accelrated perioperative nursing education- pilot project (ornac 2013)
DESCRIPTION
Slides presented at the International Alliance for Perioperative Best Practice ORNAC 23rd National & International Conference with IFPN April 21-25, 2013. This presentation outlined a pilot project from Saskatchewan to accelerate the graduation rate of Operating Room nurses. The second part of the presentation discusses mobile learning and development of perioperative nursing education programs.TRANSCRIPT
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Accelerated Perioperative Nursing Education-
Pilot projectInternational Alliance for Perioperative Best Practice
ORNAC 23rd National & International Conference with IFPNApril 21-25, 2013
©E.J. Ahlquist 2013
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Educational Programs are never static.
◦ Ie. SIAST Perioperative Nursing Program↳Operating Room Techniques Program
Drivers or emerging trends effect educational design.◦ Practice◦ Environment◦ Need◦ Technology◦ etc
Establishing Perioperative Nursing Programs:International Perspective
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Outline Background
Program Overview
Project Design
Results
Lessons Learned
Educational Change
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Saskatchewan Surgical Initiative (SSI)Sooner, Safer, Smarter
◦ Surgical wait time is a key concern for patients and families.
◦ Goal to reduce wait times to less than 3months by 2014.
◦ Staged approach to reduction: <12 months, <6months, and <3months.
Context
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SIAST developed a proposal to provide additional educated Perioperative Nurses in an expedited fashion.
Collaboration with the Saskatoon Health Region and the Saskatchewan Ministry of Health.
Highly successful◦ Zero attrition◦ Timely response to industry demand
Response to need
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2 intakes per academic year (fall and winter).
1. Fall intake of 6 students2. January intake of 12 students
Provincial demand for graduates spiked.◦ Provincial expectations◦ Shift toward standardized education◦ Utilization of Operating Rooms capacity
provincially
Program Overview
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Learning Method:
6 theory courses delivered by distance (asynchronous online).
5 day psychomotor skills lab. 10 weeks of clinical practice.
◦ 4 weeks of SIAST instructor led.◦ 6 weeks of preceptor led.
Program Overview
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Project Design
Traditional“Pilot Project”
Asynchronous online theory.◦ 23 weeks theory.◦ Full-time employment.◦ SIAST Instructor.◦ Students online
activities. Ie. SKYPE™
◦ 5 day psychomotor skills lab.
◦ 10 week clinical.
Modified delivery schedule:◦ ⇓theory to10weeks.◦ Salaried while studying.◦ Saskatoon Instructor.◦ Learning activities
hybridized.◦ 5 day psychomotor skills
lab.◦ 10 week clinical.
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Project Design cont…
Clinical Sequencing
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Complicated ◦ Macro level provincial needs.◦ Unpredictable nature of requests.◦ Managing partnership.◦ Quality assurance.
Established schedules◦ Two traditional clinical sessions.◦ Balanced recruitment.◦ Managing intake locations.
Clinical Sequencing
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Secondary effects Expansion of clinical education locations. Enhanced standardization of education.
RISK of becoming to Urban-centric. Enhanced or new relationships with Regional Health
Authorities. Opportunity…
Clinical Sequencing
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Clinical Sequencing
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Clinical Sequencing
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Clinical Sequencing
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Findings Previous online
learning experience. Demonstrated
computer literacy. Onsite orientation. Sufficient time. Positive feedback on
IT support. #1: Instructor support.
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21 graduates.◦ Attrition rate: 0%Therefore…
◦ Employment: 100% Student satisfaction.
◦ 100% of respondents would recommend this approach to peers.
◦ 70% felt the length of time was sufficient. Most respondents wanted longer clinical education,
not theory. High academic performance.
◦ 88.8% average.
Results
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1. Expensive!
2. Complicated.
a. Organization.
b. Responsibilities.
3. IT support.
4. Program support.
5. Selective screening.
Lessons Learned
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Not an effective long-term strategy. Expensive to deliver.
◦ Salary replacement◦ Instructor time intensive
Funding was provided for an annual increase in programming.
Long-term projections of need.◦ Retirement◦ Maternity leave◦ Internal “churn”
Awards/Recognitions◦ SAHO Green Ribbon◦ SHEA finalist
Outcome
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Special Thanks
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Drivers or emerging trends effect educational design.◦ Practice◦ Environment◦ Need◦ Technology◦ etc
Establishing Perioperative Nursing Programs
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There is continual changes in the clinical practice environment.
Ie. Incremental changes Transformational changes
Practice
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Incremental Change
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Transformational Change
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Institutional policies reflect this approach.◦ Minor Revision◦ Major Revision
Funding for change reflect policies.
Opportunities…
Change
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Many changes can occur in the educational environment.
Ie. Leadership Physical location Culture Advances/changes
Environment
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A range of events or circumstances can effect the need for change in education.
The “need” identified in this project.◦ Ministry direction effecting increased graduation
rates.
Need
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The INTERNET.◦ Mainstream◦ Shapes our daily lives (ie. Texting, calendars,
mobile maps, etc)◦ Distributed learning◦ Massive Online Open Courses (ie. edX)◦ Mobile learning
Applications (Apps)
Technology
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http://programs.siast.sk.ca/instrumentor/
Instrumentor tm
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Mobile TSUNAMI. Students all have smart-phones.
◦ Integrated into daily lifeTotal Active Apps (currently available for download): 845,911 Total Inactive Apps (no longer available for download): 300,040Total Apps Seen in US App Store: 1,145,951Number of Active Publishers in the US App Store: 226,514
Mobile Learning
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Most Popular Categories1 - Games (142,136 active)2 - Education (90,861 active)3 - Entertainment (75,655 active)4 - Lifestyle (68,963 active)5 – Books (55,823 active)
Mobile Learning
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Instrumentor tm
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Instrumentor tm
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Instrumentor tm
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Web based Application. Portable and compatible with multiple
devices. ◦ Ie. Desktop, laptop, tablet, smart-phones, etc
Next step in the “evolution” of distance education.
Students are familiar with using Smart-phones.
Prototype stage- testing with end-users◦ Ie. Students, health professionals, etc
Instrumentor tm
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Features: Canadian Content High resolution images Close-up images of instruments Laparoscopic instruments
◦ Types◦ Assembly
Audio pronunciation Authentic presentation
Instrumentor tm
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Instrumentor tm
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Design: End user focus.
◦ Need vs Directed◦ Grass-roots vs Top-down
Authentic presentation.◦ Images, backgrounds, etc◦ Audio pronunciation◦ Minimized information overload
Self-assessment of learning.◦ Matched assessment to level of learning
Instrumentor tm
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Innovative educational approach.
Responding to expressed need.◦ Ie. Out-dated and poor resolution images
Dynamic resource.◦ Updated images- 3D◦ Video◦ Additional graphics
Instrumentor tm
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Instrumentor tm
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Education is never static.
There will be continuous drivers for change.◦ Incremental or transformational
Open and Mobile education is here to stay.
The focus of any educational program needs to be on meeting the needs of learners.
Conclusion
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Thank you!!
Questions, Comments, Discussion