CAUTI Thesis

Learning Objectives: Upon completion of training of the Bladder Scanner, the staff will be able to: 1. Discuss the indication of the Bladder Scanner and contraindications associated with the Bladder Scanner. 2. Verbalize how does the Bladder Scanner decrease catheter -associated infection. 3.

The venue will be progressive care unit and the medical-surgical unit since both units come under same Nursing director and education nurse. Acceptance from the leadership team and main stakeholders is important to begin the project. This author will discuss about the importance DVT prevention and problems to follow to DVT protocol with the nursing director. This author will use the evidence from the literature reviews to convince how important to prevent this never event. With the support of nursing director, this author can discuss the problems and solutions with management team, finance department, risk managers, quality care team and the nursing staff to obtain adequate support and understanding of the project.

Florence Nightingale was the first nurse to propose theories that would create an influential impact on nurses for years to come. Nightingale focused on the well being of her patients and what could be changed to improve their health (Johnson & Webber, 2015). This led to other nurses creating theories of their own to guide practice. Patricia Benner’s theory of Novice to Expert is a theorist that every new graduate can relate to. There are five stages that Benner addresses that each new nurse will go experience as they grow and learn: novice, advanced beginner, competent, proficient, and expert level (Johnson & Webber, 2015).

The impact is not only financial. It also produces consequences in the quality and safety of patient care. Health institutions and care providers should not continue to allow an increase in deaths due to medical errors. This research project is aimed at nursing students of the final year focusing on the importance of incorporating into the students ' learning the rationing of quality and safe health care.

This essentially accentuates the notion and importance of mentorship to nursing. Newly competent nurses are faced with the challenge of applying their academic knowledge, skills and attitudes to practice. Bridging this space between theory and practice may be demanding to this person. It is for this reason that mentorship is vital to nursing practice and that is why I believe the committee suggested identification of the characteristics of mentors that have been or could be most successful in recruiting and training diverse nurses and nurse faculty to be researched further

Both American Association of Colleges of Nursing and Quality and Safety Education developed nursing competencies for Nurses. In The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, this report requesting advanced education for nursing, and improvement in nursing education process. Nurses today are being asked to participate in quality, to further education, and to develop skills and abilities to lead.

First, educational strategies can help encourage the practice of evidence-based nursing. For instance, nurses and medical students can be introduced to evidence-based practice, where they get to learn and adapt to the skill; hence perfect their expertise on the topic matter. Moreover, nurses should be allowed to access evidence-based resources to improve their knowledge and enquire more often about how to better the services in healthcare (Conner, 2014). Additionally, the clinical facilities should accommodate practice strategies that foster evidence-based nursing practices. For instance, healthcare facilities should establish Nursing Practice Councils and research centers that will help foster quality research in the amenities.

Introduction: Due to the structure of health care in the United States, nurses are often responsible not only for patients’ education about their ailments, but also for designing and implementing plans and procedures to encourage general health education and wellness (Bastable, 2011). The advanced nurse should work to improve both personal nursing skills and the nursing skills of colleagues (Rolfe 2014). As such, nurses must be strong collaborators and life-long learners who are able to explain their justifications, processes, and skills to patients and one another. Although the world is developing an affinity for accumulation and implementation of evidence-based practice and although nurses pride themselves on their ability to learn and teach

it is imperative that nurses maintain a current knowledge of evidence-based practice to best care for their patients, families, communities, and the health care system itself. The Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine released The Future of Nursing: Leading Change, Advancing Health which has eight recommendations to help shape the future of nursing. The sixth recommendation is to ensure that nurses engage in lifelong learning. (Institute of Medicine, 2010).

Adult learning theory is such an important theory that organizations should consider. “Knowles’s theory of andragogy is a constructivist approach to learning that involves facilitating adults to draw on their experience and so create new learning based on previous understandings” (Cox, 2015). Under his theory, there are six assumptions of adult learners, including the need to know, learner’s self-concept, role of the learner’s experience, readiness to learn, orientation to learning and motivation. Adult learning really helps organizations to understand and focus on adult learner, because adults as employees in organizations are totally different with students learning. Compares with students, adult learners dissatisfied with formal learning environments, the learning theory which assume ‘learners only need to know that they must learn what the teacher teaches’ cannot used for adults (Halpern and Tucker, 2015).

Student Learning Outcomes Upon completion of the teaching initiative, undergrad nursing students will be able to: 1. Identify two indications and two contraindications for Foley catheter insertion. 2. Discuss catheter-associated urinary tract infection & apply evidence-based principles for inserting and removal of a catheter. 3.

They are accustomed to or maybe still indoctrinated to the pedagogical style of teaching and they are not yet ready to shift from this notion. In some cases the learner may not yet classify themselves as an adult in the educational setting. From reflection on some of these classes I can see that the types of facilities where Adult Education courses occur are still classroom or school based in structure. This is a small thing, but even changing the physical environment of a classroom can have a huge effect in promoting change in this mind-set. Some texts will define an adult as someone who is: Has achieved the self-concept of being responsible for their own life (Schwartz, Andrew, 2009,

Adults from all ages enter into education to better their lives and themselves. As I help students in the computer lab with papers I notice that a lot of them have different majors from criminal justice, nursing, and education. All of the students are working to achieve a degree to be well established professionals in their careers. Adult Education was my goal in graduate school, because I like to help to people go to the next stage in their adulthood life. It is important that adults learn about life lessons in order to enter into a competitive society.

The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.

Final Reflective Paper The decision to return to school is a significant step for adult learners, particularly after a long absence from formal learning, and there are many factors in making that decision. Perhaps to develop or achieve professional goals, higher career status, professional security, or to personal goals, such as, seeking knowledge and new skills. As adult learners, they bring lived experiences and develop knowledge to the classroom, most are self-directed, goal oriented, therefore, have different ways in approaching learning and may require particular learning environments.