Education: Professional, Patient, and Community

CHAPTER 41 Education: Professional, Patient, and Community

Kristine Kenney Powell, RN, BSN, CEN , Joni Hentzen Daniels, MSN, RN, CEN, CCRN, CNS

MAJOR TOPICS

Educational Principles

Adult Learning Concepts

Professional Education

Emergency Nursing Knowledge Base
Learning Facilitator Roles
Department Orientation
Emergency Nursing Credentials
Educational Approaches
Continuing Education

Patient Education

Essential Elements
Legal Considerations
Process
Potential Obstacles
Teaching Methods
Teaching Effectiveness

Community Education

Visiting Public
Needs Assessment
Types of Programs
Other Opportunities

Within the United States there are no institutional nursing programs that provide an educational pathway to prepare emergency nurses adequately for competent clinical practice. The Emergency Nurses Association (ENA) is the professional member organization that is the primary resource for emergency nursing education. The ENA provides emergency nurses with opportunities to meet their educational needs through relevant texts (e.g., comprehensive competency-based orientation program), continuing education, meetings, relevant courses, professional journals, position papers on current issues affecting emergency nurses, and other resources to become engaged in both patient-specific and community education.

I. EDUCATIONAL PRINCIPLES

A. Adult Learning Concepts

1. Basic assumptions

a. Adult learners are independent and self-directed
b. Adult learners appreciate rationale for the existence of learning experience
c. Adult learners have past experiences in life that enable adaptation to new information
d. Adult learners expect and appreciate learning that is immediately applicable to the present situation
e. Adults learn best from education that is problem centered
f. Adults have extrinsic and intrinsic motivators for learning

2. Ideal conditions for adult learning

a. Climate conducive to learning is helpful, comfortable, and respectful
b. Learner has innate desire to learn
c. Clear objectives help learner recognize the experience as one that is applicable to practice
d. If possible, learner should help plan and implement the content
e. Learning program should appeal creatively to different learning styles
f. Learner’s past experiences are taken into account
g. Learner has sense of personal progress toward meeting objectives

3. Adaptations to adult learning ( Table 41-1)

Table 41-1 ADAPTING ADULT LEARNER CONCEPTS

Learning Concepts Adaptations
Life experiences Incorporate personal experience into learning experience
Learning new material Make information relevant to learner
Physical comfort Minimize physical distractions
Anxiety Acknowledge and provide support to reduce learner’s anxiety and fear
Problem-centered Assist learner to recognize problem and find solutions
Information recall Use short words and sentences, incorporate repetition, give goal-related suggestions, provide concrete and specific statements

II. PROFESSIONAL EDUCATION

A. Emergency Nursing Knowledge Base

1. Multifactorial aspects

a. Essential clinical nursing knowledge
1) Composite of medical specialties, population groups, and flow of patient care (Table 41-2)
2) Integration of episodic outpatient and inpatient care
b. Public relation requirements
1) Proficiency in public relations and customer service techniques
2) Effective interfacing with prehospital care providers (e.g., emergency medical technicians [EMTs], paramedics, firefighters, and law enforcement officers)
3) Skill in activation and implementation of hospital and community disaster management

2. Work environment conditions

a. High-stress area
b. Unexpected workload increases/decreases
c. Teamwork approach
d. Ability to transition rapidly between primary and team nursing
e. Requires mastery of emergency technology and equipment use
f. Patients represent a microcosm of general population at large, including existence of violent situations
g. Incorporates utilization of telecommunication skills

Table 41-2 EMERGENCY NURSING KNOWLEDGE COMPOSITE

Specialty Knowledge Population Groups Flow of Patient Care

Cardiology

Disaster preparedness and response

Hazardous materials

Infectious diseases

Internal medicine

Legal and regulatory requirements

Obstetrics

Oncology

Orthopedics

Psychiatry

Trauma

Wellness, safety, and prevention

Newborns, neonates

Infants, toddlers

School-aged children

Adolescents

Adults

Older adults

Generational:

1. Traditionalist

2. Baby Boomer

3. Generation X

4. Millennial

Culture and ethnicity

Special needs

Initial patient triage

Initiation of lifesaving interventions

Diagnostic testing

Continual interventions and patient evaluation

Patient discharge and teaching

Patient admission/transfer

B. Learning Facilitator Roles

1. Clinical nurse specialist

a. Educator
1) Serves as resource to staff, nursing students, and other health care personnel in the acquisition of knowledge and skills related to nursing practice
b. Consultant
1) Collaborates with clinical nurses and other members of the health care team to resolve complex clinical situations for specialty needs of emergency patients
c. Researcher
1) Critically analyzes current nursing research and disseminates relevant findings to improve patient care and patient outcomes
2) Facilitates and/or conducts nursing research
3) Teaches personnel how to evaluate nursing research
4) Implements evidence-based practice model in the emergency department
d. Clinical expert
1) Models excellence in emergency nursing practice through use of assessment, planning, implementation, and evaluation
2) Assists and provides direction to nursing personnel with clinical decision-making, priority setting, stabilization, and resuscitation

2. Nurse educator

a. Organizes and implements orientation and competency-based educational programs
b. Assesses educational needs of personnel
c. Develops, executes, and evaluates educational programs for nursing personnel
d. Serves as clinical resource

3. Nurse preceptor

a. Experienced nurse with training in orientation and precepting new personnel
b. Assignment usually for a fixed or limited time
c. Focuses on unit-specific orientation to policies, procedures, and protocols
d. Facilitates socialization into department
e. Acts as role model and clinical resource

4. Nurse administrator/manager

a. Develops and nurtures ongoing learning culture and environment within the department
b. Supports and encourages involvement of personnel in education process within the department
c. Organizes committees and projects that support education
d. Holds personnel accountable for complying with educational requirements of department
e. Provides appropriate resources for departmental education programs

C. Department Orientation

1. Purpose

a. Introduce new employee to emergency care environment
b. Evaluate new employee’s knowledge and skill level
c. Determine new employee’s educational needs in order to attain role competence

2. Overall requirements

a. Review of specific institutional policies and procedures
b. Review of department’s standards of care
c. Assessment of skill proficiencies with return demonstration

3. Program types

a. Preceptor-sponsored: a preceptor is a specially trained nurse who serves as a role model and resource person for new employees
b. Modularized education: self-instructional orientation program
c. Competency assessment program (CAP) (Table 41-3 and Fig. 41-1)
1) Available through ENA
2) Copies of all competencies should be available within department for use as reference and review
3) Competencies should complement and correlate with department’s ongoing quality improvement program
4) May utilize individual, self-learning modules
5) Recommended approach by The Joint Commission

Table 41-3 COMPETENCY ASSESSMENT PROGRAM

image
image

FIGURE 41-1 Performance criteria. Orthostatic vital signs.

(From Emergency Nurses Association. [2000]. Orientation to emergency nursing: Concepts, competencies, and critical thinking [2nd ed.]. Des Plaines, IL: Emergency Nurses Association.)

D. Emergency Nursing Credentials

1. Certification

a. Certified Emergency Nurse (CEN)
b. Certified Flight Registered Nurse (CFRN)
c. Certified Transport Registered Nurse (CTRN)

2. Verification

a. Advanced Life Support (ALS)
b. Trauma Nursing Core Course (TNCC)
c. Emergency Nursing Pediatric Course (ENPC)
d. Pediatric Advanced Life Support (PALS)
e. Institution specific (e.g., triage)

E. Educational Approaches

1. Teaching strategies

a. Departmental in-service presentations

Related posts:

  1. Genitourinary Emergencies
  2. Shock Emergencies
  3. Professionalism and Leadership
  4. Cardiovascular Emergencies

Stay updated, free articles. Join our Telegram channel
Tags:
Nov 8, 2016 | Posted by in NURSING | Comments Off on Education: Professional, Patient, and Community

Full access? Get Clinical Tree
Get Clinical Tree app for offline access