Helping to Slay the Geriatric Giants: Advocate/Mentor

Helping to Slay the Geriatric Giants: Advocate/Mentor

Gerontological/Geriatric CNS of BC

2003

The Day Planner

• Morning:

• Intro, Goals and Working Groups

• Theories and Actuality Inventories

• Getting to it!

• Afternoon:

• Complete and present Group Presentations

• Next Steps and Wrap up

The Goals

• Enhance own knowledge and abilities to care for acutely ill older adults.

• Increase nurses’ knowledge and abilities who are caring for acutely ill elders.

• Be the bedside resource that decreases risk for patients, families and care providers.

• Offer practical tips to increase your nurses “toolbox” of approaches to caring

Goals

• To be the support in building positive outcome “habits and structures” to assure best practice and care of the older adult.

• To be a slayer of the “Geriatric Giants” through participation in the Geriatric Nurse Network

• To work with the CNSs on they can support and assist the “network”.

Brain-Storming the Geriatric Giants• Divide into groups of 3-4

• Randomly list (in black pen) all the problems related to the acutely ill older adult.

• Beside the above, list all the causes, effects, or contributing factors (in blue)

• With red pen, draw lines and arrows to connect the one list with the other .

The Vicious Cycle

• Learnings and Insights:– Develop a priority list from the vicious cycle– Vote on the top 10 to target for learning

• Select one target “learning” per group that each group will “coach/mentor” on.– This is what your group will “coach/mentor” us

all by the end of the day.

Getting Started: What is? What is not?

Advocate/Mentor/ Coach

• “A partner interested in your nurses’ and patients’ success and positive outcomes.”

• Provide strategies and tools designed to give nurses an extra “foot up” for improving performance and thus patient outcomes.

• Assist in building evidence-based “habit structures” in areas including problem-solving, communication and leadership.

What is the Pulse of Your Nursing Environment?

• Quality and Safe Work Environment (RNABC)

• What are the barriers?

• What are the facilitators/enablers?

• What do you want to achieve?

• What is realistic to start with to achieve?

Teaching/Learning Inventory

• List current methods and techniques that you use to teach, coach, mentor.

• What works best for you?

• What works best for nurses?

• How do you know what is working?

Working Framework

PERSONAL EXPERIENTIAL PROCESS OFKNOWLEDGE UTILIZATION

Clinical Experiences

Mental Image Personal Experience

Comparison

New Knowledge

Different Thinking

Clinical Application

Clinical Experiences

• Who are your learners?– Pre-questionnaire profile– Novice to “expert”?– Where are they clinically coming from?– What are their expectations?

Mental Image

• Values, attitudes and beliefs clarification exercise

• When you are assigned to care for an acutely ill older adult, what goes through your mind?

• What body sensations do you feel when the older adult presents with behaviours that are or may be difficult to care for?

Personal Experiences

• Telling their nursing stories

• Telling their personal stories when having to care for a family elder.

Comparison

• Based on the learners clinical experience, their mental image and personal experience, discuss: – congruencies that facilitate best care for the

acutely ill older adult– what gaps are seen in their knowledge, clinical

abilities and systemic support systems that deter their care

– set these as changes to focus on

New Knowledge

• Pre-testing knowledge

• Coach’s challenges– range of knowledge and experience– imbedded misconceptions and biases– TIME

• ENHANCEMENT supports previous learning

Current Toolbox

• System and administrative support

• Teaching and Learning Methods

• Clinical Practice Guidelines to support best practice

• Access to current evidence-based research

• Professional Practice associations

• Evaluation process (ST and LT)

Different Thinking

• Problem-based learning– realistic, achievable– fits within their own paradigm of practice– easily replicable and transferable to co-workers

• Post-test and questionnaire

• EVALUATION, EVALUATION, EVALUATION...

Clinical Application

• Assure that your coaching homework is done by assuring the right structures, supports and people are ready to receive the “different thinking”

• Small success leads to larger success. Use the cardinal rule of geriatric care: “GO LOW AND GO SLOW”.

Let’s Do It!

• Coaching Target:________________

• Determining the strategies

• Set your strategy plan (ST and LT)

• Develop your toolbox

• Short and long-term evaluation

• The “Geriatric Nurse Network” - needs, wants, suggestions

The “Doing It”! (Presentations)

The Next Steps

• Implement your “first” targeted strategy plan. Evaluate outcomes immediately and then again in 6 months.

• Send results to CNSs to track.

• Send to and receive from the “Geriatric Nurse Network” (GNN) colleagues and CNSs developed resource materials.

• Keep GNN informed of progress

Thank You!!!

• Please complete the evaluations