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Responding to the IOM Initiatives to Transform the BSN Program

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Information about Responding to the IOM Initiatives to Transform the BSN Program

Published on May 5, 2007

Author: sarahswart

Source: slideshare.net

Description

Institute of Medicine initiatives were used to transform the Bachelor of Science in Nursing Completion program. This presentation was delivered at a Nursing Summit meeting in 2005.
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Responding to the IOM Initiatives to Transform the BSN Program University of Detroit Mercy BSN Completion Program Online and On Site Michigan Center for Nursing Michigan Nursing Summit 2005

University of Detroit Mercy Presenters Bonnie Korn, RN, MSN Chair and Faculty, Bachelor of Science in Nursing Completion Program ; BSNONLINE Planning Team [email_address] Sarah Lelgarde Swart, MM, MLIS Director of Instructional Technology and Healthcare Informatics Faculty; BSNONLINE Planning Team [email_address] and http://ces.vpweb.com

Bonnie Korn, RN, MSN Chair and Faculty, Bachelor of Science in Nursing Completion Program ; BSNONLINE Planning Team [email_address]

Sarah Lelgarde Swart, MM, MLIS Director of Instructional Technology and Healthcare Informatics Faculty; BSNONLINE Planning Team [email_address] and http://ces.vpweb.com

Overview IOM Initiatives Application for Curriculum Development

IOM Initiatives

Application for Curriculum Development

The Changing Landscape IOM Initiatives (2003) Integration of Informatics New Practice Models Patient Safety Healthcare Systems Leadership Development

IOM Initiatives (2003)

Integration of Informatics

New Practice Models

Patient Safety

Healthcare Systems

Leadership Development

IOM Initiatives “These core competencies include: patient centered care, interdisciplinary teams, evidence based practice, quality improvement, and informatics.” Greiner, 2003.

“These core competencies include: patient centered care, interdisciplinary teams, evidence based practice, quality improvement, and informatics.”

Greiner, 2003.

Basic Foundation “ While clinicians are trained to use an array of cutting-edge technologies related to care delivery, they often are not provided a basic foundation in informatics.” (Gorman et al, 2000; Hovenga, 2000) Greiner, 2003

“ While clinicians are trained to use an array of cutting-edge technologies related to care delivery, they often are not provided a basic foundation in informatics.” (Gorman et al, 2000; Hovenga, 2000)

Greiner, 2003

Utilize Informatics Mitigate errors (not blame) through the use of technological decision making processes Support decision making through technology Powerful communication to make sure all interested parties have the information they need (Greiner, 2003)

Mitigate errors (not blame) through the use of technological decision making processes

Support decision making through technology

Powerful communication to make sure all interested parties have the information they need

(Greiner, 2003)

Informatics and Health Care Technologies Discovering, retrieving and using information in nursing practice Apply technology to practice and research Use of methods and equipment to apply technology to practice Nursing Language Taxonomies

Discovering, retrieving and using information in nursing practice

Apply technology to practice and research

Use of methods and equipment to apply technology to practice

Nursing Language Taxonomies

Culture of Safety “ A culture of safety embodies the idea that the person who receives care should expect a safe environment that is free of error, does not cause harm, or reduces harm. …several tenets are important to consider: disclosure, nonabandonment, rapid response, nonblame, and forgiveness. I suggest a sixth: practical links.” (Milstead, 2005)

“ A culture of safety embodies the idea that the person who receives care should expect a safe environment that is free of error, does not cause harm, or reduces harm. …several tenets are important to consider: disclosure, nonabandonment, rapid response, nonblame, and forgiveness. I suggest a sixth: practical links.”

(Milstead, 2005)

Informatics and Culture of Safety “ ..focus is on correction of the system that allowed errors to be made rather than on the person who committed the error. … Practical links connect the solution to the error.” (Milstead, 2005)

“ ..focus is on correction of the system that allowed errors to be made rather than on the person who committed the error. … Practical links connect the solution to the error.”

(Milstead, 2005)

Health Care Systems Safe Effective Patient Centered Timely Efficient Equitable Committee on Quality Health Care in America, 2001.

Safe

Effective

Patient Centered

Timely

Efficient

Equitable

Committee on Quality Health Care in America, 2001.

Redesigned Health Care System Rules Continuous healing relationships Customized for patient needs and values Patient = source of control Knowledge is shared and information flows freely Evidence based decision making Safety is a system priority Informed decisions about all aspects of care Anticipate patient needs Continuously decrease waste Cooperation among clinicians Adapted from IOM Report, 2001 (Greiner, 2003)

Continuous healing relationships

Customized for patient needs and values

Patient = source of control

Knowledge is shared and information flows freely

Evidence based decision making

Safety is a system priority

Informed decisions about all aspects of care

Anticipate patient needs

Continuously decrease waste

Cooperation among clinicians

Adapted from IOM Report, 2001 (Greiner, 2003)

Clinical Nurse Leader Clinician Outcomes Manager Patient Advocate Educator Information Manager Systems Analyst Team Manager Member of a Profession Lifelong Learner AACN, 2004.

Clinician

Outcomes Manager

Patient Advocate

Educator

Information Manager

Systems Analyst

Team Manager

Member of a Profession

Lifelong Learner

AACN, 2004.

Trends in Healthcare Key Indicators from reports listed in the Working Paper on the Role of the Clinical Nurse Leader Global Society Expanding technologies Increasingly diverse populations Inter-professional education New practice models Better use of resources AACN, 2004.

Key Indicators from reports listed in the Working Paper on the Role of the Clinical Nurse Leader

Global Society

Expanding technologies

Increasingly diverse populations

Inter-professional education

New practice models

Better use of resources

AACN, 2004.

Work in Interdisciplinary Teams Cooperate, collaborate, communicate, and integrate care in teams to ensure care is continuous and reliable (Greiner, 2003) JCAHO recommends the use of interdisciplinary care plans IOM recommends interdisciplinary education

Cooperate, collaborate, communicate, and integrate care in teams to ensure care is continuous and reliable

(Greiner, 2003)

JCAHO recommends the use of interdisciplinary care plans

IOM recommends interdisciplinary education

Apply Quality Improvement Identify errors and hazards in care; Understand and implement basic safety design principles such as standardization and simplification; Continually understand and measure quality in terms of structure, process, and outcomes in relation to patient and community needs; Design and test interventions to change processes and systems of care (Greiner, 2003)

Identify errors and hazards in care;

Understand and implement basic safety design principles such as standardization and simplification;

Continually understand and measure quality in terms of structure, process, and outcomes in relation to patient and community needs;

Design and test interventions to change processes and systems of care

(Greiner, 2003)

Knowledge and Skills for the Graduate Use information and communication technologies Work in interdisciplinary teams to make ethical decisions Adapt technologies to meet patient needs Teach patients about health care technologies Information Privacy and Security Access, critique, and analyze health information resources Summarized from AACN report, 2004.

Use information and communication technologies

Work in interdisciplinary teams to make ethical decisions

Adapt technologies to meet patient needs

Teach patients about health care technologies

Information Privacy and Security

Access, critique, and analyze health information resources

Summarized from AACN report, 2004.

Curriculum on the Move On campus to On site to On line Curriculum revision Responding to IOM report (2003) Curriculum content Response to needs of the RN Power of partnerships

On campus to On site to On line

Curriculum revision

Responding to IOM report (2003)

Curriculum content

Response to needs of the RN

Power of partnerships

Partnerships Everywhere Hospital Site Partners Trinity Healthcare Online Partner Instructional Design Studio Partnership with our students

Hospital Site Partners

Trinity Healthcare Online Partner

Instructional Design Studio

Partnership with our students

Applying Culture of Safety Standards Security and Privacy of Records Enter Once, Use Many Times Increased Comfort with Using Technology Improved Work Processes Reduce Errors Teach Technology to Patients

Security and Privacy of Records

Enter Once, Use Many Times

Increased Comfort with Using Technology

Improved Work Processes

Reduce Errors

Teach Technology to Patients

Healthcare Informatics: Greek to Geek Course Plan: 25% technology + 75% informatics theory Designed for 100% online Moved to onsite program with 3 class meetings and the rest online (15 weeks) Mantra: “The only way to learn computers is to be on a computer!” Course transformation supports needed computer skills for online learning

Course Plan: 25% technology + 75% informatics theory

Designed for 100% online

Moved to onsite program with 3 class meetings and the rest online (15 weeks)

Mantra: “The only way to learn computers is to be on a computer!”

Course transformation supports needed computer skills for online learning

On the Keyboard MS Office skills – Word APA formatting using styles; Excel data collection and graphs; PowerPoint accelerated presentations Apply Your New Knowledge Assignment for each application Enabler for nurses to perform on the job: example – nurses prepared presentations for Beaumont Hospital’s Magnet status review

MS Office skills – Word APA formatting using styles; Excel data collection and graphs; PowerPoint accelerated presentations

Apply Your New Knowledge Assignment for each application

Enabler for nurses to perform on the job: example – nurses prepared presentations for Beaumont Hospital’s Magnet status review

Information Age Website Evaluation Tool – 5 point criteria http://www.library.cornell.edu/olinuris/ref/research/webcrit.html Accuracy*Authority*Objectivity*Currency*Coverage Knowledge Management – Boolean Searching – Scavenger Hunt … This object was accepted in the Association of Academic Healthcenters Learning Objects repository! Searching Bibliographic databases online

Website Evaluation Tool – 5 point criteria

http://www.library.cornell.edu/olinuris/ref/research/webcrit.html

Accuracy*Authority*Objectivity*Currency*Coverage

Knowledge Management – Boolean Searching – Scavenger Hunt … This object was accepted in the Association of Academic Healthcenters Learning Objects repository!

Searching Bibliographic databases online

Informatics Theory Why Informatics? Clinical Information Systems* Data Standards HIPAA Network Security Privacy and Confidentiality Telehealth *textbook by AMIA and ANA plus Coursepacks created using journal articles from the library databases and delivered via Blackboard

Why Informatics?

Clinical Information Systems*

Data Standards

HIPAA

Network Security

Privacy and Confidentiality

Telehealth

Web Design – The Geek Part Every nurse must create their own site in HTML code! They are published online through their own FTP account at the University. Here are some samples: http://chp.udmercy.edu/~schlacsu/ Informatics Trends in Healthcare (Group Project-4pages) http://chp.udmercy.edu/~andreore/ Stress Relief for Nurses http://chp.udmercy.edu/~beemande Congestive Heart Failure http://chp.udmercy.edu/~irwinde/ Elder Abuse More than 110 sites were created during the first three years of this course!

Every nurse must create their own site in HTML code! They are published online through their own FTP account at the University. Here are some samples:

http://chp.udmercy.edu/~schlacsu/

Informatics Trends in Healthcare (Group Project-4pages)

http://chp.udmercy.edu/~andreore/ Stress Relief for Nurses

http://chp.udmercy.edu/~beemande Congestive Heart Failure

http://chp.udmercy.edu/~irwinde/ Elder Abuse

More than 110 sites were created during the first three years of this course!

Nurses’ Reactions At the start it is sheer panic! With a lot of encouragement, some late night phone calls and emails, and chatroom visits, they know I am ready to help … by the end they really feel like Geeks! (their words) One student has published her webpage project in a journal “The Triplet Connection” IT Committee Appointments

At the start it is sheer panic!

With a lot of encouragement, some late night phone calls and emails, and chatroom visits, they know I am ready to help

… by the end they really feel like Geeks! (their words)

One student has published her webpage project in a journal “The Triplet Connection”

IT Committee Appointments

Thank you – Feel Free To Contact Us! BSNOnline Partnership Site: http://healthprofessions.udmercy.edu/nursing/bsncomp.php (one of our nurses favorites PPT features!

BSNOnline Partnership Site:

http://healthprofessions.udmercy.edu/nursing/bsncomp.php

References Aiken, Linda H., Clarke, Sean P., Cheung, Robyn B,, Solane, Douglas M., Silber, Jeffrey H. Educational levels of hospital nurses and surgical patient mortality. JAMA, 290(12), 1617-1623. American Association of Colleges of Nursing. (June 2004). Working Paper on the Role of the Clinical Nurse Leader. Committee on Quality Health Care in America, Institute of Medicine (2001). Crossing the quality chasm: a new health system for the 21 st century. Greiner, A. C., Knebel, E., & Committee on the Health Professions Education Summit. (2003, Apr 8). Health professions education: a bridge to quality. , Retrieved Apr 12, 2005, from http://www.nap.edu/catalog/10681.html Milstead, J. A. (2005). The culture of safety. Policy, Politics, & Nursing Practice , 6 (1), 51-54.

Aiken, Linda H., Clarke, Sean P., Cheung, Robyn B,, Solane, Douglas M., Silber, Jeffrey H. Educational levels of hospital nurses and surgical patient mortality. JAMA, 290(12), 1617-1623.

American Association of Colleges of Nursing. (June 2004). Working Paper on the Role of the Clinical Nurse Leader.

Committee on Quality Health Care in America, Institute of Medicine (2001). Crossing the quality chasm: a new health system for the 21 st century.

Greiner, A. C., Knebel, E., & Committee on the Health Professions Education Summit. (2003, Apr 8). Health professions education: a bridge to quality. , Retrieved Apr 12, 2005, from http://www.nap.edu/catalog/10681.html

Milstead, J. A. (2005). The culture of safety. Policy, Politics, & Nursing Practice , 6 (1), 51-54.

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