Description Of Periop 101 : A Core Curriculum

The actions of the preceptor demonstrated her competency for patient safety. According to the QSEN Project, nurses demonstrating the competency of safety, aim to minimize the risk of harm to the patient by effectively using their knowledge, technology and standards of practice that have been developed from the study, observation and improvement upon commonly unsafe practices. Through this, there is a development of standardized practices that support the provision of quality and safety in patient care (Cherry & Jacob, 2014, p.

Ms Debra Shannon, BSN, perioperative RN is assigned to the OR consisting of 6 main rooms and 1 cysto room and provides support to the interventional radiology, during this rating period. She serves as Service Lead to Cardio, Vascular and Thoracic Services. She provided valuable input for this proficiency. This proficiency report demonstrates examples of how Ms. Shannon uses her perioperative nursing expertise to provide patient centered nursing care in exceeding the Qualification Standards in the four areas for a Nurse II.

The medical field has changed so much in the last decade, and continues to change everyday. New information is always coming out on how to give better care to patients and not make mistakes when doing it. The latest project that has emerged is the Quality and Safety Education for Nurses (QSEN) project. This project was started by the non-profit, Robert Wood Johnson Foundation. The project was stared to reduce the number of healthcare errors and to better prepare nurses for their roles in patient care. The six competencies that make up the QSEN project are as follows; Patient-centered care, Teamwork and collaboration, Evidence-based practice, Quality improvement, Safety, and Informatics.

The core competencies for the nurse practitioner is more patient-centered. The advance education and core curriculum prepares the nurse practitioner to manage complex health care needs, prevent chronic illnesses, promote quality care, integrate advance technology for health care improvement, enhance critical thinking skills, collaborate with other team members to improve patient outcomes, implementation of innovative strategies for evidence base practice within the organization and evaluation of patient health care. Most importantly, the nurse practitioner is a strong advocate for improving access to health care, increasing the quality of care patients receive while decreasing unnecessary health care cost. In order for a nurse practitioner

The Quality and Safety for Nurses (QSEN) project, developed in 2005 from recommendations made by the Institute of Medicine (IOM), addresses issues pertaining to how to better prepare future nurses with knowledge, skills, and attitudes (KSAs) to continue to improve the safety and quality of care provided by the healthcare organizations in which they work (Billings & Halstead, 2016; QSEN, n.d.). The mission of QSEN emphases the collaboration of all healthcare professionals focusing on education, practice, and scholarship to improve the healthcare system. With the partnerships of national nursing organizations and schools of nursing, QSEN has been developed from IOM reports and integrated into pre-licensure and graduate student’s

The study leaders reviewed literature in the article from American Organization of Nurse Executive Competencies (2005) and Robert Wood Johnson Executive Nurse Fellows Competencies (Morjikian & Bellack, 2005) too help aid in learning content. The authors also included bits of information from a qualitative study done by Deuscher (2008). Both studies were similar in their recommendations for new graduate nurses.

Every health care organization is struggling to address the mandated Centers for Medicare (CMS) core measures, the Hospital Consumer Assessment of Healthcare Providers (HCAHPS) patient satisfaction scores, in addition to the reportable events requirements. Given the reimbursement tied to outcomes, the organization is taking a serious stance in addressing the quality and safety initiatives, in addition to patient satisfaction scores. Furthermore, the organization has a patient safety counsel that focuses on nursing professional practice through the utilization of evidence based initiatives, assuring that nursing is deeply entrenched in working towards quality and safety goals.

The ultimate goal for myself, and the initial reason for studying with the Distance Learning Centre, is to become an Operating Department Practitioner(ODP). The role will involve working within operating theatres inside hospitals to support patients throughout their time during certain operations, or ‘periopertive journey’ (Health Education England, 2014b). I came to the decision to focus on making this my chosen career in November 2012 through word of mouth and a significant amount of research. The profession carries an extensive list of positives and negatives, along with how well it fits my personality and previous experiences; despite never working within the health sector previously.

Patient safety and quality of care are vital outcomes in the healthcare system. As professionals dealing with human lives, we consider these topics as core to our practice. In 2005, the Quality and Safety Education (QSEN) project was created in response to the challenges recognized in preparing nurses with the knowledge, skills, and attitude (KSAs) essential in providing safe and high-quality care to every patient (QSEN, 2012). This QSEN collaboration was the product of the strategies developed by the Institute of Medicine (IOM) report Crossing the Quality Chasm in 2001 and Health Professions Education: A Bridge to Quality in 2003 (Armstrong, G. & Barton, J., 2014). There were six competencies identified in the QSEN curriculum that includes patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety. In this paper, the QSEN competency, evidence-based practice will be discussed in relation to achieving quality and safety to the nursing process.

Perioperative nurses play a key role in developing and following through with a plan of care that incorporates individualized pain management strategies.(Hayes & Gordon2015). Management should be started the moment a patient knows or thinks about having an operation done. There has been evidence showing that early pain management may yield to positive outcome post-operative, in the early and long term recovery stages. (Hayes&Gordon 2015).

ODP’s provide high skilled support to anaesthetists and surgeons, assessing, delivering care and evaluating patients during the peri operative journey. Health and Care Professions Council (HCPC) is a regulatory body with the aim protect the public’s health. HCPC regulates ODP profession and aims to approve and uphold all high standards of training, education and good quality of practice. HCPC works in partnership with professional bodies for ODP which are, The College of Operating Department Practice (COPD), The Association for Perioperative Practice (AFPP) and also the NHS (HCPC, 2014).

A preceptor has been identified as an experienced clinician who teaches, supervises and is a role-model for a student over a period of time in a formalized program (Usher, Nolan, Reser, Owens, & Tollefson, 1999). For student registered nurse anesthetists (SRNAs) working clinically with certified registered nurse anesthetists (CRNAs), this education occurs in the operating room. SRNAs observe, as well as provide, hands-on care to patients undergoing a multitude of procedures and operations in order to become clinically competent. SRNAs participate in forty to fifty hours per week of clinical education with a variety of different preceptors; all of whom have different teaching styles and expectations. Unfortunately, stress, lack of confidence in performance and low satisfaction in their role are frequently reported in the literature from both preceptors and students (Hautala, Saylor, & O 'Leary-Kelley, 2007; Levett-Jones, Lathlean, Higgins, & McMillan, 2009; Bradley et al., 2007).

Learning about patient safety is a quality that all nurses and future nurses need to have instilled in them before they

My work placements acknowledge the importance of these skills and have programmed professional development training modules for every week. The next training module is on health and safety. This is important because nurses interact with patients for a longer time than the physicians. Basically, the training will incorporate aspects such as risk assessment, risk management and the process of reporting these assessments (Shannon, 2012).

In healthcare or any other occupation where high-risk procedures take place, a small slip or error could lead to a cascade of non linear responses resulting in a catastrophic event (Kemper & Boyle, 2009). Jennifer felt that having engaged nurses who are educated on how to prevent errors along with a leadership team that helps to streamline processes, is the answer to improving nursing’s contribution to the organization’s strategic agenda. The previous statement about engaged nurses also goes along with the IOM’s (Institute of Medicine) proposed six national quality aims which include patient care being centered, effective, timely, efficient, equitable and safe (Wolf, D., Lehman, C., Quinlin, R., Rosenzweig, M., Friede, S., Zullo, T., et al., 2008).