- Email: [email protected]
Research Toolkit: Supporting SPN Member Inquiries
SPN DEPARTMENT Editor: Sandra Mott PhD, RN-BC, CPN
Research Toolkit: Supporting SPN Member Inquiries Jacqueline A. Bartlett PhD, RN * Children's Mercy Center of Clinical Effectiveness, Kansas City, MO
In the latter half of the nineteenth century, pediatric nursing was identified as a specialty in the United States (Barnsteiner & Walton, 2005). Pediatric nurses had their beginning when a small group of nurses volunteered to provide nursing care for children in a 12-bed facility in a townhouse in Philadelphia that was designated for pediatric patients (Barnsteiner & Walton, 2005). In 2012 the pediatric hospitalized population that spent at least one overnight in a US hospital had grown to nearly 74,000 patients (Adams, Kirzinger, & Martines, 2013). Pediatric nursing care has expanded from caring for children that experienced an accident, episodic or chronic illness (Barnsteiner & Walton, 2005) to include all children along the health care continuum from well-child assessment to extremely complex, critically ill patients between 26 weeks gestational age (Ehrenkranz & Mercurio, 2015, April) and 18 years and, at times, older. Florence Nightingale was a pioneer in nursing care, nursing education, and nursing research (Selanders & Crane, 2012). In 1860 Nightingale demonstrated how data and statistics could be used to improve patient care (Cohen, 2005). However, nursing as a science developed slowly prior to the 1950s. Initially nurse education was designed as an apprenticeship program, and students provided free labor to patients in the hospital. These programs emphasized cleanliness, orderliness, and skilled observation of patients. As higher education and critical thinking gained precedence and became integrated in the curriculums of schools of nursing, nursing moved from a task-oriented job to a learned profession. Students were instructed in the theory and science of nursing as well as clinical judgment, decision making, and leadership skills. Nurses were encouraged to continue their education and obtain advanced degrees; they were expected to participate in clinical inquiry once they understood the philosophic underpinnings of methodology. Nursing research began to expand exponentially as more and more nurses received advanced degree and began to question practice, investigate problems, discover solutions, and inform policy (Granger & Chulay, 1999). Nurses demonstrated both the ability and the responsibility of advancing the science of their profession through commitment to clinical inquiry (Polit & Beck, 2012). * Corresponding author: Jacqueline A. Bartlett. E-mail address: [email protected] http://dx.doi.org/10.1016/j.pedn.2015.06.010
Research is a Cornerstone for the Society of Pediatric Nurses
The mission statement of the Society of Pediatric Nurses (SPN) “is to advance the specialty of pediatric nursing through excellence in education, research and practice” (Society of Pediatric Nurses Web site http:// www.pedsnurses.org/p/cm/ld/fid=8). Excellence is a core value of SPN and supports the mission statement. Excellence is the guiding principle by which members deliver all aspects of care, structure the work environment and conduct themselves as pediatric nurses. The SPN Excellence Value Statement challenges the membership to develop and disseminate research-based nursing care findings that improve outcomes for children and their families as well as advance the specialty of pediatric nursing. Green et al. (2014) reported the top 10 priorities identified by the membership of SPN. These priorities serve as a guide for pediatric nurse researchers. The priorities are categorized into five topic areas: chronic medical conditions, mental health and forensic issues, health promotion and preventive care, work force issues, and quality and safety (Green et al., 2014). Linkages were identified between SPN's research priorities and the Institute of Medicine, the Institute of Pediatric Nursing, and the National Institute of Nursing Research (Green et al., 2014).
Research Toolkit for SPN Members The research toolkit was presented at a podium presentation at the 25th SPN Annual Conference (Bahorski, Linnard-Palmer, & Westhus, 2015). Thirteen dedicated pediatric nurses (Jessica Bahorski MSN, RN, PPCNPBC; Luanne Linnard-Palmer EdD, MSN, RN, CPN; Valaerie Boebel-Toly PhD, RN, CPNP; Barbara Giambra PhD, RN, CPNP; Shirley Girouard PhD, FN, FAAN; Eufeia Jacob PhD, RN; Betsy M. McDowell PhD, RN, CNE;
The mission of the Society of Pediatric Nurses is to support its members in their practice. One means of accomplishing this mission is to keep membership informed of innovative initiatives involving the board, committees, and members that promote research, clinical practice, education, and advocacy within the larger pediatric healthcare community. This department serves that purpose.
810 Michele Mendes PhD, RN, CPN; Donna Moyer PhD, RN, PCNA_BC; Debbie Stayer PhD, RN; Anne Turner-Hanson PhD, RN, FAAN; Nina Westhus PhD, RN, CPN; & Michele Habich DNP, APN/CNS, CPN), working in the academic and clinical environments, developed the toolkit over the course of the past 5 years. bbAQ: Only 12 names are listed here, not 13.NN Dr. Linnard-Palmer was the Toolkit Project Coordinator. This toolkit was designed to guide SPN members in developing, implementing, and disseminating scientific knowledge. The research toolkit had three objectives: 1. To provide SPN members an introduction/overview to the research process and a review of diverse methods to conduct an investigation with confidence and support 2. To encourage pediatric nurses all over the world to make a contribution to the advancement of the science of nursing 3. To encourage all SPN members to engage in the process of nursing research and grow in confidence and skill towards collaborative interdisciplinary research that impacts the lives of children, families, and communities The research toolkit development group identified key aspects that all nurses entering into scientific exploration should consider. For novice researchers, the toolkit should be used in conjunction with a research mentor. The mentor will guide the novice researcher in specific organizational research nuances. The toolkit is divided into eight chapters. The chapters provide a systematic approach to developing, implementing, and disseminating research, as follows: CHAPTER 1: Overview of Research and Priorities Description of what comprises research, glossary of research terminology, and pediatric nursing research priorities CHAPTER 2: Research Question and Problem Statement Foundational principles guiding the formulation of the research problem, problem statement, and research question CHAPTER 3: Literature Review Describes strategies to guide the search for literature and provides an overview of various database resources CHAPTER 4: Theoretical Frameworks Describes the importance of theoretical frameworks and conceptual frameworks in pediatric research CHAPTER 5: Methods Describes quantitative and qualitative research design, sampling, and procedures CHAPTER 6: Human Subjects Overview of the principles of human subject protection and implications for study design CHAPTER 7: Disseminating Results Tips for successful abstract, presentation, and publication development CHAPTER 8: Research Awards
Describes possible funding sources and key grant application components Each chapter contains content, resources, and hyperlinks to additional Web resources. The completed toolkit was reviewed by the research committee for clarity, accuracy, and completeness and was approved. It was forwarded to the SPN Board, which also approved it. The toolkit is available on the SPN Web site at no charge to SPN members, $25 to nonmembers, and $250 to organizations.
Clinical Practice and Research Committee Merger In April 2015, SPN's Clinical Practice Committee and the Research Committee merged to become the clinical practice and research (CP&R) committee. Separately, these committees worked to develop processes and standards to improve the quality and dissemination of evidence-based practice, improvement science
SPN Department projects, and research studies. Prior to the merger, the evidence-based practice toolkit (Lewis & MacKay, 2015) and the research toolkit (Bahorski et al., 2015) were completed and made available to members and all nurses on the SPN Web site. In addition, the respective committees awarded the 2015 Evidence-Based Practice Grant for $2500 to Melissa Davis MSN, RN, CPN for her project “Sacred Cow University: Revealing the Evidence on IM Injections!” and the 2015 Research Grant for $2500 to Jennifer Hutchinson MSN, RN, FNP for her project “Relationship of Caregiver Health Literacy to Readiness for Discharge Following a Child's Hospitalization.” Between July and September 2015, the CP&R committee reviewed the submitted abstracts for podium and poster presentations, identified as clinical practice or research, for the 26th Annual SPN Conference to be held in Minneapolis, MN, April 21–24, 2016. Also, in July the CP&R committee called for grant proposals for the purpose of conducting research or evidence-based practice (EBP) projects. The deadline for submission is December 1, 2015. The priorities set forth by Green et al. (2014) will serve as a guide to SPN's CP&R Committee when reviewing these grant applications. The CP&R committee will also support SPN members by reviewing and responding to posts on the clinical practice and research forums. These forums are accessed on the SPN Web site through the member center and then clicking on discussion forum. The CP&R committee is excited about the availability of the two toolkits and the forums. The committee members believe that these documents will strengthen our members' ability to develop systematic and rigorous EBP or research projects. The members also believe that, using these developed venues, the EBP and research studies will ultimately improve patient and family care and the science of pediatric nursing.
References Adams, P. F., Kirzinger, W. K., & Martines, M. E. (2013). Summary heath statistics for the U.S. population: National Health Interview Survey, 2012. Vital Health Stat: U.S. Government Printing Office (Retrieved from. http://www.cdc.gov/nchs/data/series/sr_10/sr10_ 259.pdf). Bahorski, J., Linnard-Palmer, L., & Westhus, N. (2015). Nursing research made accessible: A new researcher's toolkit paper presented at the Society of Pediatric Nurses 25th Annual Conference, Annaheim, CA. Barnsteiner, Jane H., & Walton, Mary K. (2005). Milk depots, yarn trusses, and pediatric nurses. Urologic nursing, 25, 160–161. Cohen, I. Bernard (2005). The triumph of numbers: How counting shaped modern life. New York: W.W. Norton. Ehrenkranz, R. A., & Mercurio, M. R. (2015, April). Limit of viability. In R. Martin (Series Ed.) T. W. Post (Ed.) UpToDate. Granger, Bradi B., & Chulay, Marianne (1999). Research strategies for clinicians. Stamford, CT: Appleton & Lange. Green, Angela, Gance-Cleveland, Bonnie, Smith, Andrea, Toly, Valerie Boebel, Ely, Elizabeth, & McDowell, Betsy M. (2014). Charting the course of pediatric nursing research: The SPN Delphi Study. Journal of Pediatric Nursing, 29, 401–409, http://dx.doi.org/10.1016/j.pedn.2014. 03.026. Lewis, Cathy, & MacKay, Peggy (2015). Raising the bar for evidence-based practice within the Society of Pediatric Nurses. Journal of Pediatric Nursing, 30, 274–277, http://dx.doi.org/10. 1016/j.pedn.2014.10.016. Polit, Denise F., & Beck, Cheryl Tatano (2012). Nursing research: Generating and assessing evidence for nursing practice (Ninth ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Selanders, L. C., & Crane, P. C. (2012). The voice of Florence Nightingale on advocacy. Online J Issues Nurs, 17, 1.
Selected Abstracts from the 2015 SPN Conference At our 25th Annual Conference this past April, the following posters received the Poster Excellence Award in their category. During the past 8–10 years, the SPN committees and board of directors have been working to construct a fair and equitable judging process that allows adequate time to carefully review each poster with respect to established criteria. Over the years both the number and quality of posters has been steadily increasing, so it has become impossible to assess and score all the posters during the conference. Therefore, members of the judging panel for each category receive the posters in their category prior to the conference. They use the appropriate criteria and rating scale to score all posters in the category. The scores then are totaled, and the one with the highest score is declared the winner. The categories this year were clinical practice, education (2), evidencebased practice, and research. Two posters, both from the evidence-based practice category, were the People's Choice Award winners. One poster received two awards.
http://dx.doi.org/10.1016/j.pedn.2015.06.016 POSTER EXCELLENCE AWARD WINNERS Clinical Practice: In-Person and Home Monitoring of Cardiac Rhythm Devices in Pediatric and Congenital Heart Patients Stacey Boyer BSN, RN, Michael Silka MD, Yaniv Bar-Cohen MD Children's Hospital Los Angeles Abstract Background: Although guidelines for routine follow-up of pacemakers and implantable cardioverter defibrillators (ICDs) are available for adults, minimal data support their appropriateness in pediatrics and congenital heart disease. Objective: To define current practices of cardiac rhythm device (CRD) follow-up among pediatric electrophysiologists. Methods: Pediatric and Congenital EP Society (PACES) members were surveyed regarding frequency of CRD in-person follow-up as well as transtelephonic monitoring (TTM) and remote monitoring (RM) practices. If home monitoring was used, the effect on in-person follow-up was evaluated. Results: A total of 106 PACES members responded to the survey. Uncomplicated pacemaker and ICD patients were both followed inperson at a median interval of 6 months (range 1–12 months). TTM was utilized by 67% of responders (median interval 3 months; range 1–6 months), while RM was used by 87% for pacemakers (median interval 3 months; range 1–6 months) and 92% for ICDs (median interval 3 months; range 2 weeks–6 months). When TTM was used, 21% of responders reduced their frequency of pacemaker clinic visits. In comparison, RM reduced the frequency of clinic visits for pacemakers and ICDs in 32% and 31% of responders, respectively. Patient age was an independent factor in determining CRD follow-up for 49% of responders. Conclusion: While CRD follow-up by pediatric electrophysiologists in general follows adult guidelines, individual practices widely vary. In contrast to published recommendations in adults, TTM and RM utilization does not reduce the frequency of in-person visits for the majority of pediatric electrophysiologists. View a PDF of this poster presentation at http://www.pedsnurses.org/ d/do/804.
Education: Beyond Borders: Partnerships in Healthcare Delivery a Debrea M. Griffith MBA, RN, NE-BC , Sylvia A. Rineair MSHA, BSN, RN, b c VA-BC , Diedre Bricker MSN, RN, CRRN a
Lurie Children's Hospital Cincinnati Children's Hospital Medical Center c Children's Hospital Colorado b
Abstract Education Problem and Purpose: Potential complications from a peripheral intravenous (PIV) extravasation can lead to serious patient harm. Preventing these injuries is a safety priority for all institutions. The Infusion Nurses Society (INS) Scale, currently used in many medical institutions combines the concepts of extravasated fluid volume and local medication toxicity into a single grading system. This method of monitoring extravasations presents significant challenges related to documentation and analysis of the types, causation, and severity of extravasations for pediatric patients. Recognizing the challenges associated with the current INS scale, a medical institution sought out to develop and implement a new Intravenous Extravasation Assessment and Documentation Tool (IEADT). Objectives and Content: 1) Evaluate tools needed to improve PIV safety for patients. 2) Identify collaboration strategies for implementation of improvement initiative among other hospitals. 3) Describe positive outcomes related to sharing of information to improve patient safety. Education content was similar at all three organizations focusing on establishing partnerships, integration and utilization of technology, and utilization of the tool. Teaching Strategies: The lead hospital utilized a variety of strategies to educate their clinical staff and implement a hospital wide change initiative. To spread the implementation of the new tool beyond their hospital, staff representatives from the lead hospital collaborated with two other pediatric institutions. Partnerships were created between
Research Toolkit: Supporting SPN Member Inquiries Jacqueline A. Bartlett PhD, RN * Children's Mercy Center of Clinical Effectiveness, Kansas City, MO
In the latter half of the nineteenth century, pediatric nursing was identified as a specialty in the United States (Barnsteiner & Walton, 2005). Pediatric nurses had their beginning when a small group of nurses volunteered to provide nursing care for children in a 12-bed facility in a townhouse in Philadelphia that was designated for pediatric patients (Barnsteiner & Walton, 2005). In 2012 the pediatric hospitalized population that spent at least one overnight in a US hospital had grown to nearly 74,000 patients (Adams, Kirzinger, & Martines, 2013). Pediatric nursing care has expanded from caring for children that experienced an accident, episodic or chronic illness (Barnsteiner & Walton, 2005) to include all children along the health care continuum from well-child assessment to extremely complex, critically ill patients between 26 weeks gestational age (Ehrenkranz & Mercurio, 2015, April) and 18 years and, at times, older. Florence Nightingale was a pioneer in nursing care, nursing education, and nursing research (Selanders & Crane, 2012). In 1860 Nightingale demonstrated how data and statistics could be used to improve patient care (Cohen, 2005). However, nursing as a science developed slowly prior to the 1950s. Initially nurse education was designed as an apprenticeship program, and students provided free labor to patients in the hospital. These programs emphasized cleanliness, orderliness, and skilled observation of patients. As higher education and critical thinking gained precedence and became integrated in the curriculums of schools of nursing, nursing moved from a task-oriented job to a learned profession. Students were instructed in the theory and science of nursing as well as clinical judgment, decision making, and leadership skills. Nurses were encouraged to continue their education and obtain advanced degrees; they were expected to participate in clinical inquiry once they understood the philosophic underpinnings of methodology. Nursing research began to expand exponentially as more and more nurses received advanced degree and began to question practice, investigate problems, discover solutions, and inform policy (Granger & Chulay, 1999). Nurses demonstrated both the ability and the responsibility of advancing the science of their profession through commitment to clinical inquiry (Polit & Beck, 2012). * Corresponding author: Jacqueline A. Bartlett. E-mail address: [email protected] http://dx.doi.org/10.1016/j.pedn.2015.06.010
Research is a Cornerstone for the Society of Pediatric Nurses
The mission statement of the Society of Pediatric Nurses (SPN) “is to advance the specialty of pediatric nursing through excellence in education, research and practice” (Society of Pediatric Nurses Web site http:// www.pedsnurses.org/p/cm/ld/fid=8). Excellence is a core value of SPN and supports the mission statement. Excellence is the guiding principle by which members deliver all aspects of care, structure the work environment and conduct themselves as pediatric nurses. The SPN Excellence Value Statement challenges the membership to develop and disseminate research-based nursing care findings that improve outcomes for children and their families as well as advance the specialty of pediatric nursing. Green et al. (2014) reported the top 10 priorities identified by the membership of SPN. These priorities serve as a guide for pediatric nurse researchers. The priorities are categorized into five topic areas: chronic medical conditions, mental health and forensic issues, health promotion and preventive care, work force issues, and quality and safety (Green et al., 2014). Linkages were identified between SPN's research priorities and the Institute of Medicine, the Institute of Pediatric Nursing, and the National Institute of Nursing Research (Green et al., 2014).
Research Toolkit for SPN Members The research toolkit was presented at a podium presentation at the 25th SPN Annual Conference (Bahorski, Linnard-Palmer, & Westhus, 2015). Thirteen dedicated pediatric nurses (Jessica Bahorski MSN, RN, PPCNPBC; Luanne Linnard-Palmer EdD, MSN, RN, CPN; Valaerie Boebel-Toly PhD, RN, CPNP; Barbara Giambra PhD, RN, CPNP; Shirley Girouard PhD, FN, FAAN; Eufeia Jacob PhD, RN; Betsy M. McDowell PhD, RN, CNE;
The mission of the Society of Pediatric Nurses is to support its members in their practice. One means of accomplishing this mission is to keep membership informed of innovative initiatives involving the board, committees, and members that promote research, clinical practice, education, and advocacy within the larger pediatric healthcare community. This department serves that purpose.
810 Michele Mendes PhD, RN, CPN; Donna Moyer PhD, RN, PCNA_BC; Debbie Stayer PhD, RN; Anne Turner-Hanson PhD, RN, FAAN; Nina Westhus PhD, RN, CPN; & Michele Habich DNP, APN/CNS, CPN), working in the academic and clinical environments, developed the toolkit over the course of the past 5 years. bbAQ: Only 12 names are listed here, not 13.NN Dr. Linnard-Palmer was the Toolkit Project Coordinator. This toolkit was designed to guide SPN members in developing, implementing, and disseminating scientific knowledge. The research toolkit had three objectives: 1. To provide SPN members an introduction/overview to the research process and a review of diverse methods to conduct an investigation with confidence and support 2. To encourage pediatric nurses all over the world to make a contribution to the advancement of the science of nursing 3. To encourage all SPN members to engage in the process of nursing research and grow in confidence and skill towards collaborative interdisciplinary research that impacts the lives of children, families, and communities The research toolkit development group identified key aspects that all nurses entering into scientific exploration should consider. For novice researchers, the toolkit should be used in conjunction with a research mentor. The mentor will guide the novice researcher in specific organizational research nuances. The toolkit is divided into eight chapters. The chapters provide a systematic approach to developing, implementing, and disseminating research, as follows: CHAPTER 1: Overview of Research and Priorities Description of what comprises research, glossary of research terminology, and pediatric nursing research priorities CHAPTER 2: Research Question and Problem Statement Foundational principles guiding the formulation of the research problem, problem statement, and research question CHAPTER 3: Literature Review Describes strategies to guide the search for literature and provides an overview of various database resources CHAPTER 4: Theoretical Frameworks Describes the importance of theoretical frameworks and conceptual frameworks in pediatric research CHAPTER 5: Methods Describes quantitative and qualitative research design, sampling, and procedures CHAPTER 6: Human Subjects Overview of the principles of human subject protection and implications for study design CHAPTER 7: Disseminating Results Tips for successful abstract, presentation, and publication development CHAPTER 8: Research Awards
Describes possible funding sources and key grant application components Each chapter contains content, resources, and hyperlinks to additional Web resources. The completed toolkit was reviewed by the research committee for clarity, accuracy, and completeness and was approved. It was forwarded to the SPN Board, which also approved it. The toolkit is available on the SPN Web site at no charge to SPN members, $25 to nonmembers, and $250 to organizations.
Clinical Practice and Research Committee Merger In April 2015, SPN's Clinical Practice Committee and the Research Committee merged to become the clinical practice and research (CP&R) committee. Separately, these committees worked to develop processes and standards to improve the quality and dissemination of evidence-based practice, improvement science
SPN Department projects, and research studies. Prior to the merger, the evidence-based practice toolkit (Lewis & MacKay, 2015) and the research toolkit (Bahorski et al., 2015) were completed and made available to members and all nurses on the SPN Web site. In addition, the respective committees awarded the 2015 Evidence-Based Practice Grant for $2500 to Melissa Davis MSN, RN, CPN for her project “Sacred Cow University: Revealing the Evidence on IM Injections!” and the 2015 Research Grant for $2500 to Jennifer Hutchinson MSN, RN, FNP for her project “Relationship of Caregiver Health Literacy to Readiness for Discharge Following a Child's Hospitalization.” Between July and September 2015, the CP&R committee reviewed the submitted abstracts for podium and poster presentations, identified as clinical practice or research, for the 26th Annual SPN Conference to be held in Minneapolis, MN, April 21–24, 2016. Also, in July the CP&R committee called for grant proposals for the purpose of conducting research or evidence-based practice (EBP) projects. The deadline for submission is December 1, 2015. The priorities set forth by Green et al. (2014) will serve as a guide to SPN's CP&R Committee when reviewing these grant applications. The CP&R committee will also support SPN members by reviewing and responding to posts on the clinical practice and research forums. These forums are accessed on the SPN Web site through the member center and then clicking on discussion forum. The CP&R committee is excited about the availability of the two toolkits and the forums. The committee members believe that these documents will strengthen our members' ability to develop systematic and rigorous EBP or research projects. The members also believe that, using these developed venues, the EBP and research studies will ultimately improve patient and family care and the science of pediatric nursing.
References Adams, P. F., Kirzinger, W. K., & Martines, M. E. (2013). Summary heath statistics for the U.S. population: National Health Interview Survey, 2012. Vital Health Stat: U.S. Government Printing Office (Retrieved from. http://www.cdc.gov/nchs/data/series/sr_10/sr10_ 259.pdf). Bahorski, J., Linnard-Palmer, L., & Westhus, N. (2015). Nursing research made accessible: A new researcher's toolkit paper presented at the Society of Pediatric Nurses 25th Annual Conference, Annaheim, CA. Barnsteiner, Jane H., & Walton, Mary K. (2005). Milk depots, yarn trusses, and pediatric nurses. Urologic nursing, 25, 160–161. Cohen, I. Bernard (2005). The triumph of numbers: How counting shaped modern life. New York: W.W. Norton. Ehrenkranz, R. A., & Mercurio, M. R. (2015, April). Limit of viability. In R. Martin (Series Ed.) T. W. Post (Ed.) UpToDate. Granger, Bradi B., & Chulay, Marianne (1999). Research strategies for clinicians. Stamford, CT: Appleton & Lange. Green, Angela, Gance-Cleveland, Bonnie, Smith, Andrea, Toly, Valerie Boebel, Ely, Elizabeth, & McDowell, Betsy M. (2014). Charting the course of pediatric nursing research: The SPN Delphi Study. Journal of Pediatric Nursing, 29, 401–409, http://dx.doi.org/10.1016/j.pedn.2014. 03.026. Lewis, Cathy, & MacKay, Peggy (2015). Raising the bar for evidence-based practice within the Society of Pediatric Nurses. Journal of Pediatric Nursing, 30, 274–277, http://dx.doi.org/10. 1016/j.pedn.2014.10.016. Polit, Denise F., & Beck, Cheryl Tatano (2012). Nursing research: Generating and assessing evidence for nursing practice (Ninth ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Selanders, L. C., & Crane, P. C. (2012). The voice of Florence Nightingale on advocacy. Online J Issues Nurs, 17, 1.
Selected Abstracts from the 2015 SPN Conference At our 25th Annual Conference this past April, the following posters received the Poster Excellence Award in their category. During the past 8–10 years, the SPN committees and board of directors have been working to construct a fair and equitable judging process that allows adequate time to carefully review each poster with respect to established criteria. Over the years both the number and quality of posters has been steadily increasing, so it has become impossible to assess and score all the posters during the conference. Therefore, members of the judging panel for each category receive the posters in their category prior to the conference. They use the appropriate criteria and rating scale to score all posters in the category. The scores then are totaled, and the one with the highest score is declared the winner. The categories this year were clinical practice, education (2), evidencebased practice, and research. Two posters, both from the evidence-based practice category, were the People's Choice Award winners. One poster received two awards.
http://dx.doi.org/10.1016/j.pedn.2015.06.016 POSTER EXCELLENCE AWARD WINNERS Clinical Practice: In-Person and Home Monitoring of Cardiac Rhythm Devices in Pediatric and Congenital Heart Patients Stacey Boyer BSN, RN, Michael Silka MD, Yaniv Bar-Cohen MD Children's Hospital Los Angeles Abstract Background: Although guidelines for routine follow-up of pacemakers and implantable cardioverter defibrillators (ICDs) are available for adults, minimal data support their appropriateness in pediatrics and congenital heart disease. Objective: To define current practices of cardiac rhythm device (CRD) follow-up among pediatric electrophysiologists. Methods: Pediatric and Congenital EP Society (PACES) members were surveyed regarding frequency of CRD in-person follow-up as well as transtelephonic monitoring (TTM) and remote monitoring (RM) practices. If home monitoring was used, the effect on in-person follow-up was evaluated. Results: A total of 106 PACES members responded to the survey. Uncomplicated pacemaker and ICD patients were both followed inperson at a median interval of 6 months (range 1–12 months). TTM was utilized by 67% of responders (median interval 3 months; range 1–6 months), while RM was used by 87% for pacemakers (median interval 3 months; range 1–6 months) and 92% for ICDs (median interval 3 months; range 2 weeks–6 months). When TTM was used, 21% of responders reduced their frequency of pacemaker clinic visits. In comparison, RM reduced the frequency of clinic visits for pacemakers and ICDs in 32% and 31% of responders, respectively. Patient age was an independent factor in determining CRD follow-up for 49% of responders. Conclusion: While CRD follow-up by pediatric electrophysiologists in general follows adult guidelines, individual practices widely vary. In contrast to published recommendations in adults, TTM and RM utilization does not reduce the frequency of in-person visits for the majority of pediatric electrophysiologists. View a PDF of this poster presentation at http://www.pedsnurses.org/ d/do/804.
Education: Beyond Borders: Partnerships in Healthcare Delivery a Debrea M. Griffith MBA, RN, NE-BC , Sylvia A. Rineair MSHA, BSN, RN, b c VA-BC , Diedre Bricker MSN, RN, CRRN a
Lurie Children's Hospital Cincinnati Children's Hospital Medical Center c Children's Hospital Colorado b
Abstract Education Problem and Purpose: Potential complications from a peripheral intravenous (PIV) extravasation can lead to serious patient harm. Preventing these injuries is a safety priority for all institutions. The Infusion Nurses Society (INS) Scale, currently used in many medical institutions combines the concepts of extravasated fluid volume and local medication toxicity into a single grading system. This method of monitoring extravasations presents significant challenges related to documentation and analysis of the types, causation, and severity of extravasations for pediatric patients. Recognizing the challenges associated with the current INS scale, a medical institution sought out to develop and implement a new Intravenous Extravasation Assessment and Documentation Tool (IEADT). Objectives and Content: 1) Evaluate tools needed to improve PIV safety for patients. 2) Identify collaboration strategies for implementation of improvement initiative among other hospitals. 3) Describe positive outcomes related to sharing of information to improve patient safety. Education content was similar at all three organizations focusing on establishing partnerships, integration and utilization of technology, and utilization of the tool. Teaching Strategies: The lead hospital utilized a variety of strategies to educate their clinical staff and implement a hospital wide change initiative. To spread the implementation of the new tool beyond their hospital, staff representatives from the lead hospital collaborated with two other pediatric institutions. Partnerships were created between