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Breakout Session B Notes
Recorder Name: Mary A. Dolansky
Breakout Room: Orchid Ballroom
Table Competency: Safety
Health Informatics Evidence Based Practice
The goal of this breakout session is to design a “complete” learning experience related to your competency. In doing this—the following may be useful:
1) Share the types of learning experiences currently taking place at your institution related to this competency. The learning experience may be either in didactic courses or clinical requirements.
- Handoffs
- Moving into the new role and safety issues related to that and taking on accountability
- Discussion questions support with evidence on how to make it a safer envireomennt. Staffing ratios 12 hour shifts.
- Discussion of liability
- Teaching fair and just culture and how to disclose an error to a family 2) Use “brainstorming” to also come up with some innovative ideas related to
teaching/learning experiences for this competency for either online, on-campus, or simulation environments.
- FMEA
- Send students to M & M
- Scenario meetings What if this happens….what will we do. - Visit patient safety webites
2 Read book Beyond the Checklist: What Else Health Care Can Learn from
Aviation Teamwork and Safety (The Culture and Politics of Health
Care Work)
[Paperback]- Vulnerabilities in SBAR transitions, and handoffs
- Importance of error disclosure - filling out incident reports and the importance of ….What will you do if you make an error
- Scope of practice and liability
3) As the group identifies possible learning experiences, select one that is particularly promising to further develop.
4) Focus on the learning experience identified and create detail such as including study questions, context looking to enhance inter-professional experiences. Include detail related to evaluation. If it is a clinical experience include the timing in the curriculum for inclusion and how it will be monitored and evaluated.
Format for Teaching Strategy:
class room or web based
Reference:
Teaching Strategy Competency Category:
Learner Level:
graduate level
Learner Setting:
Strategy Type:
Learner Objectives:
•
Identify system issue around an error.
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Strategy Overview:
IHI module
PS 103: Teamwork and Communication
PS 104: Root Cause and Systems Analysis
Scenario:
FNP prescribed an antibiotic and checked Epocrates to ensure that it
was ok with other medications. Patient went to the pharmacist and
pharmacist reported that this was a major contraindication. He called
the NP and notified the NP.
Assignment:
Develop a FMEA for the prevention of the error
Evaluation:
•
Was the FMEA done correctly?
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Breakout Session B Notes
Recorder Name: Judith Vessey
Breakout Room: Orchid Ballroom
Table Competency: Safety
Health Informatics Evidence Based Practice Select a competency that you would like to discuss.
Health IT
Selected strategies:
• Use of formalized proprietary IT system (CERNER, EPIC, etc.)
• Use of formalized proprietary IT teaching tools (Use of digital computer environment—[Shadow Health], Use of SimChart,Typhon)
• Informatics threaded throughout program and/or stand alone course Selected strategy: Teaching informatics early on and the application integrated throughout the graduate problem
Format for Teaching Strategy:
•
Course development
Reference:
IOM report
Teaching Strategy Competency Category:
Learner Level:
Beginning graduate student. Initial use of electronic
medical record
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Strategy Type:
didactic with experiential learning components
Learner Objectives:
•
Display initial competence in the use of an electronic medical
record
•
Articulate the importance of the electronic medical record in
providing data for safety and quality metrics
•
Describe the how the EMR provides decision support capabilities
to personalize patient care
•
Discuss the legal and ethical aspects of the electronic medical
record
Strategy Overview:
•
Course development
o
Pretest
o
Definition of terms
o
History of EMR development (begun with billing/finance…CPT
codes and ICD)
o
Legal and ethical issues of electronic medical records
Privacy
Workarounds
Sharing of passwords
Cut and pasting of text
Redundant entries
Remote access, issues of encryption
o
Promoting personalized patient care…not just having a pretty
EMR (‘the decision to focus on something is also the decision
not to focus on something else’)
•
Teaching strategies
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o
Comparison of patient’s clinical report to EMR documentation
for clinical reasoning, consistency, errors, etc.
o
Create simulated patient profiles
o
Case studies designed around patient safety/quality metrics,
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Breakout Session B Notes
Recorder Name: Laima Karosas
Breakout Room: Orchid
Table Competency: Safety
Health Informatics Evidence Based Practice
The goal of this breakout session is to design a “complete” learning experience related to your competency. In doing this—the following may be useful:
5) Share the types of learning experiences currently taking place at your institution related to this competency. The learning experience may be either in didactic courses or clinical requirements.
- Best practices in CAM (complementary alternative medicine)
- Specialty focus paper (best practice for a certain illness/disease process) - Evidence for interventions for case studies, practice
- Librarian videos to learn how to do lit searches with quizzes; every student begins with a certain baseline knowledge.
- Identical assignment through 5 terms of the program; able to see the development of students by the last semester.
6) Use “brainstorming” to also come up with some innovative ideas related to teaching/learning experiences for this competency for either online, on-campus, or simulation environments.
- Obscure diagnoses in the ‘5 min consult’; quick review of literature and synthesize information
- Model online journal club, students participate
- Finding the resources that help synthesize research, Medscape
- Simulate the day; 4 clinical inquiries to learn to manage; how to manage the time
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7) As the group identifies possible learning experiences, select one that is particularly promising to further develop.
- Faculty model journal club with student involvement, maintain
scholarship and EBP after school; faculty take turns from PICO question to EBP conclusion; critique one article; take 5 articles and synthesize. - Survival skills – how will you manage to stay on top of guidelines in
practice? know resources
