ABSTRACT
To date, more than 30 face transplants have been performed worldwide. This innovative procedure has restored the functional and aesthetic aspects of the face in patients with cancer, congenital, and trauma-related deformities where the results of traditional reconstructive surgery have been deficient. The importance of nursing involvement in the care of these patients is undeniable; however, little has been published about how to properly prepare a nursing department to undertake such an important role. Although the care of patients undergoing face transplants has many similarities to the care of patients undergoing traditional head and neck flap procedures, patients undergoing face transplant provide unique challenges, including immunosuppression, allograft rejection, communication impairment, and psychosocial needs. Staff at New York University's Langone Medical Center have devised a specific plan of action to properly inform, educate, and prepare the nursing staff for this exciting endeavor.
Subject(s)
Curriculum , Education, Nursing/organization & administration , Facial Transplantation/methods , Facial Transplantation/nursing , Immunosuppression Therapy/nursing , Nursing Staff, Hospital/education , Transplantation, Homologous/nursing , Humans , Hydrocephalus , New York , Nurse-Patient Relations , Transplant Recipients/psychologyABSTRACT
The purpose of this article is to describe how a nurse-driven peer education process was developed, implemented, and evaluated to improve the integration of new patient care standards into practice. This process was an innovative, interactive, and nonjudgmental approach to learning, whereby the staff members participated in the education and development of their peers. It allowed nurses to expand their knowledge base, critical thinking, and clinical skills, which were evident in their daily practice.
Subject(s)
Education, Nursing, Continuing/methods , Nursing Staff, Hospital/education , Nursing Staff, Hospital/standards , Quality Assurance, Health Care/methods , Staff Development/methods , Checklist/methods , Clinical Competence , Health Knowledge, Attitudes, Practice , Humans , Interprofessional Relations , Models, Educational , Peer GroupABSTRACT
CONTEXT: Nonadherence to posttransplant regimens is common in transplant patients and has the potential for devastating consequences, including acute rejection, graft loss, decreased quality of life, and even death. Comprehensive education of patients and families that improves their understanding of posttransplant regimens and self-care techniques can increase adherence and improve outcomes. Transplant recipients have to learn a vast amount of complex information in a short period as they recover from major surgery and cope with the emotional stress of transplantation. It is not surprising that many patients report that they do not feel ready for discharge. OBJECTIVE: To describe the development, implementation, and outcomes of a comprehensive interdisciplinary patient education program. DESIGN: A quality improvement project. SETTING: A solid organ transplant unit of a large academic medical center. PARTICIPANTS: In-hospital transplant patients and their families and the interdisciplinary team. INTERVENTIONS: A comprehensive discharge education program that integrated written materials, patient and clinical pathways, and discharge instructions. MAIN OUTCOME MEASURE: Improved patient satisfaction with readiness for discharge and medication teaching. RESULTS: A postimplementation patient discharge survey using a 5-point Likert scale showed an increase in patients' understanding of medication dosage (3.6 to 4.6) and side effects (3.6 to 4.7), and satisfaction with the discharge teaching process (3.4 to 5.0).
