Continuing Education Curriculum CAUTI Prevention
The Mission of the organization
The mission of New York Presbyterian Hospital is to provide the highest quality patient-centered care by promoting a culture of caring, empathy, and safety. Their goal is to educate patients and families utilizing evidence based - practice. Moreover, promoting nursing development and advancement. The organization attains its mission through continuing education courses for their staff on a quarterly basis to measure their employee 's competence. The organization protects the health, and safety of their patients by ongoing research and utilizing evidence-based -practice to prevent Catheter Associated- Urinary Tract Infection (CAUTI). Patient safety will
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Thus, the CDC set standards that health care institutions must follow to prevent Catheter Acquired Urinary Tract Infection. For example, the CDC set guidelines for when is catheter necessary and what are the risk factors for CAUTI. Furthermore, the Center for Disease Control and Prevention recommends that health care organization implement quality improvement (QI) programs to enhance the appropriate use of indwelling catheters and to reduce the risk of Catheter-Associated Urinary Tract …show more content…
Evaluation of a program is an essential element to gain insight and effectiveness of the program and provides a venue for continued quality improvement (Keating, 2015). Teachers and students use test scores to gauge student academic strengths and weaknesses. Testing forms the bedrock of educational assessments and represents a commitment to higher academic standards. There are multiple ways to evaluate students ' knowledge and skills. The method in which students will be assessed in this continuing education course is by multiple choice test. A ten question multiple choice examination will be administered to evaluate students’ competence to grasp critical concepts regarding Catheter- Associated Urinary Tract Infection. Hence, multiple choice test measure students learning rather than test taking skills. Students will be tested on the primary objective of the course. Moreover, students will have four answers to choose from, but only one will be correct. Test scores will be analyzed statistically for reliability and validity. The minimum competency for passing is 70%, and the maximum is 100%. Therefore, assessing student 's competence will keep nurses abreast with new skills and technology in preventing Catheter -Associated Urinary Tract
a. This portfolio shows the educational journey through the BSN program at Western Governors University(WGU). The curriculum at WGU was very challenging, nonetheless it prepared me to become a safe and effective nurse. The BSN curriculum provided avenues to keep me up to date with safe practices and learn how to master therapeutic communication. WGU also helped me sharpen my critical thinking skills in order to make decisions quickly and provide safe and effective care to patients. As the result of my training, I am ready to embark in the field of nursing and do my best to make a difference in my patients lives.
Highly motivated to impact patient safety and quality of care. Experience with project management within Bellin’s refill pilot team, involving one-one training with orientation, competency assessment completions, evaluation of knowledge and understanding, in addition to implementation of evidenced-based practice involvement with protocol utilization. Achieved bachelor’s degree in nursing from Marian University May 2013. Part-time nursing master’s student at Marian University graduation anticipation December 2019. Licensure/Certification: WI Nursing License (File Number: 198659-30), CPR/AED Certified, NIH Stroke Scale Certification (2015), Pain Management Course Completion.
Objective One During my clinical day three, I demonstrated entry-level competence in professional nursing practice in caring for patients with multiple and/or complex unmet human needs. I addressed safety needs, safety in medication administration, effective communication, and surveillance for my patients. First, I addressed safety needs my ensuring the appropriate safety measures were implemented for the patients. Some of the safety measures included, wearing non-skid socks, wearing a yellow armband which indicated fall risk, keeping the bed in lowest position, two side rails up, bed locked, and the call light within reach.
Prior to implementation of the quality project, a signed consent will be obtained from the registered nurses, and then a 10-point questionnaire will be utilized to assess knowledge pre the education and post-education, with additional questions to assess knowledge gained. To protect confidentiality, no personal identifier will be used for any of the participants. All completed questionnaires will be stored in a locked cabinet in my office and data will be recorded on my personal computer with security access ensured. Data will be kept for three years after
Educational Preparation of Clinical Nurse Leader (CNL) The vision for the Clinical Nurse Leader CNL role began in 2003-2004 in response to the Institute of Medicine’s quality and safety reports. In 1999, the Institute of Medicine released its report, To Err Is Human: Building a Safer Health System, which called on health care systems to reduce medical errors and improve patient safety. In 2002, the Robert Wood Johnson Foundation called for developing new practice models and enhancing collaboration between education and practice, and in 2003, the Institute of Medicine released its set of five core competencies that all clinicians should possess, regardless of their discipline, to meet the needs of patients in the 21st-century health care system. The Clinical Nurse Leader (CNL) is a master’s educated nurse, prepared for practice across the continuum of care within any healthcare setting.
“School nurses are responsible for providing and supervising school nursing services for children with complex health concerns” (DuChateau, Beversdorf, & Wolff, 2015, p. 173). A clinical flow plan will make the clinical setting positively conducive for students and teachers. This could be accomplished by setting up clinical flow plan that would serve as a routine guide for how care is administered upon arrival of the student to the health suite all the way until the student returns to
INTRODUCTION Infection Prevention and Control (IPC) is one of the most important agents in the prevention of hospital acquired infections or what we termed nosocomial infections. IPC channels every member of the hospital, which includes, healthcare providers (HCP), patients and the hospitals perse. It is important to practice IPC commandment to every hospital as well as community. The Palestinian Ministry of Health (MOH) adopted the national IPC protocol.
In the leadership in care delivery course, we were assigned to a hospital to perform clinical hours and provide care to four patients. Additionally, the purpose of this paper is to explain and provide examples on how our patient care included the concepts of Quality and Safety Education for Nursing (QSEN) competencies, delegation, handoff reporting, and a reflection of the clinical experience. Quality and Safety Education for Nursing (QSEN) Competencies QSEN consists of six competencies: patient centered care, quality improvement, teamwork and collaboration, safety, informatics, and evidence based practice. To provide patient-centered care, I had to educate the patient when administering medications on why the patient was taking the medication and side effects. Care had to be individualized with each patient and it included providing respect with his or her decisions in their care.
Can an increased hand washing practices by health care provides reduce the rate of catheter associated urinary tract infection (CAUTI)? 3. Between hand washing and the use of alcohol which is a more potent way to prevent hospital acquired infections. 4. Which is better?
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
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.
During these past weeks at the Archbold ER, I had the opportunity to put into practice many of the content learned in class. This included but was not limited to the proper placement of a Foley catheter using sterile techniques, insertion of an NG tube, and assessment of patients. Even though I attempted to complete some of my initial goals for this internship, I noticed that I couldn’t complete a few of them due to lack of time and lack of experience in the field. Therefore, some of my goals that I’ll need to address during the following three weeks include improve my assessment skills, have better communication with my patients, and improve my questioning to get a better understanding of the cause that brought them in. One the most beneficial
Assessment is an essential component of teaching. Recently, the importance of assessment has increased even further. Genesee and Upshur (1996) refer to students’ achievement as one of the most important focus of classroom-based assessment. They believe that “teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability purposes” (p. 47). Assessment can be done at different stages: Assessment at the end of each unit of instruction is probably useful for both internal and external purposes; in other words, it is of interest to, teachers for planning instruction, students for organizing their own learning, school authorities for accountability,
The process of understanding students and responding to their needs plays an important role in the success of teaching and learning. In recent years, researchers have stressed the role of assessment in this process. Assessment is really vital to the process of education. In schools, the most visible assessments are summative. However, assessment also serves a formative function.
The questionnaire was a little tricky, which of the following is the main route of transmission of potentially harmful germs between patients? The correct Recommendations From the results, we can see that education has a positive influence on HCW knowledge in relation to HH and IPC. After training, the response rate rose to 100% from 93.75% after training, answers varied pre and post education. If the question was asking what are sources of germs, then all would be correct, however, respondents were asked to pick one.