This document outlines a theory-based orientation plan for vascular access specialists consisting of 5 stages: novice, advanced beginner, competent, proficient, and expert. Each stage includes objectives and activities targeting the cognitive, psychomotor, and affective domains of learning based on theories by Dreyfus, Benner, and Bloom. The goal is to equip new specialists with knowledge, skills, and values for providing high-quality vascular access services. Assessment involves direct observation, weekly meetings, competency checklists, and perceived readiness to advance stages over an average of 8 weeks to competency. The theory-based plan aimed to be more comprehensive and achieve success rates over 90% faster than the previous plan.
1. Lining Up to Infuse Excellence
Equipped for Excellence
A Theory-Based Orientation Plan
for Vascular Access Specialists
Sheila Hale, RN, CRNI, VA-BC
Judy Smith, MSN, RN, CRNI
Gwen Irwin, RN, CRNI
2. Lining Up to Infuse Excellence
Financial Disclosures
I have no financial relationships to
disclose.
I will not discuss off label use and/or
investigational use in my presentation.
4. Lining Up to Infuse Excellence
Why Theory-Based
Education?
Promotes development of educational
programs grounded in
• Professional values
• Empirical knowledge
• Defined processes
• Predictable outcomes Portrait of Florence Nightingale (1920).
Source:
http://en.wikipedia.org/wiki/File:Florence_Nighting
ale.png
5. Lining Up to Infuse Excellence
Theory Based Knowledge
Acquisition
Novice
Advanced
Beginner
Competent
Proficient
Expert
The Dreyfus Model
(1980)
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Dreyfus Model Applied
to Nursing
Patricia Benner, PhD, RN - Nursing Theorist
Photograph of Patricia Benner (2009) http://nursing101.wikispaces.com/Nursing+Theorists
Applied Dreyfus model to clinical practice,
research, education, and administration.
7. Lining Up to Infuse Excellence
Bloom’s Taxonomy
Three domains of learning
• Cognitive Domain
– Impart knowledge
• Psychomotor Domain
– Develop skills
• Affective Domain
– Pass on values
Benjamin Bloom
http://epltt.coe.uga.edu/images/2/28/Bloom.png
8. Lining Up to Infuse Excellence
Theory-Based Orientation Plan for
Vascular Access Specialists
Goal
To equip new members of the Vascular
Access Team with knowledge, skills and
values for providing high quality,
evidence-based vascular access services
to the people of Central Texas.
9. Lining Up to Infuse Excellence
Stage 1: Novice
Objectives: At the completion of this stage of development,
the learner will be able to
• Complete web-based didactic training program and pass
post-test with score of at least 90%.
• List risks associated with PICC insertion and discuss
strategies to minimize these risks.
• Demonstrate use of ultrasound to locate and identify upper
extremity vasculature and nerves.
• Discuss personal response to a video about a patient
experience with hospital acquired infection.
10. Lining Up to Infuse Excellence
Stage 1: Novice Activities
Cognitive Domain
• Web-based course, P&P, EBP, case study
Psychomotor Domain
• Ultrasound, sterile technique, simulation
Affective Domain
• Case study, reflection, discussion
11. Lining Up to Infuse Excellence
Stage 2: Advanced Beginner
Objectives: At the completion of this stage of development,
the learner will be able to:
• Summarize national guidelines for vascular access.
• Analyze chart data for absolute and relative
contraindications to PICC insertion.
• Demonstrate patient teaching related to PICC insertion.
• Perform simple PICC insertions with supervision.
• Demonstrate sterile field management.
• Demonstrate safe sharps management.
• Discuss patient rights related to PICC insertion.
12. Lining Up to Infuse Excellence
Stage 2: Advanced Beginner
Activities
Cognitive Domain
• National guidelines, EBP, ECG tip location course, case
scenarios.
Psychomotor Domain
• Proctored PICC insertions, sterile technique, ECG/CXR
checklist.
Affective Domain
• Discuss patient rights and responsibilities, own limitations,
seek assistance as needed.
13. Lining Up to Infuse Excellence
Stage 3: Competent
Objectives: At the completion of this stage of
development, the learner will be able to:
• Perform PICC insertions with minimal supervision.
• Discuss the value of certification in the field of vascular
access.
• Discover opportunities for growth and advancement as
a Vascular Access team member.
• Describe personal commitment to Vascular Access
team values; list ways in which he/she contributes to
the organizational and team mission.
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Stage 3: Competent Activities
Cognitive Domain
• Information technology for data retrieval, EBP
research related to prevention of PICC complications.
Psychomotor Domain
• Independent PICC insertions with vascular access
nurse available, progressing to full independence.
Affective Domain
• Discuss value of certification and professional role
development and advancement on team.
15. Lining Up to Infuse Excellence
Stage 4: Proficient
Objectives: At the completion of this stage of
development, the learner will be able to:
• Take and pass at least one of the certification exams
in the specialty.
• Serve as charge nurse.
• Provide staff education on vascular access topics.
• Participate on committees or contribute to projects
related to vascular access.
• Provide feedback on vascular access policies and
procedures.
16. Lining Up to Infuse Excellence
Stage 4: Proficient Activities
Cognitive Domain
• Review leadership expectations, case scenarios,
prepare for certification exam.
Psychomotor Domain
• Observe and provide effective staff education on
vascular access topics.
Affective Domain
• Reflect on the characteristics that you value in your
preceptor; discuss those you want to develop in
yourself.
17. Lining Up to Infuse Excellence
Stage 5: Expert
Objectives: During this stage of development, the
learner will be able to:
• Review and critique published studies for rigor and
applicability to practice.
• Create and develop vascular access policies and
procedures.
• Lead process improvement, EBP, and research
projects.
• Create and develop educational programs on
vascular access topics.
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Stage 5: Expert Activities
Cognitive Domain
• Literature review, graduate education, consultation
with experts, research/EBP/education course work.
Psychomotor Domain
• Self-selected activities: Advanced clinical courses
with simulation and preceptorship experiences
Affective Domain
• Ethics committee participation, share experiences
with others, explore use of affective domain to
influence behavior of others.
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Assessing Competency
Moving to the next stage in the continuum
• Direct observation of practice by preceptor
• Weekly meeting with manager and preceptor to
assess progress and set goals
• Assessment of learner’s perceived readiness
• Completion of competency checklist with preceptor
– Not based on number of insertions but on mastery
of skills. Volume of procedures is key.
20. Lining Up to Infuse Excellence
Lessons Learned
• One preceptor? Or a variety?
• Weekly meetings with manager & preceptor
– Leadership connection and support
• Develop relationships
– Communicate confidence in preceptor and learner
– Solve problems early
– Celebrate wins
21. Lining Up to Infuse Excellence
Outcomes
• 12 weeks average time to competency
• Less comprehensive
• Longer time to success rate >90%
• $15,000 (orientee salary only)
Former
Plan
• 8 weeks average time to competency
• More comprehensive
• Shorter time to success rate >90%
• $10,000 (orientee salary only)
Theory-
based
Plan
22. Lining Up to Infuse Excellence
Thank You!
Questions?
Contact
information
shale@seton.org
Sean Dreilinger. Question from the audience for
Jamie Macmillan of Linkshare -
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by-nc-sa/2.0/legalcode
23. Lining Up to Infuse Excellence
References
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Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice. Sudbury, MA:
Jones and Bartlett.
Benner, P. (1984). From Novice to Expert: Excellence and power in clinical nursing practice. Upper Saddle
River, NJ: Prentice Hall Health.
Chinn, P., Kramer, M. (2008). Integrated theory and knowledge development in nursing (7th ed). St. Louis:
Mosby Elsevier.
Gentile, D. (2012). Applying the novice-to-expert model to infusion nursing. Journal of infusion nursing, 35(2),
101-107.
Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams &
Wilkins.
Marble, S. (2009). Five-step model of professional excellence. Clinical journal of oncology nursing, 13(3), 310-
315.
McEwen, M., Wills, E. (2007). Theoretical basis for nursing (2nd Ed). Philadelphia: Lippincott Williams & Wilkins.
Moureau, N., Lamperti, M., Kelly, J., Dawson, R., Elbarbary, M., vanBoxtel, J, Pittiruti, M. (2013). Evidence-
based consensus on the insertion of central venous access devices: definition of minimal requirements for
training. British journal of anesthesia. Advance online publication. doi: 10.1093/bja/aes400
Editor's Notes
This is our 12 member Vascular Access team including our manager and missing one member. We work for a hospital network system of 9 hospitals and we cover 7 of those, and place over 5,000 PICCs/year. We are not site-based, so we all travel between sites. As we continued to grow and add new nurses, several who had not placed PICCs before, we decided we needed to modify how we oriented new staff. We developed and trialed our new orientation plan based on nursing theory.
So why theory-based education?
Florence Nightingale was the first to use a theoretical foundation in nursing. As we all know, I’m sure, she is the founder of modern nursing, but she was also the first nursing theorist as well as statistician.
So this is the Dreyfus model of skill acquisition. It is a model of how students acquire skills through formal instruction and practice.
The five learning stages are novice, advanced beginner, competent, proficient and expert.
Patricia Benner applied the Dreyfus model to nursing, using the 5 stages of learning and this is the model we used.
Practically, we used Bloom's Taxonomy as a way to include learning activities, using each domain, to teach at each stage of Benner’s model. So these two components were used concurrently with good outcomes.
So, this was our goal for our orientation plan, rather than just a check off list. We wanted to use theory as a foundation to build a comprehensive, structured, yet flexible, evidence-based orientation plan. Let’s go through the orientation plan with Patty PICC nurse.
A new specialty area places the learner back in the novice category, where they must learn a new skill set. They have
No situational context
No experience in new area of practice and
Need concrete rules
These are the activities that were used at the novice stage
For example, we use Nancy Moreau’s PICC Excellence online program for competency
Team members volunteered to let orientees scan their arms using the ultrasound
At this stage we showed a video of Victoria Nahum telling the story of losing her son, Josh, to a HAI. It also important to touch the heart
So next we have the advanced beginner stage, moving from concrete rules to learning to recognize important elements of practice and apply guidelines. This stage is by far the longest, at about 6 weeks. This is where the novice gains valuable information needed to fully assess the patient, discuss contraindications for a PICC, such as chronic kidney disease, mastectomy, or skin integrity, as well as have the time for performing supervised PICC insertions. Also, in this stage the weekly meetings are very important, in order to assess the progress of the new vascular access nurse, to celebrate successes and help with any issues.
Examples of activities in this stage include the orientee reviewing the national guidelines and evidence that supports our practice. Sterile technique is assessed during proctored PICC insertions, ECG tip locating system is taught and utilized, and patients’ rights and responsibilities are discussed. The preceptor encourages self-assessment and to seek assistance when needed.
Continuing to impart knowledge, continuing psychomotor skills, pass on the values of our profession
In the competent stage there is a feeling of mastery and the ability to manage complications and troubleshoot problems. The new vascular access nurse develops speed and flexibility, and confidence. PICC insertions are performed with minimal supervision and advance to independent
Make this more conversational
Maybe use a Patty Pick or Veronica Vein and talk about their progression
(PICC Dashboard) CRNI
Patty’s going to learn about the technology we use to track PICC insertions, complications, studies and move to independent insertions. They will also talk about certification and lifelong learning etc
Perceives situations holistically, can determine what is most important and anticipate needs. Flexible and efficient
Not everyone will choose to be an expert, and that’s ok. very learner directed
These are examples of self-directed learning activities that might be considered by the Stage 5
How do you know when it’s time and what criteria is used to decide when it is time to move on? When the preceptor, manager and orientee agree that each stage has been mastered
One preceptor, one orientee from beginning to end, but with feedback, important early but then at competent stage it was valuable to work with other team members