Krauskopf Fehr Nonpf 2010 Poster


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This poster is about how Shenandoah University's Graduate Program of the Division of Nursing incorporates the Institute of Medicine Rural Relevant Competencies into its curriculum for Advanced Practice Nurses

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Krauskopf Fehr Nonpf 2010 Poster

  1. 1. Advanced Practice Nursing Students: Clinical Self Assessment Using Technology Patricia Biller Krauskopf, PhD, RN, FNP-BC and Juliana van Olphen Fehr, CNM, PhD, FACNM HRSA Acknowledgement and Disclaimer This project is supported in part by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number DO9HPO7967, “Improving Access to Health Care in Rural and Medically Underserved Areas of Virginia with Advanced Practice Nurses,” award amount: $223,572.00. The information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by the Division of Nursing, BHPr, DHHS or the U.S.Government. <ul><li>Curricular Goals </li></ul><ul><li>Develop cultural competence skills for all APN students </li></ul><ul><li>Utilize informatics to disseminate curricula </li></ul><ul><li>Incorporate Institute of Medicine Rural Relevant Competencies into Curricula </li></ul>Institute of Medicine Rural Relevant Competencies Patient-centered care Interdisciplinary care Assuring quality care Use of Informatics Practicing evidence based care Cultural Competency measured by student self-reporting of the use of Institute of Medicine Rural Relevant Competencies via Web-Based NP Data Tracking System. <ul><li>Data Collection/Methodology </li></ul><ul><li>Shenandoah University IRB approval obtained. </li></ul><ul><li>Web-based “Patient Visit Logs” contain: </li></ul><ul><ul><li>Relevant case information, </li></ul></ul><ul><ul><li>ICD 9 codes, </li></ul></ul><ul><ul><li>CPT codes </li></ul></ul><ul><li>Student evaluation of rural competencies incorporated into each patient visit. </li></ul><ul><li>Rural Competencies compared by semester. </li></ul><ul><li>Survey administered to students upon clinical course completion. </li></ul>Promoted Patient-Centered Care Applied Evidence-based Practice Interdisciplinary Care (excluding Medical) Respected Cultural Beliefs Incorporated Informatics into Patient Encounters <ul><li>Limitations </li></ul><ul><li>Self-reporting </li></ul><ul><ul><li>Leads to missing data </li></ul></ul><ul><ul><li>Subject tends to answer what belief of what researcher wants </li></ul></ul><ul><ul><li>Subject tends to answer what reflects positively on him/herself. </li></ul></ul><ul><li>Limitations of software </li></ul><ul><li>Time factor in student documentation of competencies during clinical assessment </li></ul><ul><li>Summary of Findings </li></ul><ul><li>The Students: </li></ul><ul><li>Consistently involved clients in decisions & perceived patients were satisfied with care. </li></ul><ul><li>Most often consulted with mental health practitioners, dieticians, and dentists. </li></ul><ul><li>Felt they respected clients’ cultural beliefs by respecting their perceptions of their health & respected clients’ life cycles while providing care. </li></ul><ul><li>Used informatics while providing care consistently except for Spring 09 when PDAs were replaced with “iTouches”. </li></ul><ul><li>Over time, replaced “agency protocols” as indicators of evidence-based practice with “local standards of practice” & “national guidelines.” </li></ul><ul><li>Implications </li></ul><ul><li>Self reflection through the nurse practitioner data tracking system provided consistent opportunities for students’ self evaluation as they assumed the role of culturally competent nurse practitioners. </li></ul><ul><li>Faculty were able to monitor student reflections and provide feedback. </li></ul><ul><li>Students felt this process was time consuming however rated their NP data tracking experience as 4.3 out of 5 on a Likert Scale. </li></ul>