e30 ASPAN NATIONAL CONFERENCE ABSTRACTS

CELEBRATE SUCCESSFUL PRACTICEABSTRACTS: STAFF EDUCATION

INNOVATIVE USE OF TECHNOLOGY TO PROVIDEMEANINGFUL LEARNINGTeam Leader: Stacy Ross, BSN, RN

WVU Healthcare, Morgantown, West Virginia

Team Member: Tracy Underwood, BSN, RN, CPAN

Meaningful learning refers to the concept that knowledge is not

rote memorization, but fully understood. Annual competencies

that are not purposeful and interesting lead to staff disengage-

ment. This can be avoided by using various levels of simulation

and forms of technology to evaluate competency. Our objective

is to provide mandatory annual competency education to peri-

anesthesia staff in a meaningful manner.

Different levels of simulation were utilized for annual compe-

tencies. The competency validations were conducted in our

simulation lab. The competencies were divided into three dif-

ferent stations. One station involved hands on return demon-

strations of point of care competencies including blood

glucose and multisticks. The second station included three pa-

tients of different ages staged with age specific, falls, and re-

straint hazards. A discussion was led by a facilitator to identify

the age specific and safety considerations. The third station

was a simulation scenario that included hands on activities in-

cluding medication administration, moderate sedation, and air-

way management.

Technology has provided us with tools to create meaningful

learning opportunities during mandatory annual educational

competencies. The response from the staff was overwhelm-

ingly positive and has increased staff engagement because

they feel the education is worthwhile.

Accessibility to meaningful education is essential to furthering

the practice of perianesthesia nursing. Maintaining competen-

cies and teaching the newest advances allow staff to be advo-

cates for the safe care of patients. The use of technology is

imperative in connecting with the next generation of peri-

anesthesia nurses. Technology enables nurse educators to pro-

vide the education necessary to advance our practice.

IMPLEMENTATION OF AN EVIDENCE BASEDPRACTICE COMMITTEE IN THE PERI-ANESTHESIACARE UNITTeam Leader: Christine Tomes, RN

Vanderbilt University Medical Center, Nashville, TN

Background: Evidence based practice is no longer recognized

as an “above the standard” performance of a nurse, but instead

a baseline competence. However, a lack of skills in evaluating

research findings is one of the barriers to nurses utilizing this in-

formation in the clinical area and their participation in research

studies (Polit & Beck, 2010, p.39).

Identification of the Problem: Nurses in a peri-anesthesia

unit were asking for evidence based answers to clinical prob-

lems. However, most felt uncomfortable formulating a literature

search or critiquing an article.

Process of Implementation: The hospital’s research commit-

tee helped the Evidence Based Practice Committee (EBPC) to

develop guidelines for developing a journal club to educate staff

about evidence based practice. At the first three meetings,

a member of the research committee educated staff on how

to critique articles. Next, research topics were identified by

the staff and researched by the EBPC. Articles were distributed

by email along with post-tests and evaluations, which allowed

them to obtain contact hours. A follow-up review of the articles

was presented by selected staff during a regularly scheduled

unit meeting.

Results: The staff has an increased understanding of the re-

search process and the research critique. Participation in the

EBPC and research studies has continued to gain momentum

and the use of the research process continues to spread. Other

units have used these guidelines to develop their own EBPC,

throughout the medical center.

Implications: Identifying gaps in knowledge about the re-

search process can aid leadership in decreasing barriers to evi-

dence based practice.

THE DEADLY CURE: PROTECTING PATIENTS ANDHEALTHCARE PROVIDERS FROM THE HAZARDSOF CHEMOTHERAPYTeam Leader: Kerry Caldwell, RN, BSN, CNOR

City of Hope, Duarte, CA

Charina San Diego, RN, BSN, Ida Antonio, RN, MSN, CNOR,

Sangmi Lee, RN, BSN, CNOR, Jeannette Ochs, RN, BSN, CNOR

Background and Significance: Chemotherapy agents are

highly toxic and hazardous drugs. In the recent years chemo-

therapy use in conjunction with surgical procedures has in-

creased as a treatment modality for cancer. Because the

preoperative setting is a non-traditional environment for che-

motherapy administration, nurses within this specialty are sel-

dom chemotherapy certified. Inconsistent practice and

knowledge deficits regarding safe handling of chemotherapy

agents were identified among the perioperative staff. A defined

mechanism to alert the entire healthcare team of a patient’s re-

cent chemotherapy treatment was not established, resulting in

patients and care providers being at risk for exposure.

Purpose: An educational program was developed for the peri-

operative staff caring for surgical patients receiving chemother-

apy to close practice gaps, ensure proper handling of

chemotherapy agents, and clearly identify patients receiving

chemotherapy.

Methods:A teamwas formed to assess the current state which

identified knowledge deficits and communication gaps regard-

ing safe handling of chemotherapy agents. Didactic education

presenting an overview of chemotherapy and demonstration

of proper safe handling was conducted with the goal of creat-

ing a standard safe patient care process. The staff’s competen-

cies were validated through return demonstration and

verbalized understanding of organizational policy and proce-

dure for handling these hazardous drugs. A consistent process

for identifying patients who have received chemotherapy was

implemented.

Results and Implications: Knowledge of safe chemotherapy

handling and employing proper hand-over communication to

identify patients who recently received these agents is essential