For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies – especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
- Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
- Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.
- Part 1: Agenda and Outcomes.
- Explain to your audience what they are going to learn or do, and what they are expected to take away.
- Part 2: Safety Improvement Plan.
- Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
- Explain why it is important for the organization to address the current situation.
- Part 3: Audience’s Role and Importance.
- Discuss how the staff audience will be expected to help implement and drive the improvement plan.
- Explain why they are critical to the success of the improvement plan focusing on medication administration.
- Describe how their work could benefit from embracing their role in the plan.
- Part 4: New Process and Skills Practice.
- Explain new processes or skills.
- Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
- In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
- Part 5: Soliciting Feedback.
- Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
- Explain how you might integrate this feedback for future improvements.
Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.