QSEN National Forum Elaine Mohn-Brown, EdD, RN, CMSRN May 26, 2016

Motivation to Change ●Change to one 12-hour clinical day / week ●Meet required clinical hours ●Improve application of didactic concepts ●Promote group critical thinking skills ●Increase student presentation skills

Faculty Responsibilities ● Identify learning focus / concepts ●Select QSEN competencies ● Encourage student ownership of learning ● Develop student seminar guides / activities ●Expect preparation and participation

Establish Learning Environment ● Location: On-campus ● Participants: Clinical group w/ clinical faculty ●Time: 3-hour session, 4 times per quarter

Student Responsibilities ●Prepare ahead ● Conduct student-led patient discussion ● Apply concepts / QSEN competencies ● Use team members to problem-solve

Seminar Guide 1.Base on concepts / outcomes for quarter 2.Assign student presentation date for each seminar 3.Identify preparation activities, e.g., read article, review skill, priority exercises 4.Receive guide 1 week before seminar

Clinical Seminar Guide #2 Student-Led Patient Discussions 1/28/16:Assigned students  Guidelines for presenter: Concept: Rapid Response Team QSEN Competencies: Patient-centered Care Teamwork & Collaboration Evidence-based Practice Informatics

Student-Led Patient Discussion  Based on actual patient Maintain HIPAA  Give 2-minute focused hand-off report  Justify your patient’s highest priority nursing care need

 Summarize how your care made a difference in the patient’s hospital stay on your shift  If you were caring for this patient tomorrow, explain changes you would make to the patient’s plan of care

 Explain how you met the patient’s teaching and/or discharge needs  Explain how you met the QSEN competencies  Did you encounter any difficulties in meeting them?  Why?  How did you overcome these difficulties?

Concept Examples Concept: Rapid Response Team QSEN Competencies: Patient-centered Care Teamwork & Collaboration Evidence-based Practice Informatics

 What is the role of the Rapid Response Team (RRT)?  What criteria would alert you to call the RRT?  What is your role / team’s role when RRT arrives for your patient?  How would you document the incident?

Concept: Fluid & Electrolytes Imbalances 1.Which patients had or were at risk for F & E imbalance? What data support this? 2.What evidence did you use to care for your patients? 3.How did you prioritize your care?

4.How did the healthcare team collaborate to resolve the imbalances? 5.What discharge planning did you implement to prevent future F & E imbalances for this patient? 6.How will you apply your learning to future patients?

 8 scenarios set up in Skills Lab  Each student completes 1 scenario  Students rotate to each scenario and student teaches peers  Student relates applicable QSEN competencies EBP / Safety Patient-centered care IVP Skills Scenario Stations

Concept: Prioritizing Patient Care  2 different assignments of 3 patient scenarios  Develop nursing actions with partner Nursing Actions: 1. Justify which patient would you see 1 st 2. Identify goals of care for each patient 3. Determine which nursing actions must be done today to accomplish your goals

Concept: Reflection  What new application of content / concept did you learn?  How did it affect or will affect your future practice?  Share the most valuable nursing care ‘Tip’ you learned this term

Evaluation Faculty Positive Perceptions: ✓ Students more prepared ✓ Students less fatigued ✓ Have time to reflect on clinical practice ✓ Increased group involvement ✓ Increased application of theory to clinical

Negative Perceptions: ✓ Takes time to develop seminar guides and learning activities ✓ Must understand curriculum / outcomes ✓ Requires facilitation and “energizing” skills ✓ Need sound questioning skills

Student Perceptions  “Scary to present my patient but my self- confidence increased”  “At first, I didn’t think I’d learn anything from my peers---but I was wrong!” “Seminar was better when I prepared ahead for the learning activities”

 Liked the variety of focused activities that changed with each seminar  Felt more motivated to learn Felt less confused about concepts / learning outcomes

Win – Win Teaching / Learning