Helping to Slay the Geriatric Giants: Advocate/Mentor
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Transcript of Helping to Slay the Geriatric Giants: Advocate/Mentor
Helping to Slay the Geriatric Giants: Advocate/Mentor
Gerontological/Geriatric CNS of BC
2003
The Day Planner
• Morning:
• Intro, Goals and Working Groups
• Theories and Actuality Inventories
• Getting to it!
• Afternoon:
• Complete and present Group Presentations
• Next Steps and Wrap up
The Goals
• Enhance own knowledge and abilities to care for acutely ill older adults.
• Increase nurses’ knowledge and abilities who are caring for acutely ill elders.
• Be the bedside resource that decreases risk for patients, families and care providers.
• Offer practical tips to increase your nurses “toolbox” of approaches to caring
Goals
• To be the support in building positive outcome “habits and structures” to assure best practice and care of the older adult.
• To be a slayer of the “Geriatric Giants” through participation in the Geriatric Nurse Network
• To work with the CNSs on they can support and assist the “network”.
Brain-Storming the Geriatric Giants• Divide into groups of 3-4
• Randomly list (in black pen) all the problems related to the acutely ill older adult.
• Beside the above, list all the causes, effects, or contributing factors (in blue)
• With red pen, draw lines and arrows to connect the one list with the other .
The Vicious Cycle
• Learnings and Insights:– Develop a priority list from the vicious cycle– Vote on the top 10 to target for learning
• Select one target “learning” per group that each group will “coach/mentor” on.– This is what your group will “coach/mentor” us
all by the end of the day.
Getting Started: What is? What is not?
Advocate/Mentor/ Coach
• “A partner interested in your nurses’ and patients’ success and positive outcomes.”
• Provide strategies and tools designed to give nurses an extra “foot up” for improving performance and thus patient outcomes.
• Assist in building evidence-based “habit structures” in areas including problem-solving, communication and leadership.
What is the Pulse of Your Nursing Environment?
• Quality and Safe Work Environment (RNABC)
• What are the barriers?
• What are the facilitators/enablers?
• What do you want to achieve?
• What is realistic to start with to achieve?
Teaching/Learning Inventory
• List current methods and techniques that you use to teach, coach, mentor.
• What works best for you?
• What works best for nurses?
• How do you know what is working?
Working Framework
PERSONAL EXPERIENTIAL PROCESS OFKNOWLEDGE UTILIZATION
Clinical Experiences
Mental Image Personal Experience
Comparison
New Knowledge
Different Thinking
Clinical Application
Clinical Experiences
• Who are your learners?– Pre-questionnaire profile– Novice to “expert”?– Where are they clinically coming from?– What are their expectations?
Mental Image
• Values, attitudes and beliefs clarification exercise
• When you are assigned to care for an acutely ill older adult, what goes through your mind?
• What body sensations do you feel when the older adult presents with behaviours that are or may be difficult to care for?
Personal Experiences
• Telling their nursing stories
• Telling their personal stories when having to care for a family elder.
Comparison
• Based on the learners clinical experience, their mental image and personal experience, discuss: – congruencies that facilitate best care for the
acutely ill older adult– what gaps are seen in their knowledge, clinical
abilities and systemic support systems that deter their care
– set these as changes to focus on
New Knowledge
• Pre-testing knowledge
• Coach’s challenges– range of knowledge and experience– imbedded misconceptions and biases– TIME
• ENHANCEMENT supports previous learning
Current Toolbox
• System and administrative support
• Teaching and Learning Methods
• Clinical Practice Guidelines to support best practice
• Access to current evidence-based research
• Professional Practice associations
• Evaluation process (ST and LT)
Different Thinking
• Problem-based learning– realistic, achievable– fits within their own paradigm of practice– easily replicable and transferable to co-workers
• Post-test and questionnaire
• EVALUATION, EVALUATION, EVALUATION...
Clinical Application
• Assure that your coaching homework is done by assuring the right structures, supports and people are ready to receive the “different thinking”
• Small success leads to larger success. Use the cardinal rule of geriatric care: “GO LOW AND GO SLOW”.
Let’s Do It!
• Coaching Target:________________
• Determining the strategies
• Set your strategy plan (ST and LT)
• Develop your toolbox
• Short and long-term evaluation
• The “Geriatric Nurse Network” - needs, wants, suggestions
The “Doing It”! (Presentations)
The Next Steps
• Implement your “first” targeted strategy plan. Evaluate outcomes immediately and then again in 6 months.
• Send results to CNSs to track.
• Send to and receive from the “Geriatric Nurse Network” (GNN) colleagues and CNSs developed resource materials.
• Keep GNN informed of progress
Thank You!!!
• Please complete the evaluations