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The development of a clinical internship model for a Masters Nurse Practitioner program
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Abstracts
Tattoos, tongues, trauma, and teens: Emergency implications of body piercing
Better skills best care workforce redesign at Kyabram and District Health Services
Scott DeBoer
Jennifer Boak
University of Chicago Hospitals, Dyer, IN, USA
Kyabram and District Health Services, Kyabram, VIC, Australia
It is happening more and more . . . Though body piercing and modifications have been practiced for thousands of years, seemingly only recently has it become an ‘epidemic,’ especially among teens and young adults. This presentation will review ‘what we really want to know’ regarding body piercing and tattooing and their implications for emergency care. Through real-life case studies, answers t o questions involving airway management, defibrillation, obstetrics, and infections will be addressed. doi:10.1016/j.aenj.2007.09.082 The development of a clinical internship model for a Masters Nurse Practitioner program Geraldine Lee 1,2 1
School of Nursing and Midwifery, La Trobe University, Melbourne, VIC, Australia 2 Alfred Clinical School of Nursing, The Alfred Hospital, Prahran, VIC, Australia Background: The focus of the emergency nurse practitioner (ENP) role is on health promotion, education, and the complementary nature of the advanced nursing role with five extended practice areas: limited prescribing, initiation of diagnostics, referral to medical specialists, admitting and discharging privileges, and approval of absence of work certificates. Aim: The aim was to develop a Masters course that would allow the ENP student to develop clinical, evidence-based and leadership skills through a clinical internship program relating to emergency nursing. Methods: Objectives were identified to integrate theory and practice with specific skills relating to advanced practice using a clinical internship model with a nominated mentor (usually a consultant or an endorsed NP). Results: Students are assessed clinically with their nominated mentor and academically via written work. Clinical assessment requirements include weekly meetings with the nominated mentor, completion of a clinical learning plan identifying clinical objectives, a log of progress reports between the ENP student and the mentor along with written and 12 oral clinical case presentations with 420 clinical hours over two semesters. The clinical case presentations use the NP ANMC competencies to assess theoretical knowledge in clinical practice. Academically, a submission of completed clinical practice guidelines, an article for publication related to clinical practice and submission of clinical log of patients seen are required. Conclusion: The program allows ENPs to successfully develop their advanced clinical skills and knowledge with a nominated clinical mentor in emergency nursing using a clinical internship model. doi:10.1016/j.aenj.2007.09.083
Kyabram and District Health Service (KDHS) was selected to be part of better skills best care workforce redesign in 2006. The aim of this project was to explore options to change roles and make better use of available skills, in order to improve outcomes for patients, promote greater work satisfaction, and improve recruitment and retention. KDHS was the only small country (C size) Site involved. Our Accident and Emergency Department (A&E) is staffed from our 39bed ward. The local general practitioners provide an on-call service to the A&E. Like many other hospitals we have staff shortages, we also have significant skill shortage. This poster describes the principles which guided our work over the term of the project. It explains who was involved and the processes we went through to identify the potential new roles within our current staffing structure. Processes such as process mapping and diagnostics workshops were conducted. Communication strategies will be discussed along with the issues we faced. The evaluation plan was very extensive and has three components short, medium and long term. The long-term evaluation will occur at the 2—3-year mark post-implementation and therefore will not be discussed in detail in this paper. A detailed description of the changes implemented, the education requirements involved and issues faced throughout the project will be discussed. Keywords: Rural accident and emergency; Better skills best care; Changing culture; Recruitment and retention doi:10.1016/j.aenj.2007.09.084 The evolution of the advanced clinical nurse role in emergency nursing: CIN-er to saint A practice development journey in one metropolitan emergency department Jonathan Magill Emergency Department, Prince of Wales Hospital, Sydney, NSW, Australia Background: The clinical initiatives nurse (CIN) role was introduced into Sydney metropolitan EDs in 2003 with some guidelines to support practice. There was a wide variation in educational preparation to fulfil the role in metropolitan EDs. In order to distinguish between the CIN and the advanced clinical nurse role in ED greater clarity was sought after by staff and managers. Aim: To provide senior clinicians working at an advanced level a structured education program to support their development as expert practitioners within the framework of standing orders to complement their roles. Method: Standing orders were developed for first line medications. A 4-day training program over 3 months, which included active learning, log book and OSCE assessments which were carried out between the third day of the program and day 4, 3 months later. An active learning set was
Abstracts
Tattoos, tongues, trauma, and teens: Emergency implications of body piercing
Better skills best care workforce redesign at Kyabram and District Health Services
Scott DeBoer
Jennifer Boak
University of Chicago Hospitals, Dyer, IN, USA
Kyabram and District Health Services, Kyabram, VIC, Australia
It is happening more and more . . . Though body piercing and modifications have been practiced for thousands of years, seemingly only recently has it become an ‘epidemic,’ especially among teens and young adults. This presentation will review ‘what we really want to know’ regarding body piercing and tattooing and their implications for emergency care. Through real-life case studies, answers t o questions involving airway management, defibrillation, obstetrics, and infections will be addressed. doi:10.1016/j.aenj.2007.09.082 The development of a clinical internship model for a Masters Nurse Practitioner program Geraldine Lee 1,2 1
School of Nursing and Midwifery, La Trobe University, Melbourne, VIC, Australia 2 Alfred Clinical School of Nursing, The Alfred Hospital, Prahran, VIC, Australia Background: The focus of the emergency nurse practitioner (ENP) role is on health promotion, education, and the complementary nature of the advanced nursing role with five extended practice areas: limited prescribing, initiation of diagnostics, referral to medical specialists, admitting and discharging privileges, and approval of absence of work certificates. Aim: The aim was to develop a Masters course that would allow the ENP student to develop clinical, evidence-based and leadership skills through a clinical internship program relating to emergency nursing. Methods: Objectives were identified to integrate theory and practice with specific skills relating to advanced practice using a clinical internship model with a nominated mentor (usually a consultant or an endorsed NP). Results: Students are assessed clinically with their nominated mentor and academically via written work. Clinical assessment requirements include weekly meetings with the nominated mentor, completion of a clinical learning plan identifying clinical objectives, a log of progress reports between the ENP student and the mentor along with written and 12 oral clinical case presentations with 420 clinical hours over two semesters. The clinical case presentations use the NP ANMC competencies to assess theoretical knowledge in clinical practice. Academically, a submission of completed clinical practice guidelines, an article for publication related to clinical practice and submission of clinical log of patients seen are required. Conclusion: The program allows ENPs to successfully develop their advanced clinical skills and knowledge with a nominated clinical mentor in emergency nursing using a clinical internship model. doi:10.1016/j.aenj.2007.09.083
Kyabram and District Health Service (KDHS) was selected to be part of better skills best care workforce redesign in 2006. The aim of this project was to explore options to change roles and make better use of available skills, in order to improve outcomes for patients, promote greater work satisfaction, and improve recruitment and retention. KDHS was the only small country (C size) Site involved. Our Accident and Emergency Department (A&E) is staffed from our 39bed ward. The local general practitioners provide an on-call service to the A&E. Like many other hospitals we have staff shortages, we also have significant skill shortage. This poster describes the principles which guided our work over the term of the project. It explains who was involved and the processes we went through to identify the potential new roles within our current staffing structure. Processes such as process mapping and diagnostics workshops were conducted. Communication strategies will be discussed along with the issues we faced. The evaluation plan was very extensive and has three components short, medium and long term. The long-term evaluation will occur at the 2—3-year mark post-implementation and therefore will not be discussed in detail in this paper. A detailed description of the changes implemented, the education requirements involved and issues faced throughout the project will be discussed. Keywords: Rural accident and emergency; Better skills best care; Changing culture; Recruitment and retention doi:10.1016/j.aenj.2007.09.084 The evolution of the advanced clinical nurse role in emergency nursing: CIN-er to saint A practice development journey in one metropolitan emergency department Jonathan Magill Emergency Department, Prince of Wales Hospital, Sydney, NSW, Australia Background: The clinical initiatives nurse (CIN) role was introduced into Sydney metropolitan EDs in 2003 with some guidelines to support practice. There was a wide variation in educational preparation to fulfil the role in metropolitan EDs. In order to distinguish between the CIN and the advanced clinical nurse role in ED greater clarity was sought after by staff and managers. Aim: To provide senior clinicians working at an advanced level a structured education program to support their development as expert practitioners within the framework of standing orders to complement their roles. Method: Standing orders were developed for first line medications. A 4-day training program over 3 months, which included active learning, log book and OSCE assessments which were carried out between the third day of the program and day 4, 3 months later. An active learning set was