Cauti Case Study

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Student Learning Outcomes

Upon completion of the teaching initiative, undergrad nursing students will be able to:
1. Identify two indications and two contraindications for Foley catheter insertion.
2. Discuss catheter-associated urinary tract infection & apply evidence-based principles for inserting and removal of a catheter.
3. Discuss the population at increased risk for CAUTI and identify evidence-based practice in maintaining a Foley.
4. Identify the appropriate anatomical location for catheter insertion and demonstrate suitable inches for catheter insertion for male versus female.
5. Demonstrate the correct technique in cleaning a catheter using water and soap.
6. Demonstrate taking a specimen from the catheter port using aseptic technique.
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The participants are undergrad nursing students enrolled in a City University to obtain their bachelors’ in nursing age ranging from 19-35. More than 80 percent of the students are female, and 20 percent consists of the male. A needs assessment was conducted to determine students’ knowledge relating to catheter insertion, removal, and maintenance. The findings from the needs assessment indicate a gap in knowledge deficit as it relates to catheter insertion, maintenance, removal. The project was implemented based on the students need assessment to facilitate their learning needs and styles. Moreover, students verbalize that they need help in the skill of catheter insertion, removal, and maintenance because they will be tested in the lab for their medical, surgical course and they need more in-depth knowledge in caring for clients with a Foley catheter. Participants were asked basic questions as it relates to catheter insertion, removal, and 50 percent, of the participants, lacks the necessary knowledge as it relates to appropriate catheter insertion, removal and maintenance and needs further education. Therefore, this teaching initiative for catheter insertion, removal and maintenance are relevant to this project to enhance student’s competency as it relates to the…show more content…
The method of gaming was implemented into the project because evidence-based- practice literature supports it as a dynamic learning process to improve students learning and enhance test scores. According to Robinson (2014), stipulates using gaming in the classroom rather than question and answer is productive for students. Furthermore, gaming enhances students test score and engagement. Students will be evaluated by providing five gaming questions on catheter insertion, removal, and care. Students worked in small groups collaborate to answer questions related to catheter insertion, extraction, and maintenance. The method that was used to evaluate the students is manually grading of the post-quiz to measure the students’ cognitive ability to retain the information. No apparatus or equipment used during the data collection. Miller and Metz (2014), investigates and compared the perception of the active learning process between students who were exposed to the active learning process in the classroom and members who relied on the lecture as their primary teaching strategy. The study concludes that 89% of students who engages in the active learning process through gaming in the classroom predicted favorable results in the students’ performances and motivated to learn the

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