Author: Gerry Altmiller, EdD, APRN, ACNS-BC
Title: Associate Professor
Institution: The College of New Jersey
This unfolding case study is designed to demonstrate the QSEN competencies in action while teaching about the care of patients with Parkinson’s Disease. It will focus on the following KSAs: Patient Centered Care-(K) Examine how the safety, quality, and cost-effectiveness of health care can be improved through the active involvement of patients and families. (A) Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care. Teamwork and Collaboration-(K) Recognize contributions of other individuals and groups in helping patient/family achieve health goals. (K) Describe examples of the impact of team functioning on safety and quality of care. (S) Initiate plan for self-development as a team member. (S) Function competently within own scope of practice as a member of the health care team. (S) Integrate the contributions of others who play a role in helping patient/family achieve health goals. (S) Demonstrate commitment to team goals. (S) Assert own position/perspective in discussions about patient care. (A) Acknowledge own potential to contribute to effective team functioning. Evidence-based Practice-(S) Base individualized care plan on patient values, clinical expertise, and evidence. (A) Value the concept of EBP as integral to determining best clinical practice. (A) Value the need for continuous improvement in clinical practice based on new knowledge. Quality Improvement-(S) Identify gaps between local and best practices. (A) Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals. (A) Value own and others’ contributions to outcomes of care in local care settings. (A) Appreciate the value of what individuals and teams can do to improve care. Safety-(K) Discuss potential and actual impact of national patient safety resources, initiatives, and regulations. (S) Demonstrate effective use of strategies to reduce risk of harm to self or others. (S) Use national patient safety resources for own professional development and to focus on safety in care settings. (A) Value own role in preventing errors. (A) Value relationship between national safety campaigns and implementation in local practice and practice settings. Informatics-(K) Describe examples of how technology and information management are related to the quality and safety of patient care. (S) Document and plan patient care in an electronic health record. (S) Use high quality electronic sources of healthcare information. (A) Appreciate the necessity for all health professionals to seek lifelong, continuous learning of information technology skills.
Students will be instructed to review information on Parkinson’s Disease prior to class by visiting the National Parkinson’s Disease website http://www.parkinson.org/parkinson-s-disease.aspx. This unfolding case study powerpoint presentation will be provided in class. Students will be encouraged to brainstorm to answer the questions as the case study unfolds. Theory bursts are woven throughout the case study. The presentation includes links to Lee Siverman’s Voice Training (LSVT), which is a proven program to help patients with Parkinson’s Disease speak loudly and walk with a more stable gait. Following the class session, the case study will be posted for the class to retrieve so that theory content is available to them.
Evaluation strategies related to student learning will include separate measurement of a cohort of questions on a course exam that focus on the decision making skills of the nurse caring for the patient with Parkinson’s Disease.
Questions will include content related to implementation of standards of practice, appropriate and effective strategies to use to reduce risk of harm, and recognition of the role of the patient, family, and nurse in preventing errors and improving care.
Student satisfaction with this teaching strategy will be evaluated following the presentation of this unfolding case study by using a questionnaire with the five following statements followed by a 5-point Likert scale: (1) I feel I could provide nursing care for the patient with Parkinson’s Disease after viewing this presentation. (2) I thought about this patient’s care during this presentation. (3) My mind wandered during this presentation. (4) I gained understanding about QSEN during this presentation. (5) I would like to have more course content presented as unfolding case studies. In addition, an area for comments will be provided.