What impact does the introduction of additional faculty members (DEU nurseteachers) and restructuring the role of academic clinical faculty members have onacademic faculty to student ratios, the average number of students placed in eachclinical site, and work-life satisfaction of faculty and nurse teachers?

How do student perceptions of the quality of clinical education received onDedicated Education Units compare to traditional clinical education placements?

DEMONSTRATION SITEUniversity of Portland School of Nursing

Clinical Partners

Providence Portland Medical Center

Providence St. Vincent Medical Center

Portland VA Medical Center

REPLICATION SITES

Evaluation Questions


72/94

Q

Impact

Perceptions

Participants


73/94

p



University of Tennessee Health Science Center at Memphis College of Nursing


School of Nursing at University of Buffalo

Erie County Medial Center

Kaleida Health


Hospice at Buffalo

Demonstration Site University of Portland School

of Nursing

Clinical Partners:

Providence Portland Medical Center

Providence St. Vincent Medical Center

Portland VA Medical Center

Participants


74/94

p



University of Tennessee Health Science Center at Memphis College of Nursing




Kaleida Health


Hospice at Buffalo

Replication Sites University of South Carolina College of

Nursing


University of Tennessee Health Science Center

at Memphis College of Nursing




Kaleida Health


Hospice at Buffalo

Traditional clinical education


75/94

Waiting and missed opportunities

Unclear roles and communication

Quality varies Nurses teaching experience

Faculty familiarity with unit routines

Faculty and unit staff relationships

Stressful learning situation

Hard to get help

All units are not friendly

Traditional Clinical Education


76/94

Waiting & Missed Opportunities



77/94

Unclear Roles & Communication



78/94

Quality VariesNurses teaching experience

Faculty familiarity with unit routines

Faculty and unit staff relationships



79/94

Stressful Learning Situation Hard to get help

All units are not friendly

What is a DEU?


80/94

A dedicated education unit (DEU) is aunit within a hospital or other health care

facility that is dedicated to providing

clinical education for nursing students,while delivering optimal care to patients

on the unit.


81/94

What is a DEU?


82/94

What is a DEU?A dedicated education unit (DEU) is a

unit within a hospital or other health care

facility that is dedicated to providing

clinical education for nursing students,while delivering optimal care to patients

on the unit.

Faculty to Student Ratio


83/94

Traditional1:8

Dedicated Education Unit

1:16

Faculty to Student Ratio


84/94

Traditional

Dedicated Education Unit

1


85/94

Handoffs in Hospitals

A presentation for theRobert Wood Johnson Foundation

Investigator Awards Annual Meeting

Michael D. Cohen

School of Information

University of Michigan


86/94

October 13, 2011

Handoffs in HospitalsRobert Wood Johnson FoundationInvestigator Awards Annual Meeting

Michael D. Cohen

School of InformationUniversity of Michigan

[email protected]

h d ff i t d ti


87/94

handoffs an introduction

handoff the communication that occurs duringa change in who is responsible for or who is incontrol of a patient in a hospital

also known as: signout, [nursing] report,

handover, Doctors, nurses, and many other technical

personnel who perform procedures or transport

not rounds; not discharge

Handoff communications frame each newinterval of patient care, orienting subsequentwork

Introduction


88/94

HandoffsThe communication that occurs

during a change in who is

responsible foror who is incontrol ofa patient in a hospital

Also known as: signout,[nursing] report, handover

h h d ff b h t i


89/94

how handoff became a research topic

obvious danger from omissions and errors

communication failure in 65 percent of root

cause analyses of patient-safety sentinel

events

changes in resident work-hours that increase

handoff frequency

AHRQ hospital surveys identifying handoff asworrisome point of potential failure

How a Handoff Becomes a Research Topic


90/94

Communication failure in 65%

of root cause analyses of patient-

safety sentinel events

AHRQ hospital surveys identifying handoffas worrisome point of potential failure

Changes in resident work-hours


91/94

AHRQ xxHC 2005 & 2007 Results Compared to AHRQ Teachingand NonTeaching Hospitals


92/94

AHRQ xxHC 2005 & 2007 Results Compared to AHRQ Teachingand NonTeaching Hospitals


93/94


94/94

The EndFor any further questions you can contact todays presenters at:

Ryan Duncan: [email protected]

Richard Montgomery: [email protected]

Fran Macalino: [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

Documents

PowerPoints with Punch: From Crutch to Asset