Is a consistent approach to education in the ED achievable?
1
172 CONFERENCE ABSTRACTS In a recent study, the researchers found that advanced practice ED nurses provided high quality care for patients experiencing Irukandji syndrome, a painful condition that may cause serious cardiac sequelae. The intersection between the two disparate entities of ‘art’ and ‘science’ was explored by episodes of observation where a researcher observed and documented the nurses care for the patient, and then asked the nurse a set of reflective questions related to the episode of care. This paper will provide examples of episodes of care where the ED nurses used the art and sci- ence of nursing to provide optimum care, and discuss some of the issues where the nurses were unable to link the art and science together. By working to improve the connec- tion between the knowledge and skills prescribed within an advanced practice curriculum and the reflective (and some- times intuitive) nature of the ‘art’ of nursing, we argue that both nurses and patients will experience a more satisfying experience of care. Keywords: Advanced nursing practice; Irukandji syndrome; Pain management; Communication doi:10.1016/j.aenj.2009.08.065 ORAL PRESENTATIONS 5A — Professional Development & Ethics Credentialling for advance practice nurses—–‘‘What is it & why do I need it’’ Matthew Rodway National Registration for 10 health professions will com- mence from 2010. Federal and State Governments are placing greater emphasis on public safety. International Council of Nurses (ICN) supports credentialling as a means of assuring quality and protecting the public by confirming that individuals, programmes, institutions or products meet agreed standards. ICN states that credentialling is important as health systems are striving to address issues of public safety and quality services. Credential is defined as that which gives a title to belief or confidence. In Australia credentialling for advance practice nurses (APN) is decentralised as it is offered by Speciality Nurs- ing Organisations (SNO). SNO that offer a credentialling program provide their members with an instrument for developing or maintaining professional governance. A cre- dentialling program will recognise a member’s experience, post-graduate education or ongoing maintenance. SNO members in establishing a credentialling program set stan- dards, list appropriate requirements, as well as maintenance of that recognition and standard of practice for their peers. Credentialling reassure the health consumer that the APN that is providing care, is a member of a SNO and the SNO has deemed the nurse’s qualifications, experiences as relevant to be able to hold the title of APN. doi:10.1016/j.aenj.2009.08.066 Is a consistent approach to education in the ED achiev- able? Amanda Charles ∗ , Kate Holden Southern Health is one of the largest hospital networks in Victoria, Australia. There are three Emergency Departments (ED) within the network of varying acuity and patient pre- sentation numbers more than 128,000 patients annually. The EDs are staffed by Registered nurses Division 1 and 2 and also support a variety of formal education programs. These pro- grams include post-graduate students studying emergency nursing and novice practitioners undergoing a structured and supported program. There was also a number of staff employed in a permanent capacity with a variety of experi- ence and qualifications. In 2007 the team of emergency nursing educators were given the opportunity to apply a consistent approach to emergency nursing education in the EDs. All the EDs had a variety of learning packages and methods to ascertain the nursing staff’s ability to practice within different areas of the EDs. The objective was for the educators to modify all of these documents into an agreed and consistent approach. My paper will outline the processes that we followed to implement and evaluate these documents. doi:10.1016/j.aenj.2009.08.067 Raising the bar—–Creating a supported professional devel- opment program in a metropolitan community hospital Deb Lewington 1 , Michelle Cruse 2,∗ 1 Emergency, Modbury Hospital, Smart Rd, Modbury, SA, Australia 2 Emergency/Critical Care, Modbury Hospital, Smart Rd, Modbury, SA, Australia Aim: To describe the development of a clearly defined, standards based, professional development pathway sup- ported by a planned educational program at a metropolitan community hospital Emergency Department in Adelaide, SA. Background: In March 2009 the staff Development Unit existing within the hospital was expanded to incorporate two new Education Facilitator roles, one with the specific portfolio of emergency and critical care. Method: It is intended that this presentation will fol- low the development of the role and educational program implementation, and the impact on morale, recruitment, retention, standards of care staff education in the emer- gency and critical care areas. To date — week three of the role — extensive discus- sion has been held with the Clinical Service Coordinators in both emergency and critical care departments and staff have been asked for their while a formal staff survey is being developed. The impact of the role will be tracked as a quality project within the hospital with pre and post implementation data gathered will be included in the pre- sentation. Multiple resources are currently available within the hos- pital to support learning and development, but they are not clearly tied to a structured pathway of professional develop- ment within a specialty area. There is no clearly identifiable or documented minimum standard of practice expected by
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Transcript of Is a consistent approach to education in the ED achievable?
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In a recent study, the researchers found that advancedractice ED nurses provided high quality care for patientsxperiencing Irukandji syndrome, a painful condition thatay cause serious cardiac sequelae. The intersectionetween the two disparate entities of ‘art’ and ‘science’as explored by episodes of observation where a researcherbserved and documented the nurses care for the patient,nd then asked the nurse a set of reflective questions relatedo the episode of care. This paper will provide examples ofpisodes of care where the ED nurses used the art and sci-nce of nursing to provide optimum care, and discuss somef the issues where the nurses were unable to link the artnd science together. By working to improve the connec-ion between the knowledge and skills prescribed within andvanced practice curriculum and the reflective (and some-imes intuitive) nature of the ‘art’ of nursing, we argue thatoth nurses and patients will experience a more satisfyingxperience of care.
eywords: Advanced nursing practice; Irukandji syndrome;ain management; Communication
oi:10.1016/j.aenj.2009.08.065
RAL PRESENTATIONS 5A — Professional Development &thics
redentialling for advance practice nurses—–‘‘What is it &hy do I need it’’
atthew Rodway
National Registration for 10 health professions will com-ence from 2010. Federal and State Governments arelacing greater emphasis on public safety. Internationalouncil of Nurses (ICN) supports credentialling as a meansf assuring quality and protecting the public by confirminghat individuals, programmes, institutions or products meetgreed standards. ICN states that credentialling is importants health systems are striving to address issues of publicafety and quality services. Credential is defined as thathich gives a title to belief or confidence.
In Australia credentialling for advance practice nursesAPN) is decentralised as it is offered by Speciality Nurs-ng Organisations (SNO). SNO that offer a credentiallingrogram provide their members with an instrument foreveloping or maintaining professional governance. A cre-entialling program will recognise a member’s experience,ost-graduate education or ongoing maintenance. SNOembers in establishing a credentialling program set stan-ards, list appropriate requirements, as well as maintenancef that recognition and standard of practice for their peers.redentialling reassure the health consumer that the APN
hat is providing care, is a member of a SNO and the SNO haseemed the nurse’s qualifications, experiences as relevanto be able to hold the title of APN.oi:10.1016/j.aenj.2009.08.066
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CONFERENCE ABSTRACTS
s a consistent approach to education in the ED achiev-ble?
manda Charles ∗, Kate Holden
Southern Health is one of the largest hospital networks inictoria, Australia. There are three Emergency DepartmentsED) within the network of varying acuity and patient pre-entation numbers more than 128,000 patients annually. TheDs are staffed by Registered nurses Division 1 and 2 and alsoupport a variety of formal education programs. These pro-rams include post-graduate students studying emergencyursing and novice practitioners undergoing a structurednd supported program. There was also a number of staffmployed in a permanent capacity with a variety of experi-nce and qualifications.
In 2007 the team of emergency nursing educators wereiven the opportunity to apply a consistent approach tomergency nursing education in the EDs. All the EDs hadvariety of learning packages and methods to ascertain theursing staff’s ability to practice within different areas ofhe EDs. The objective was for the educators to modify allf these documents into an agreed and consistent approach.y paper will outline the processes that we followed to
mplement and evaluate these documents.
oi:10.1016/j.aenj.2009.08.067
aising the bar—–Creating a supported professional devel-pment program in a metropolitan community hospital
eb Lewington1, Michelle Cruse2,∗
Emergency, Modbury Hospital, Smart Rd, Modbury, SA,ustraliaEmergency/Critical Care, Modbury Hospital, Smart Rd,odbury, SA, Australia
Aim: To describe the development of a clearly defined,tandards based, professional development pathway sup-orted by a planned educational program at a metropolitanommunity hospital Emergency Department in Adelaide, SA.
Background: In March 2009 the staff Development Unitxisting within the hospital was expanded to incorporatewo new Education Facilitator roles, one with the specificortfolio of emergency and critical care.
Method: It is intended that this presentation will fol-ow the development of the role and educational programmplementation, and the impact on morale, recruitment,etention, standards of care staff education in the emer-ency and critical care areas.
To date — week three of the role — extensive discus-ion has been held with the Clinical Service Coordinatorsn both emergency and critical care departments and staffave been asked for their while a formal staff survey iseing developed. The impact of the role will be trackeds a quality project within the hospital with pre and postmplementation data gathered will be included in the pre-entation.
Multiple resources are currently available within the hos-ital to support learning and development, but they are notlearly tied to a structured pathway of professional develop-ent within a specialty area. There is no clearly identifiable
r documented minimum standard of practice expected by
