Asunto(s)
Técnicas de Apoyo para la Decisión , Práctica Clínica Basada en la Evidencia/métodos , Investigación sobre Servicios de Salud/métodos , Relaciones Interprofesionales , Modelos Educacionales , Atención al Paciente/métodos , Competencia Clínica , Toma de Decisiones , Práctica Clínica Basada en la Evidencia/tendencias , Encuestas de Atención de la Salud , Investigación sobre Servicios de Salud/tendencias , Humanos , Grupo de Atención al Paciente/organización & administración , Enseñanza/métodos , Estados UnidosRESUMEN
'Legacy Mentors' are nurses aged 55 or older with a wealth of knowledge and passion to share with other nurses. Finding ways to capture their wisdom, disseminate their expertise, and potentially retain them longer is critical. As part of an innovative Educator Pathway project in two health authorities in British Columbia, Canada, nurses with up to 40 years of experience proposed to share their wisdom and translate their expertise for the next generation of nurses. The Legacy Mentor Project involved 29 nurses who developed projects to share knowledge with students, novice and experienced nurses in their work settings. The project included an orientation workshop to facilitate project start-up, a mid-way workshop for sharing progress, and a celebration event in September 2009 which highlighted their learning and final outcomes in. Project evaluation through surveys, focus groups and interviews revealed that the nurses' expertise was validated, suggesting that the translation of expertise by re-energized nurses is a strategy with potential to enhance retention of our most experienced nurses while also enhancing practice learning environments. Unexpected outcomes were reciprocal learning and changing practice of nursing peers through modelling and discussion. This paper will describe the process and outcomes of this pilot project, including description of the projects completed by the Legacy Mentors.
Asunto(s)
Educación en Enfermería/métodos , Mentores , Enfermeras y Enfermeros/normas , Aprendizaje Basado en Problemas/métodos , Estudiantes de Enfermería/psicología , Colombia Británica , Competencia Clínica , Humanos , Persona de Mediana Edad , Modelos Educacionales , Modelos de Enfermería , Proyectos PilotoRESUMEN
In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.
Asunto(s)
Movilidad Laboral , Educación Basada en Competencias/organización & administración , Curriculum , Educación Continua en Enfermería/organización & administración , Docentes de Enfermería , Mentores/educación , Canadá , Competencia Clínica , Educación de Postgrado en Enfermería/organización & administración , Docentes de Enfermería/organización & administración , Humanos , Liderazgo , Modelos Educacionales , Modelos de Enfermería , Rol de la Enfermera , Investigación en Educación de Enfermería , Personal de Enfermería/educación , Proyectos Piloto , Preceptoría/organización & administración , Desarrollo de ProgramaRESUMEN
OBJECTIVE: Community home health care workers and their clients are faced with a mixture of occupational health and safety challenges that are not typically experienced by health care providers or patients in the acute care sector. The aim of this project was to explore the concept of safety in community home health in one health care authority in British Columbia. METHODS: A participatory action research approach was employed to explore staff and client safety risks in this environment. In the first phase, three focus groups were held with staff (n = 39) and the data analysed to identify themes. These were validated by additional focus groups. In the second phase, interviews were held with staff followed by chart reviews. Finally, in phase three, an interdisciplinary working group developed a risk identification tool for staff which was subsequently piloted. The exploration focused on answering the following questions: What constitutes safety in community home health care? What are the priority areas for action in relation to safety? What type of risk identification would be most helpful to community health workers to prepare them adequately to meet their clients' and their own safety needs? RESULTS: Risk themes identified included: poor communication, acute care staff not understanding the needs of community staff, working alone, mobility, medication concerns, lack of pre-screening of clients' homes, and community health workers accepting a high degree of risk. CONCLUSIONS: Findings suggest that typical notions of safety and risk in acute care are not easily translated into the community sector, that staff and clients' safety concerns are intertwined, and staff require better and more timely information from acute care staff when patients are discharged home.