Facilitators Manual - Emergency Care Institute
Facilitators Manual - Emergency Care Institute Facilitators Manual - Emergency Care Institute
2 Program outline2.1 Program outlineProgram aimsThe Transition to Emergency Nursing Program aims to meet the needs of all stakeholders within thedynamic context of health, and provides clinicians within the emergency setting a standardised yetflexible program in which to:• Further develop the confidence and competence of the emergency nurse within a supportive clinicalsetting.• Enhance professional adjustment of the nurse new to emergency practice, and their assimilation intothe workplace.• Improve retention in the nursing workforce.• Work in collaboration with all members of the healthcare team to develop an educationally supportiveclinical culture.• Use current processes 1 and professional development opportunities 2 already available within areahealth services to provide the novice emergency nurse a comprehensive but flexible program thatsupports their transition from novice to advanced 3 beginner.• Provide varied learning opportunities, during which the participant can access, share and validateknowledge.• Develop communities of practice that are reflective, think critically and respond appropriately.• Provide quality care and outcomes for their patients.• Ensure development of core foundational skills and knowledge to enable safe delivery of care.52.2 What the Program will deliverParticipants who complete the Program will be able to:• Discuss the context of emergency department care across healthcare disciplines.• Assess and identify abnormalities of a patient’s airway including c-spine precautions and providesafe and effective care to the patient.• Assess and identify abnormalities of a patient’s respiratory status and provide safe and effectivecare to the patient, including respiratory and oxygenation support.• Assess and identify abnormalities of a patient’s cardiovascular, fluid and electrolyte status andprovide safe and effective care to a patient requiring non-invasive haemodynamic monitoring andcardiovascular support.• Assess and identify abnormalities of a patient’s gross neurological function and provide safe andeffective care of the patients with neurological dysfunction and/or disability.• Assess the patient’s level of pain and plan safe and effective management.• Develop skills essential to Emergency Nursing, including:- primary survey- secondary survey- focused history-taking- effective and appropriate documentation and communication- legal requirements- safe disposition and transfer of a patient- appropriate use of clinical guidelines- communication with aggressive patients/relatives.1Performance appraisals, skills trees, support mechanisms2In-services, e-learning, continuing professional development programs, learning contracts, portfolios & forums3Novice: A clinician who has no practical experience and must base what they do on principles and rules (Benner:1984)Advanced Beginner: A clinician who has dealt with enough real patient care experiences to recognize recurring componentsof the situation. They are also learning to discriminate between normal and abnormal situations and establish priorities as towhat’s important (Benner: 1984).
FACILITATORS’ MANUAL TransiTion To EmErgEncy nursing• Develop skills and acquire the knowledge required to assess and care for the individual needsof patients in a range of population groups including:- mental health- obstetrics and gynaecology- drug and alcohol- elderly- paediatrics.2.3 tArget grouPThe Transition to Emergency Nursing Program is aimed at nurses currently working in EmergencyDepartments particularly:• Nurses with limited Emergency Nursing experience (this may include first year registered nurses).• Nurses wishing to make a transition to Emergency Nursing from other clinical areas.• Nurses returning to Emergency Nursing.62.4 theoretiCAl frAmeWorksThe Transition to Emergency Nursing Program is underpinned by the principles of adult learning.2.5 ProgrAm feAturesThe features of the Transition to Emergency Nursing Program include:• Continuing competence framework.• Team approach to clinical support.• Orientation – Emergency Department essentials.• Clinical experience.• Professional development.These features are discussed below.Continuing competence frameworkThe Program incorporates a continuing competence framework to help participants to identifytheir development and learning needs 4 :• Maintenance of a professional portfolio.• Assessment of clinical practice.Diagram 1: Maintaining Competence to Practice 5Maintaining competence is a continuous process that can be viewed as a cycle of assessment,professional feedback and review, goal-setting, participating in continuing professionaldevelopment and reflection 6 .UndertakingSelf AssessmentReflecting onImpact of ContinuingCompetenceParticipatingin ProfessionalReviewParticipatingin CPD andPracticeSettingProfessionalGoals4ANMC, Continuing Competence Framework, 20095Diagram based on ANMC Continuing Competence Framework, (2009,5)6ANMC, Continuing Competence Framework, (2009:5)
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FACILITATORS’ MANUAL TransiTion To EmErgEncy nursing• Develop skills and acquire the knowledge required to assess and care for the individual needsof patients in a range of population groups including:- mental health- obstetrics and gynaecology- drug and alcohol- elderly- paediatrics.2.3 tArget grouPThe Transition to <strong>Emergency</strong> Nursing Program is aimed at nurses currently working in <strong>Emergency</strong>Departments particularly:• Nurses with limited <strong>Emergency</strong> Nursing experience (this may include first year registered nurses).• Nurses wishing to make a transition to <strong>Emergency</strong> Nursing from other clinical areas.• Nurses returning to <strong>Emergency</strong> Nursing.62.4 theoretiCAl frAmeWorksThe Transition to <strong>Emergency</strong> Nursing Program is underpinned by the principles of adult learning.2.5 ProgrAm feAturesThe features of the Transition to <strong>Emergency</strong> Nursing Program include:• Continuing competence framework.• Team approach to clinical support.• Orientation – <strong>Emergency</strong> Department essentials.• Clinical experience.• Professional development.These features are discussed below.Continuing competence frameworkThe Program incorporates a continuing competence framework to help participants to identifytheir development and learning needs 4 :• Maintenance of a professional portfolio.• Assessment of clinical practice.Diagram 1: Maintaining Competence to Practice 5Maintaining competence is a continuous process that can be viewed as a cycle of assessment,professional feedback and review, goal-setting, participating in continuing professionaldevelopment and reflection 6 .UndertakingSelf AssessmentReflecting onImpact of ContinuingCompetenceParticipatingin ProfessionalReviewParticipatingin CPD andPracticeSettingProfessionalGoals4ANMC, Continuing Competence Framework, 20095Diagram based on ANMC Continuing Competence Framework, (2009,5)6ANMC, Continuing Competence Framework, (2009:5)
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