Error loading player: No playable sources found
P046
Implementation of a Formal Training Program for Endoscopy Teams: Bridging the Gap Between Knowledge and Practice
Background: Cultures centered around patient safety in high-reliability healthcare institutions are important and can positively influence staff job satisfaction and patient. More than 14 million colonoscopies are completed annually in the United States. High-quality endoscopy starts with high-quality education. Offering educational programs to staff nurses and gastrointestinal (GI) techs working in endoscopy units is essential to providing safe and effective patient care. To prevent additional staff workload, ambulatory surgery center (ASC) nurse leaders must creatively tailor educational training to enhance staff knowledge and performance.
Methods: After completing a comprehensive review of best practices, a formal training program was developed. Nurse leaders in a busy endoscopy center in Atlanta, GA, partnered with a reputable medical solution corporation to tailor an educational program for registered nurses (RNs) and GI technicians. The program went live July 2022 and provided didactic and hands-on training of various endoscopy topics. Nurse managers and a field educator coordinated onsite training sessions using a cohort model. New and experienced endoscopy staff completed training during their scheduled workday. Training took five weeks to complete.
Results: 29 staff members from four different ASCs completed the training program. 24% (n=7) of the staff were GI technicians. 68% (n=20) were RNs. One sterile processing technician and one patient care technician also completed the training. 35% (n=10) of the staff completed a post-survey to share feedback. 90% (n=9) strongly agreed hands-on practice improved their confidence in GI disease states and procedures. 70% (n=7) strongly agreed they are prepared to apply acquired skills to their practice. 80% (n=8) would recommend the training to a colleague. One respondent recommended more hands-on experience be added to the program. All others mentioned that the training was adequate.
Conclusion: Due to post-covid staffing challenges, endoscopy nurse leaders effectively reassessed the learning needs of their staff. Upon review, it was determined that a learner-centered approach to training was needed. Innovative training experiences improved staff competence, employee engagement, and empowerment. The educational curriculum successfully bridged the gap between staff knowledge and the ever-changing practice environment.
Methods: After completing a comprehensive review of best practices, a formal training program was developed. Nurse leaders in a busy endoscopy center in Atlanta, GA, partnered with a reputable medical solution corporation to tailor an educational program for registered nurses (RNs) and GI technicians. The program went live July 2022 and provided didactic and hands-on training of various endoscopy topics. Nurse managers and a field educator coordinated onsite training sessions using a cohort model. New and experienced endoscopy staff completed training during their scheduled workday. Training took five weeks to complete.
Results: 29 staff members from four different ASCs completed the training program. 24% (n=7) of the staff were GI technicians. 68% (n=20) were RNs. One sterile processing technician and one patient care technician also completed the training. 35% (n=10) of the staff completed a post-survey to share feedback. 90% (n=9) strongly agreed hands-on practice improved their confidence in GI disease states and procedures. 70% (n=7) strongly agreed they are prepared to apply acquired skills to their practice. 80% (n=8) would recommend the training to a colleague. One respondent recommended more hands-on experience be added to the program. All others mentioned that the training was adequate.
Conclusion: Due to post-covid staffing challenges, endoscopy nurse leaders effectively reassessed the learning needs of their staff. Upon review, it was determined that a learner-centered approach to training was needed. Innovative training experiences improved staff competence, employee engagement, and empowerment. The educational curriculum successfully bridged the gap between staff knowledge and the ever-changing practice environment.
Learning Objective
- After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.
Speaker
Bettina Wright, MSN, RN, NE-BC
Specialties
General
Related Products
Cultivate Your Garden: Sowing Seeds for Leadership – A Professional Development Lead Program
Team-based organizations rely on leaders throughout the organization to champion and execute new ways of working to reflect best standard practice. Professional development and cultivation of effective collaboration with leadership in health care can be challenging…
Virtual Mandatory Skills
The clinical nurse education department is responsible for coordinating and facilitating annual mandatory skills competency demonstrations for clinical staff to validate knowledge and skills as required by the regulating agencies…
Ambulatory Care Education Series: Solving Multidisciplinary Knowledge Gaps
In 2019, a multidisciplinary learning needs assessment completed by over 100 ambulatory care staff identified they were dissatisfied with interdivisional education across clinics…
Back to the Basics: A Quality Improvement Program to Enhance Clinical Staff Use of Evidence-Based Standard Blood Pressure Measurement Techniques
Learning objective: Evaluate the use of a skills-based education program to improve clinical staff (RNs, LPNs, and medical assistants) competence in providing an evidence-based technique for measuring BP and improving BP control in our primary care clinics…
