Summary: Team Curriculum Objectives
Team B Curriculum Objectives Paper
Shaundra Allbritton, Lori Gibbons-Nelson, & Jennifer Pavel
NUR/588
January 26, 2015
Mary Martin
Team Curriculum Objectives Paper Department of Veterans Affairs is comprised of three administrations, Veterans Health and Benefits Administration, and National Cemetery Administration. Although all three serve Veterans and their families, VHA is the largest of the three that work to meet their health care needs. With more than 54 VA medical organizations, rarely, two functions are the same, however, the mission, is the same for each of them (“United States Department of Veterans Affairs,” 2014). Established by The Joint Commission, National Patient Safety Goals are a primary focus of …show more content…
all VA facilities (“The Joint Commission”, 2015). Learning Team B (LTB) will provide a description of the VA, the VA mission, community and the constituents, as well as an educational goal based on safety goals established by the Joint Commission. This year’s safety goals did not change from the previous year; however, there has been a few amendments made. The safety goal is to improve patient identification accuracy (“The Joint Commission”, 2015). Three behavioral objectives, goals, the relevance of each goal, as well as an evaluation method and rationale for each objective will also be described. Lastly, LTB will present a lesson plan in outline format (“Nur/588 Assignment”, 2014).
The Scenario - Department of Veterans Affairs The federal government serves VA as it constituent because appropriated funds are utilized via the Medical Care Budget Authority to operate this conglomerate organization. VA has health care organizations located in the smallest to the largest communities in cities throughout the U.S. VA is devoted to delivering excellent health care to the clients and their families served. Efforts to cover the continuum of care, services include primary care, surgical care (inpatient and outpatient settings), and specialty cares, pharmacy, mental health, long-term care, and prosthetics. Additional services include a civilian health program (CHAMPVA), and commitment to the latest conflict eras in Iraq and Afghanistan through 2015 (“U.S. Department of Veterans Affairs,” 2014). According to “U.S. Department of Veterans Affairs” (2013), the VA mission is to “Honor America 's Veterans by providing exceptional health care that improves their health and well-being.” (About VHA). The driving force, the mission stands behind the quality care provided to the patients. Care and services are provided at both parent facilities and community-based outpatient clinics (CBOCS). Parent facilities provide all services while some services are not available at CBOCS. In this case services are outsourced and referred to as Non-VA Cares (“U.S. Department of Veterans Affairs”, 2013).
Educational Goal Overall Education Goal for target population inpatient nursing to include ICU, Psychiatry and Medical/Surgical units.
1. To demonstrate compliance and full implementation of the National Patient Safety Goal #1 Improve the accuracy of patient identifiacation. Evidenced by a. Use of two patient identifiers when taking blood samples or administering medications or blood products.
b. Documented implementation of VHA Directive 2002-070, Ensuring Correct Surgery
c. Develop outcome measures to show 100% compliance with policy IM-03- Identify authentication and identification of patients.
d. Use of BCMA to the fullest extent possible.
Newsday (April 7, 2002) reported 440 deaths occur in the U.S. related to blood transfusion. The VA National Center Root Cause Analysis (RCA) cases on blood transfusion and in 2002 the Joint Commission reported 12 sentinel events related to blood transfusion. In 1994 a nurse working at a VA Medical Center came up with the idea of bar coding medications at the bedside after renting a car using a bar code. By 2003, bar code medication administration (BCMA) is used throughout the VA in all inpatient settings. VA administers 600,000 mediations daily through BCMA and over 1 billion doses since 1999 using the automated monitoring system (Carlson & Bagby). With the integrated use of BCMA all inpatient care areas use patient identifiers at the point of …show more content…
care. The VA National Center RCA cases on blood transfusion, and in 2002 the Joint Commission reported 12 sentinel events related to blood transfusion. In 1994 a nurse working at a VA Medical Center came up with the idea of barcoding medications at the bedside after renting a car using a barcode. By 2003, BCMA was used throughout the VA in all inpatient settings. VA administers 600,000 mediations daily through BCMA and over 1 billion doses since 1999 using the automated monitoring system (Carlson & Bagby, 2008). With the integrated use of BCMA, all inpatient care areas use patient identifiers at the point of care
Behavioral Objectives
Team B Behavioral Objectives
1. Nursing will educate themselves in patient safety goals by using mandatory training in VA education system - Talent Management System
2. Nursing will be able to identify all patient identifiers and needs and strategies for improvement
3. Evaluate the success and implementation of BCMA in patient safety and accounted medication errors.
Lesson Plan In understanding patient safety and the need to comply with the regulations that are in place to ensure patient safety, there needs to be understanding of what is patient safety. To health care workers patient safety is specifically something that will cause harm to the patient, this is a medication error for the most part, but also includes fall and aspiration precautions. There are several other aspects that can fall into the category of patient safety, but what does the patient consider patient safety? Are communication, timeliness, and good staffing a part of patient safety? To the patient if they are not told what is happening, they may feel it is harm to them, and they may feel that if the nurse is in a hurry to see other patients that they won 't get the care they need, this is seen in both a timeliness issue and in staffing issues. To comply with patient safety is there a need to also include the issues the patient will see as a safety issue? According to Rathert, Brandt and Williams (2011) “consumers in this study often interpreted service quality lapses as safety incidents. Some have suggested that patients may also interpret emotional injuries that result from poor service quality (e.g. frustration, not feeling respected.) as a type of harm" (pg. 332-333).
I. Lesson #1 A. Reeducate on the correct use of the barcode administration system- demonstration with return demonstration evaluations. B. Encourage explanation of the scanning procedure to the patient.
II. Lesson #2 A. Communication techniques – realize that non-verbal is as important as verbal communication, and communication is both ways, patient to nurse and nurse to patient. B. Use role play to envision several scenarios for communication breakdown.
III. Lesson #3 A. Priorities – evaluate how nursing priorities differ from those of the patient- lecture B. Describe how priorities and prioritization are not the same thing, and those areas that are not a priority still need to be address as soon as possible to comfort the patient.
Evaluation
As a person learns there needs to be an evaluation to see if the information is being understood, evaluations allow for understanding of where more education may be necessary, or if the lesson has been understood and implemented.
Teaching evaluations after lectures help the educator evaluate if there is a further need for the students on the material while return demonstrations help evaluated hands on skills. Once lessons have been taught and the evaluations have been done for the lesson, implementation of the changes or new aspects will be in affect facility wide, there needs to be an assessment within a specified time frame to see how the implementation is going and if there needs to be more teaching or a change in the teaching. Usually facility wide evaluations are survey based, but they can also be visual where they survey team will be on the unit to see if the instructions are being used as
taught.
Lesson 1 - evaluation = return demonstration with surprise visual survey on unit after sixty days
Lesson 2 – evaluation = short questionnaire after class/in service followed by patient satisfaction survey with specific communication questions in sixty to ninety days.
Lesson 3 – evaluation = one sentence summary after class, with a visual survey and one to one questions on the unit of how to implement prioritization to enhance patient safety.
All three lessons should see positive feedback on patient satisfaction and an increase in the patient understanding patient safety.
Conclusion
The VA is committed to providing the best quality care, and services to the Veterans and families served. In order to accomplish this goal, VA must maintain patient safety throughout all facilities, and ensure education remains a priority. Building behavioral objectives, setting goals, and ensuring the information is presented in a clear, and concise methods provide empowering attributes to the VA environment. The calculated readability level of this paper is 34.5.
References
Bagby, J., & Carlson, R. (2008) Bar-Code Medication Administration: A Systems Perspective. Am J Health Syst Pharm. 65 (23): 2216 - 2219.
DeYoung, S. (2009). Teaching strategies for nurse educators. Second Ed. Retrieved from the University of Phoenix eBook Collection database.
Nur/588 Assignment. (2014). Retrieved from https://newclassroom3.phoenix.edu/Classroom
Rathert, C., Brandt, J., & Williams, E. (2011, March). Putting the "patient" in patient safety: a qualitative study of consumer experiences. Health Expectations, 15(3), 327-336.
The Joint Commission. (2015). Retrieved from http://www.jointcommission.org/assets
United States Department of Veterans Affairs. (2014a). Retrieved from http://vaww.gov/ush.va.gov U.S. Department of Veterans Affairs. (2013). Retrieved from http://www.va.gov/health
U.S. Department of Veterans Affairs. (2014). Retrieved from http://www.va.gov/budget
Shaundra Allbritton, Lori Gibbons-Nelson, & Jennifer Pavel
NUR/588
January 26, 2015
Mary Martin
Team Curriculum Objectives Paper Department of Veterans Affairs is comprised of three administrations, Veterans Health and Benefits Administration, and National Cemetery Administration. Although all three serve Veterans and their families, VHA is the largest of the three that work to meet their health care needs. With more than 54 VA medical organizations, rarely, two functions are the same, however, the mission, is the same for each of them (“United States Department of Veterans Affairs,” 2014). Established by The Joint Commission, National Patient Safety Goals are a primary focus of …show more content…
all VA facilities (“The Joint Commission”, 2015). Learning Team B (LTB) will provide a description of the VA, the VA mission, community and the constituents, as well as an educational goal based on safety goals established by the Joint Commission. This year’s safety goals did not change from the previous year; however, there has been a few amendments made. The safety goal is to improve patient identification accuracy (“The Joint Commission”, 2015). Three behavioral objectives, goals, the relevance of each goal, as well as an evaluation method and rationale for each objective will also be described. Lastly, LTB will present a lesson plan in outline format (“Nur/588 Assignment”, 2014).
The Scenario - Department of Veterans Affairs The federal government serves VA as it constituent because appropriated funds are utilized via the Medical Care Budget Authority to operate this conglomerate organization. VA has health care organizations located in the smallest to the largest communities in cities throughout the U.S. VA is devoted to delivering excellent health care to the clients and their families served. Efforts to cover the continuum of care, services include primary care, surgical care (inpatient and outpatient settings), and specialty cares, pharmacy, mental health, long-term care, and prosthetics. Additional services include a civilian health program (CHAMPVA), and commitment to the latest conflict eras in Iraq and Afghanistan through 2015 (“U.S. Department of Veterans Affairs,” 2014). According to “U.S. Department of Veterans Affairs” (2013), the VA mission is to “Honor America 's Veterans by providing exceptional health care that improves their health and well-being.” (About VHA). The driving force, the mission stands behind the quality care provided to the patients. Care and services are provided at both parent facilities and community-based outpatient clinics (CBOCS). Parent facilities provide all services while some services are not available at CBOCS. In this case services are outsourced and referred to as Non-VA Cares (“U.S. Department of Veterans Affairs”, 2013).
Educational Goal Overall Education Goal for target population inpatient nursing to include ICU, Psychiatry and Medical/Surgical units.
1. To demonstrate compliance and full implementation of the National Patient Safety Goal #1 Improve the accuracy of patient identifiacation. Evidenced by a. Use of two patient identifiers when taking blood samples or administering medications or blood products.
b. Documented implementation of VHA Directive 2002-070, Ensuring Correct Surgery
c. Develop outcome measures to show 100% compliance with policy IM-03- Identify authentication and identification of patients.
d. Use of BCMA to the fullest extent possible.
Newsday (April 7, 2002) reported 440 deaths occur in the U.S. related to blood transfusion. The VA National Center Root Cause Analysis (RCA) cases on blood transfusion and in 2002 the Joint Commission reported 12 sentinel events related to blood transfusion. In 1994 a nurse working at a VA Medical Center came up with the idea of bar coding medications at the bedside after renting a car using a bar code. By 2003, bar code medication administration (BCMA) is used throughout the VA in all inpatient settings. VA administers 600,000 mediations daily through BCMA and over 1 billion doses since 1999 using the automated monitoring system (Carlson & Bagby). With the integrated use of BCMA all inpatient care areas use patient identifiers at the point of …show more content…
care. The VA National Center RCA cases on blood transfusion, and in 2002 the Joint Commission reported 12 sentinel events related to blood transfusion. In 1994 a nurse working at a VA Medical Center came up with the idea of barcoding medications at the bedside after renting a car using a barcode. By 2003, BCMA was used throughout the VA in all inpatient settings. VA administers 600,000 mediations daily through BCMA and over 1 billion doses since 1999 using the automated monitoring system (Carlson & Bagby, 2008). With the integrated use of BCMA, all inpatient care areas use patient identifiers at the point of care
Behavioral Objectives
Team B Behavioral Objectives
1. Nursing will educate themselves in patient safety goals by using mandatory training in VA education system - Talent Management System
2. Nursing will be able to identify all patient identifiers and needs and strategies for improvement
3. Evaluate the success and implementation of BCMA in patient safety and accounted medication errors.
Lesson Plan In understanding patient safety and the need to comply with the regulations that are in place to ensure patient safety, there needs to be understanding of what is patient safety. To health care workers patient safety is specifically something that will cause harm to the patient, this is a medication error for the most part, but also includes fall and aspiration precautions. There are several other aspects that can fall into the category of patient safety, but what does the patient consider patient safety? Are communication, timeliness, and good staffing a part of patient safety? To the patient if they are not told what is happening, they may feel it is harm to them, and they may feel that if the nurse is in a hurry to see other patients that they won 't get the care they need, this is seen in both a timeliness issue and in staffing issues. To comply with patient safety is there a need to also include the issues the patient will see as a safety issue? According to Rathert, Brandt and Williams (2011) “consumers in this study often interpreted service quality lapses as safety incidents. Some have suggested that patients may also interpret emotional injuries that result from poor service quality (e.g. frustration, not feeling respected.) as a type of harm" (pg. 332-333).
I. Lesson #1 A. Reeducate on the correct use of the barcode administration system- demonstration with return demonstration evaluations. B. Encourage explanation of the scanning procedure to the patient.
II. Lesson #2 A. Communication techniques – realize that non-verbal is as important as verbal communication, and communication is both ways, patient to nurse and nurse to patient. B. Use role play to envision several scenarios for communication breakdown.
III. Lesson #3 A. Priorities – evaluate how nursing priorities differ from those of the patient- lecture B. Describe how priorities and prioritization are not the same thing, and those areas that are not a priority still need to be address as soon as possible to comfort the patient.
Evaluation
As a person learns there needs to be an evaluation to see if the information is being understood, evaluations allow for understanding of where more education may be necessary, or if the lesson has been understood and implemented.
Teaching evaluations after lectures help the educator evaluate if there is a further need for the students on the material while return demonstrations help evaluated hands on skills. Once lessons have been taught and the evaluations have been done for the lesson, implementation of the changes or new aspects will be in affect facility wide, there needs to be an assessment within a specified time frame to see how the implementation is going and if there needs to be more teaching or a change in the teaching. Usually facility wide evaluations are survey based, but they can also be visual where they survey team will be on the unit to see if the instructions are being used as
taught.
Lesson 1 - evaluation = return demonstration with surprise visual survey on unit after sixty days
Lesson 2 – evaluation = short questionnaire after class/in service followed by patient satisfaction survey with specific communication questions in sixty to ninety days.
Lesson 3 – evaluation = one sentence summary after class, with a visual survey and one to one questions on the unit of how to implement prioritization to enhance patient safety.
All three lessons should see positive feedback on patient satisfaction and an increase in the patient understanding patient safety.
Conclusion
The VA is committed to providing the best quality care, and services to the Veterans and families served. In order to accomplish this goal, VA must maintain patient safety throughout all facilities, and ensure education remains a priority. Building behavioral objectives, setting goals, and ensuring the information is presented in a clear, and concise methods provide empowering attributes to the VA environment. The calculated readability level of this paper is 34.5.
References
Bagby, J., & Carlson, R. (2008) Bar-Code Medication Administration: A Systems Perspective. Am J Health Syst Pharm. 65 (23): 2216 - 2219.
DeYoung, S. (2009). Teaching strategies for nurse educators. Second Ed. Retrieved from the University of Phoenix eBook Collection database.
Nur/588 Assignment. (2014). Retrieved from https://newclassroom3.phoenix.edu/Classroom
Rathert, C., Brandt, J., & Williams, E. (2011, March). Putting the "patient" in patient safety: a qualitative study of consumer experiences. Health Expectations, 15(3), 327-336.
The Joint Commission. (2015). Retrieved from http://www.jointcommission.org/assets
United States Department of Veterans Affairs. (2014a). Retrieved from http://vaww.gov/ush.va.gov U.S. Department of Veterans Affairs. (2013). Retrieved from http://www.va.gov/health
U.S. Department of Veterans Affairs. (2014). Retrieved from http://www.va.gov/budget