Accelrated Perioperative Nursing Education- Pilot Project (ORNAC 2013)


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Slides presented at the International Alliance for Perioperative Best Practice ORNAC 23rd National & International Conference with IFPN April 21-25, 2013. This presentation outlined a pilot project from Saskatchewan to accelerate the graduation rate of Operating Room nurses.
The second part of the presentation discusses mobile learning and development of perioperative nursing education programs.

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  • Multiple Regional Health Authorities (RHA) required access to ORs for training.
  • No students failed, withdrew, or could not complete.Survey monkeyGroup averages: #1- 89.8%, #2- 87.9% & #3- 88.6%.
  • Engage students when they want to learn and where they want to learn.
  • Accelrated Perioperative Nursing Education- Pilot Project (ORNAC 2013)

    1. 1. International Alliance for Perioperative Best PracticeORNAC 23rd National & International Conference with IFPNApril 21-25, 2013©E.J. Ahlquist 2013
    2. 2.  Educational Programs are never static.◦ Ie. SIAST Perioperative Nursing Program↳Operating Room Techniques Program Drivers or emerging trends effect educationaldesign.◦ Practice◦ Environment◦ Need◦ Technology◦ etc
    3. 3.  Background Program Overview Project Design Results Lessons Learned Educational Change
    4. 4.  Saskatchewan Surgical Initiative (SSI)Sooner, Safer, Smarter◦ Surgical wait time is a key concern for patients andfamilies.◦ Goal to reduce wait times to less than 3months by2014.◦ Staged approach to reduction: <12 months, <6months, and <3months.
    5. 5.  SIAST developed a proposal to provideadditional educated Perioperative Nurses inan expedited fashion. Collaboration with the Saskatoon HealthRegion and the Saskatchewan Ministry ofHealth. Highly successful◦ Zero attrition◦ Timely response to industry demand
    6. 6.  2 intakes per academic year (fall and winter).1. Fall intake of 6 students2. January intake of 12 students Provincial demand for graduates spiked.◦ Provincial expectations◦ Shift toward standardized education◦ Utilization of Operating Rooms capacity provincially
    7. 7. Learning Method: 6 theory courses delivered by distance(asynchronous online). 5 day psychomotor skills lab. 10 weeks of clinical practice.◦ 4 weeks of SIAST instructor led.◦ 6 weeks of preceptor led.
    8. 8. Traditional “Pilot Project” Asynchronous onlinetheory.◦ 23 weeks theory.◦ Full-time employment.◦ SIAST Instructor.◦ Students online activities.Ie. SKYPE™◦ 5 day psychomotor skillslab.◦ 10 week clinical. Modified deliveryschedule:◦ ⇓theory to10weeks.◦ Salaried while studying.◦ Saskatoon Instructor.◦ Learning activitieshybridized.◦ 5 day psychomotor skillslab.◦ 10 week clinical.
    9. 9.  Clinical Sequencing
    10. 10.  Complicated◦ Macro level provincial needs.◦ Unpredictable nature of requests.◦ Managing partnership.◦ Quality assurance. Established schedules◦ Two traditional clinical sessions.◦ Balanced recruitment.◦ Managing intake locations.
    11. 11.  Secondary effects Expansion of clinical education locations. Enhanced standardization of education. RISK of becoming to Urban-centric. Enhanced or new relationships with Regional HealthAuthorities. Opportunity…
    12. 12.  Previous onlinelearning experience. Demonstratedcomputer literacy. Onsite orientation. Sufficient time. Positive feedback on ITsupport. #1: Instructor support.
    13. 13.  21 graduates.◦ Attrition rate: 0%Therefore…◦ Employment: 100% Student satisfaction.◦ 100% of respondents would recommend thisapproach to peers.◦ 70% felt the length of time was sufficient. Most respondents wanted longer clinical education,not theory. High academic performance.◦ 88.8% average.
    14. 14. 1. Expensive!2. Complicated.a. Organization.b. Responsibilities.3. IT support.4. Program support.5. Selective screening.
    15. 15.  Not an effective long-term strategy. Expensive to deliver.◦ Salary replacement◦ Instructor time intensive Funding was provided for an annual increase inprogramming. Long-term projections of need.◦ Retirement◦ Maternity leave◦ Internal “churn” Awards/Recognitions◦ SAHO Green Ribbon◦ SHEA finalist
    16. 16.  Drivers or emerging trends effect educationaldesign.◦ Practice◦ Environment◦ Need◦ Technology◦ etc
    17. 17.  There is continual changes in the clinicalpractice environment.Ie. Incremental changes Transformational changes
    18. 18.  Institutional policies reflect this approach.◦ Minor Revision◦ Major Revision Funding for change reflect policies. Opportunities…
    19. 19.  Many changes can occur in the educationalenvironment.Ie. Leadership Physical location Culture Advances/changes
    20. 20.  A range of events or circumstances can effectthe need for change in education. The “need” identified in this project.◦ Ministry direction effecting increased graduationrates.
    21. 21.  The INTERNET.◦ Mainstream◦ Shapes our daily lives (ie. Texting, calendars,mobile maps, etc)◦ Distributed learning◦ Massive Online Open Courses (ie. edX)◦ Mobile learning Applications (Apps)
    22. 22.
    23. 23.  Mobile TSUNAMI. Students all have smart-phones.◦ Integrated into daily lifeTotal Active Apps (currently available for download):845,911Total Inactive Apps (no longer available for download):300,040Total Apps Seen in US App Store: 1,145,951Number of Active Publishers in the US App Store:226,514
    24. 24.  Most Popular Categories1 - Games (142,136 active)2 - Education (90,861 active)3 - Entertainment (75,655 active)4 - Lifestyle (68,963 active)5 – Books (55,823 active)
    25. 25.  Web based Application. Portable and compatible with multipledevices.◦ Ie. Desktop, laptop, tablet, smart-phones, etc Next step in the “evolution” of distanceeducation. Students are familiar with using Smart-phones. Prototype stage- testing with end-users◦ Ie. Students, health professionals, etc
    26. 26. Features: Canadian Content High resolution images Close-up images of instruments Laparoscopic instruments◦ Types◦ Assembly Audio pronunciation Authentic presentation
    27. 27. Design: End user focus.◦ Need vs Directed◦ Grass-roots vs Top-down Authentic presentation.◦ Images, backgrounds, etc◦ Audio pronunciation◦ Minimized information overload Self-assessment of learning.◦ Matched assessment to level of learning
    28. 28.  Innovative educational approach. Responding to expressed need.◦ Ie. Out-dated and poor resolution images Dynamic resource.◦ Updated images- 3D◦ Video◦ Additional graphics
    29. 29.  Education is never static. There will be continuous drivers for change.◦ Incremental or transformational Open and Mobile education is here to stay. The focus of any educational program needsto be on meeting the needs of learners.
    30. 30.  Thank you!!