2014 Tennessee Nurses Association Conference Yearbook

NURSES TRANSFORMING HEALTHCARE: A WORLD OF OPPORTUNITY
Findings/Recommendations: Interprofessional learning better prepares the future nursing workforce to practice in a team-based
environment to improve the safety and quality of health care being provided in the U.S. system.
The Student Safety Coach Project: A University-Agency Partnership
Billie Phillips, PhD, RN
Patient safety is a significant nationwide problem. Each member on a nursing unit must be aware of and uphold safety norms on
their unit through a culture of safety program. (Agency of HealthCare Research and Quality, 2001; IOM, 2005; Quality and Safety
Education for Nurses (QSEN, 2012).
In health care facilities, units may designate a person as a safety representative, who reports to a safety council (Cadwalladar,
1989; Dawson, 2003; University of Tennessee Medical Center, 2012).
In a project funded by the National Student Nurses Association (2012), Lincoln Memorial University and UTMCK, a magnet
designated hospital, became partners to conduct a pilot project. The project goals were:
1) Establish a program for staff nurses to mentor students and utilize those students at a higher capacity
2) Foster a culture of safety through increased awareness of a system safety program.
3) Increase clinical competency of new nurses related to safety.
This project was piloted and students in Medical Surgical courses in spring and fall of 2013. Student volunteers viewed the Safety
Coaches orientation video, and were assigned to practice with a unit Safety Coach. Students used the Quality and Safety Monitor
Assignment(QSEN)(Palmer, 2012).
In summary, this project revealed new ways in which students can be mentored to role model safety as part of a unit culture, and
students mastered essential competencies related to safety prior to orientation and practice. In addition, this project supports a
call for responsiveness to establish new partnerships among students, faculty and clinicians.
What Are Some Effective Nursing Interventions to Reduce Hospital Acquired Infections?
Hilary Roberts
Hospital acquired infections (HAIs) or nosocomial infections are the most common, preventable infections in the healthcare
setting. “HAIs are common, costly patient safety problems. Each year, HAIs affect approximately 1.7 billion patients, lead to 4.5
infections per 100 hospital admissions, and are associated with 99 thousand deaths” (Uchida et al., 2011).
There are numerous types of nosocomial infections that can affect any patient population; however, some patients are more
susceptible to infection than others. Some of the most at risk patient populations have been researched including oncology,
pediatric, geriatric, and neonatal. Each population was confronted with invading bacterium that can be transmitted from different
medical vectors. Central line infections are a concern for oncology patient populations. However, in geriatric populations, catheter
associated urinary tract infections are more common. “Hospital acquired, catheter associated urinary tract infections are a
common and costly health concern. In excess of 500,000 occur annually in the United Sates, accounting for more than thirty
percent of nosocomial infections” (Oman et al., 2012). Other at risk populations includes neonates, who are at risk of infection via
nasogastric tube feeding or tracheobronchial suctioning while in the hospital (Rahim & Barnett, 2009).
The healthcare staff is critical to patient care as well as implementing infection prevention strategies. However, compliance with
infection prevention guidelines is not always optimal. This literature review sought to identify which interventions were most
effective in preventions hospital acquired infections.
Educating Medical Assistants Employed in Outpatient Antenatal Settings Using a Web-based
Module
Ramona G. Scott, DNP, MSN, BSN
Purpose: The purpose of this presentation is to educate nurses about the effectiveness of utilizing web-based learning to teach
specialty skills to medical assistants (MAs). The presentation, in lecture or poster, will include information about MA education
and certification and review findings from a pilot project in which MAs were taught nonstress testing skills using Moodle, a free
e-learning format.
Objective 1: Identify the need for medical assistants to be educated in specialty skills.
Objective 2: Cite examples of web-based learning platforms.
Objective 3: Recognize the role of web-based learning in staff education in an outpatient setting.
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