Implementation of an educational program to improve precepting skills.

BACKGROUND: Educating health care providers is dependent on developing high-quality clinical preceptors, yet preceptors face widespread challenges to precepting, such as time constraints and lack of formal preceptor training. LOCAL PROBLEM: Our college of nursing conducted a needs assessment survey of our preceptors to better understand the barriers to and incentives for precepting. Formal preceptor training was identified as an intervention to support preceptors. METHODS: Based on survey responses and a literature review of best practices, a preceptor training program was developed and delivered to local health care partners. Posttraining surveys were used to measure the effectiveness of the training. INTERVENTION: We developed a one-hour formal preceptor training program. The main components included 1) orienting a student, 2) applying the Recorder/Reporter-Interpreter-Manager-Educator (RIME) framework for clinical evaluation, 3) One-Minute Preceptor (OMP) methodology for clinical teaching, 4) strategies for giving students feedback, and 5) communicating with the university. RESULTS: Preceptor training was delivered to health care providers (N = 58) at eight clinics and one nurse practitioner (NP) professional group. Most participants (86%) had never received training in the RIME framework or OMP method (80%). The participants rated the following aspects of training as very useful or moderately useful: Orientation checklist (100%), RIME framework (96%), and OMP (100%). CONCLUSIONS: We found that training preceptors on evidence-based, time-efficient strategies for precepting is feasible and valuable. If continued and expanded, this training may positively affect retention and recruitment of preceptors for our university's NP students. This training may be transferable to other geographical settings.

Impact of Adoption of a Comprehensive Electronic Health Record on Nursing Work and Caring Efficacy.

Nurses in acute care settings are affected by the technologies they use, including electronic health records. This study investigated the impacts of adoption of a comprehensive electronic health record by measuring nursing locations and interventions in three units before and 12 months after adoption. Time-motion methodology with a handheld recording platform based on Omaha System standardized terminology was used to collect location and intervention data. In addition, investigators administered the Caring Efficacy Scale to better understand the effects of the electronic health record on nursing care efficacy. Several differences were noted after the electronic health record was adopted. Nurses spent significantly more time in patient rooms and less in other measured locations. They spent more time overall performing nursing interventions, with increased time in documentation and medication administration, but less time reporting and providing patient-family teaching. Both before and after electronic health record adoption, nurses spent most of their time in case management interventions (coordinating, planning, and communicating). Nurses showed a slight decrease in perceived caring efficacy after adoption. While initial findings demonstrated a trend toward increased time efficiency, questions remain regarding nurse satisfaction, patient satisfaction, quality and safety outcomes, and cost.

Time motion analysis of nursing work in ICU, telemetry and medical-surgical units.

AIM: This study examined nurses' work, comparing nursing interventions and locations across three units in a United States hospital using Omaha System standardized terminology as the organizing framework. BACKGROUND: The differences in nurses' acute-care work across unit types are not well understood. Prior investigators have used time-motion methodologies; few have compared differences across units, nor used standardized terminology. METHODS: Nurse-observers recorded locations and interventions of nurses on three acute-care units using hand-held devices and web-based TimeCaT™ software. Nursing interventions were mapped to Omaha System terms. Unit-differences were analysed. RESULTS: Nurses changed locations approximately every 2 min, and averaged approximately one intervention/minute. Unit differences were found in both the interventions performed and the locations. Most interventions were case-management related, demonstrating the nurses' patient management/coordination role. CONCLUSIONS: Unit differences in nursing interventions and location were found among three unit types. Omaha System terminology, as well as the observational method used, were found to be feasible and practical. IMPLICATIONS FOR NURSING MANAGEMENT: Nursing work varies by unit, yet managers have not been armed with empirical data with which to make more informed decisions about nurses' work priorities, clinical outcomes, patient satisfaction, staff satisfaction and cost. The results from this study will help them to do so.