Abstract
Purpose
To integrate multi-modal innovations in education into an annual RN skills fair and evaluate its efficacy with regards to effective learning, learner engagement and patient outcomes.
Objectives
A competency management program designed to assess critical thinking, provide content-specific education using multiple modalities and promote team building through a series of timed, simulated activities. Competencies and education topics were selected based on regulatory and organizational requirements. Annual needs assessments coupled with quality, performance improvement and patient safety data was also incorporated.
Description
A four hour education program with five learning stations. These stations were facilitated by Nurse Educators and bedside registered nurses in order to promote a shared mental model with frontline RN staff with their Nurse Leaders. Each station was designed and labeled based on implications for safe, evidence-based nursing practice related to nurse sensitive indicators, patient safety, performance improvement and regulatory requirements. Nurse leaders were part of the team and had no hierarchical influences on the scenario.
To complete the program, a self-learning station was incorporated with the integration of an online, interactive module completed by a team of registered nurses, which was inclusive of all the topics identified throughout the mandatory program. RNs and their Nurse leaders were required to apply clinical knowledge in a setting with a variety of learning methodologies, using a team based approach. At the conclusion of the educational program, the team members were able to debrief about the experience and reflect on the relevance of team work to achieve desired patient outcomes.
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Multi-modal Education, Nurse Education
Recommended Citation
Chung, Lisa; Geskie, Janet; and Davis, Renee M., "Executing change: TeamSTEPPS and Kolb's Learning Theory to impact outcomes" (2017). General Submissions: Presenations (Oral and Poster). 132.
https://www.sigmarepository.org/gen_sub_presentations/2017/posters/132
Conference Name
2017 ANPD Annual Convention
Conference Host
Association for Nursing Professional Development (ANPD)
Conference Location
New Orleans, Louisiana, USA
Conference Year
2017
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Executing change: TeamSTEPPS and Kolb's Learning Theory to impact outcomes
New Orleans, Louisiana, USA
Purpose
To integrate multi-modal innovations in education into an annual RN skills fair and evaluate its efficacy with regards to effective learning, learner engagement and patient outcomes.
Objectives
A competency management program designed to assess critical thinking, provide content-specific education using multiple modalities and promote team building through a series of timed, simulated activities. Competencies and education topics were selected based on regulatory and organizational requirements. Annual needs assessments coupled with quality, performance improvement and patient safety data was also incorporated.
Description
A four hour education program with five learning stations. These stations were facilitated by Nurse Educators and bedside registered nurses in order to promote a shared mental model with frontline RN staff with their Nurse Leaders. Each station was designed and labeled based on implications for safe, evidence-based nursing practice related to nurse sensitive indicators, patient safety, performance improvement and regulatory requirements. Nurse leaders were part of the team and had no hierarchical influences on the scenario.
To complete the program, a self-learning station was incorporated with the integration of an online, interactive module completed by a team of registered nurses, which was inclusive of all the topics identified throughout the mandatory program. RNs and their Nurse leaders were required to apply clinical knowledge in a setting with a variety of learning methodologies, using a team based approach. At the conclusion of the educational program, the team members were able to debrief about the experience and reflect on the relevance of team work to achieve desired patient outcomes.