Discharge teaching in ER
Problem – factor influencing discharge instructions in the ER: the approach – discharge instructions are provided quickly and piecemeal in-between other care activities, thereby making it difficult for patients and carers to remember or reproduce them.
Solution – teach-back method of the discharge instructions. With the ‘teach-back’ method, patients or carers repeat back what they understand, so that professionals can confirm comprehension and correct misunderstandings.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5805670/
https://emj.bmj.com/content/emermed/early/2021/06/16/emermed-2020-210168.full.pdf
CAP Instructions and Rubric
Description
: The Clinical Application Project (CAP) is an opportunity for the BSN student to identify an issue, topic, or challenge that is relevant to their Role Transition clinical placement. The student will examine the research related to their topic and investigate the literature regarding a potential solution for, or intervention to improve, the issue. The student then creates a final project, intervention, or solution to their identified topic. They will present their work in a professional paper and electronic poster which will be presented via video.
Step-by-step directions
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1. Identify a problem, issue, concern, or area for improvement relevant to your clinical setting. Consult with your RN preceptor and ResU clinical faculty regarding your topic. Your clinical faculty must approve the topic before work is initiated.
2. Educate yourself about the importance of your topic to nursing and your particular clinical placement. Whenever possible, you will want to include facts, statistics etc. relevant to your
3. Critically analyze the literature related to the area of concern.
4. Identify possible solutions to the selected area of concern, based on the evidence in the literature.
5. Review each for its strengths, weaknesses, and feasibility.
6. Select one solution.
7. Engage in the necessary work for this quality improvement project (e.g., develop a new form and identify approvals required for its use). Although students may not have enough time to actually implement their entire project or quality improvement activity, the final work product should clearly outline the plan for implementation, including a timeline. Students will provide evidence of their work by submitting the product of their (e.g., educational program outline, instructional pamphlet, nursing form, pocket resource, new policy, patient or family focused education, etc.)
The student will create an electronic poster which visually represents the clinical application project. The e-poster displays similar components as the paper, but in a very concise and visually pleasing design. Further guidelines and instructions for the e-poster are included in the document entitled “e-Poster Creation”.
The final paper and electronic poster are graded according to the specifics contained in the following grading rubric. Due to the pandemic, e-poster presentations will not take place on campus. Instead, students will present via video and upload to Brightspace.
CAP Instructions and Rubric
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Grading criteria for PAPER |
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Comments |
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· Introduces topic and provides overview of the issue (2 pts FAMILY-CENTERED CARE DURING OUTPATIENT SURGERY 1 FAMILY-CENTERED CARE DURING OUTPATIENT SURGERY 2 Family-Centered Communication in Day Surgery Three Quality of Care key drivers for Our Lady of the Resurrection (OLR) Medical Center’s Surgical Services department are measured quarterly. The Surgical Services Department has met or exceeded targets for two of the three key drivers. However, for the past six months, the department has not met the goal for a third key driver: explanations provided about progress following surgery. Meeting the goal for the third key driver is dependent on effective communication processes from staff and surgeons to patients and their families. A communication process exists, but by looking at areas in which the process is broken, relatively easy and effective fixes can be put into place. Comment by Carina Piccinini: Topic introduction, overview of issue, choice of topic. The charge nurse for preoperative and recovery care has identified difficulty in adhering to the current process due to difficulty in locating family members if they leave the waiting room and due to the volume and acuity of patients that enter the recovery area. The nurse manager has also identified meeting the third key driver as a priority for the institution and supports the project. Comment by Carina Piccinini: Pertinence of issue to the unit and preceptor and unit manager buy-in Increasing patient satisfaction—and thereby increasing the likelihood of returning to the facility for healthcare needs—can benefit the unit and the organization by increasing revenues. The profession of nursing can also benefit by increasing staff and improving technologies for patient care with additional revenues. Comment by Carina Piccinini: Benefit to the unit/organization Literature Review of Problem Much research on factors influencing patient satisfaction in perioperative care has been conducted. A driving factor identified is communication to patients and families during care. Yellen (2003) surveyed ambulatory surgery patients to determine the influence of the nurse-sensitive variables of age, gender, culture, previous hospital admissions, nurse communication, pain, and satisfaction with pain management on overall patient satisfaction. Results showed that nurse communication was the most significant indicator of patient satisfaction, and satisfaction with pain management was the second most significant indicator. Furthermore, patients who we CAP e-Poster Creation & Presentation Guidelines Poster presentations share research and clinical projects. Your electronic (e-) poster will present key elements of your Clinical Application Project (CAP). · The CAP e-poster is to be designed on a PowerPoint template, but not printed. You will simply submit the PowerPoint file to the Brightspace submission folder. · If you are unfamiliar with creating a scientific poster, instructions are outlined at the bottom of this document. It’s easier than you think. Because you are limited by space in the poster format, you must be clear and concise in your writing. · Refer to the CAP rubric for all necessary requirements. General guidelines for e-poster: · The e-poster should look neat, professional, and visually appealing · Use a simple font (like Arial), no smaller than size 32; larger for section headings and even larger for title/presenter name · Regarding text: · Labels or headings should be clear and easy to understand. · Select contrasting colors; darker letters are effective when used on a light background & vice versa. · Text should be brief and to the point; use short sentences or phrases to summarize key points; bullet points work well. · If you are planning to use charts or graphs on your poster: · Visual data help to express ideas; graphics should be understandable. · Keep it simple; don’t overwhelm the audience with too many numbers. · Make sure there is a clear caption so the reader understands the significance. · Assure consistency in use of format. · Check and double check spelling. Reminders: · Include any form, brochure, or handout you develop as part of the project. · A reference page in APA format must be submitted with your e-poster. The reference page should include at least the journal articles that were discussed in the literature reviews of the clinical topic and solution. Poster Instructions 1. Open the poster template in the course shell (or find your own) and save it to your computer. 2. Experiment with different colors, fonts, designs. 3. Keep in mind the “general guidelines” listed above. 4. Add your content, graphics, charts, etc. 5. Save your work frequently as you create. CAP Video Presentation Due to the pandemic, we will not be able to gather for in-person poster presentations like we have in the past. Instead, students will create a video presentation of their Clinical Application Project and upload to Brightspace by the date listed in the syllabus/course calendar. This brief (no more than 4 minutes) presentation is an overview of your CAP. It will include the following: · name and clinical location of your project · why this Clinical Application Project Title Student Name Hospital and Unit Resurrection University, NUR 4642: Role Transition Your information here Your information here Your information here Your information here Using simple, well designed graphics can help to effectively communicate results Your information here ( Your information here Your information here Place titles here Title 1 Gestational Diabetes Mellitus: Interventions for Hispanic/Latina Pregnant Women Luis A. Gutierrez PSMEMC OB Unit Resurrection University, NUR 4642: Role Transition Problem/topic Gestational Diabetes Mellitus (GDM) impacts 2%-10% of all pregnancies in the United States every year (Center for Disease Control and Prevention, 2017). Per care team, PSMEMC has experienced an influx of Hispanic/Latina pregnant women diagnosed with GDM. Language barrier is the biggest obstacle with patient education. Staff members reported that Spanish speaking resources for GDM and nutritional education are scarce. Community background The racial disparities seen in GDM directly impacts St. Mary’s and Elizabeth Medical Center due to the physical location of the hospital. St. Mary’s and Elizabeth Medical Center is located near the Humboldt Park neighborhood. Literature Review Problem/topic Cultural/linguistic barriers. Carolan-Olah et al. (2017) identify that language is one of the barriers understanding the impact that GDM could have on the mother’s health as well as the newborns. In addition, cultural food selection greatly increases the risk for developing GDM for Spanish speaking mothers. Lack of activity and poor dietary selections. Chasan-Taber (2012) identifies that there is a higher likelihood for gestational diabetes and macrosomia to develop in Latinas who are obese. Solution Linguistic adaptation. Schellinger et al. (2017) demonstrate that Hispanic/Latina pregnant women participating in a group care model offered in Spanish showed indicators of effective education and implementation regarding GDM and pregnancy. Cultural background, socioeconomic status and nutrition. Rhoads-Baeza and Reiz (2012) determine that the relevancy of the dietary recommendations provided to women, incorporating cultural factors, contributed and facilitated the success of interventions addressing Hispanic/Latina pregnant women. Solution An educational group program will be implemented at the St. Mary’s and St. Elizabeth’s OB unit. The educational group program will provide: Access professionals in Spanish. Education and information on reducing their risk for GDM. Space and support for women to learn healthy diet options that are culturally and linguistically relevant. Implementation Recruitment Women at risks for GDM will be referred to group by PSMEMC OB Clinic Intervention Group will receive psychoeducation on GDM Participants will be taught to test and measure glucose levels independently Utilizing food journals to track meals and generate discussion around their current dietary practices Nutriti 
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