Royal Palm Room VII

Breakout Session A Notes
Recorder Name:
Paula Davis-Huffman
Breakout Room:
Royal Palm Ballroom VII
Table Competency:
Patient-Centered Care
Teamwork and Collaboration
Quality Improvement
Current State on our campus/practice
JMU ideas, put not tools
Did incorporate QSEN into undergrad
CNL – not certain of the tools
Integrated into UG, currently collected data UG level, SLO’s every class
Not sure if in MSN
Incorporating into curriculum development for DNP
SLO’s all QSEN mapped for UG
Had in learning objective, individual instructors incorporating KSA’s into classroom
Instructors need to talk the lingo, now doing better job of educating ourselves
Base knowledge at UG level
UG threaded throughout
Second version DNP, 8 entry courses
Separate DNP program quality and safety, all look at practice change
PhD program = QSEN least role
?can QSEN be overarching branch between DNP and PhD
Co-mentoring for DNP and PhD using QSEN – played large role in patient centered care
and
Role of PhD – research, what is the science around practice change? QSEN?
“I am doing that”, but there is not shared language and culture ***change language in
the syllabus, change the language
As develop curriculum, imbed culture - refinement to make it more visible. Articulate
how you do this and how you make this visible
*Educate the community hospital community in the language – bridge education and
practice
Patient Centered Care
Activities
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(1) Health Policy and Epidemiology – understanding perceptions risks absolute vs
relative risk mammogram screening after 50.
(2) Helping student develop (1) self awareness and (2) empathy. Activities include
reflective practice. Take any encounter – how did it effect me? and then
ultimately the patient
(3) Patient empowerment. UG students. Ask nurses, know what to ask. Health care
navigations . Case studies – recognize area.
(4) AJN article, ask clinical setting what is your goal for the day.
(5) PTC to Psych ER. Educating nursing on PCC. Strengths and weakness assessment
(6) Language of PCC need to be taught “with you” not for you
(7) Language macro system health literacy interventions. What is knowledge base?
Match languages. Core is communication. What is your understanding about
your disease? What does this mean to you?
(8) Find 3 patient education websites on DM, evaluate based on 12 criteria. Rate on
3 sub categories, with assessment 1-3 stars. Rating website with quality
indicators. Now looking at top rated websites. Answer questions for patients –
where do I find this information. This is right language, information you need.
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Breakout Session A Notes
Recorder Name:
Paula Davis-Huffman
Breakout Room:
Royal Palm Ballroom VII
Table Competency:
Patient-Centered Care
Teamwork and Collaboration
Quality Improvement
Select a facilitator, recorder, presenter, and timekeeper for the group.
Facilitator: Connie Creech
Recorder: Paula Davis-Huffman
Timekeeper: Christine Pintz
Member: Denise McNulty, Pamela Herendeen, and Sally Decker
Denise McNulty – Walden University
Collaborating with
Individual issues of collaboration, communication impaired
Sally Decker Undergraduate
Content maps (understand your own unique knowledge base), domain of practice,
unique contributions
Collaborative partnership – grant with health department for NPs, social work, etc
Christine Pintz - GW
Focus quality and safety @ GW (have incorporated at undergraduate, DNP incorporates
teamwork and collaboration)
Team project in DNP program (program outcome)
Virtual team consultant to practice (may play part other than NP, alternate roles
outside comfort zone)
MSN – need work on QSEN
Pamela H – University of Rochester
Mattie Schmidt – Professor Emeritus EXPERT in this
Undergraduate: Simulation labs – incorporate medical students
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Combined courses – interdisciplinary, multidisciplinary
PhD – Harriet Kisman
Expanded interdisciplinary programs
DNP –
Practice: interdisciplinary group through medical center, grants awarded
Child Abuse – look for interdisciplinary exemplars
Connie Creech – University of Michigan - Flint
$100 K yearly – dedicated to develop interdisciplinary course ($20K each)
No medical university affiliation
Undergrad well established
Team based simulation
Team based case reviews monthly (PT, Health Ed, MPH)
Faculty “buy in” difficulty
Objective related to team collaboration on each objective
Ideas
Collaboration between NPs and RNs – Pamela
BRAINSTORMING:
Online –Virtual case study evaluating a patient (include other disciplines) video of
scenario, description with video enhancement; business school involvement; health
care administrator students
On-Campus – Team Steps with faculty facilitation (missing social context); required for
nursing and medical students; IDEA record for evaluation
Simulation - Simulation (online with Go-To-Meeting), faculty in simulation lab
(streaming ER scenario) PURPOSE: DIVERSITY (various cultures, stroke, family
presence); students alternate scenarios (dress for part); no interprofessional. Questions:
could you bring in consultants from needed disciplines?
Can teach but how to do? What is piece to improve practice with interdisciplinary
mingling?
Are any practice hours devoted to interdisciplinary activities?
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QSEN Additional Breakout Notes
Patient Centered Care
James Madison Department of Nursing
Good ideas but not implementing the proper tools
Florida integrating into BSN and Master curriculum but still in the process of developing
the DNP program
Developing QSEN throughout curriculum and use the QSEN map. Instructors where not
able to explain the QSEN competencies. Used videos but did not use the right words.
Now develop graduate work in QSEN
Better implementation in the undergraduate but not as much clearly articulated in the
graduate program.
When writing new curriculum call it what it is and not assume you are doing it anyway
but just don’t name it with the right terminology
QSEN language needs to be upfront and clear for faculty to talk about and for students
and clinical partners to recognize.
Examples of best practice:
Exercise focused on perception of risk for patients and providers and uptake on
mammography screening. Don’t believe in the new guidelines and that needs to
changed. Relative and absolute risk.
Wish example in the undergraduate. Helping the student to develop emaphty and self
awareness with reflective practice. How did it effect me and how does it effect the
patient?
Wish example patient empowerment. Acute care, home health, clinic, to respect patient
concerns. Not taking concern seriously. Assertiveness teaching, educate ourselves.
Care plan – what are you ideas, case studies to empower patients
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What do you want to do in this shift? HCAP Tunnel vision and not respect what patient
foci are for the next 8 hours.
What is patient-centered care in the psych emergency room strength and weaknesses of
the patient
Language needs to be taught to students –I don’t do that for you but with you
Health literacy interventions
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