6/2/2014

Design, Direct, Delight: Integrating Technology Based Delivery Platforms into Education and Communication Initiatives Presented by: Eileen T. Kirrane (Raher), MS, MAED, RN-BC

Objectives 

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Identify the initial steps required to embark on the development of a technology based infrastructure for the delivery of communication and education Compare and contrast communication and education delivery technologies for use in the clinical setting Discuss the development and components of a framework utilizing new delivery technologies for providing education and communication to nursing staff.

Background  

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29 years in field of Nursing Masters of Science in Nursing and Masters in Adult Education and Distance Learning Career Path  

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11 years in clinical settings 15 years in industry education positions (Johnson & Johnson, a Multimedia Education Company and the American Heart Association National Center) 3.5 years at The Medical Center of Plano

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What Has Changed in Hospital Education/Communication? 

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Carousel Projectors were replaced by computers and PowerPoint presentations Learning Management Systems emerged as educational tracking devices E-mail availability more widespread Overall pace and acuity have increased Learners changed - Digital natives vs. digital immigrants

Objective 1 

Identify the initial steps required to embark on the development of a technology based infrastructure for the delivery of communication and education

Road Map  

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Targeting your learners Develop a base of information on the education or communication need Build a strategic plan for education aligned with the overall nursing strategic plan Identify and build out your delivery platforms Pros and Cons of various delivery platforms Instructional Design Grass Root efforts Marketing Evaluating

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Targeting Your Learners   

Listen to them Survey them Challenge them

Preferred Learning Methods of RNs Patient Safety License & Regulatory Formal CR Video Slides Hands on Email

Comm & Cust Service Equipment Clinical Updates New Clinical Info 0.0%

20.0%

40.0%

60.0%

80.0%

Source: TMCP Needs Assessment 2011

Strategic Plan 

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Build an education strategic plan aligned to the nursing strategic plan Embed / capture activities in Structural Empowerment Balance the learners’ needs with the organizational needs

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Where Do We Start?

Driver Content Target Audience SME Champions Delivery Platform

Single Point Lesson Informational Podcast

Educational Podcast/Video Animated Options

SCORM Compliant E-mail Software PPT with Voiceover Traditional

Webinars/ Webcasts

Simulation Equipment

Where are you on your journey? 

Discuss with a neighbor where you are on your education technology journey

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Objective 2 

Compare and contrast communication and education delivery technologies for use in the clinical setting

Introduce Something New 

Bridge from the familiar 

Single Point Lesson 

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Derived from industry and based on Lean Methodology Provides a uniform delivery method for education/communication All staff are getting the same message Units incorporated into “their ways” – typically a read and sign book Saved electronically on shared drive and Intranet

Single Point Lesson Topic/Subject Adult Transfusion Orders Single Point Area/Department/Date Adult inpatient units Lesson: Originating Department/Date Transfusion Committee Transfusion Orders Approved by/Date P&T 12/10 PPO-633A Revision by/Date N/A Rationale: Specific evidence-based guidelines for transfusions: PRBCs, Platelets, FFP, and Cryo Indicator(s) of Success Supported: Patient Satisfaction & Continuous Performance Improvement Magnet Domain(s) Supported: Exemplary Practice Pre-initiative Measure: Number of unnecessary transfusions: increased risk for transfusion reactions, adverse events, and transmission of diseases

Important Points to Remember:      

ALWAYS take a copy of the “ADULT TRANSFUSION ORDERS” with you to blood bank when picking up any blood products – don’t need a patient label (50% compliance Quarter 1 2011) There were 74 transfusion-related deaths in the U.S. in 2010; HCA’s 140 hospitals spent approximately $222 million on transfusions in 2009 For The Adult Transfusion Orders include the indications for transfusions, which must be reported to CMS Routine Orders It is not necessary to automatically transfuse 2 units of PBRCs when blood is needed --- one unit at a time…. In Quarter1 of 2011, there were 572 packed cells and 68 platelet pheresis transfused that did not meet criteria by our transfusion guidelines Total cost for units not meeting criteria per first quarter 2011 : $ 163, 676 and approximately $600,000 annually

Process   

ALWAYS take a copy of the “ADULT TRANSFUSION ORDERS” with you to blood bank when picking up any blood products If the indications on the order set are not met alert BB of the order Be careful with transfusions: o We want to Avoid: transfusion reactions, disease transmission, post-op infections, risk for stroke or MI, and longer hospital stay  Orders are available on Form Fast Audit Date and Post Initiative Measurement: The Transfusion Committee is tracking data and reporting to & educating physicians. Physician Champion: Dr. Ann Arnold. Nursing compliance with order sets will be reported quarterly: Goal 100%!! Taylor R., O'Brien J., Trottier S., Manganaro L., et al. (2006). Red blood cell transfusions and nosocomial infections in critically ill patients. Critical Care Medicine, 34(9) Napolitano, L., Kurek, S., Luchette, F., Corwin, H., Barie, P., Tisherman, S., et al. (2009). Clinical practice guideline: red blood cell transfusion in adult trauma and critical care. CrItical Care Medicine, 37(12), 3124-3157 Authored by: Nicki Roderman, MSN, RN, CCRN, CNRN

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Informational Podcasts 

Used for:   

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Quick messaging Consistent messaging Save staff from attending meetings

Necessary Elements –    

Video camera Editing software Common server/site for posting/viewing Secret Weapons

Video Camera

Informational Podcasts – Editing Software

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Informational Podcasts – Common Server/Site for Posting/Viewing

Informational Podcasts

Informational Podcast

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Educational Podcasts  

Equipment required – same Benefits of doing Educational Podcasts         

Consistent messaging Reach a large audience Enduring content – CE programs Available for off shifts or new hires Anytime/Anywhere content Just in time learning Promotes staff involvement Promotes staff idea generation Eliminates excuses/Promotes accountability

Educational Podcasts Cycle IV with PCI Chest Pain Accreditation Hourly Rounding

Educational Podcasts Logrolling Techniques

Negative Pressure Isolation

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Remember – You’re the Director!     

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Be aware of the setting Use a tripod Coach your participants Chunk the information Remind speakers not to turn their back, not to spin their chairs, not to tap their toes, and DO look into the camera when appropriate Allow yourself time

Animated Options Code Baby

Extranormal

Webinars- Live or Recorded

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Computer Screen Capture Software

PowerPoint with Voiceover

SCORM Compliant Software

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Simulation Equipment

Virtual World Technology

E-mail

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Traditional

Case Study 

Your boss has tasked you with getting all nursing staff educated and proficient on the use of AIDET to see if you can impact your HCAHPS scores. What educational delivery platform(s) would you use?

Objective 3 

Discuss the development and components of a framework utilizing new delivery technologies for providing education and communication to nursing staff

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Grass Root Education – Partnering for Success    

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Buy in from above Strategic alignment Partner with committees or task forces Define and partner with the Subject Matter Experts Select everyday stars

Provide the Process Structure 

Start with a Storyboard

Define the Specifics   

Content Target Audience Instructional Integrity

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Instructional Design 

Gagne, Briggs, and Wager (1988) Nine events of instruction         

Gaining attention Activating motivation: Informing the learner of the objective Stimulating recall of prerequisite learning Presenting stimulus material Providing learning guidance Eliciting the performance Providing feedback Assessing the learner’s performance Promoting retention and transfer

Interactivity 

Audience Response Systems

How To Vote via Texting

Source: Poll Anywhere

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Interactivity

Obtain Sign Offs   

Allow time for storyboard review Allow time for final product review Obtain sign offs from key players

Strategize Your Communication Efforts

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Market  

Market the final product as “best practice” Leverage your relationships to help market final product    

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Frontline nurses who participated Task Force or committee members Managers Directors

Memorialize appropriate activities in your Magnet document

Try New Technologies for Marketing

Evaluation    

What did the learners think? How did they respond? Adjust accordingly or proceed onward! Measure Outcomes –  

Did your efforts make a difference? Is your boss happy?

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What will you try? 

Discuss for a minute with your neighbor something new you may incorporate in your work environment.    

What will you try? What barriers do you anticipate? What champions can you utilize? Where will you start?

“Move, Adapt, or Perish”

-Mrs. Gallagher – 9th Grade Biology

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