QSEN Conference May 30 – June 1, 2017

1. Community Academic / Practice Partnership for the Development of Informatics Educational Tools and Resources for Entry to Practice Nurses QSEN Conference May 30 – June 1, 2017

2. Conflict of Interest Disclosure • Kathleen Guiney, MN, MS, RN • Richard MacIntyre, PhD, RN, FAAN • Katherine Kelly, RN, DNP, FNP-C All of the speakers have no real or apparent conflicts of interest to report.

3. Objectives 1) Outline educational strategies needed to build community based informatics content for pre-licensure nursing students.2) Analyze standardized informatics content for appropriateness to student level.3) Integrate informatics content into undergraduate nursing programs4) Determine sequencing for informatics content

4. Addressing Workforce Educational Needs • Significant gaps in meeting nationally established informatics competencies (TIGER, QSEN, and Baccalaureate Essentials) • Gaps exist with current and emerging workforce • Build a standard informatics curriculum for school of nursing and hospital agencies in the Sacramento-Capital region.

5. Healthy Community Forum • Long standing academic-practice partnership (2002-present) • Expand educational capacity • Funding opportunities • Student placements • Standardize educational processes • Transform health care through nursing education and leadership

6. Hospitals and Schools Legend: Hospital School

7. Hospital Partners Kaiser Permanente (809 beds) • Roseville (340 beds) • Sacramento (288 beds) • South Sacramento (181 beds) Sutter Health Systems (877 beds) • Sutter Auburn Faith Hospital (86 beds) • Sutter Davis Hospital (48 beds) • Sutter Roseville (328 beds) • Sutter Medical Center, Sacramento • Anderson – Lucchettti Women’s & Children's Center (346 beds) • Center for Psychiatry (69 beds) Shriners Hospital for Children Northern California (70 beds) Dignity Health (1209 beds) • Mercy General (342 beds) • Methodist Hospital of Sacramento (162 beds) • Mercy of Folsom (85 beds) • Mercy San Juan Medical Center (370 beds) • Sierra Nevada Memorial Hospital (121 beds) • Woodland Healthcare (129 beds) University of California Davis (619 beds) Total beds:3,584

8. Schools of NursingRepresents 724 students sitting for NCLEX / year Associate Degree Programs Bachelor’s / Master’s Entry Degree Programs Bachelor’s / Master’s Entry Degree Programs Betty Irene Moore Samuel Merritt University California State University, Sacramento University of California, Davis Pacific Union College University of San Francisco • American River College • Carrington College • Sacramento City College • Sierra College • Yuba College

9. Sacramento-Capitol Region Master Plan for Nursing Informatics • Assess Practice Against Informatics Standards • Standardize Regional Informatics Curriculum

10. School of Nursing Faculty Retreat

11. Sacramento-Capitol Region Master Plan for Nursing Informatics • Continuous Re-Assessment of Practice • Ongoing Curriculum Modification to:  Meaningful use of Data  Practice Variation

12. Rollout Process

13. Purpose Identify gaps in meeting nationally established informatics competencies (TIGER, QSEN, and Baccalaureate Essentials) Process • Obtain buy in from schools of nursing and practice partners • Developed matching student and preceptor survey instrument • Secured multiple IRB approvals Sample • Senior precepted students from 4 major schools of nursing • Nurse preceptors from participating hospitals

14. Summary of Findings

15. Implications for Nursing Education & Clinical Practice

16. Curricular Development Integration of Informatics

17. Curricular Goals • Diminish gaps between standards and practice • Collaborate to develop standardized regional curriculum • Ground curriculum in data • Reflect priorities of region • Promotes meaningful use of data • Apply data and information to populations • Develop workforce to meet needs of clinical agencies • Significance of clear and comprehensive documentation

18. Curricular Development • Develop 5 modules focusing on specific content areas in informatics • Design modules to be used independently • Modules can be used in any order

19. Module Formatting • Programmed learning • Learning activities • Analysis of case scenarios • Data analysis • Data presentation • Evaluation of websites • Synthesis of concepts

20. Novice Content • Social Media and the Nursing Student • Concepts relative to patient confidentiality • 8 vignettes requiring the students to analyze situation that could compromise patient confidentiality • Introduction to Informatics • Promise of Technology • Basic Computer Technology • Meaningful use • Data, Information, Knowledge, Wisdom

21. Early Intermediate Content • Documentation in an electronic environment • Legal aspects of documentation • Critical analysis of patient situations with focus on the documentation • Appropriate utilization of the EMR • Clinical information systems • Clinical alerts

22. Intermediate • Information Literacy • Use of databases • MeSH terms • Clinical questions • Analysis of websites for authoritative / valid information • Case studies requiring students to answer clinical questions

23. Transition to Practice • Data, Information, Knowledge, Wisdom • Assessment of quality management data • Benchmarking of core measures • Utilization of data to guide quality improvement measures • Evaluation of quality improvement measures

24. Looking Forward • Using DIKW to • apply clinical decisions to individual patients • apply knowledge and wisdom to populations of patients • Expands the clinical decision processes from the usual nursing process

25. Culminating Experience • Final module is focused on the quality management piece • Students will use the Plan, Do, Study, Act cyclical model to propose QM activities • Synthesize information management concepts to promote evidence based approaches

26. Final Thoughts • Technology has revolutionized the way nurses practice • Patient outcomes depend on our ability to use the data created with patient encounters daily in a meaningful way • Associate degree as well as baccalaureate degree nurses will need to be proficient in managing data

27. Seeing the light Variation in Teaching  Variation in Learning Outcomes