This project aims to develop nurses’ knowledge, skill, and confidence in treating patients using continuous bladder irrigation (CBI) as a therapy modality to maximize treatment. Bedside nurse education is framed within the framework of the professional advancement model (Benner, 2019). To reform nursing practice, the project relies on three essential ideas: engaged leadership, a quality improvement strategy, and organized, evidence-based care. This project aims to enhance patient outcomes and the standard of care by lowering the frequency of bladder spasms, catheter blockage, and total irrigation time required.
Recruitment, Consenting, and Intervention Implementation
One of the most critical aspects of this study was finding participants for the educational intervention. The project is carried out in a sizable teaching hospital, and part of the recruitment procedure involves choosing nurses from units with CBI patients. Various techniques have been used to find the participants, including fliers and announcements in the nursing units, QR codes, presentations at staff meetings, and personal invites. Email communications were used to contact the nursing staff in these units and notify them about the educational initiative. The project’s goal was outlined in the email, and nurses were urged to sign up freely for the initiative. Nurses who were interested in taking part were urged to get in touch with the project coordinator.
Once the interested nurses were contacted, the project coordinator gave them comprehensive information about the educational program. The program’s goals, its schedule, and the time commitment expected were all included in this data. The nurses were made aware that participation in the program was entirely optional and that they could leave at any time without suffering any repercussions. They were also told their involvement would not negatively impact their employment status or performance reviews. They were then asked to sign a consent form declaring that they were willing to take part in the program.
The teaching program was created to improve nurses’ knowledge and competency in caring for patients with CBI. The course comprises several workshops and online courses and is intended to be finished in four weeks. The courses are led by skilled urology nurses and urologists, who give the attendees in-depth knowledge of the fundamentals of CBI and the best ways to manage it. Participants can explain their issues and ask questions during the interactive workshops. The content presented in the workshops is intended to be supplemented by the online modules. The case studies, films, and quizzes in these modules allowed the nurses to apply the information they had learned in the seminars to actual situations.
Sample Participants
The project’s participants are nurses looking after patients receiving CBI treatment. The project’s primary participants are new and inexperienced nurses because its goal is to increase their knowledge and skill concerning CBI management. The initiative is being carried out in settings with a shortage of experienced nurses and no urologic nurses with specialized training. Nurses in charge of patients receiving CBI treatment, who have no or little expertise managing CBI, and who work in units without specialized urologic nurses are the inclusion criteria for the participants.
Facilitating Factors
Management and Leadership Style
The management and leadership style at the implementation site played a significant facilitating role in the project’s implementation. Through their active engagement and support of the established change, the leadership in this project exemplified engaged leadership, one of the practice change principles (Melder et al., 2022). The staff felt a sense of personal engagement, which inspired them to take responsibility for the project’s success (Clack, 2021). The management also supported the initiative by providing essential resources, such as staff time, funding, and resources. The management prioritized the project, allowing the team to work on it without being unduly hampered by other competing interests.
Project Management: Usage of Evidence-Based Practice Principles
Coordinated, evidence-based care involves incorporating research findings into nursing care. This project’s teaching materials and initiatives were developed using evidence-based practice (EBP) principles for treating patients with CBI (Kim et al., 2019). In particular, evidence-based best practices were selected and incorporated into the teaching materials nurses offer. This project uses the understanding of the organized, evidence-based care concept to guarantee that the instructional materials offered to nurses are founded on the most recent research.
Access to Data and Information Technology
During the project, having access to data and information technology was essential for comprehending the issue and creating an evidence-based solution. The ability to access academic resources like PubMed and CINAHL made it possible to find relevant research and CBI recommendations. It was necessary to have access to information technology, such as laptops, tablets, and projectors, to create teaching materials for nurses. To complement the teaching program, these technologies were utilized to produce visual aids like movies, diagrams, and presentations. Also, having access to simulation labs allowed nurses safe and controlled hands-on training (Martin et al., 2020). Electronic medical records were used to track patient outcomes before and after the intervention, allowing for the monitoring of the educational program’s efficacy (Nuamah et al., 2020). In order to assess how the program affected nurses’ confidence, competence, and knowledge in caring for patients with CBI, feedback questionnaires were also carried out.
Conclusion
In conclusion, the core ideas of the project on nurse education entail involving leadership, applying quality improvement measures, and using coordinated, evidence-based care. In order to maximize patient outcomes, it is crucial to implement clinical education for nurses about the administration of CBI. The management and leadership style, the adherence to EBP principles, and the usage of IT technologies all facilitate the process. The accomplishment of this initiative will ultimately improve patient outcomes, care quality, and healthcare organizations’ general success.
References
Benner, P. (2019). Skill acquisition and clinical judgement in nursing practice. Practice Wisdom, 225–240. Web.
Clack, L. (2021). Employee engagement: Keys to organizational success. The Palgrave Handbook of Workplace Well-Being, 1001–1028. Web.
Kim, J. S., Gu, M. O., & Chang, H. (2019). Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students. BMC Medical Education, 19(1). Web.
Martin, A., Cross, S., & Attoe, C. (2020). The use of in situ simulation in healthcare education: Current perspectives. Advances in Medical Education and Practice, 11, 893–903. Web.
Melder, A., Robinson, T., Mcloughlin, I., Iedema, R., & Teede, H. (2022). Integrating the complexity of healthcare improvement with implementation science: a longitudinal qualitative case study. BMC Health Services Research, 22(1). Web.
Nuamah, J. K., Adapa, K., & Mazur, L. (2020). Electronic health records (EHR) simulation-based training: a scoping review protocol. BMJ Open, 10(8), e036884. Web.