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Being A Nurse Planner: What Does It Mean? Part I: Overview of the Role

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Presentation on theme: "Being A Nurse Planner: What Does It Mean? Part I: Overview of the Role"— Presentation transcript:

1 Being A Nurse Planner: What Does It Mean? Part I: Overview of the Role
Pamela S. Dickerson, PhD, RN, BC, FAAN Stephanie Clubbs, MSN, RN-BC. CNS

2 Disclosures Purpose/Outcome: Participants will effectively function as nurse planners in approved provider units. Criteria for Successful Completion: Participate in the entire webinar. Complete the evaluation and registration information and return to ONA as directed. Conflict of Interest: There is no conflict of interest for any planner or presenter for this activity.

3 Overview of the Series Part I: Part II: Part III:
Roles, responsibilities, accountability The approved provider unit The National accreditation system Part II: Planning learning activities Part III: Dealing with challenging situations Learning activities in context with the provider unit

4 Session 1 Objectives Describe the role of the nurse planner within the accreditation system of the American Nurses Credentialing Center (ANCC). Identify resources available to support the nurse planner.

5 Your Experience What is your length of experience as a nurse planner?
Less than one year 1-3 years 3-8 years More than 8 years

6 Your Comfort Level How comfortable do you feel in your nurse planner role? Not at all Somewhat Very

7 Areas of Discomfort If you answered somewhat or not at all for the previous question, what is your major area of discomfort? Leading a planning committee Knowing what to document Knowing what forms to use Contributing to provider unit evaluation

8 Your Provider Unit How many nurse planners are there in your provider unit? I’m it! 2-5 6-10 11 or more

9 Definition of Terms Nurse Planner – RN with BSN accountable for planning, implementation, & evaluation of Continuing Nursing Education (CNE) activities Primary Nurse Planner – RN with BSN accountable for provider unit operations and liaison with accredited approver Approved Provider Unit – the part of the organization that carries out the delivery of quality CNE

10 Qualifications To be a nurse planner in an approved provider unit, you must: Have a minimum of a baccalaureate degree in nursing Have a current unencumbered license as a registered nurse Helpful: Have some experience in adult education and knowledge of the teaching/learning process

11 Roles Active involvement in all aspects of planning, implementation, and evaluation of a continuing nursing education activity. Responsible for ensuring that appropriate educational design principles are used and processes are consistent with the requirements of the ANCC Accreditation Program. Participate with primary nurse planner in assessing and evaluating the overall effectiveness of the provider unit.

12 Accountability The nurse planner is accountable to the primary nurse planner The primary nurse planner is accountable to the nurse peer review leader of the accredited approver unit Ultimate accountability is to the learner – to deliver quality learning activities that will enhance quality patient care and the professional development of the nurse

13 Nursing Professional Development Scope and Standards of Practice
Published collaboratively by the Association for Nurses in Professional Development (formerly NNSDO) and the American Nurses Association Updated in 2010 Articulate responsibilities of nurses working in the professional development role: standards of practice and standards of professional performance Foundational document for accreditation program criteria

14 The Approved Provider Unit
Designated by an Accredited Approver Unit when the organization is able to demonstrate processes to ensure continual adherence to accreditation program standards. Approved for 3 years Able to plan, implement, and evaluate own educational activities and award contact hours in accordance with accreditation program criteria and guidelines

15 Structure of the System: ANCC
Accreditation Accredited Providers Accredited Approvers Approve Approved Providers Educational Activities Contact Hours

16 The Value of CNE in the Accreditation System
Criteria are evidence-based Qualified leaders guide the process Education is based on best available evidence and presented with integrity Focus is on outcomes

17 Accreditation Conceptual Framework
Educational Design Process Assessment of Learning Needs Planning and Faculty Design Principles Achievement of Objectives Structural Capacity Commitment Accountability Leadership Resources Nursing Professional Development: Continuing Nursing Education Quality Outcomes Evaluation Process Evaluation Participation Goals for Improvement Value/Benefit to Nursing Professional Development

18 Criteria Structural Capacity – addressed by primary nurse planner
Educational Design Process - ** - key accountability of nurse planner – focus of our second webinar Quality Outcomes – addressed by the provider unit, looking at aggregate data

19 The Purpose of CNE Improve quality of patient care
Enhance the professional development of nurse learners

20 The Definition of CNE Learning activities designed to build on educational and experiential bases of the nurse for the enhancement of practice, education, administration, research, or theory development, to the end of improving the health of the public. Contact hours may be awarded for any activities developed under the Accreditation Program criteria that meet this definition.

21 Roles of the Nurse Planner
Consultant/Facilitator Need to use skills of teamwork, leadership, communication Should be the expert in CE knowledge, criteria, and process Should lead the CE process for the planning committee How much will you need to be involved? Does the team need help with determining actual needs, planning for those needs, evaluating effectiveness and meeting outcomes? May Also Function as Educator/Content Expert Should be expert in content/practice area Content Expert vs Content Reviewer Will cover in more detail in Session 2

22 Roles of the Nurse Planner
Collaboration with PNP R/T Overall PU Functions For PU goals, processes, and outcomes Four parts of PU application Organizational Overview Structural Capacity Educational Design Process Quality Outcomes

23 Collaboration with PNP
PNP needs to provide specific examples of how criterion are implemented in your PU Be aware of criteria and provide examples from your activities Organizational Overview What are your PU goals? What are your PU outcomes? Related to your PU? Related to Nursing Professional Development? How do you measure them? What kind of data do you need from your activities? PNP will document these, but NP needs to help provide data, and plan and provide educational activities to help achieve these goals and outcomes

24 Collaboration with PNP
Structural Capacity How PNP supports/advocates for learners, NPs, resources Educational Design Process How NPs carry out assessment, planning, implementation, and evaluation of educational activities in accordance with adult learning principles, professional education standards, and ethics Processes are divided into 13 criteria that should describe, in clear detail, your processes for addressing each criteria Paint a picture of what you do Provide one specific example of how you implemented the process for each of the 13 criteria NPs can provide specifics R/T one educational activity you planned

25 Collaboration with PNP
Quality Outcomes Relates to overall evaluation of PU, not individual activities How did your PU meet it’s goals/outcomes (identified in organizational overview)? Do you have what you need to achieve this? What activities were related to your outcomes? Who are stakeholders that need to be involved in your overall evaluation process? Learners, NPs, faculty Others? – administration, other external interested parties How do they help add value to your PU? How does your PU enhance nursing professional development? What activities supported this outcome?

26 Focusing on Outcomes Benefits of Quality CE
Show value to your organization How do you contribute to strategic initiatives? Are you valuable to your organization? How do you show it? Make a difference in practice or professional development How do you help affect patient quality or outcomes? Enhances nurses’ ability to provide quality care Do you help with recruitment & retention? Are nurses confident, and can they function as leaders in their professional practice? Is their practice (and your education) evidence-based? Time well spent Personal satisfaction

27 Resources for Nurse Planners
ONA Provider Manual / MNA Provider Information ONA website / MNA website PU forms, sample resources and tools, PU newsletters Various educational activities Webinars, independent studies Classes – Provider Updates, Staff Development Conference Primary NP orientation of new NP Assign a mentor? Follow-up? Nurse Peer Review Leader of Approver Unit Zandra Ohri – Ohio; Pam Dickerson - Montana Council members

28 Resources for Nurse Planners
Other Educators Within your organization? Association for Nursing Professional Development (ANPD) Local Affiliates Journals Journal for Nurses in Staff Development, Journal of Continuing Education in Nursing, etc

29 Your Comfort Level Has your comfort level improved?
How comfortable do you feel in your nurse planner role? Not at all Somewhat Very

30 References and Resources
ONA Provider Manual / MNA Provider Information ONA web site: MNA web site: American Nurses Association (2010). Nursing Professional Development Scope and Standards of Practice. Silver Spring, MD. Author.

31 Thank You Questions? Contact information: Ohio Nurses Association: Zandra Ohri, MA, MS, RN Montana Nurses Association Pam Dickerson, PhD, RN-BC, FAAN

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