project director: peggy hawkins, rn, phd [email protected] [email protected]...
TRANSCRIPT
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Adaptation of a Transition to Practice
Program for New Graduates in Acute and
Long-term Care Facilities in Urban and Rural
Nebraska
Project Director: Peggy Hawkins, RN, [email protected]
Statistics: June Smith, RN, PhD
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Grant from Center for Regulatory Excellence to study educational needs of RNs and LPNs in rural and urban Nebraska including both long-term care and acute care facilities.
Project launch Spring 2010 Conclusion Spring 2012
Background
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Phase One: ◦ Determine educational needs
Phase Two: ◦ Quasi-experimental study of new graduates◦ Purpose to determine whether educational
modules and preceptor development made a difference in new graduate transition to practice
Phase Three: ◦ Analysis of data
Three Phases to Project
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Representatives from the 5 nursing organizations
Nebraska Board of Nursing Nebraska Assembly of Deans and Directors Licensed Practical Nursing Association of Nebraska Nebraska Organization of Nurse Leaders Nebraska Nurses Association
Task Force as Oversight
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Baseline data: 2009 new nursing graduates by mailed questionnaires plus interviews and expert panel Delphi study
Determined which modules to develop for the educational intervention
Phase One Activities
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Do new nursing graduates who have online educational modules and preceptors who attended a preceptor development program have greater satisfaction, higher confidence, and less errors than new graduates who have regular orientation programs?
Secondary question was to estimate costs.
Phase Two: Primary Research Question
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Control ◦ Surveys
Managers Preceptors New nursing graduates
◦ Observational studies Interventions introduced
◦ Educational Modules◦ 8 Preceptor programs (n = 239 at 22 facilities)
Treatment ◦ Surveys
Managers, Preceptors New grads
◦ Observational studies
Phase Two
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Control Group Treatment Group
New GraduateInterimConclusion
9740
6045
PreceptorsInterimConclusion
11881
5657
Managers 30 29
Results - Sample
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Significant Items <.05 Control Treatment
New Graduate: % Satisfied• Assigned classes• Length of transition
83%85%
96%97%
New Graduate: % Prepared• Make patient care decisions 76% 93%
Preceptor perception: % of new grads prepared• Delegate Tasks• Make patient care decisions• Administer meds to large groups• Provide care to 6 or more
35%43%54%25%
46%75%77%
*17%
Results – Perceptions about New Grads
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Preparedness Items <.05 Control Treatment Felt prepared to precept 68% 81%Develop coaching plans 47% 58%Develop new grad critical thinking 54% 78%Understand learning styles 55% 78%Evaluate new grad competence 59% 81%Utilize variety of teaching strategies
56% 65%
Assuring new grad gave safe care 86% 92%
Results – Preceptors Preparedness
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Items <.05 Control TreatmentDevelopment of critical thinking in new grads
83% 93%
Resolution of issues/conflicts 92% *80%Acting as a role model for my facility 100% *98%Evaluating the competency of new graduates
81% 92%
Planning meaningful experiences for new graduates each work day
78% 92%
Results – Satisfaction of Preceptors
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Items <.05 Control TreatmentSatisfied with new grads 88% 96%
Manager satisfaction with self 60% 100%
Results – Manager Satisfaction
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Percentages of Control Group Rating New Grads ‘Prepared’ or ‘Very Prepared’
Administer Medications by Common Routes
Administer Medications to Large Groups*
Make Patient Care Decisions *
Perform Psychomotor Skills
Provide Direct Care for 2 to 5 Clients*
Provide Direct Care for 6 or More Clients*
Supervise Care Provided by Others*
Delegate Tasks*
Know When and How to Call a Physician*
Document a Legally Defensible Record of Care Provided*
Teach Clients*
Work Effectively within a Health Care Team*
Manage and Organize Own Time*
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
*Statistically Significant at P < .02
New Grad Manager Preceptor
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Percentage of Treatment Groups Rating New Graduates as ‘Prepared’ or ‘Very Prepared’
Administer Medications by Common Routes
Administer Medications to Large Groups*
Make Patient Care Decisions *
Perform Psychomotor Skills
Provide Direct Care for 2 to 5 Clients*
Provide Direct Care for 6 or More Clients
Supervise Care Provided by Others*
Delegate Tasks*
Know When and How to Call a Physician*
Document a Legally Defensible Record of Care Provided*
Teach Clients
Work Effectively within a Health Care Team*
Manage and Organize Own Time*
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
*Statistically Significant at p < 0.02
New Grad Manager Preceptor
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Control TreatmentNew Graduates n=47 n=45 Number and % of new graduates reporting errors 32 (68%) 29 (64%) Total errors reported by new grads 97 88
Preceptors n=84 n=66 Number and % of preceptors reporting new grad errors 51 (61%) 34 (52%) Total errors reported by preceptors 258 120
Managers n=30 n=29 Number and % of managers reporting new grad errors 19 (63%) 17 (59%) Total errors reported by managers 206 144
Results - Errors
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Control TreatmentEstimated cost per manager $1128 $634Estimated cost per preceptor $5900 *$3932
Estimated total cost: $7028 $4566
Results – Costs *does not include preceptor
conference fee
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Control Group Treatment Group New Graduate
RuralUrban
4856
2733
PreceptorsRural
Urban5464
3438
ManagersRural
Urban1811
919
Rural Urban Comparison: Sample
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Item Control Treatment
Preparation documenting care Urban Rural
72.7%81.3%
77.8%*30%
Preparation of preceptors (major/minor issue) Urban Rural
45.6%*93.4%
58.9%55.5%
Satisfaction with transition program Urban Rural
90%*40%
100%100%
Client falls Urban Rural
*80% 40%
57.1%25.0%
Treatment delays Urban Rural
77.8%*26.7%
46.2%37.5%
Costs estimate per new grad Urban Rural
$417.65*$1754.6
$546.59$799.92
Comparison of Control and Treatment Manager Groups by Location: Items with Significance
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Item Control Treatment
Yes, enough time in transition Urban Rural
71.7%*93.5%
93.9%88.5%
Yes, each day unofficial preceptor Urban Rural
7.3%*27.7%
9.7%0%
Yes, courses improved general nursing knowledge in program Urban Rural
87.0%*68.9%
87.9%80.0%
Yes, courses improved specialty nursing knowledge in program Urban Rural
76.9%61.9%
87.9%*60.0%
Dissatisfaction with length of time Urban Rural
20.0%*6.5%
3.0%3.8%
Comparison of Control and Treatment New Graduate Groups by Location: Items with Significance
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Item Control Treatment
Very satisfied with preceptor classes Urban Rural
31.3%*8.1%
33.3%19.0%
Very satisfied with ability to assist new grad decision making Urban Rural
54.7%*34.0%
54.5%43.5%
Very satisfied with developing critical thinking in new grad Urban Rural
31.5%*10.0 %
48.5%20.8%
Very satisfied with collegial support Urban Rural
42.3%*17.8 %
40.6%*27.3 %
Comparison of Control and Treatment Preceptor Groups by Location: Items with Significance
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Control (n = 7) Treatment (n = 10)
Category f Field Note Examples f Field Note Examples
Safety 52 Lack of proper identification (n=23)Lack of infection control (n=19)Improper hand hygiene (n=8)Hazards (n=2)
56 Lack of proper identification (n=16)Lack of infection control (n=22)Improper hand hygiene (n=10)Hazards (n=8)
Medications 16 Prep (n=12)Administration (n=4)
10 Prep (n=7)Administration (n=3)
Privacy 4 Enter without knocking (n=3)Patient information left out (n=1)
3 Patient information left out (n = 3)
Cares 4 Missed weight ac (n=1)Omitted bruise assessment (n=1)Improper technique BG (n=1)Did not know how to transfer (n=1)
4 Omitted assessment (n=2)Improper technique BG (n=2)
Communication 10 Failed to inform or report (n=10) 7 Fail to inform, report or chart timely manner (n=7)
Total 86M=12
80M=8
Observational Studies
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New graduates ◦ Higher satisfaction◦ More Prepared◦ Fewer errors
Preceptors◦ More prepared to precept
Managers◦ Higher satisfaction
Costs estimates reduced
Findings
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New graduates need mentoring Education assists in transition Modules and trained preceptors reduce
errors Internships in programs of study are valued
and positively impact transition Preceptors educated in role are essential Financial opportunities exist Rural and urban patients deserve an equal
opportunity to receive safe care
Implications
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The likelihood to provide safe, timely, effective, efficient, equitable, and patient-centered care to Nebraska patients during new graduate transition to practice improves when focused, standardized, and evidence-based educational modules are available/mandated for new graduates, and new graduates are paired with a consistent, formally educated preceptor.
Implications
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Lack of LPNs
Long-term care underrepresented
Limited generalization as pilot study
Limitations