Implementing a Care Plan System in a Community Hospital Electronic Health Record.

Nursing care plans, the result of the nursing process, are important because they guide quality patient care, define the nurse's role in patient treatment, and support patient specific nursing interventions. Nurse leaders at a community hospital identified that 70% of hospitalized patients shared the same three nursing problems and three-day resolution target dates. This quality improvement project involved the implementation of a nursing care plan system within the organization's existing electronic health record platform that supported the development of individualized plans. The implementation included a) integration of care plan activities into the nursing workflow, b) adoption of a standardized nursing language to provide structure nursing care plan data capture and reporting, c) configuration of the electronic health record to recommend patient data-driven care plan problems based on nursing assessment documentation; and d) trended care plan data to identify problem patterns within the patient population. A postimplementation audit indicated a 130% improvement in achieving individualized care plans within 24 hours of admission.

Improving Lung Cancer Screening Rates Through an Evidence-Based Electronic Health Record Smoking History.

BACKGROUND: Lung cancer is prevalent worldwide, with 2.1 million new cases and 1.8 million deaths in 2020. In the United States, an estimated 131 880 lung cancer deaths are expected to occur in 2021, with most detected in later stages. Smokers are 15 to 30 times more likely to develop or die from lung cancer. LOCAL PROBLEM: Our community residents were more likely to be diagnosed with lung cancer in later stages (62%) compared with 56% nationally, resulting in an increased community mortality rate. INTERVENTION: Evidence-based changes in an electronic health record system supported identification and referral of high-risk patients for low-dose computer tomography to improve early lung cancer detection rates. RESULTS: Early-stage lung cancer detection increased 24%. CONCLUSIONS: Interprofessional teams used technology to adopt evidence-based practice and improve health outcomes in their communities.

Faculty development to improve teaching at a health sciences center: a needs assessment.

There has been increasing interest at health science centers in improving the education of health professionals by offering faculty development activities. In 2007-08, as part of an effort to expand education-related faculty development offerings on campus, the University of Tennessee Health Science Center surveyed faculty members in an effort to identify faculty development activities that would be of interest. Factor analysis of survey data indicated that faculty interests in the areas of teaching and learning can be grouped into six dimensions: development of educational goals and objectives, the use of innovative teaching techniques, clinical teaching, improving traditional teaching skills, addressing teaching challenges, and facilitating participation. There were significant differences in the level of interest in education-related faculty development activities by academic rank and by the college of appointment. Full professors expressed somewhat less interest in faculty development activities than faculty members of lower ranks. Faculty members in the Colleges of Medicine and Dentistry expressed somewhat greater interest in faculty development to improve traditional teaching skills. The policy implications of the survey results are discussed, including the need for faculty development activities that target the needs of specific faculty groups.

What clinical learning contracts reveal about nursing education and patient safety.

While it is widely accepted that adopting a systems perspective is important for understanding and addressing patient safety issues, nurse educators typically address these issues from the perspective of individual student performance. In this study, the authors explored unsafe patient care events recorded in 60 randomly selected clinical learning contracts initiated for students in years 2, 3, and 4 of the undergraduate nursing program at the University of Manitoba. The contracts had been drawn up for students whose nursing care did not meet clinical learning objectives and standards or whose performance was deemed unsafe. Using qualitative content analysis, the authors categorized data pertaining to 154 unsafe patient care events recorded in these contracts.Thirty-seven students precipitated these events. Most events were related to medication administration (56%) and skill application (20%). A breakdown of medication administration events showed that the highest number were errors related to time (33%) and dosage (24%). International students and male students were responsible for a higher number of events than their numbers in the sample would lead one to expect. The findings support further study related to patient safety and nursing education.

WebQuests: creating engaging, student-centered, constructivist learning activities.

Students entering health professions educational programs today have grown up and grown older in an unparalleled age of computers and connectivity. Yet most of these students face challenges in applying their information technology and information literacy abilities because most of them have never received formal training, have only a limited understanding of the tools they use, and underuse those tools. WebQuests are a unique method for enhancing students' information technology and information literacy competencies. As inquiry-oriented, engaging, and student-centered activities, WebQuests promote high-level thinking and problem-solving skills. Although WebQuests are used extensively in primary and secondary educational institutions, they have received limited attention in higher education settings. The authors describe the history of WebQuests and, using examples from a series of WebQuests used in an undergraduate informatics for healthcare course, offer specific guidelines for developing relevant WebQuests for nursing education.

Recognizing and avoiding intercultural miscommunication in distance education a study of the experiences of Canadian faculty and aboriginal nursing students.

Language differences and diverse cultural norms influence the transmission and receipt of information. The online environment provides yet another potential source of miscommunication. Although distance learning has the potential to reach students in cultural groups that have been disenfranchised from traditional higher education settings in the past, intercultural miscommunication is also much more likely to occur through it. There is limited research examining intercultural miscommunication within distance education environments. This article presents the results of a qualitative study that explored the communication experiences of Canadian faculty and Aboriginal students while participating in an online baccalaureate nursing degree program that used various delivery modalities. The microlevel data analysis revealed participants' beliefs and interactions that fostered intercultural miscommunication as well as their recommendations for ensuring respectful and ethically supportive discourses in online courses. The unique and collective influences of intercultural miscommunication on the experiences of faculty and students within the courses are also identified. Instances of ethnocentrism and othering are illustrated, noting the effects that occurred from holding dualistic perspectives of us and them. Lastly, strategies for preventing intercultural miscommunication in online courses are described.

Formative and summative evaluation of a practice doctorate program.

Practice doctorate programs are developing rapidly to meet the American Association of Colleges of Nursing recommendation that advanced practice nurses will be prepared with a Doctor of Nursing Practice by 2015. Evaluation of nursing doctoral programs has focused almost exclusively on research doctorate programs. The authors examine formative evaluations from students enrolled in a practice doctorate program and summative evaluations provided by students at the time of and 1 year following graduation. Suggestions for nurse educators and administrators are presented.

Patient safety: where is nursing education?

Patient safety is receiving unprecedented attention among clinicians, researchers, and managers in health care systems. In particular, the focus is on the magnitude of systems-based errors and the urgency to identify and prevent these errors. In this new era of patient safety, attending to errors, adverse events, and near misses warrants consideration of both active (individual) and latent (system) errors. However, it is the exclusive focus on individual errors, and not system errors, that is of concern regarding nursing education and patient safety. Educators are encouraged to engage in a culture shift whereby student error is considered from an education systems perspective. Educators and schools are challenged to look within and systematically review how program structures and processes may be contributing to student error and undermining patient safety. Under the rubric of patient safety, the authors also encourage educators to address discontinuities between the educational and practice sectors.

Factors that influence the medication decision making of persons with HIV/AIDS: a taxonomic exploration.

It is well known that patients often alter their medication regimens and that these changes may have profound consequences for their health outcomes. Not so well known are the factors that influence the medication decision making of persons managing their own treatment in their day-to-day home situations. In this study, persons living with HIV/AIDS (PLWH) were asked about factors that affected the taking of their medications. Using semistructured interviews in this study of 57 PLWH, the authors used intensive analysis of the narratives to create taxonomies of the barriers and facilitators to taking HIV medications and the decisions that were involved. Categories of identified facilitators included motivation, factors of faith, routines, and others' influences. Categories of identified barriers included perceptions, psycho-emotional issues, provider/clinic issues, interpersonal factors, and disease and treatment factors. This study showed medication decision making to be a complex process, influenced by often-competing life and treatment issues and affected by participants' beliefs and values. These findings call for research into the everyday selfcare of PLWH to understand the reasoned decision-making that PLWH use in managing not only their medications but also their lives.

HIV/AIDS medication adherence factors: inner-city clinic patient's self-reports.

OBJECTIVE: To document common facilitators of, and barriers to, HIV/AIDS medication regimen adherence and to identify facilitators and barriers significantly correlated to attainment of higher vs. lower adherence. DESIGN: Data were collected using semi-structured interviews. SETTING: An outpatient clinic serving as the regional treatment center for HIV disease. PATIENTS: A purposive sample of 57 clinic patients was enrolled and completed the study. MAIN OUTCOME MEASURES: Self-reported adherence was measured using a visual analog scale and specified as higher or lower adherence at the 80% level, the approximate median. RESULTS: Many barriers to adherence were more prevalent in the lower adherence group, including complexity of the medication regimen and experiencing side effects. Lower adherence patients also had more problems with privacy and interference with social life and work or school. Patients in the higher adherence group were more concerned with forgetting as an adherence barrier. In general, social support, motivation to avoid AIDS, perceiving the health care practitioner as a facilitator, knowledge of medications, and keeping schedules were identified as factors enhancing adherence. CONCLUSIONS: The high prevalence of many barriers shows that the health care provider has an important role in patient education and support to accomplish increased adherence. Fear and avoidance behaviors in the lower adherence group contrasted with the increased concern with forgetting in the higher adherence group. Communicating treatment advances with patients may help more patients to address many barriers to higher adherence.