2015 Chapter Leadership Workshop

Transcription

1 2015 Chapter Leadership Workshop Concurrent Session B Room: Grand Station Ballroom 8:30 9:20 AM; 9:30 10:20 AM; 10:30 11:20 AM Speakers: Kristine B. LeFebvre, MSN, RN, AOCN Oncology Clinical Specialist Oncology Nursing Society Pittsburgh, PA klefebvre@ons.org Full Disclosure: Nothing to disclose Barbara Lubejko, RN MS Oncology Clinical Specialist Oncology Nursing Society Pittsburgh, PA blubejko@ons.org Full Disclosure: Nothing to disclose Outcome: Develop an educational program based upon identified needs, gaps and evidence. Notes:

2 Welcome What would you like to know about chapter programs? What are some of the trends you re seeing in chapter programs? Kristine B. LeFebvre, MSN, RN, AOCN and Barbara G. Lubejko, MS, RN Educational process Needs assessment analysis Determine outcome Content development Program implementation Evaluation Needs assessment survey Request input from chapter members, subject matter experts QI studies or performance improvement work Previous program evaluations Trends in literature, law, and healthcare Supporting Evidence Survey results Literature review Quality data Notes from board meeting, member s Results from evaluations Survey of chapter members Evaluations from previous programs Requirement from the Commission on Cancer (CoC) to monitor distress in those receiving cancer treatment Page 1

3 is an indicator of suffering and predictor of poor health and QOL Common and treatable Screening enhances QOL and associated with improved cancer outcomes Often unrecognized Screening is recommended by NCI, NCCN, CoC Need vs. Needs assessment defines the topic analysis further identifies specific content Analysis Current Observations in practice Quality data of treatment options Desired Evidence-based practice New technologies/ treatments Current research Legislative/regulatory changes Literature Clinical guidelines for care Knows Skill Knows how Shows or does (Adapted from A.J. Jannetti, Inc., 2012; Lubejko, 2015) Analysis Identified What is the current practice? Discomfort addressing distress Report a lack of knowledge about assessing and treating distress Routine assessments are not completed What is the desired practice? Each patient is screened for distress is included in patient and family education Nurses identify interventions used in distress management Screening for distress in patients with cancer Interventions used in distress management Page 2

4 Identified? Skill?? What is a learning outcome? What your learners should be able to do as a result of a learning activity Goal and objectives => Learning outcome Reflect the identified gap in knowledge, skill and/or practice From the perspective of the learner (not program planners) Must be written in measurable terms Should reflect nursing professional development or a patient outcome Examples of Measureable Outcomes Learning Outcome Components Goal and objectives Goal: This goal of this educational program is to present knowledge needed for nurses to assess, recognize, and manage distress in patients with cancer. Objectives Identify factors that increase a patient s risk for distress in cancer patients. Describe screening methods used to aid in the assessment and identification of distress in cancer patients. Discuss interventions to manage distress in cancer patients. Learning Outcome Within 4 weeks of attendance at the program, the nurse will begin providing their patients with recommendations appropriate to their assessed level of distress. Within 4 weeks of attendance at the program, the nurse will begin providing their patients with recommendations appropriate to their assessed level of distress. Content, Learning Techniques and Evaluation Type of Learning Techniques Evaluation Methods Determining Content Case studies Games Demonstration/Return demonstration Supervised practice /debriefing at the end of the program Case study with group Follow-up survey / simulation Observation of practice Record audits Focus upon specific gap identified Based upon current evidence Clinical guidelines Information available through peer-reviewed journal/resource (reference should be within past 5 7 years) Information available from organization/web site Expert resource (individual, organization, educational institution) Textbook reference (should have been published in the past 5 years) Page 3

5 Content outline Type of Content screening Standards Tools Suicide assessment Psychosocial interventions to manage distress Current evidence based interventions for distress Patient counseling/teaching based on level of distress Integrating distress screening and management into your practice Creating a process Measuring compliance Screening a patient for distress Counseling/teaching patients based upon level of distress Plan for own practice Learning Techniques Type of Learning Techniques Case studies Games Demonstration/Return demonstration Supervised practice Handouts with resources Case study with role play (demonstration) (in pairs) Plan for own practice Developing plan for change (intent) Evaluation Plan Type of Evaluation Methods /debriefing at the end of the program Case study with group Follow up survey / simulation Observation of practice Record audits /debriefing at the end of the program Case study with group Follow up survey References and Resources American Nurses Credentialing Center. (2013) ANCC Primary Accreditation Application Manual for Providers and Approvers. Silver Springs, MD: Author. American Nurses Credentialing Center. (2013). Quality Outcome Measures: Individual Activity Level. Accessed from Anthony J. Jannetti, Inc. (2012). A representation: Incorporating a needs assessment and gap analysis into the educational design. Pitman, NJ: Author. Lubejko, B.G. (2015). Using gaps to design educational programs. The Journal of Continuing Education in Nursing, 46, Oncology Nursing Society. Chapter Program in a Box. Building a Chapter Program Questions? Current hot topics Page 4