Introduction

1. If you host it, they will come: Best practices in implementing new product and equipment education to direct care nurses Advocate Illinois Masonic Medical Center John A. Pucker, MS, JD, APN, CEN, CNS National Recognized for Nursing Excellence Introduction Methods Outcomes Providing education to direct care nurses (DCN) on the plethora of new products and equipment in our rapidly changing and technologically advancing healthcare industry is a complex challenge faced by many organizations. Adult and trans-generational learning theory was utilized. A multifaceted forward thinking learning approach was developed to provide the structure and processes necessary to adequately train and educate DCNs on new products and equipment. The strategy consists of three interwoven concepts: 1) creating a designated education area, 2) unit level super-users, and 3) competency documentation of DCNs. The first, a designated off-unit education area, creates a conducive learning environment that the product specialist and vendor can use to provide education and hands on experience with the product for the DCN. The second concept is to develop super-users or product experts on each unit deploying the product. The final piece is unit-based independent competency verification after the education has been complete to ensure that education was effective (Deck, M, 2002, Ukleaj, M. 2010). Purpose New product education has historically been done through unit based in-services by vendor product representatives. Numerous barriers and limitations of unit based in-servicing have been identified in the literature (Barriball, KL & While, 1996). • Barriers and Limitations to Unit Based In-servicing • Distracted by patient care • Unit Noise • Physical space used for educations • Time of day for education • Accuracy and completeness of documentation of attendance • Absence of documentation of competency • Exposure of education limited to a small representation of DCNs Conclusions Providing a centralized location for product education coupled with super-user training and on-unit independent competency verification significantly increases the percentage of direct care providers that receive and retain new product education. • Strategic Concepts of Trans-generational Products Education • Designated Learning environment • Hands on education with products present prior to deployment • Super-User Training • Independent Competency Verification after product deployment References: Barriball, L.K., White, A.E., (1996), Participation in continuing professional education in nursing: findings of an interview study, J Adv Nur, 23, 999-1007. Deck, M. (2002) Instant teaching tools for the new millennium, St. Louis, MO: Mosby. Roeth, M., (1996), Strategies for product education, J Nur Staff Dev, 12, 237-245. Ukleaj, M. (2010) Managing the Millennials, Hoboken, NJ: John Wiley & Sons. In order for nurses to provide safe, efficient and effective care to patients, DCNs are entitled to the structural empowerment of a comprehensive product education program (Roeth, M. 1996).