Author: Heidi Benavides, MSN, RN
Title: Clinical Assistant Professor
Institution: University of Texas Health Science Center San Antonio
Teamwork and Collaboration
1. Demonstrate effective bedside reporting.
2. Acknowledge own potential to contribute to effective team functioning.
3. Acts with integrity, consistency, and respect for differing views.
4. Follow communication practices that minimizes risks associated with handoffs among nurses.
5. Apply concepts of quality patient care and safety to improve patient care outcomes in adults with health problems.
6. Prioritize patient care assignments based on priority frameworks.
A post-clinical conference activity can be implemented to promote critical reasoning with prioritizing patient assignments utilizing priority frameworks. The pre-licensure nursing student activity can be utilized at any level of the nursing program with a goal of demonstrating an effective bedside report and prioritizing patient care assignments based on priority frameworks. The QSEN competency of knowledge, skills, and attitudes is teamwork and collaboration. Students will use their knowledge of nursing and priority setting frameworks to make appropriate decisions in evaluating which patients the student would assess first, second, third, etc. Students will practice an effective bedside report within a limited time frame.
Students are introduced to or reinforced on concepts of bedside reporting, priority frameworks, and a handoff report during their clinical orientation. Students are assigned and care for a patient during their clinical day and fill out a handoff report sheet. Students are informed at the beginning of their clinical they will be participating in the assignment. In post-conference, four to five students are placed in each group, with one of the students in each group being a leader. The student leader is responsible for writing down each report and coordinating the group discussion. The other students will take their assigned group to their patient’s room to give a bedside report. The student leader will time the report and give each student a total of five minutes. The students will then go to the next patient room and do the same report. The students will all return to their post-conference room and discuss the patients within their group. The discussion should be focused on which patient should be seen first, second, third, etc. by the oncoming nurse. The student responses need to be referenced with which priority frameworks were utilized. Once the decisions are made within the groups, each group will present to the whole clinical group.
The assignment should take approximately 45 minutes for ten nursing students on a medical-surgical clinical course. It may take longer for students in earlier clinical courses. Students state this exercise allows them to start prioritizing patient care assignments, practicing a bedside report which helps improve patient safety, and how the discussion among the other students stimulates critical reasoning of priority frameworks.
This activity is evaluated through the course clinical evaluation tool. Faculty can give feedback to individual students as well as within the groups throughout the process of the activity.