Pediatric Medical–Surgical Unit RN Mock Code Competencies

Abstract Methods: Develop a “CARE KIT” critical care and radiology experience. Preliminary Process Included: • Interview the ICU nurse in advance of MRI. • Review “metal screening” of patient, RN, respiratory therapist, crisis nurse, and any additional staff who may accompany the patient to MRI. • Provide MRI-compatible equipment and supplies for infusion pumps, electrocardiogram leads, and arterial line monitoring. Outcome: Anticipated results will increase comfort level, decrease delay in MRI start time, and provide a safe continuum of care. doi:10.1016/j.pedn.2011.01.280 Preparing Our Next Generation of Nurses: Innovative Approaches and Outcomes Ann Louise Smith PhD, RN, CPNP, Deborah Rubinson RN, MSN, Paula Webb RN, MSN, NEA-BC Cook Children's Medical Center, Fort Worth, TX

Objectives: Participation in this session will enable attendees to: • Describe innovative approaches to mentoring and development of new graduate nurses • Discuss unique interactions between staff nurses, managers, educators, and new nurses in support of professional development • Apply lessons learned from new graduates to the challenges of recruitment, development, and retention. The gap between a new graduate's education for practice and actual practice requirements has long been an accepted fact in nursing (Burns & Poster, 2008). Recruitment, orientation, and retention of new nurses can be economically challenging for health care delivery systems. Whether you are a senior nurse or educational administrator, staff educator, or staff nurse mentor, the presenters will share tools, strategies, and lessons learned during the development and implementation of an innovative evidence-based 12-month postbaccalaureate pediatric nurse residency congruent with the accreditation criteria of the Commission on Collegiate Nursing Education. Four cohorts of nurse residents were hired between January 2009 and July 2010. The presenters will share practical features such as advisory councils, interagency collaboration, development and evaluation of application tools, aspects of curriculum development and mentoring, as well as outcome measures illustrating the development of individual nurses, and a collaborative culture supported by the unique rotational and interdisciplinary aspects of the residency. Data collected throughout the residency yielded lessons about the application process, preliminary screening, behavioral interviews and selections, as well as information concerning curriculum, clinical competence, confidence, and stressors at baseline and at 6 and 12 months. Optimizing technology reduced recruitment costs. The nurse residents' stories taught us how to promote their professional development. Interesting questions are also raised for further exploration. Welcome to a dynamic, interactive exchange of ideas with broad applicability to transitioning new graduates into nursing practice. doi:10.1016/j.pedn.2011.01.281

e27 Pediatric Medical–Surgical Unit RN Mock Code Competencies Annette Schnell MSN, APRN-PCNS-BC, CPN Children's Hospital and Medical Center, Omaha, NE

Objectives: • Describe the process used to validate a pediatric medical/ surgical nurse's competency of current cardiopulmonary arrest procedures and documentation. • Identify how Donna Wright's Competency Assessment Model can be applied to mock codes. In 2010, the clinical nurse specialists (CNSs) in the medical– surgical areas designed a new model for assessing RN mock code competency. Donna Wright's Competency Assessment Model (2005) provided the conceptual framework. Wright's model addresses adult learning principles and outlines specific methods to assess competencies that accommodate different learning styles. Previously, mock code competencies had been validated once yearly in a classroom setting. Feedback received from the medical– surgical nurses revealed that this method was not meeting their needs. Using the Wright model, the CNS group developed a list of roles and measurable outcomes for each competency related to cardiopulmonary arrest procedures and documentation. For example, to assess competency on knowledge of the location of supplies on the crash cart, the RN was required to complete two of the three following competencies: • Monthly Crash Cart check • Crash Cart Scavenger Hunt • Crash Cart Supply Discussion/Reflection Group. Providing various methods to verify competency has allowed the selection of the learning methods that best meet the nurse's personal learning style. In addition, to ensure competency related to carrying out the nursing roles of a code, all nurses were expected to participate in one unannounced, unit-based mock code scenario involving physician collaboration. This new process has been in place for 4 months with positive feedback from both nurses and physicians. Outcome data related to scenario participation, actual codes, and MD and RN surveys are currently being documented by the CNS group. Final results will be reported and evaluated during December 2010. doi:10.1016/j.pedn.2011.01.282 Evolution of a Pediatric Review Course: From Podium to PC Jill Guilfoile MEd, BSN, RN-BC Cincinnati Children's Hospital Medical Center, Cincinnati, OH

Objectives: • Explore the development and improvement process of a pediatric certification review course. • Describe the challenges and successes of an online pediatric certification review course. What is the recipe for success in building a course that facilitates successful examination completion? At our organization, we found that application of adult learning principles and utilization of participant feedback were key components in the success of our live review course and Internet-based course. Our organization's goal is to develop competent, confident nurses who are motivated to practice with the highest standards of care and who are leaders in improving pediatric practice. We support