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Structured Education

We are a team of about 5 WTE DSNs (covering the acute trust and local PCTs), Endocrine ... DOH Self Assessment Tool, 2006. Members of team are DESMOND educators and part of the ...

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Structured Education

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  1. Structured Education – How do we know we are doing a good job? Lisa Skinner And Kate Marsden DSNs, QA Hospital, Portsmouth.

  2. Who and Why? • We are a team of about 5 WTE DSNs (covering the acute trust and local PCTs), Endocrine Nurse Specialist and dietitians. • We are a team with a history of trying to review the effectiveness of our interventions …….. In short • …….. Its what we try to do! BUT Historically has been less structured and more focused on our 1:1consultations.

  3. What helped? • NICE • DOH Self Assessment Tool, 2006 • Members of team are DESMOND educators and part of the regional QD team.

  4. How far have we got? • Identified programmes and a lead for each. • Process. Whole team review of; • Guidance • Philosophy • Theories JIGSAW BBC New Type 1 SIG Neuropathy Pump

  5. Strengths / Challenges. • The QD process supports personal, professional and service development even before the end result is achieved • Team commitment • Time • Mixture of personalities within team • Training

  6. BBC Groups….An Example… • Structured group education for conversion to a basal bolus insulin regimen • 4 sessions over a period of 6 months facilitated by a DSN, Specialist Dietitian or both • Participants explore frustrations with their current insulin regimen and are assisted to set specific and realistic goals for the programme • HbA1c, body weight and PAID and WHO are assessed prior to sessions and on completion of the course

  7. Process • Underpinning philosophy and educational theories (whole team review) • Writing the curriculum: • Learning opportunities • Content • Educator activity • Participant activity • Session plan • Quality Development • Development of competencies • Programme evaluation

  8. Quality Development • 6 trained Educators • QD to begin in 2009 on an internal basis • QD ‘tool’ taken from the curriculum to ensure: • That the educators are grounded in our departmental philosophy for structured education (educator behaviours) • That the content for each session is covered

  9. Examples…. • Content Covered: • Identification of participants frustrations with their current insulin regimen and what they hope to achieve by changing to basal bolus (goals) • Introduction to carbohydrates including the ‘carbohydrate game’

  10. Examples….. • Process: • Assists participants to identify their frustrations with their current insulin regimen by asking open questions that enable reflection • Assists participants to identify what they hope to achieve by changing their insulin regimen to basal bolus through asking open questions and allowing time for reflection • Facilitates the ‘Carbohydrate Game’ enabling a discussion around participants’ questions and learning

  11. Questions???

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