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Nursing students and faculty members from schools of nursing enjoy specialized sessions
Student/Faculty Sessions
JUNE 2004, VOL 79, NO 6
Nursing students and faculty members from schools of nursing enjoy
specialized sessions Wednesday, March 24,2004
0
n Wednesday, March 24, 2004, nursing students and faculty members from schools of nursing attended special programs just for them. The morning began with a breakfast and networking opportunity. More than 200 people attended. After breakfast, students and faculty members attended separate programs.
STUDENTSESSIONS Students began with a half-day didactic session in which they learned about positioning, aseptic technique, and patient safety. Terri Goodman, RN, PhD, spoke on positioning. During this part of the session, students learned about research concerning adverse outcomes of surgical positioning, risk factors for tissue damage during positioning, the three most common materials used for positioning devices (ie, foam, gel, linen), and the components of a patient safety initiative. Aseptic technique was presented by Kathleen B. Gaberson, RN, PhD, CNOR. Her presentation centered around definitions pertinent to the topic of aseptic technique, related standards and recommended practices, and principles of aseptic technique. According to Dr Gaberson, aseptic technique is based on the premise that the source of most infectionsis outside the body-skin and hair, for example. Principles of aseptic technique that Dr Gaberson discussed included sterility-for example, tables are sterile only at the table level, and sterile people and items touch only sterile areas.
Speaking on patient safety, Linda K.
Groah,RN, MS, CNOR, CNAA, FAAN, defined patient safety as freedom from unnecessary risk or harm associated with health care. She defined a medical error as a mistake, an inadvertent occurrence, or an unintended event in health care delivery. Her presentation focused on several areas, including root cause analysis.When performing a root cause analysis, three areas should be examined: organizational factors, workplace factors, and unsafe events. After the morning session, students were given an assignment. They had to visit the exhibit floor and learn about two of four products used in caring for surgical patients: gloves, antimicrobial agents used for hand scrubs or patient skin preps, sterilization equipment, or technology used in patient care (ie, electrosurgical units, overhead OR lights,
Students and faculty members enjoy breakfast and networking before heading off to their special sessions.
AORN JOURNAL
1217
JUNE 2004, VOL 79, NO 6
Student/ Faculty Sessions
A nudng student learns how to properly pmp a patlent.
endoscopes, robotics). After completing the assignment, they attended a hands-on session where they learned about electrosurgery, gowning and gloving, prepping, and hand hygiene.
FACULTY SESSIONS Faculty members attended two didactic sessions Wednesday morning. The first, "Breaking the Traditional Mold: Utilizing the Perioperative Anma for a Med/Surg Learning Experience," offered insights into how the perioperative arena can provide skills, meet academic objectives, and provide critical thinking and organizational learning opportunities for nursing students. Debra L. Fawcett, RN,MS, PhD, and Julie Teague, RN, spoke about how edu-
Kathleen 8. Gaberson explains to students the importance of aseptic technique.
cators must be creative in preparing future nurses and how experiences in the perioperative arena can fit into this objective. In the perioperative arena, students can gain skills that can be applied to other nursing roles and learn how to think critically. For example, assessing patients in the OR can be akin to triaging patients in other health care settings, and donning sterile attire teaches skill and coordination that can be used in other mas. Susan V.M. Kleinbeck, RN, PhD, CNOR, pmented the second session for faculty members titled "Integrating the PNDS Into a Perioperative Clinical Setting." Dr Kleinbeck introduced participants to the Perioperative Nursing Data Set (PNDS), explaining that it is a unique collection of words that represents the concepts of the perioperative nursing process. She then explained how the PNDS language can simphfy application of the nursing process in an OR clinical experience. It can be used, for example, to teach the basic perioperative nursing process of patient assessment. 9 N I M PARKER SENIOR EDITOR
55M ONLINE
Call for Poster Abstracts for the 52nd AORN Congress e part of AORNs Clinical Innovation/Improvement and Research/Evidence-based Practice poster display session at the AORN Congress in New Orleans in
B
1 218
AORN JOURNAL
April 2005. Visit AORN Online at http://www.aom.org/ educotion/ccrllfomb~ct.htmfor more information. The deadline for abstract submission is Nov 1, 2004.
JUNE 2004, VOL 79, NO 6
Nursing students and faculty members from schools of nursing enjoy
specialized sessions Wednesday, March 24,2004
0
n Wednesday, March 24, 2004, nursing students and faculty members from schools of nursing attended special programs just for them. The morning began with a breakfast and networking opportunity. More than 200 people attended. After breakfast, students and faculty members attended separate programs.
STUDENTSESSIONS Students began with a half-day didactic session in which they learned about positioning, aseptic technique, and patient safety. Terri Goodman, RN, PhD, spoke on positioning. During this part of the session, students learned about research concerning adverse outcomes of surgical positioning, risk factors for tissue damage during positioning, the three most common materials used for positioning devices (ie, foam, gel, linen), and the components of a patient safety initiative. Aseptic technique was presented by Kathleen B. Gaberson, RN, PhD, CNOR. Her presentation centered around definitions pertinent to the topic of aseptic technique, related standards and recommended practices, and principles of aseptic technique. According to Dr Gaberson, aseptic technique is based on the premise that the source of most infectionsis outside the body-skin and hair, for example. Principles of aseptic technique that Dr Gaberson discussed included sterility-for example, tables are sterile only at the table level, and sterile people and items touch only sterile areas.
Speaking on patient safety, Linda K.
Groah,RN, MS, CNOR, CNAA, FAAN, defined patient safety as freedom from unnecessary risk or harm associated with health care. She defined a medical error as a mistake, an inadvertent occurrence, or an unintended event in health care delivery. Her presentation focused on several areas, including root cause analysis.When performing a root cause analysis, three areas should be examined: organizational factors, workplace factors, and unsafe events. After the morning session, students were given an assignment. They had to visit the exhibit floor and learn about two of four products used in caring for surgical patients: gloves, antimicrobial agents used for hand scrubs or patient skin preps, sterilization equipment, or technology used in patient care (ie, electrosurgical units, overhead OR lights,
Students and faculty members enjoy breakfast and networking before heading off to their special sessions.
AORN JOURNAL
1217
JUNE 2004, VOL 79, NO 6
Student/ Faculty Sessions
A nudng student learns how to properly pmp a patlent.
endoscopes, robotics). After completing the assignment, they attended a hands-on session where they learned about electrosurgery, gowning and gloving, prepping, and hand hygiene.
FACULTY SESSIONS Faculty members attended two didactic sessions Wednesday morning. The first, "Breaking the Traditional Mold: Utilizing the Perioperative Anma for a Med/Surg Learning Experience," offered insights into how the perioperative arena can provide skills, meet academic objectives, and provide critical thinking and organizational learning opportunities for nursing students. Debra L. Fawcett, RN,MS, PhD, and Julie Teague, RN, spoke about how edu-
Kathleen 8. Gaberson explains to students the importance of aseptic technique.
cators must be creative in preparing future nurses and how experiences in the perioperative arena can fit into this objective. In the perioperative arena, students can gain skills that can be applied to other nursing roles and learn how to think critically. For example, assessing patients in the OR can be akin to triaging patients in other health care settings, and donning sterile attire teaches skill and coordination that can be used in other mas. Susan V.M. Kleinbeck, RN, PhD, CNOR, pmented the second session for faculty members titled "Integrating the PNDS Into a Perioperative Clinical Setting." Dr Kleinbeck introduced participants to the Perioperative Nursing Data Set (PNDS), explaining that it is a unique collection of words that represents the concepts of the perioperative nursing process. She then explained how the PNDS language can simphfy application of the nursing process in an OR clinical experience. It can be used, for example, to teach the basic perioperative nursing process of patient assessment. 9 N I M PARKER SENIOR EDITOR
55M ONLINE
Call for Poster Abstracts for the 52nd AORN Congress e part of AORNs Clinical Innovation/Improvement and Research/Evidence-based Practice poster display session at the AORN Congress in New Orleans in
B
1 218
AORN JOURNAL
April 2005. Visit AORN Online at http://www.aom.org/ educotion/ccrllfomb~ct.htmfor more information. The deadline for abstract submission is Nov 1, 2004.