Order 5666465 Enhancing Patient Safety in Evidence

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Chuka University College *

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301

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Nov 24, 2024

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1 Enhancing Patient Safety in Evidence-Based Nursing Practice Student’s name Institution Course Instructor Date

2 Enhancing Patient Safety in Evidence-Based Nursing Practice Pre-test 1. Open questions a. How can you define patient safety? b. What are the common errors and adverse outcomes that can happen in medical settings? c. What essential elements make up a safety culture in the medical field? d. What are the principles of nursing practice based on evidence? 2. Case study Mrs. Smith, age 72, has been brought to the hospital because of heart failure. Furosemide (Lasix), 40 mg once daily, has been prescribed for her. The nurse who was supposed to be giving her 40 mg of furosemide instead gave her 80 mg. Due to the medication error, Mrs. Smith becomes severely dehydrated and electrolyte-imbalanced. The nurse notifies the head nurse and the doctor about the incident. Questions: a. What else could have been done to avoid this medication error? b. When a medication error happens, what are nurses responsible for? c. How can we guarantee that medication is given to patients without incident? d. How can the medical staff better communicate with one another to avoid making the same mistakes again?

3 Post-test 1. Open question a. Give an example of when you might use the "SBAR" strategy of patient safety communication. b. When caring for many patients with varying requirements and circumstances, how would you choose who needed your attention first to ensure their safety? c. In what ways might medication administration errors occur, and how can they be avoided? d. Give an example of a situation where patient safety was compromised and explain how you would handle it. 2. Case study Mr. Jones is 85 years old and has been brought to the hospital because he has pneumonia. Because of his mobility challenges and cognitive impairment, he is at risk of falling. The nursing staff employs bed alarms and a fall prevention strategy to reduce his risk of falling and does regular safety checks to assure his wellbeing. Mr. Jones takes these safety measures, but he still falls while getting out of bed. After breaking his hip, he needed to be sent to a more intensive care facility. Discussion Questions: a. How might we have avoided this patient's fall? b. When a patient falls, what should the nurse do? c. How can doctors and nurses determine if a patient is at risk of falling?

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4 Title Improving Patient Safety in Evidence-Based Nursing Practice. Objectives At the end of the session, the students will be able to: a. Knowledge:  Explain the fundamental concepts underlying the evidence-based nursing practice of patient safety.  Describe the common errors and negative experiences that may arise in healthcare settings.  Describe the essential elements of a healthcare safety culture. b. Skill:  Employ evidence-based nursing practices to improve patient safety in healthcare settings.  Apply appropriate technologies and resources to promote patient safety in healthcare settings.  Demonstrate effective communication with patients, relatives, and other team members to prevent harm to patients. c. Value:  Explain the significance of patient safety and its effect on healthcare outcomes.  Recognize the value of teamwork between healthcare providers in improving patient safety.

5  Highlight the significance of lifelong learning and continuous patient safety and evidence-based nursing practice improvement Purpose Patient safety education is essential for anyone seeking a healthcare career. Patient safety is the prevention of damage to patients during the delivery of healthcare. The purpose of teaching this lesson on improving patient safety in evidence-based nursing practice is to give nursing students and participants the knowledge, skills, and ethical principles they need to give their patients safe and effective care. Adverse occurrences can have significant repercussions for patients, healthcare organizations, and healthcare practitioners, making patient safety a crucial component of healthcare (Wu & Busch, 2019). Therefore, patient safety is vital for patients’ health and healthcare facilities’ trust, reputation, and financial stability. Healthcare providers can improve the healthcare system if they make learning about patient safety a top priority. The evidence-based nursing practice blends the best available information with clinical knowledge and patient choices to support clinical decision-making. According to Howley et al. (2020), the risk of adverse events can be decreased, healthcare outcomes can be improved, and patient- centered care can be promoted by nurses employing evidence-based practice to increase patient safety. Furthermore, the risk of errors and unfavorable outcomes rise as healthcare becomes more sophisticated and technologically oriented. By comprehending patient safety principles, healthcare professionals can identify and mitigate these patient-harming risks (Wu & Busch, 2019). Compliance with patient safety regulations is a legal obligation for many healthcare providers. Healthcare providers can aid their employers in complying with these regulations and avoiding fines and litigation by learning about patient safety principles (Howley et al., 2020).

6 Nursing students must comprehend the fundamentals of patient safety in evidence-based nursing practice to be competent and assured healthcare workers who can advocate for their patient’s safety. By delivering this lesson; students will be well prepared to provide safe and efficient care, lower the possibility of unfavorable outcomes, and enhance patient outcomes. Standard a. The student will evaluate patient safety and healthcare outcomes using quality improvement procedures. b. The student will practice patient-centered care by considering the patient's values and preferences in all aspects of treatment. c. Clinical decision-making, patient outcomes, and risk of adverse events are all areas where the student will benefit from evidence-based practice. d. The student will demonstrate the ability to work effectively with other healthcare professionals to enhance inter-professional collaboration, patient safety, and healthcare outcomes. e. Students will exhibit leadership by promoting patient safety and implementing measures supported by scientific evidence to enhance healthcare outcomes. The key competencies for healthcare professionals specified by the American Nurses Association and the Institute of Medicine are reflected in these educational standards. The lesson’s focus on these learning standards will help students become competent nurses who can improve healthcare quality and patient outcomes by providing safe, effective, patient-centered care.

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7 Materials The materials needed to improve patient safety through evidence-based nursing practice may change depending on the lesson’s format and goals. The supplies that will be required include: a. PowerPoint: Patient safety-related educational objectives, core concepts, and evidence- based nursing practice guidelines can all be summarized in a PowerPoint presentation. b. Handouts: In the form of handouts, additional information on patient safety concepts, evidence-based nursing practice, and patient safety assessment and improvement tools can be provided to students. c. Case studies: Students can learn about patient safety and how to implement evidence- based nursing care by analyzing and responding to case studies. d. Videos: Patient safety principles like hand hygiene, medication storage, and fall prevention can all be demonstrated with the help of videos. e. Group discussions: Group discussions, role-playing activities, and simulation scenarios are all examples of interactive activities that keep students interested in the material and develop their ability to think critically and solve problems. f. Whiteboard: Facilitate group discussions, brainstorming sessions, and note-taking with a whiteboard or flipchart. g. Computer: Electronic health record systems, clinical decision support tools, and evidence-based practice databases are just some online resources that may be accessed from a computer or tablet.

8 Anticipatory Set The presentation of a scenario or story that emphasizes the significance of patient safety in nursing practice could be an excellent hook activity for the lesson on promoting patient safety in evidence-based nursing practice. This could help pique the students’ attention and drive them to learn more about the topic. This could be a case study taken from real life or a hypothetical scenario designed to show the potential repercussions of mistakes or gaps in patient safety. For instance, I might offer a case study of a patient harmed due to a medication error or a fall that could have been avoided while in the hospital. Details on the patient’s condition, the causes that led to the error or event, and the potential implications for the patient, medical professionals, and healthcare organizations could all be included in the case study. Following the presentation of the case study, I could lead a discussion with the class regarding the factors contributing to patient safety incidents and the significance of evidence- based nursing practice in preventing adverse events. Students will better understand why this issue is relevant and significant after participating in this discussion, which could act as a bridge to the main material of the lesson. Another hook activity would be to ask each of the students whether they have had any personal experiences or gained any insights concerning the safety of patients in nursing practice. This may involve asking students to explore the problems they have experienced in promoting patient safety in their clinical practice or to offer instances of patient safety incidents they have witnessed or been engaged in. If they participate in this exercise, students may find it easier to interact with the material and make the learning experience more relevant to their own lives. It may also give the instructor useful insights and new points of view for the class.

9 Motivated and inspired students are a product of a positive and encouraging learning environment (Saeedi & Parvizy, 2019). One example is instructors who actively engage with their students and offer positive feedback and compliments. Still, students also benefit from having a sense of belonging and easy access to tools like study groups and peer tutors (Saeedi & Parvizy, 2019). Students are more likely to maintain their motivation throughout the lesson if they get positive reinforcement and feedback from instructors and fellow students. Students are more inclined to participate in class and participate in discussions when they believe their instructors and peers have their backs (Saeedi & Parvizy, 2019). Participating in this way has been shown to improve both comprehension and long-term memory retention. Students’ self- assurance can also increase in a comfortable and encouraging learning environment. Self- confidence and skills grow when the students receive encouragement and positive compliments. Instructional Input The lesson on improving patient safety through evidence-based nursing practice could make use of three excellent teaching methods: a. Lectures: Patient safety and evidence-based nursing practice can be introduced to students in a lecture format that provides a logical and thorough review of the subject matter. The lecture may use visual aids like a PowerPoint, whiteboard, or other visuals and may also incorporate student participation through activities like polls and discussions. The lecture format will allow me to underline pivotal concepts and assist students in making connections between classroom theory and real-world applications. b. Case studies: Patient safety and evidence-based nursing practice are two areas where case-based learning can actively include students in critical thinking and problem resolution. I can use real-world or hypothetical case studies and have the students analyze

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10 them using a framework like the Plan-Do-Study-Act cycle. Students can use this method to learn how to implement evidence-based nursing practice in a clinical setting, pinpoint areas for improvement, and create a strategy to boost patient safety. The case study may be presented and discussed in small groups or with the entire class. It may be provided as a written document, video, or multimedia. c. Team-based learning (TBL): It is a method of teaching and studying in which students collaborate on projects, make decisions, and gain knowledge from one another while working in small groups. As it encourages active learning and helps students cultivate teamwork skills that are crucial in healthcare settings, this approach to education is gaining popularity in the healthcare sector. The collaborative nature of TBL also encourages students to offer their unique perspectives. In the end, this can help students gain a more well-rounded understanding of healthcare and patient care as a whole. Teaching methods Lecture Case studies TBL Regarding improving students’ knowledge and encouraging active learning, lecture, team based learning and case-based learning are good options. They are flexible and can be used in

11 various ways, including online, hybrid, and face-to-face classes, based on the course’s goals and the student’s individual needs. Modeling The following actions could be made to show competence in patient safety in evidence-based nursing practice: a. Skill overview: I would briefly explain what is involved in the skill and why it is crucial for patient safety before demonstrating the skill. b. Skill demonstration: I would then give a step-by-step demonstration of the skill in action, either in a real-world or simulated setting. If the skill is hand hygiene, the trainer can show the proper way to wash hands or use hand sanitizer and explain why each step is important. c. Highlighting common mistakes: While demonstrating the skill, I can call attention to common mistakes made by healthcare providers and explain the repercussions of those mistakes. For instance, I may review the link between poor hand hygiene and the spread of healthcare-associated infections. d. Encourage questions: I would prompt students to ask questions while I demonstrate the skill so that I can address any concerns they may have. e. Provide feedback: After demonstrating the skill, I can give the students formative assessment comments on how well they do it independently. I can see the students execute the skill and give them constructive feedback and instruction on improving. f. Providing practice opportunities: I would give the students a chance to practice the skill independently with my feedback and direction to help solidify the knowledge in their minds and boost their confidence in their skills.

12 I can better aid the students in grasping the correct technique, the theory behind the skill, and the potential repercussions of failures in evidence-based nursing practice by demonstrating the skills relevant to patient safety. They have the potential to improve their skills through training and feedback, as well as to increase students’ levels of involvement and critical thinking. Guided Practice Students can then practice the skills independently in a guided practice session after observing a demonstration of patient safety skills in evidence-based nursing practice. Students can plan their skill-building activities by following these steps. a. I can divide the class into smaller groups, with one student facilitating each group. b. Then, I would offer the materials needed to practice the skills and clear, detailed instructions on how to do it appropriately. c. I would facilitate the development of practical application of knowledge by providing students with practice scenarios. For instance, if the skill being tested is proper hand hygiene, the students can use a patient care scenario that calls for hand hygiene before and after interacting with the patient. d. As students put their newfound knowledge to use, I can watch their form and offer suggestions for improvement. Furthermore, they can address concerns and provide supplementary guidance. e. I can insist that students think about how they did after using the skills so they can figure out where they can improve. Group activities and personal introspection can both be used for this purpose.

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13 f. Students may need to practice a skill numerous times until they master it, depending on its difficulty and current skill level. If more time or practice is required, then I would offer it. Students can put their knowledge to use, improve their technique with the help of the instructor’s feedback and build their self-assurance through guided practice. Evidence-based nursing care places a premium on patient safety, and guided practice can assist in emphasizing this value and highlighting potential trouble spots. Check Understanding The following techniques can be used to assess students’ knowledge of patient safety in evidence-based nursing practice: a. Exams: Exams and quizzes can test students’ grasp of the fundamental principles behind patient safety in evidence-based nursing care. These examinations may feature either multiple-choice or short-answer questions or even an essay. b. Case studies: Student performance concerning patient safety in evidence-based nursing practice can be evaluated using case studies. Students may be required to identify potential risks or dangers to patient safety and provide evidence-based solutions in these case studies, which may be given in written or oral form. c. Skill checklists: Skill checklists for evaluating students’ mastery of patient-safety-related nursing skills in evidence-based care. Students may be asked to demonstrate their mastery of a skill while following a guided checklist created by the instructor. d. Peer assessment: The ability of nursing students to critique one another’s work and coordinate their efforts to improve patient care can be evaluated through peer assessment.

14 Students can do this by witnessing and critiquing one another’s execution of skills or case studies and offering suggestions for development. e. Self-reflection: Students can benefit from self-reflection activities because they are prompted to reflect on their own learning to pinpoint weak spots. Through these written or oral reflections, students can evaluate their knowledge, skills, and attitudes about patient safety in evidence-based nursing practice. I use several evaluation strategies to better grasp the students’ knowledge and skill levels concerning patient safety in evidence-based nursing practice. Students’ critical thinking, teamwork, and introspection can all benefit from these evaluation forms. Extended Independent Practice Students can learn more about patient safety in evidence-based nursing practice and improve their skills through the following strategies: a. Case studies: Students can put what they have learned in the classroom into practice with the help of case studies assigned as homework or independent study. Students can be asked to analyze a case study, identify any threats to patient safety, and provide solutions backed by evidence. b. Research projects: Patient safety in evidence-based nursing practice can be better understood, and research skills can be honed by assigning research projects as homework or independent study. Students may be requested to do original research on a topic related to patient safety and assess the reliability of the studies they find. c. Simulations: Students can practice their abilities concerning patient safety in evidence- based nursing practice in a safe and controlled setting by participating in simulation

15 exercises. These simulations can be conducted digitally on a computer or physically with mannequins and simulation labs. d. Self-reflection: Students might be prompted to reflect on their learning and growth through the assignment of reflective writing tasks as homework or independent study. Students can use these activities to think about how they have dealt with patient safety in evidence-based nursing practice and how they can apply what they have learnt in the future. Instructors can help their students learn and apply patient safety principles in evidence- based nursing practice by utilizing various strategies. These strategies can also help students develop their analysis, investigation, and introspection skills. Closure The following methods can be used to wrap up the lesson on patient safety for evidence-based nursing practice: a. I can summarize the lesson’s essential topics, emphasizing patient safety in evidence- based nursing practice. b. I can assess the student’s comprehension and promote critical thinking by asking questions regarding the topic covered in class. c. I can give students constructive feedback and compliments based on their performance in class. d. To emphasize the significance of patient safety in evidence-based nursing practice, I can set expectations for upcoming classes or tasks.

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16 e. I can assign readings or recommend websites that expand on patient safety in evidence- based nursing practice. I can emphasize the significance of patient safety in evidence-based nursing practice by using these methods to wrap up the lesson. This will drive the students to continue studying these topics and put them into practice in their future work.

17 References Howley, L., Hall, K. K., & Fitall, E. (2020). Patient Safety in Medical, Nursing, and Other Clinical Education. Psnet.ahrq.gov . https://psnet.ahrq.gov/perspective/patient-safety- medical-nursing-and-other-clinical-education Saeedi, M., & Parvizy, S. (2019). Strategies to promote academic motivation in nursing students: A qualitative study. Journal of Education and Health Promotion , 8 (86). https://doi.org/10.4103/jehp.jehp_436_18 Wu, A. W., & Busch, I. M. (2019). Patient safety: a new basic science for professional education. GMS Journal for Medical Education , 36 (2). https://doi.org/10.3205/zma001229

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