if you host it, they will come: best practices in implementing new product and equipment education...
TRANSCRIPT
If you host it, they will come: Best practices in implementing new product and equipment education to direct care nurses
Advocate Illinois Masonic Medical CenterJohn A. Pucker, MS, JD, APN, CEN, CNS
Introduction
Purpose
Methods Outcomes
Conclusions
References:Barriball, L.K., White, A.E., (1996), Participation in continuing professional education in nursing: findings of an interview study, J Adv Nur, 23, 999-1007.Deck, M. (2002) Instant teaching tools for the new millennium, St. Louis, MO: Mosby.Roeth, M., (1996), Strategies for product education, J Nur Staff Dev, 12, 237-245.Ukleaj, M. (2010) Managing the Millennials, Hoboken, NJ: John Wiley & Sons.
National Recognized for Nursing Excellence
Providing education to direct care nurses (DCN) on the plethora of new products and equipment in our rapidly changing and technologically advancing healthcare industry is a complex challenge faced by many organizations.
Barriers and Limitations to Unit Based In-servicing
Distracted by patient careUnit NoisePhysical space used for educationsTime of day for education Accuracy and completeness of documentation of attendanceAbsence of documentation of competencyExposure of education limited to a small representation of DCNs
New product education has historically been done through unit based in-services by vendor product representatives. Numerous barriers and limitations of unit based in-servicing have been identified in the literature (Barriball, KL & While, 1996).
In order for nurses to provide safe, efficient and effective care to patients, DCNs are entitled to the structural empowerment of a comprehensive product education program (Roeth, M. 1996).
Adult and trans-generational learning theory was utilized. A multifaceted forward thinking learning approach was developed to provide the structure and processes necessary to adequately train and educate DCNs on new products and equipment. The strategy consists of three interwoven concepts: 1) creating a designated education area, 2) unit level super-users, and 3) competency documentation of DCNs. The first, a designated off-unit education area, creates a conducive learning environment that the product specialist and vendor can use to provide education and hands on experience with the product for the DCN. The second concept is to develop super-users or product experts on each unit deploying the product. The final piece is unit-based independent competency verification after the education has been complete to ensure that education was effective (Deck, M, 2002, Ukleaj, M. 2010).
Strategic Concepts of Trans-generational Products Education
Designated Learning environmentHands on education with products present prior to deploymentSuper-User TrainingIndependent Competency Verification after product deployment
Providing a centralized location for product education coupled with super-user training and on-unit independent competency verification significantly increases the percentage of direct care providers that receive and retain new product education.