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NURS 417 – Clinical Education Initiatives at Terry Reilly

Cari Adams, Teagan Coleman, Carolina Becerra, Brogan Doyle, Brett Gillming, Natasha Ingraham, Tranquility Melton, Kaitlyn Moss, Aspen Oberg, Clara Smith
Jessica Bohart (BSN, RN) – NURS 417
Terry Reilly

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Introduction

Learning Goals:

To identify needs within Terry Reilly and the surrounding community, subsequently providing resources for those needs. To apply basic concepts of population-focused nursing practice to assist with identified needs. To assist updating clinical education materials with new best practice standards.

A group of nursing students smiling for a picture

Reflection

This community service learning project offered new insights into the intricacies of the systems involved in community health and support. Initially, there was the assumption that our project would consist of more individualized activity within the community. In truth, this individual-focused level of assistance is only a small component of the work required in community health. In an attempt to address broad-scale community interests, one might have the initial inclination to address issues in a straightforward manner. However, we learned that solely focusing on individual action, instead of strengthening and improving the systems already established within an organization, is far less efficient. Systemic and large-scale change can be more effective in serving a community, rather than only small-scale assistance. In regards to community health, Terry Reilly is one such organization that seeks to help underprivileged and underserved communities.

Our group’s assessments of the neighboring community in Nampa led to our recognition of numerous weaknesses to the health and wellness of the population. Instead of addressing each need individually, we worked with Terry Reilly’s clinical educator to address organizational needs in this department. We also addressed needs related to pediatric care and clinical skill competency – directly improving care at Terry Reilly. Our most impactful moment was during the finalization of the project when we were able to reflect on the efficacy of the interventions we implemented based on the needs identified within the surveys, and the degree to which we had helped them to improve.

Moving forward, we fully recognize the importance of a holistic approach and comprehensive procedure updates when it comes to success in assessing and fulfilling community based needs. By interacting with the clinical educator and learning the system’s organizational needs as a whole, we identified the most vulnerable parts and aided in their reconstruction. This method is something we will retain and employ in the future moving forward with our nursing practice.

Community Partner: Terry Reilly 

Mission Statement:

“Your Health. Our Mission.”

Project Purpose/Community Identified Need:A table covered in fidget toys

Part I: Updated Competency Checklists & Prosperity Module
Created missing competency check-off forms for training use determined by Terry Reilly’s specific needs. Updated the competency forms with best practice standards and produced a new Prosperity training module (previously missing) for employees.

By keeping Terry Reilly’s practices up-to-date and inclusive, patient care is improved and promotes workplace safety and excellence.

Part II: Pediatric Patient Distraction Tools & Badge Buddies
Obtained Badge Buddies and distraction tools to help establish less stressful environments for pediatric patients while receiving care. Created Badge Buddies that included vital signs and order of lab draws for employees to clarify and simplify clinical information.

Using distraction methods during providing patient care creates a safer environment for all individuals involved. Easy access to vital sign ranges and law draw order promotes use of correct procedure.

Part III: Clinical Competency & Schedule Organization
Compiled multiple training documents, links, resources, schedules, and competency forms for all Terry Reilly roles into two easily accessible forms for efficiency and competency standardization.

By condensing all information into one document, educators save time and can access the same information, which makes a streamlined and uniform training experience for employees.

Course Concepts

Through our project, vulnerable and diverse patient populations are receiving updated evidence-based care at Terry Reilly. We participated in our community and professional setting to improve clinical practice, education, client care and delivery of care. We participated effectively in professional relationships with team members, community agencies, and other stakeholders. Our experience supported all course concepts listed for NURS 417.

Active distraction strategies help reduce anxiety and fear, which are common emotions that children experience during medical procedures (Boles, 2018). Condensing and updating competency checklists/training material/scheduling information, providing easy references to vital signs and lab draws, and creating missing training modules standardizes training and clinical procedure, saves time, and promotes excellent patient-centered care.

Methods

pie chart
What type of learning style works best for you? 66.7% kinesthetic (hands-on), 22.2% visual (reading or video), 5.6% repetition, 5.6% auditory (listening)
  • Surveyed Terry Reilly employees to identify deficits in clinical competencies and communication within the workplace.
  • Conducted a follow up survey to elicit further elaboration on specific needs.
  • Reorganized and updated clinical competency schedule, grant requirements, and training schedules into two Excel documents.
  • Created missing skills check-off sheets and edited current forms with up-to-date and best practice information.
  • Developed Sharps Safety and Phenylketonuria (PKU) Prosperity Modules (previously missing training material).
  • Created order of lab draw and vital sign Badge Buddies for clinical employees.
  • Submitted funding request to allocate pediatric distraction tools in the form of toy baskets and Badge Buddies.
  • Created and distributed pediatric distraction baskets to all 18 Terry Reilly facilities.

Results

We improved the health of the community by addressing needs and promoting competency of employees at Terry Reilly. By creating missing Prosperity modules, we ensured training module availability (via visual learning), which improves skill retention and knowledge for new employees. Staff now has access to step-by-step training materials for all tasks within their scope of practice with easily to find links and resources. We streamlined the training process by compiling and updating clinical competency forms and schedules, which saves time and ensuring standardization/best practice standards across the board. All Terry Reilly clinics now have additional resources to provide developmentally appropriate care for the pediatric patient population. All employees now have easy access to lab draw order and vital signs via Badge Buddies. All of these components will ensure all patients receive quality and thorough patient-centered care that is up-to-date and standardized across the board.