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Scholarly Activities
Scholarly Activities Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. You are required to post at least one documented scholarly activity by the end of this course.
In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis. Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity.
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Solution
Scholarly Activity Summary- Clinical Nurses Seminar
Overview of the Scholarly Activity – Clinical Nurses Seminar
The World Health Organization emphasizes that human resources are single most resource input for any healthcare organization system. The health care system performance is pegged on the knowledge, skills, and motivation with performance enhancement being education and training of all health care staff of which nursing constitute the majority. According to Qalehsari et al. (2017), lifelong learning involves taking part in conferences, seminars, grand grounds and, several other activities. Doing so means the nurse associates him or herself with activities that have a similar goal with their life long aspirations as they can interact, network and therefore connect with fellow nurses from all over the world. Additionally, participating in these activities helps one gain insights into what the modern healthcare system and patient demands are as times and technology continue to change(Price & Reichert, 2017). Therefore when I was accorded the opportunity to attend some clinical nursing seminars during my nursing study, I knew it was one of those avenues that would enhance and sharpen the skills I already have. Through the seminars, I interacted with nurses from diverse fields spanning across the entire healthcare system and witnessed firsthand the different approaches that they adopt to resolve cases similar to the ones I encounter. Many of the questions I had on various healthcare aspects were appropriately answered by the experts’ interprofessional panel.
Problem the Seminar Designed to Address
During the seminar, the clinical practice problem that was the focal point of the seminar was patient safety and how one as a nurse can be on the forefront in addressing this issue so that serious safety events can be avoided. An SSE describes a variation from expected practice that results in significant patient harm either temporarily, moderately or permanently and in extreme cases results in the patient’s death. Therefore, the seminar’s goal was to develop measures and strategies at the hospital level that would lead to the elimination of all severe harm to the patients. First, the first panellist used the standard definition of SSE adopted by the Ohio Children’s Hospital Solutions for Patient Safety. To measure the rate of SSE, the total number of SSEs for a given period is divided by the sum the adjusted patient days( inpatient days plus equivalent outpatient days) and multiplied by 10, 000. A rolling 12- month average of SSEs per 10, 000 adjusted days is calculated monthly. Phipps et al. (2018) note that failure to embrace a safety culture was one of the top ten patient safety concerns for healthcare organizations identified by the ECRI Institute in 2016. The seminar had a collection of 9 SSEs that were addressed with the highest being medication errors (3) wrong-site procedure, (1) delay in care (2) and patient falls(5). The participants reviewed the facts in each case and heard divergent views from the panel on improving the SSEs. In each of the cases reviewed an algorithm was utilized using a series of questions to establish if the case was a Good Catch, a Potential Safety Event (1-5) or a Serious Safety Event (1-5). Regardless of the culture of safety at one’s workplace, the individual nurse was reminded that nurses occupy the sharp end of patient care and can determine the quality and safety of patient care delivered within an organization but only in collaboration with others.
Solution to the Proposed Practice Problem the Seminar Addressed
To address the high incidence of patient falls, each case was scored. In case one, it will require an increase in the number of Pare Care Technician while in three of the cases, it was found that all the hospital procedures had been followed. Since the falls had occurred in the waiting rooms, a recommendation was made on the hospital engineering designs’ need to assess the waiting rooms, identify unrecognized hazards and address them accordingly. The fifth fall was rated as a good catch as the nurse had sufficient assistance to safety, make a transfer and adhere to proper procedure of transferring the patient to the chair. The two care delays were rated as a near miss as no process gaps were identified. Likewise, the two medication errors were scored as SSE at 2 with a recommendation for the ISD to review placement of heparin weight with the electronic medical record. The third medical error was rated as a Good Catch, but further education on the unit was recommended.
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Opportunity the seminar is designed to Capture
The seminar added to my knowledge base on how Patient Harm Score is established and how events and actions are juxtaposed to policies in a given hospital. Through this scholarly activity, I was able to identify the first two domains namely new practice approaches and interprofessional collaboration as the need for collaboration of the healthcare team is a prerequisite to addressing issues in a wide range of healthcare settings. The seminar also allowed me to address communication as I experienced firsthand professional communication between the interdisciplinary healthcare team. Last but not the list, the domain focusing on the theoretical foundations of nursing practice was evident in that the seminar helped me advance my understanding and value the triple processes of decision making, ethical reasoning through critical thinking( Chaghari et al., 2017). In general, the experience from this and other seminars will help me capture the bigger picture of healthcare where the health and well-being of all stakeholders are kept at equilibrium.
Program Competences the Seminar Addressed
The seminar’s program competencies address management and leadership roles in enhancing patient safety and quality care (1.3) and nursing staff participation in healthcare policy development to influence nursing practise positively. Moreover, the seminar addressed the competency of the nursing profession have a solid foundation on theoretical foundations of nursing practice so that through critical thinking, one can use ethical reasoning to arrive at morally acceptable decisions that respect the patient preferences as well as their cultural beliefs and personal principles (2.3). The fourth and last of the seminar’s competencies predominantly addressed communication/ informatics domain. In summary, the nurse of the 21st century is reminded that nursing does not operate in a vacuum and as such one must understand and value all processes and policies regardless of whether one considers them to be essential or not.
References
Chaghari, M., Saffari, M., Ebadi, A., & Ameryoun, A. (2017). Empowering education: A new model for in-service training of nursing staff. Journal of Advances in Medical Education & Professionalism, 5(1), 26.
Phipps, A. R., Paradis, M., Peterson, K. A., Jensen, J., Nielsen, K., Hall, M., … & Norton, B. M. (2018). Reducing Serious Safety Events and Priority Hospital-Acquired Conditions in a Pediatric Hospital with a Patient Safety Program. The Joint Commission Journal on Quality and Patient Safety, 44(6), 334-340.
Price, S., & Reichert, C. (2017). The importance of continuing professional development to career satisfaction and patient care: meeting the needs of novice to mid-to late-career nurses throughout their career span. Administrative Sciences, 7(2), 17.
Qalehsari, M. Q., Khaghanizadeh, M., & Ebadi, A. (2017). Lifelong learning strategies in nursing: A systematic review. Electronic physician, 9(10), 5541.
Question – Scholarly Activity Summary- Clinical Nurses Seminar
Scholarly Activities
Scholarly Activities Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. You are required to post at least one documented scholarly activity by the end of this course.
In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis. Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity.
You may use the \”Scholarly Activity Summary\” resource to help guide this assignment. Scholarly Activities This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.
Overview
This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.
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Problem
This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.
Solution
This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. Opportunity This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse? Program Competencies Addressed This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.