Student’s participation in scientific research

Goal workshop

Exchange experiences and formulate conditions when students participate

in scientific research

HBOV programme Students experience Exhange of experiences and meanings Conclusions

Agenda

Quality of Care: knowledge and skills Project working skillsKnowledge and skills about

Quality of Care and Research methodsResearch skills: data sampling, data managment and data analysis

Information managementsystematic literature search and literature analysis Oral and written communication skills

Implementation skills

Whole taskingAuthentic situations

Knowledge of the domainKnowledge to execute

Competencies

Course outline•First year

– Quality of Care level 1: quality of care cycle and basics of research

•Second year– Prevention at group-level– Leadership

•Third or Fourth year–Quality of Care level 2 and 3: Students exucute (a part of) a project

Formulating Projects

•By field professionals•By students together with the field- professionals •Professory’s projects togehter with the field

(increasing number)

Pitfalls

overload in

responsibilitylecturers specific working

situation

heel precies werkt

student has to develop bachelor

skills

clients expects results

clients are not aware of

students specific skills

student becomes too

involved in the project

clients are not aware how much they ask

from students

Finetune between field and university

Universityformulate goals student has to realize

Clientformulate project and expected tasks

University and client agree to the project

Students choose a project

Student Coaching • Client

– coaching the student in execution of the project-tasks

• Lecturer– Quality of care level 2: preparing the student

for the project. Coaching in groups of 12 students

– Quality of care level 3: coaching the student in reaching goals set by by student and university. Coaching individuels or pairs

Professory projects

• Lectures participate in professories and have their own researchprojects

• If the student participate in a professory project – the lecturer/investigator is the coach for the

tasks of the project– another lecturer is the coach in the learning

process– the assessor again is an other lecturer

Professory’s projects

Example

Research in Cooperation Professory Acute Intensive Care University Medical Centre ST Radboud Nijmegen

OutreachprojectEarly recognition and treatment of critically ill patients in a hospitalEarly recognition and treatment of critically ill patients in a hospital

April 2008

Carola Janssen & Ingrid van Thiel

Subjects

• The Outreachproject• Students participation• Our subproject• Our expierence with the participation in the

Outreachproject

Reason to set up the Outreachproject

Many seriously ill patients receive inadequate care in hospitals worldwide.

Reason to set up the Outreachproject

In the Netherlands (2004):

• ± 1,3 mln patients were admitted to the hospital

• ± 74.000 patients had Serious Adverse Events (SAE)

• ± 30.000 of these cases were avoidable• ± 1700 potential avoidable deathsWagner en de Bruijne 2007

SAE’s1. Acute myocardal infarction2. Pulmonary embolism3. Acute pulmonary edema4. Respiratory failure5. Stroke6. Sepsis7. Acute renal failure8. Emergency admission to ICU9. Death

Bellomo, R. (2002)

Essence of the Outreachproject

• 6 - 24 hours before a Serious Adverse Event the vital functions will be change

Important:• Early recognition of critically ill patients• Timely treatment and correct treatment of

critically ill patients

Objective

• Decrease the number of Serious Adverse Events

• Decrease the number of unplanned (re)admissions tot the Intensive Care Unit (ICU)

• Decrease of costs

Interventions

• Establishing a Medical Emergency Team (MET)

• Education of general ward staff in identifying patients at risk

• Consultancy of an ICU nurse

Early Warning ScoreAcute change in heart rate < 40 of > 130 beats p/minAcute change in systolic blood pressure

< 90 mmHg of > 200 mmHg

Acute change in respiratory rate

< 8 of > 30 breaths/min

Acute change in pulse oximetry saturation

< 90% despite oxygen administration

Acute change in counsious state

≥ 2 by EMV-score

Acute change in urine output

< 50 ml in 4 hours

Staff member is worried about the patient

Prospective pretest-posttest design

• Pretest: january 2006 - january 2007

• Implementation Outreach: january 2007 - april 2007

• Posttest: april 2007 - april 2008

Study population

• Adult patients admitted to general surgical wards of the UMC St Radboud, undergoing major general surgery

• Postoperative stay more than 72 hours

Outcome parameters

• The incidences of predefined SAE’s in included patients

• The number of unplanned (re)admissions tot the ICU caused by predefined SAE’s

• Quality of life related to cost-effectiveness

Subproject: Quality of life• EQ-5D• 3 Measurements

– Pre-operative, – 3 months post-operative, – 6 months post-operative

• Outcome: quality of life related tot cost effectiviness

Students participation in Outreach

• Selection procedure• Tasks• Advantages and disadvantages

Selection procedure

• Questionnaire and interview - motivation- strengths and weaknesses- responsibility

Tasks

• Preceding study• Set educational goals • Participation in (part of) investigation• Additional project• Presentation• Reports

Advantages and disadvantagesAdvantages• Participation in a real study• High responsibility• Became aware of the value of check vital signs of

patients

Disadvantages• Relative simple• Data entry is time consuming• Limitted officespace• It’s hard to combine with our working duties

Thanks for your attention

Exchange of experiences and ideas

• Do you have experience with student participation in scientific resaerch?

• What do you think are the advantages and disadventages (keeping in mind we want to deliver good novice nurses to the field).

Evaluation

Do you take home messages from this workshop?

Do you have advices to improve the quality of this workshop?

Thanks for your attention