empowering staff through engagement discussions

1
hazardous material bins were the most accessible bins for dis- posal. The UBC rearranged the bins and educated nurses that only material saturated in blood should be disposed in the red bins. This led to a dramatic decrease in the amount of waste sent to the inappropriate area. Nurses can identify even simple changes in front line practice that can benefit the organization through reduced cost and the environment through reduced waste. In the future, our units will be looking at reducing energy usage to increase our sustainability. VERBAL COMPETENCIES IN PERIANESTHESIA NURSING Team Leader: Sandy Hossman, RN, BS, CPAN Cleveland Clinic, Cleveland, OH Team Member: CarolPehotsky, RN, MSN, CPAN, ACNS-BC The perianesthesia educational team sought to assess nurses’ com- prehension both in orientation and throughout their tenure. Utiliz- ing Zickuhr and Atsberger’s (1995) competency text as a guide, five levels of verbal competencies were developed by the educa- tion and management team. The three phases of Beginning Peri- anesthesia Nurse (BPAN) are completed at 45 days, 90 days and six months. Nurses at one year complete the Perianesthesia Nurse (PAN). An optional Advanced Perianesthesia Nurse (APAN) can be completed after the second year of perianesthesia practice. The verbal competencies include management of patients throughout the perianesthesia setting. This includes informa- tion on anesthetics, post-operative complications, management of co-morbidities and specific surgical procedures. Nurses are given time out of staffing to prepare materials. The nurse then meets individually with a member of the education or manage- ment team to discuss. The meeting is designed to be an explo- ration of each topic rather than a punitive environment. Nurses report the preparation time is helpful, and that addi- tional knowledge is gained through the one on one discussion of content. The education team uses the results of these compe- tencies to help guide performance evaluation of nurses in orien- tation. The management team reports using these meetings to gauge nurse readiness for leadership roles such as charge nurse and preceptor. Care of the patient in the perianesthesia setting is often complex and requires deeper understanding than rote memorization. Assessment of nursing knowledge through verbal competencies prompts critical thinking skills and allows for additional learning through discussion and sharing. EMPOWERING STAFF THROUGH ENGAGEMENT DISCUSSIONS Team Leader: Carol Pehotsky, RN, MSN, ACNS-BC, CPAN Cleveland Clinic, OH Lori DeWitt, RN, MSN, CPAN, CAPA, Katherine Zacharyasz, RN, BSN, CPAN, Megan Anderson, RN, BSN, Catherine Prince, RN, CPAN, Brian Rann, RN, BSN, Jillian Fetzner, RN, BSN, Kelly Sadlik, RN, BSN, CPAN, Michelle Swancer, LPN The leadership team and Unit Based shared governance Council (UBC) of the Post Anesthesia Care Unit partnered to address items from our annual GallupÓ Employee Engagement survey. All em- ployees ranked which of the twelve questions they most wanted to discuss. Email discussion groups were formed, accommodating conversation among nurses from a variety of shifts. The groups were asked to address what the selected question meant, as well as how the groups thought the unit should address these areas. UBC members served as facilitators of these groups to promote openness. They encouraged participation and summarized the discussions confidentially for sharing with all staff. Each em- ployee participated, becoming more knowledgeable of the questions and contributing to action plans. Results of the dis- cussions were shared at staff meetings and through visual aids during the 2011 survey timeframe. Projects that resulted from these discussions include organization of supplies and creation of a Suggestion Log. At the end of the pro- gram, employees verbalized increased understanding of each others’ perspectives and management reported appreciating the increased employee input to the Engagement planning pro- cess. Compared to the 2010 Gallup results, eight of the twelve questions increased by a statistically significant amount (.0.1 in- crease), ranking in the 50 th percentile of the National Healthcare database; while two questions ranked in the 75 th percentile. The Employee Engagement process should represent collabora- tion between staff and management. Increased employee par- ticipation in planning can lead to increased engagement and unit cohesion. Ultimately, higher employee engagement results in increased patient satisfaction. INNOVATIVE ORIENTATION STRATEGIES USING SIMULATION AND SELF REFLECTION Team Leader: Tracy Underwood, BSN, RN WVU Healthcare Morgantown, WV Raquel Evans, BSN, RN, Stacy Ross, BSN, RN Self reflection is defined as careful thought about your own be- haviors and beliefs. Self reflection is essential in teaching critical thinking and fostering professional development. Self reflection in a simulation setting allows nurses to examine their work with patients without fear of judgment or reprisal. Simulation and learning space are innovative ways to use self re- flection in a safe clinical setting. The objectives are to allow nurses the opportunity to practice care in a safe setting and re- view the simulation video to identify learning opportunities. The nurses attend simulation lab where they complete a patient care scenario. After completing the scenario, the nurse logs into learning space to complete a self assessment based on previously set criteria. The nurses watch the video of the experience and scores themselves using a likert scale from poor to excellent. The facilitator then completes the same assessment on the experi- ence and a debriefing discussion is held to review the experience. Adding the element of self reflection to simulation education has many benefits. Allowing nurses to watch their simulation and assess themselves provides them experience with self eval- uation. The video provides a solid foundation to have positive discussions with those nurses who have trouble identifying their own learning needs. Self reflection also provides the nurse with opportunities for professional development by highlight- ing strengths and weaknesses. Simulation using self reflection gives educators the tools neces- sary to support perianesthesia nurses in becoming safe, confi- dent care givers and foster professional development by identifying learning needs. ASPAN NATIONAL CONFERENCE ABSTRACTS e27

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Page 1: Empowering Staff Through Engagement Discussions

ASPAN NATIONAL CONFERENCE ABSTRACTS e27

hazardous material bins were the most accessible bins for dis-

posal. The UBC rearranged the bins and educated nurses that

only material saturated in blood should be disposed in the red

bins. This led to a dramatic decrease in the amount of waste

sent to the inappropriate area.

Nurses can identify even simple changes in front line practice

that can benefit the organization through reduced cost and

the environment through reduced waste. In the future, our

units will be looking at reducing energy usage to increase our

sustainability.

VERBAL COMPETENCIES IN PERIANESTHESIANURSINGTeam Leader: Sandy Hossman, RN, BS, CPAN

Cleveland Clinic, Cleveland, OH

Team Member: Carol Pehotsky, RN, MSN, CPAN, ACNS-BC

Theperianesthesia educational teamsought toassessnurses’ com-

prehensionboth inorientationand throughout their tenure.Utiliz-

ing Zickuhr and Atsberger’s (1995) competency text as a guide,

five levels of verbal competencies were developed by the educa-

tion and management team. The three phases of Beginning Peri-

anesthesia Nurse (BPAN) are completed at 45 days, 90 days and

sixmonths. Nurses at one year complete the PerianesthesiaNurse

(PAN). An optional Advanced Perianesthesia Nurse (APAN) can

be completed after the second year of perianesthesia practice.

The verbal competencies include management of patients

throughout the perianesthesia setting. This includes informa-

tion on anesthetics, post-operative complications, management

of co-morbidities and specific surgical procedures. Nurses are

given time out of staffing to prepare materials. The nurse then

meets individually with a member of the education or manage-

ment team to discuss. The meeting is designed to be an explo-

ration of each topic rather than a punitive environment.

Nurses report the preparation time is helpful, and that addi-

tional knowledge is gained through the one on one discussion

of content. The education team uses the results of these compe-

tencies to help guide performance evaluation of nurses in orien-

tation. The management team reports using these meetings to

gauge nurse readiness for leadership roles such as charge nurse

and preceptor.

Care of the patient in the perianesthesia setting is often complex

and requires deeper understanding than rote memorization.

Assessment of nursing knowledge through verbal competencies

prompts critical thinking skills and allows for additional learning

through discussion and sharing.

EMPOWERING STAFF THROUGH ENGAGEMENTDISCUSSIONSTeam Leader: Carol Pehotsky, RN, MSN, ACNS-BC, CPAN

Cleveland Clinic, OH

Lori DeWitt, RN, MSN, CPAN, CAPA, Katherine Zacharyasz, RN,

BSN, CPAN, Megan Anderson, RN, BSN, Catherine Prince, RN,

CPAN, Brian Rann, RN, BSN, Jillian Fetzner, RN, BSN, Kelly

Sadlik, RN, BSN, CPAN, Michelle Swancer, LPN

The leadership team and Unit Based shared governance Council

(UBC) of the Post Anesthesia Care Unit partnered to address items

from our annual Gallup� Employee Engagement survey. All em-

ployees ranked which of the twelve questions they most wanted

to discuss. Email discussion groupswere formed, accommodating

conversation among nurses from a variety of shifts. The groups

were asked to address what the selected question meant, as well

as how the groups thought the unit should address these areas.

UBC members served as facilitators of these groups to promote

openness. They encouraged participation and summarized the

discussions confidentially for sharing with all staff. Each em-

ployee participated, becoming more knowledgeable of the

questions and contributing to action plans. Results of the dis-

cussions were shared at staff meetings and through visual aids

during the 2011 survey timeframe.

Projects that resulted from these discussions include organization

of supplies and creation of a Suggestion Log. At the end of the pro-

gram, employees verbalized increased understanding of each

others’ perspectives and management reported appreciating

the increased employee input to the Engagement planning pro-

cess. Compared to the 2010 Gallup results, eight of the twelve

questions increased by a statistically significant amount (.0.1 in-

crease), ranking in the 50th percentile of the National Healthcare

database; while two questions ranked in the 75th percentile.

The Employee Engagement process should represent collabora-

tion between staff and management. Increased employee par-

ticipation in planning can lead to increased engagement and

unit cohesion. Ultimately, higher employee engagement results

in increased patient satisfaction.

INNOVATIVE ORIENTATION STRATEGIES USINGSIMULATION AND SELF REFLECTIONTeam Leader: Tracy Underwood, BSN, RN

WVU Healthcare Morgantown, WV

Raquel Evans, BSN, RN, Stacy Ross, BSN, RN

Self reflection is defined as careful thought about your own be-

haviors and beliefs. Self reflection is essential in teaching critical

thinking and fostering professional development. Self reflection

in a simulation setting allows nurses to examine their workwith

patients without fear of judgment or reprisal.

Simulation and learning space are innovative ways to use self re-

flection in a safe clinical setting. The objectives are to allow

nurses the opportunity to practice care in a safe setting and re-

view the simulation video to identify learning opportunities.

The nurses attend simulation lab where they complete a patient

care scenario. After completing the scenario, the nurse logs into

learning space to complete a self assessment based on previously

set criteria. The nurses watch the video of the experience and

scores themselves using a likert scale from poor to excellent.

The facilitator then completes the same assessment on the experi-

ence and a debriefing discussion is held to review the experience.

Adding the element of self reflection to simulation education

has many benefits. Allowing nurses to watch their simulation

and assess themselves provides them experience with self eval-

uation. The video provides a solid foundation to have positive

discussions with those nurses who have trouble identifying

their own learning needs. Self reflection also provides the nurse

with opportunities for professional development by highlight-

ing strengths and weaknesses.

Simulation using self reflection gives educators the tools neces-

sary to support perianesthesia nurses in becoming safe, confi-

dent care givers and foster professional development by

identifying learning needs.