South Central Partners Gateway Community College GCC Suzanne Conlon MSN RN Chairperson and Associate Professor Division of Allied Health and Nursing Sheila B Solernou MSN RN Division Director of Allied Health ID: 646018
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Slide1
South Central (New Haven)Connecticut ReportSlide2
South Central Partners
Gateway Community College (GCC)
Suzanne Conlon, MSN, RN, Chairperson and Associate Professor, Division of Allied Health and Nursing
Sheila B. Solernou, MSN, RN, Division Director of Allied Health
and Nursing
Southern Connecticut State University (SCSU)
Barbara Aronson,
P
h.D., RN, CNE, Professor and Coordinator,
Ed.D
. in Nursing Education, Department of Nursing
Lisa M. Rebeschi, Ph.D., RN, CNE, Chairperson and Associate Professor, Department of Nursing
Yale-New Haven Hospital (YNHH)
Judith Hahn, MSN, RN, Director
, Center for Professional Practice
Excellence
Russell
Hullstrung
, MPA, RN, Director, eLearning, Institute for Excellence
Patricia Span
,
MSN, RN, Strategy and Learning Specialist, Center for Professional Practice Excellence
Doctoral Student
Pamela Forte, DNP, RN, Senior Clinical Placement Coordinator, Quinnipiac UniversitySlide3
Process
Review of curriculum at the Associate
d
egree (GCC) and Baccalaureate degree (SCSU) for the presence of the Nurse of the Future Nursing Core Competencies©.
(Massachusetts Department of Higher Education)
Schedule of competencies to be reviewed determined by partners in summer 2012.
GCC and SCSU reviewed their curriculum independently for the “number of opportunities/occurrences currently available for students to learn the knowledge
, attitudes/behaviors and
skills” for the assigned competencies. Each competency area was assigned a score between 1 (no opportunities) to 4 (7 or more opportunities).
YNNH also reviewed each competency area to determine how many learning opportunities they believe should be available for students by graduation.
GCC, SCSU and YNHH then met four times to review the results and then further discuss the competency areas for consistency regarding interpretation and scoring. Slide4
Gap Analysis Process
Combined spreadsheet developed for each competency listing for the knowledge, attitudes/behaviors and skills areas. The three institutions identified their score (1-4 rating) on the spreadsheet.
After discussion between all partners at these meetings, rating scores were finalized and gaps were identified for each competency.
These discussions were a vital piece in consistent interpretation of the competency areas and also served to clarify “language gaps”. Slide5
Gap Analysis Results
Safety
Major gap area between academia and practice.
Students are taught safety concepts related to patient care but not related to the larger macro-system.
There is a “language gap” between academia and practice. Terminology such as “culture of safety, high reliability organizations, root cause analysis” not introduced to students in the classroom.
Students are not exposed to the “processes” surrounding reporting or communicating adverse events. Slide6
Gap Analysis Results
Quality Improvement
Major gap area between academia and practice.
There is a “language gap” between academia and practice. Terminology such as “value based purchasing” and other terms not introduced to students in the classroom.
Students do not see the link of patient satisfaction to QI as they are not exposed to unit based data- NDNQI, core measures, and HCAPS.Slide7
Gap Analysis Results
Communication
No major gaps
identified.
Gap areas identified centered on conflict
resolution.
Students have difficulty in this area related to confidence
level.
Patient-Centered Care
No gaps
identified.
Evidence-Based Practice
Gaps identified in academia from the ADN to the
BSN. Students at ADN level get exposure but research is focused for the BSN level.
Gap is expected due to outcomes of program.Slide8
Gap Analysis Results
Systems-Based Practice
Gaps identified in academia to practice related to terminology used, i.e. micro system and macro system.
Students don’t see the connection that nursing has to influence macro system to effect delivery of care at the micro system (unit) level.
Students do not understand the larger system: staff nurse councils, shared governance.
Academia responsible for providing the knowledge and practice setting focuses on the attitudes and skills areas of the competency. Slide9
Gap Analysis Results
Teamwork and Collaboration
Gaps noted in K7a, K7b and K7c- Impact of systems on team
functioning.
Some minor gaps with the role of the
Interprofessional
team.
Professionalism
No major gaps
identified. Slide10
Gap Analysis Results
Leadership
No major gaps
noted.
Both academia and practice agreed that it is difficult to teach
leadership: role
modeling
and
mentoring are
needed.
Informatics and Technology
No major gaps as students receive more training on EHR Systems in both academia and practice prior to
graduation.
Using data to improve nursing practice.Slide11
Recommendations to Close Gaps
Safety
Academia needs to incorporate “current terms and language into curriculum”.
Expose students to safety at systems level through clinical experiences.
Some areas need to be done once the student enters the practice area, i.e. S4a: Participates in collecting and aggregating safety
data.
Incorporate language and system processes into
simulations.
Students attend “safety huddles” at
YNHH.
Students participate in hospital teams focused on safety
initiatives.
Students participate in committees and/or taskforces on s
afety.
Students shadow patient safety nurses on
unit.
Safety alerts from
YNHH
being distributed to schools of
nursing.Slide12
Recommendations to Close Gaps
Quality Improvement
Students participate in committees and/or taskforces on Quality
Improvement.
Expose students to the QI team on assigned clinical
unit.
Students attend
YNHH
Annual QI
Conference.
Students shadow QI
Coordinators as part of clinical rotation.
Expose students to
NDNQI
data and
explain how that data links
to the concepts they learn related to patient
care, i.e. why
is it important to turn and
reposition. Slide13
Recommendations to Close Gaps
Evidence-Based Practice
Symposium for students with the Nurse Researcher at
YNHH.
Systems-Based
Practice
Academia can use case studies to introduce the concepts and
language.
In the Capstone assignment, educate practice site preceptors to provide systems-based practice opportunities to their assigned student. Slide14
Recommendations to Close Gaps
Teamwork and Collaboration
Simulated learning experiences that are designed around
interprofessional
situations.
Classroom
education with other professions outside of
nursing.
Shadow experiences at the clinical affiliate site with other
disciplines.
Expose students to transition teams on clinical
units.
Involve students in mock JCAHO to instill continuous
readiness.Slide15
Lessons Learned
Practice Partners and Education use different
language.
Practice Partners uses a micro and macro systems
approach.
Education Partners use a patient/nurse
approach.
Practice Partners focus on a team based practice.
Lack of communication exists between what is taught in the classroom and what actually happens at practice sites. Slide16
Lessons Learned
Conversations between academic institutions and practice partners are essential to provide seamless progression to practice
.
There are opportunities
to connect
the essential
competencies through dotted and connected education and practice
experiences which enhance students
critical appraisal and analysis of evidence to support practice. Slide17
Where Do We
G
o
F
rom
H
ere?
Academic institutions conduct assessments for curricular re-design to address GAPs.
Continue practice-academic discussions to ensure new curriculum address GAPs. Ensure seamless progression to practice partner orientations/ residency programs.
Continue
discussions with practice partners to develop new opportunities for student learning in clinical
practicums, , i.e. include students in more of the initiatives occurring on the unit, include critical thinking activities into the clinical experience that incorporates the competencies.
Develop a plan for the implementation of the team recommendations.