Author: A. Hodge CNC3 2012
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Extended Practice
Nurse Development
Program
Education Outline
Author: A. Hodge CNC3 2012
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Contents:
Course Summary
p.4
Course Timetable
p.9
Curriculum
p.10
Competencies
p.22
Course evaluation
Module 1
p.42
Module 2
p.44
Module 3
p.46
Overall course evaluation
p.48
PDFs of lectures
Author: A. Hodge CNC3 2012
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COURSE SUMMARY
Introduction
The Extended Practice Nurse Program is designed to prepare emergency department nurses
for the Fourth Door Safety Net Program extended practice nursing role.
Prerequisites
Participants of the program are required to be Registered Nurses that currently work within
each existing model of care and nursing role in the Emergency Department (e.g. acute /
resus / triage) and that have demonstrated a commitment towards their own professional
development.
Aim of the course
The aim of the program is to prepare and credential the candidate as an Extended Practice
Nurse (EPN) in the emergency department.
The EPN program is designed to provide nurses
the theory and practical components to progress towards extended patient care. There are
specific competencies required for the completion of this course.
Overall program objectives
The overall program objectives are listed below.
On completion of this program the learner will be able to:
1.
Demonstrate competency in the care of patients outlined in the EPN Role, using
theoretical knowledge and clinical judgement at an extended level.
2.
Effectively assess patients on presentation to ED as outlined in the EPN assessment
documents, independently initiate investigations based on this assessment, and
collaboratively manage ongoing care of the patient.
3.
Develop extended skills in emergency nursing including extended assessment skills,
the ability to initiate and appraise x-rays, investigations & analgesia based on
assessment findings. Be able to implement patient care extended clinical skills such
as wound closure and fracture management.
4.
Determine, prioritise and justify clinical decisions using best practice.
5.
Use effective interpersonal and communication skills to interact positively with patients
and families.
6.
Demonstrate collaborative practice as a member of a multidisciplinary team together
with an ability to work within the EPN scope of practice.
7.
Ensure that the needs of the patients are being met by providing adequate care and
continuing to advocate for the patient with any concerns
Methods of teaching
The program format is small group design. Several teaching styles are employed, including:
Didactic lecture
Author: A. Hodge CNC3 2012
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Lectures will be informal and students will have the ability to ask questions during and after
the presentation. Notes of the sessions are provided to the students beforehand to reduce
distractions of note-taking.
Group discussion
With each presentation, there will be cases and discussion points. Discussion also occurs
during the practical stations where students will be challenged on the material leant during
the didactic component.
Practical stations
The following practical stations form part of the course:
o
Assessment of upper and lower limbs
o
X-ray interpretation
o
Performing a respiratory assessment
o
ENT assessment
o
Application of plaster of paris
o
Performing an abdominal assessment
o
Suturing
Preceptored clinical observation
EPN Accreditation
The EPN accreditation process
is structured over 6 weeks. There is a 2-week interval
between each of the study days. During this interval participants undertake clinical activities
which will compliment each of the theoretical study days. The objectives of this clinical
experience are to provide the participant with learning experiences in the clinical
environment to develop the necessary skills to function in the EPN role. This also gives
participants time to complete the accompanying competency assessments. These
assessments may be undertaken at anytime following each of the study days with the
appropriate clinical staff. Successful completion of this EPN accreditation process is
mandatory to gain accreditation for the EPN role.
Assessment methods
On the final day of the EPN program there will be a formal assessment of all program
content. The assessments will include clinical based scenarios, multiple choice and short
answer questions and demonstration of clinical skills (ie plastering, suturing). EPN
Accreditation is subject to the completion of all the above assessment criteria.
Assessment 1:
Value 40%
Completion of the EPN clinical competency accreditation process (see attachment)
Assessment 2:
Value 40%
Author: A. Hodge CNC3 2012
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All aspects of the material covered in the lectures, tutorials, workshops, clinical
preceptor sessions and readings will be examined. The viva process takes 6 hours to
complete and is conducted on the last day of the course. The student will be provided
with a clinical scenario, and be asked to perform and document an advanced clinical
assessment and the rationale for it. Appropriate investigations based on the patient’s
assessment findings will need to be established. Then advanced clinical skills identified
in the scenario will need to be performed.
Assessment 3
Value 20%
Multiple Choice / Short Answer Test
Written multiple choice tests based on material covered in program.
Students will need to pass each component
and
achieve a minimum mark of 80% to be
considered eligible for the certificate.
1.
All assessments are to be performed by either the:
Clinical Nurse Consultant
Nurse Educator
Emergency staff specialist
2.
Each assessment document requires the assessor to indicate either “yes” or “no”
along side the relevant performance indicator.
3.
To achieve accreditation the participant must achieve mastery in all elements and
performance criteria.
4.
All of the assessment documents must be submitted to the program co-ordinator on
the last day of the program
During the program, students will also receive informal one-to-one feedback during the
practical sessions and preceptored practicums. This will identify students that may need
additional assistance to finish the course.
Program timetable
A sample program is attached as appendix 1. The program runs over 5 days that are
staggered in order to allow for incorporation of material and utilize the material in the
clinical setting.
Course feedback
Students will be asked to evaluate each session independently and the overall course at the
end of the program as per RCNA guidelines. The feedback will only be reviewed by two key
personnel. The feedback will be amalgamated, and changes to the instructional design and
content will be completed in order to improve the course.
Each presenter will also receive feedback on their contribution, and the suggestions from
the students can be used as part of their teaching dossier.
Author: A. Hodge CNC3 2012
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Course Timetable
Module 1
0800-0815 Intro to Fourth Door Safety Net Program
0815-0915 Intro to the EPN role: what is an EPN? Scope of practice and
collaborative management of patient care.
0915-0945 Generic assessment format
0945-1000 Morning tea
1000-1045 Diagnostic reasoning in the ED: how do we reach a correct
diagnosis?
1045-1145 Communication and handover
1145-1215 Documentation
1215-1315 Lunch
1315-1515 EPN assessments / guidelines / online resources
1515-1545 Rationale ordering of investigations
1545-1600 Day 1 evaluation
Module 2
0800-0815 Intro to physical assessment
0815-0915 Upper limb assessment
0915-0945 Upper limb prac
0945-1000 Morning tea
1000-1045 XR interpretation: limbs
1045-1145 Lower limb assessment
1145-1215 Lower limb prac
1215-1315 Lunch
1315-1515 Plastering theory and prac (outpatients dept) Fitting of cam
boot
1515-1530 EPN accreditation process
1530-1545 Day 2 evaluation
Module 3.
0800-0900 Ear, Nose and Throat assessment
0845-0945 Medication standing orders and quality use of
medications
0945-1000 Morning Tea
1000-1045 Chest x-ray interpretation
1045-1145 Medication reconcillation
1145-1245 Eye assessment and management Eye prac
1245-1345 Lunch
1345-1545 Work flows: referrals to review clinic, review clinic
running, P3 ambulances, DNW call back.
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Module 4 0800-1000 Abdominal assessment 1000-1015 Morning tea 1015-1045 Wound infiltration 1045-1230 Wound closure 1230-1330 Lunch1330-1430 Wound assessment and management
1430-1600 Case studies that apply each of the standing orders
1600-1615 EPN exam process
Examination day
Viva clinical case from scope of practice
Viva clinical case from scope of practice
Viva Plaster application
Viva Wound closure
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Module 1.Module Objectives:
On completion of the education sessions and pre-readings, the nurse will: Have an understanding of the Fourth Door Safety Net Program.
Have an understanding of the Extended Practice Nurse role and scope of practice Be able to use a structured approach to clinical assessment
Be aware of heuristic and analytical approaches to diagnostic reasoning
Be able to structure a succinct handover of clinical information for referral or review. Be able to write a structured documentation of a care episode, and referral letter. Be able to use the EPN guidelines and online resources to aid clinical decision making Content:
Introduction to Fourth Door Safety Net Program Introduction to Extended Practice Nurse Role Generic format for clinical assessment Diagnostic reasoning
Communication and handover
Clinical documentation to improve transfer of information EPN assessments / guidelines / online resources
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Session 1+2: Introduction to Fourth Door Safety Net Program and Extended Practice Nurse role.Objectives:
At the end of the session, in conjunction with prior reading, the participant will: Will
Session content:
Contemporary issues facing NSW Emergency Departments. Development of NSW advanced practice nursing roles.
Objectives of EPN role in patient flow and patient management and how this fits into the emergency health care team.
EPN scope of practice.
Overview of what an average shift will consist while completing EPN role. Self directed learning to be completed prior to attending session 1:
Hudson P, Marshall A (2008) Extending the nursing role in Emergency Departments: Challenges for Australia.
Australasian Emergency Nursing Journal (11) 39-48
Session 2 and 3: Upper limb assessment and practical exercise. Objectives:
At the end of the session, in conjunction with prior reading, the participant will:
Have a working knowledge of the anatomy of the upper limb assessed during upper limb assessment. Be able to complete a comprehensive patient history and physical examination of the upper limb. Be familiar with common injuries and clinical presentations of the upper limb.
Understand indications for further investigations and interventions available to the EPN for treatment of the upper limb.
Session content:
Review of upper limb anatomy: bones, muscles, nerves and vasculature covered during an EPN upper limb physical assessment.
Comprehensive history for upper limb presentation.
How to complete a physical assessment of the upper limb: demonstration. Common injuries to the upper limbs and signs and symptoms.
Investigations and management options.
Practical exercise: each participant to practice assessing another participant’s upper limb. Practical exercise: revise slings and splints.
Self directed learning to be completed prior to attending session 2 and 3:
Barratt J (2009) History taking and clinical examination of the shoulder. Emergency Nursing. 17 (1) 26-33
Larsen D (2002) Assessment and management of hand and wrist fractures. Nursing Standard (16) 45-53
Author: A. Hodge CNC3 2012
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Module 1.Module Objectives:
On completion of the education and practical sessions and pre-readings, the nurse will: Have an understanding of the EPN role and objectives.
Be able to complete an assessment of the upper limb. Be able to complete an assessment of the lower limb.
Understand the process of x-ray interpretation for limbs and chest. Be able to apply short arm / scaphoid / short leg back-slab’s safely. Content:
Introduction to the Advance Clinical Nurse (EPN) role Upper limb assessment and practical exercise Lower limb assessment and practical exercise Plastering theory and practical exercise EPN accreditation process
Module Competencies
Clinical Assessments to be completed prior to beginning of next module: Assessment Upper Limb
Assessment Lower Limb Plaster application
Author: A. Hodge CNC3 2012
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Session 1: Introduction to Fourth Door Safety Net Program.Objectives:
At the end of the session, in conjunction with prior reading, the participant will: Have an understanding of issues affecting NSW Emergency departments.
Be familiar with the evolution of nursing advanced practice roles within NSW Emergency departments. Understand the objectives of the EPN role in relation to patient management and patient flow.
Have a clear understanding of what the EPN role entails and how it fits within the Emergency Health care team.
Session content:
Contemporary issues facing NSW Emergency Departments. Development of NSW advanced practice nursing roles.
Objectives of EPN role in patient flow and patient management and how this fits into the emergency health care team.
EPN scope of practice.
Overview of what an average shift will consist while completing EPN role. Self directed learning to be completed prior to attending session 1:
Hudson P, Marshall A (2008) Extending the nursing role in Emergency Departments: Challenges for Australia.
Australasian Emergency Nursing Journal (11) 39-48
Session 2 and 3: Upper limb assessment and practical exercise. Objectives:
At the end of the session, in conjunction with prior reading, the participant will:
Have a working knowledge of the anatomy of the upper limb assessed during upper limb assessment. Be able to complete a comprehensive patient history and physical examination of the upper limb. Be familiar with common injuries and clinical presentations of the upper limb.
Understand indications for further investigations and interventions available to the EPN for treatment of the upper limb.
Session content:
Review of upper limb anatomy: bones, muscles, nerves and vasculature covered during an EPN upper limb physical assessment.
Comprehensive history for upper limb presentation.
How to complete a physical assessment of the upper limb: demonstration. Common injuries to the upper limbs and signs and symptoms.
Investigations and management options.
Practical exercise: each participant to practice assessing another participant’s upper limb. Practical exercise: revise slings and splints.
Self directed learning to be completed prior to attending session 2 and 3:
Barratt J (2009) History taking and clinical examination of the shoulder. Emergency Nursing. 17 (1) 26-33
Larsen D (2002) Assessment and management of hand and wrist fractures. Nursing Standard (16) 45-53
Author: A. Hodge CNC3 2012
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Session 4: X-ray interpretation: limbsObjectives:
At the end of the session, in conjunction with prior reading, the participant will: Be familiar with sequence / process of reviewing an x-ray.
Have been exposed to examples of common fractures. Session contents:
Ensuring appropriateness of ordering
Systematic sequence of assessing XR of upper / lower limbs Review of films to practice identifying irregularities.
Session 5 and 6: Lower limb assessment and practical exercise. Objectives:
At the end of the session, in conjunction with prior reading, the participant will:
Have a working knowledge of the anatomy of the lower limb assessed during the EPN lower limb assessment.
Be able to complete a comprehensive patient history and physical examination of the lower limb. Be familiar with common injuries and clinical presentations of the lower limb.
Understand indications for further investigations and interventions available to the EPN for treatment of the lower limb.
Session content:
Review of lower limb anatomy: bones, muscles, nerves and vasculature covered during an EPN lower limb physical assessment.
Comprehensive history for lower limb presentation.
How to complete a physical assessment of the lower limb: demonstration. Common injuries to the lower limbs and signs and symptoms.
Investigations and management options.
Practical exercise: each participant to practice assessing another participants lower limb. Self directed learning to be completed prior to attending session 2 and 3:
Larsen D (2002) Assessment and management of foot and ankle fractures. Nursing Standard. 17 (6) 37-46
Rourke K (2003) An Orthopaedic Nurse Practitioner’s practical guide to evaluating knee injuries. Journal of Emergency Nursing. 29 (4) 366-372
Author: A. Hodge CNC3 2012
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Session 8: Plastering theory and Practical exercise.Objectives:
At the end of the session the participant will:
Understand scope of practice in regards to plastering.
Have practiced application of the short arm back slab, scaphoid plaster, short leg back slab. Understand plaster care patient education principles.
Content:
Conditions appropriate for plastering by EPN. Type of plasters completed by EPN.
Patient education and fracture clinic services.
Practical exercise: facilitator demonstration of short arm back slab, short leg back slab, scaphoid plaster. Practice of plaster application by participants.
Resources required: Facilitator x 1
Volunteer for demonstration of plaster application Short leg back slab materials
3" stockinette + Webril, 15cm POP, 10cm POP, crepe bandage, tape. Scaphoid plaster materials
Stockinette x 2 (forearm and thumb sized), Webril, crepe bandage, tape. 15cm POP.
Short arm back slab materials
2” stockinette & Webril,15cm POP, crepe bandage, tape.
Session 9: EPN accreditation process Objectives:
Participants will understand the accreditation process and competencies required to completed the EPN course.
Content:
Introduction to EPN competencies.
Requirements to be assessed as competent.
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Module 2Module Objectives:
On completion of the education and practical sessions and pre-readings, the nurse will:
Be aware of principles of effective communication with patients and other health professionals.
Understand principles of acute pain assessment and management within the emergency setting, and will understand how to utilise medication EDSOs.
Be able to utilise the EPN standing orders, and to document physical assessment, history, interventions and care plan, in an easily accessible format.
Be able to complete an eye assessment. Be able to complete an abdominal assessment. Content:
Principles of communication: patient and health professionals. Pain management and EDSO utilisation
EPN standing orders and documentation Eye assessment and management. Eye assessment practical exercise.
Abdominal assessment and common presentations. Abdominal assessment practical exercise.
Abdominal assessment scenarios. Module Competencies:
Abdominal assessment
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Session 1: Communication in the Emergency Department Objectives:
At the end of the session, in conjunction with prior reading, the participant will:
Understand the effects poor communication can have on rates of aggression and violence / the patient experience / transfer of critical information / patient flow.
Be familiar with the needs of the patient, and how some of these can be met with effective communication patterns.
Have a number of techniques to improve communication between staff members during a work shift. Session contents:
Patient experience in emergency, what do they want. Results from recent department research. Triggers for aggression and violence in the ED.
Effective communication patterns / techniques to use with patients and their family.
Episodes of poor communication between health professionals e.g. handover, documentation, and the effects this can have on patient flow / staff interaction.
Ways to improve communication patterns between staff members. Related to handover of patient information, packaging of information when escalating care, documentation formats, body language. Self directed learning to be completed prior to attending:
Session 2: Pain management and Medication EDSO’s Objectives:
At the end of the session, in conjunction with prior reading, the participant will: Be familiar with common pain theories.
Understand signs and symptoms of acute and chronic pain.
Be aware of the patient’s experience of acute pain within the emergency department. Understand pain management aims and options within the emergency setting. Be able to utilise analgesia EDSO’s for appropriate pain management.
Session contents: Pain theory
Acute / chronic pain and pain assessment. The patient experience of acute pain in ED.
Pain management options: safe use of different analgesics and alternatives. Utilisation of medication EDSO’s.
Self directed learning to be completed prior to attending:
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Session 3: EPN standing orders and documentationObjectives:
At the end of the session the participant will:
Be able to access and utilise the information within the EPN standing orders.
Be familiar with a format for documentation that allows the EPN’s assessment, interventions and plan to be easily accessible by other health staff.
Content:
Introduction to format of EPN standing orders and appropriate utilisation.
Impact of poor documentation upon accessibility of information and communication between health professionals.
Revise documentation principles and format to ensure accessibility of information. Documentation of EPN assessments and interventions on EDIS.
Practical exercise: packaging information collected during an assessment. Resources required:
Facilitator x 1 Laptop and projector.
Continuing documentation paper .
Session 4: Medication reconciliation Objectives:
At the end of the session the participant will:
Be able to complete and accurate medication reconciliation and accurately document this information.
Content:
Medication reconciliation project
How to take an accurate medication history Documentation of medication history
Author: A. Hodge CNC3 2012
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Session 5: Eye assessment / management and Practical exerciseObjectives:
At the end of the session, in conjunction with prior reading, the participant will: Be able to complete a basic eye assessment
Be able to identify eye conditions at risk and institute appropriate interventions and escalation of care. Session contents:
Review of eye anatomy.
Eye assessment: history and physical assessment.
Common presentations including chemical eye burn, signs and symptoms, and nursing interventions. Practical exercise of assessing vision, setting up eye irrigation.
Self directed learning to be completed prior to attending: Eye assessment lecture
Session 6: Abdominal assessment and common presentations / Practical exercise Objectives:
At the end of the session, in conjunction with prior reading, the participant will: Have revised abdominal contents.
Be familiar with a number of common abdominal presentations to emergency. Be able to complete an abdominal physical assessment and history.
Be able to identify the abdominal pain presentation that is considered ‘at risk’ or deteriorating. Session content:
Revision of abdominal content: major organs, vasculature. Relevant history for abdominal pain presentation.
Physical assessment: general, abdo: inspection, auscultation, percussion, palpation. 7 abdominal signs.
Clinical picture of patient at risk.
Practical exercise: participants to practice physical assessment of the abdomen on another participant. Self directed learning to be completed prior to attending:
Cole E (2006) Assessment of the patient with acute abdominal pain. Nursing Standard. 20 (39) 67-75
Wright J (1997) Seven abdominal signs every emergency nurse should know. Journal of Emergency Nursing. 23
Author: A. Hodge CNC3 2012
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Module 3.Module Objectives:
On completion of the education and practical sessions and pre-readings, the nurse will: Be able to complete a comprehensive respiratory history and physical assessment. Be able to close appropriate wounds via suturing, stapling or glue.
Be able to complete a wound assessment.
Be familiar with appropriate wound management options and products for different types of wounds. Have an understanding of the exam accreditation process for the EPN course.
Content:
Respiratory assessment.
Respiratory assessment practical exercise and scenarios. Wound closure theory and practical exercise.
Wound assessment and management EPN exam process
Module Competencies: Respiratory assessment Wound assessment Wound closure
Author: A. Hodge CNC3 2012
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Session 1: Respiratory Assessment / Practical Exercise and ScenarioObjectives:
At the end of the session, in conjunction with prior reading, the participant will: Have reviewed respiratory anatomy and physiology
Be able to complete a comprehensive respiratory history and physical assessment and identify indications for appropriate investigations and interventions.
Understand a number of common respiratory presentations Session contents:
Revision of respiratory anatomy and physiology Relevant history for respiratory presentations.
Physical assessment: inspection, auscultation, percussion, palpation. Clinical picture of patient at risk.
Common respiratory presentations, signs and symptoms, interventions and investigations. Practical exercise: participants to practice respiratory physical assessment on another participant. Discussion of written respiratory scenarios.
Self directed learning to be completed prior to attending:
Cox C, McGrath A (1999) Respiratory assessment in critical care units. Intensive and Critical Care Nursing. 15, 226-234
Session 2: Wound infiltration Objectives:
At the end of the session, in conjunction with prior reading, the participant will:
Be aware of theory and motor skill required for safe successful wound infiltration with local anaesthetic.
Session content:
Local anaesthetic, appropriate choice for wound type and location, max doses. Infiltration technique
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Session 3: Wound closure and Practical ExerciseObjectives:
At the end of the session, in conjunction with prior reading, the participant will:
Be able to complete an assessment of wound for potential closure and identify if wound is appropriate for primary closure by EPN.
Be able to assess what type of closure method is appropriate for wound. Be able to close a wound via suturing, stapling or tissue glue.
Session contents:
Assessment of wound.
Primary closure, delayed primary closure: indications / contraindications. Materials utilised for closure e.g. suture material etc.
Practical exercise: demonstration of suturing / stapling technique, practice of suturing and stapling by participant on piece of pork belly.
Self directed learning to be completed prior to attending:
Autio L, Koozer Olsen K (2002) The Four S’s of Wound Management: Staples, Sutures, Steri-strips, and Sticky Stuff. Holistic Nursing Practice. 16 (2) 80-88
Session 4: Wound assessment and Practical Exercise Objectives:
At the end of the session, in conjunction with prior reading, the participant will: Be able to complete a wound assessment.
Understand wound healing.
Be familiar with different types of wounds and institute an appropriate wound management plan. Session contents:
Assessment of wound. Types of wounds.
Wound healing e.g. primary vs. secondary intention. Wound management and products available within the ED.
Practical exercise: participants assess colour pictures of real wounds, document findings and identify correct wound products for use.
Self directed learning to be completed prior to attending:
Nelson D, Dilloway M (2002) Principles, Products and Practical Aspects of Wound Care. Critical Care Nursing Quaterly. 25 (1) 33-54.
Author: A. Hodge CNC3 2012
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Session 5: Case study application of each standing orderObjectives:
At the end of the session the participant will:
Be aware of how to instigate and apply each different standing order. Session Content:
Case studies:
- Afebrile loin pain
- Urinary retention
- Change of indwelling urinary catheter
- Chest pain, possibly ischaemic
- Eye – foreign material
- Pv bleeding first trimester - Isolated limb injury
- Vomiting +/- diarrhoea, probable gastroenteritis
- Pain recognition and relief - Painful hip after fall
- Wound care
Session 6: Orientation to exam process Objectives:
At the end of the session the participant will:
Be aware of the exam process that will take place on last day of course and how to prepare. Session contents:
Discussion of examination day: vivas, written exam. Tips on how to prepare.
Author: A. Hodge CNC3 2012
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EPN Competencies
The Advanced Clinical Nurse accreditation process is designed as a critical component of the Advance Clinical Nurse Program. It is founded on the belief that clinical and professional competence can best be developed in a clinical work environment. This belief is based on the theory of Knowles(1984), who states that learning is more effective if you are actively involved in the learning process. It is envisaged that the participant of the EPN Program will gain competence in the skills required to perform this role. Competence is the ability to perform the activities required within an occupational work environment to an acceptable standard (The National Training Board). This is not merely referring to specific skills. Competency extends beyond
psychomotor skills to include the prequisite knowledge, attitudes and beliefs. The competencies which form the focus of the assessment in the EPN program are those identified by the Expert Emergency Nurses Reference Group.
The EPN accreditation processis structured over 6 weeks. There is a 2-week interval between each of the study days. During this time interval participants will be undertaking clinical activities, which will compliment each of the theoretical study days. The objectives of this clinical experience are to provide the participant with learning experiences in the clinical environment to develop the necessary skills to function in the EPN role. This also gives participants time to complete the accompanying competency assessments. These assessments may be undertaken at anytime following each of the study days with the appropriate clinical staff. Successful completion of this Advanced Clinical Nurse accreditation process is mandatory to gain accreditation for the EPN role.
On the final day of the EPN program there will be a formal assessment of all program content. The assessments will include clinical based scenarios, multiple choice and short answer questions and
demonstration of clinical skills (i.e. plastering, suturing). EPN Accreditation is subject to the completion of all the above assessment criteria.
Assessment criteria.
1. All assessments are to be performed by either the:
Clinical Nurse Consultant Nurse Educator
Emergency staff specialist Emergency Department Registrar
2. Each assessment document requires the assessor to indicate either “yes” or “no” along side the relevant performance indicator.
3. To achieve accreditation the participant must achieve mastery in all elements and performance criteria.
4. All of the assessment documents must be submitted to the program co-ordinator on the last day of the
Author: A. Hodge CNC3 2012
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EVALUATION MODULE 1
Thank you for taking the time to complete this evaluation. I am committed to quality improvement and as such will be using this evaluation to make changes to future programs I may conduct.
1. OVERALL
How would you rate the module program overall?
Poor Fair Good Very Good Outstanding
2. PLEASE LIST THE THREE MOST IMPORTANT THINGS YOU LEARNT FROM THIS MODULES SESSIONS.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. PLEASE RATE THE FOLLOWING STATEMENTS IN RELATION TO ASPECTS OF THE PROGRAM
Statement Strongly Disagree Disagree Slightly Agree Agree Strongly Agree
I felt able to ask the facilitator questions
The facilitator was able to answer my questions in a way that I understood
Information was provided in a way that helped me understand
The facilitator demonstrated respect for the audience’s experience
4. PLEASE COMMENT ON THE QUALITY OF EACH LECTURE / WORKSHOP
Upper Limb Assessment
Poor Average Good Very Good Excellent
Upper Limb Prac
Author: A. Hodge CNC3 2012
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Lower Limb AssessmentPoor Average Good Very Good Excellent
Lower Limb Prac
Poor Average Good Very Good Excellent
XR interpretation: limbs and chest
Poor Average Good Very Good Excellent
Limb Assessment Scenarios
Poor Average Good Very Good Excellent
Plastering Theory and Prac
Poor Average Good Very Good Excellent
EPN Accreditation Process
Poor Average Good Very Good Excellent
PLEASE LIST ANY SUGGESTED CHANGES FOR THE NEXT TIME THIS WORKSHOP IS CONDUCTED
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
Author: A. Hodge CNC3 2012
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EVALUATION MODULE 2
Thank you for taking the time to complete this evaluation. I am committed to quality improvement and as such will be using this evaluation to make changes to future programs I may conduct.
1. OVERALL
How would you rate the module program overall?
Poor Fair Good Very Good Outstanding
2. PLEASE LIST THE THREE MOST IMPORTANT THINGS YOU LEARNT FROM THIS MODULES SESSIONS.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
3. PLEASE RATE THE FOLLOWING STATEMENTS IN RELATION TO ASPECTS OF THE PROGRAM
Statement Strongly Disagree Disagree Slightly Agree Agree Strongly Agree
I felt able to ask the facilitator questions
The facilitator was able to answer my questions in a way that I understood
Information was provided in a way that helped me understand
The facilitator demonstrated respect for the audience’s experience
4. PLEASE COMMENT ON THE QUALITY OF EACH LECTURE / WORKSHOP Abdominal Assessment
Author: A. Hodge CNC3 2012
Page 27
Abdominal Assessment PracPoor Average Good Very Good Excellent
Communication: Patients and other health professionals
Poor Average Good Very Good Excellent
EPN Standing Orders and Documentation
Poor Average Good Very Good Excellent
Pain Management and EDSOs
Poor Average Good Very Good Excellent
Eye assessment / management
Poor Average Good Very Good Excellent
PLEASE LIST ANY SUGGESTED CHANGES FOR THE NEXT TIME THIS WORKSHOP IS CONDUCTED
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
Author: A. Hodge CNC3 2012
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EVALUATION MODULE 3
Thank you for taking the time to complete this evaluation. I am committed to quality improvement and as such will be using this evaluation to make changes to future programs I may conduct.
1. OVERALL
How would you rate the module program overall?
Poor Fair Good Very Good Outstanding
2. PLEASE LIST THE THREE MOST IMPORTANT THINGS YOU LEARNT FROM THIS MODULES SESSIONS.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
3. PLEASE RATE THE FOLLOWING STATEMENTS IN RELATION TO ASPECTS OF THE PROGRAM
Statement Strongly Disagree Disagree Slightly Agree Agree Strongly Agree
I felt able to ask the facilitator questions
The facilitator was able to answer my questions in a way that I understood
Information was provided in a way that helped me understand
The facilitator demonstrated respect for the audience’s experience
4. PLEASE COMMENT ON THE QUALITY OF EACH LECTURE / WORKSHOP
Respiratory Assessment
Author: A. Hodge CNC3 2012
Page 29
Respiratory Prac and ScenariosPoor Average Good Very Good Excellent
Wound Assessment
Poor Average Good Very Good Excellent
Wound Management Prac
Poor Average Good Very Good Excellent
Wound Closure: theory and prac
Poor Average Good Very Good Excellent
Case study application of standing orders
Poor Average Good Very Good Excellent
EPN exam process
Poor Average Good Very Good Excellent
PLEASE LIST ANY SUGGESTED CHANGES FOR THE NEXT TIME THIS WORKSHOP IS CONDUCTED
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