Given the unique needs of the adult learner, the Nursing Professional Development Specialists (NPDS) and clinical educator leading the education plan, employed engaging and experiential tactics in educational design and delivery. Engaging adult learners with a variety teaching strategies maximizes knowledge retention and application of knowledge. The adult learner learns best by doing (Keillor, C. & Littlefield, J. 2012). Thus, these characteristics were a key component of the educational design plan. A variety of teaching strategies, considered to be “out-of-the-box" were employed instead of traditional didactic teaching methods to deliver this large scale PGM educational initiative. The aim of the project was to empower the clinical bedside nurses and leaders who hold roles on the unit practice councils, facility, and/or system councils. A review of the literature shows that nurses who are empowered, with autonomy have more ownership for their outcomes. Without a form of empowerment for the entire workforce, the organization may fail to advance (George, V. 2014).
All educational activities as part of this plan focused on effective comprehension, retention, and application of the PGM core elements. Best practices utilized in the educational plan and embedded in each learning session included creating or assessing the following: a safe learning environment; a culture aligned with the mission, vision, values of the organization; learning needs of the target audience; learning objectives and instructional planning aligned with the strategic plan of the organization; and practicality and applicability of learning activities to the practice environment.
For the “world café” event, educational strategies included a multi-generational and multi-learning delivery approach, with a focus on Generation Y (Millennials) as they comprise the majority of chair and co-chair positions of the councils in the PGM. Interactive booths, gamification, and the use of technology; such as iPads were utilized. There were 10 interactive educational booths designed, each having an educational learning objective around a core element of the PGM. The authors were able to use objectives from both the cognitive and psychomotor learning domains. Some examples of the objectives include: Articulate steps of a practice council meeting and Describe Transformational Leadership. For example, one educational booth included the use of gamification, where nurses learned about the PGM five concentric circle structure, through a Jeopardy-like game. Given that adults learn best by problem solving and collaborative learning, booths were designed for peer interaction and learning. Another booth used iPads and the organization web page where participants could navigate educational PGM resources, like by-laws and practice council charters. There was also a booth centered on barriers and successes to unit practice council communication and implementation. Interactive resources utilized at the booths included spinners with questions, posters, and educational materials online that participants provided answers and responses to so facilitators could check for understanding and ensure that objectives were being met. Each booth session allowed a certain amount of time for learning content and had a minimum of two educational facilitators. The structure was such that participants needed to learn the content from each booth before rotating to the next booth. Participants were given a “passport” and were instructed to collect a specialized stamp from each booth to complete that session and to be entered into a raffle for a prize at the end of the educational session.
In addition to the exciting and interactive educational booths, there was an inspiring welcome and motivational keynote presentation delivered by two well-respected nurse executive leaders in the organization. The welcome focused on nurses being change agents and the keynote centered on the topic of leadership, which is crucial in the PGM. In order for participants of this education to lead their unit practice councils, the chairs and co-chairs must be empowered with the knowledge, skills, and attitudes to do so.
Educational strategies incorporated and addressed various learning preferences as well as preferences for the four generations of learners in the workplace. The educational design addressed the four main learning styles. The model created was visually colorful and showed a conceptual framework for the model. Through traditional lecture, the auditory and visual learning needs were addressed. The gamification and interactivity addressed the needs of both millennials as well as the kinesthetic learner. The reading, writing, and group discussion at the booths addressed Generation X as well as reading/writing learners group. Giving the adult learner the foundational education and empowering the adult learner to learn the PGM was critical.
Three hundred nurses attended the eight-hour educational conference. Approximately, 210 nurses attended the second wave of educational sessions, a four hour session. Additionally, all chairs and co-chairs of the Nursing Practice Council (system level), attended an eight-hour conference along with unit nursing educators to learn about the PGM. The purpose of unit educators attending with their unit practice council chair and co-chair was to foster mentorship and promote collaboration. In addition, 163 nursing leaders, nursing managers, and nursing educators attended a half-day (four hours) educational event. The target audience for all educational events were clinical nurses (specifically chairs and co-chairs) and nursing leadership from all units.
The annual organizational learning needs assessment revealed that educational sessions were necessary for nursing leadership. Thus, a half-day leadership-educational activity was designed for Nurse Managers, Nurse Leaders, and Nurse Educators. A total of 163 nurse leaders attended these educational sessions. A management concept of including employees in the decisions that affect their work is referred to as shared decision-making (George, V. 2014). The educational activities were delivered with the aim of enhancing nurse leader awareness of their role in the PGM. One of the main learning outcomes was to support and guide the practice council in the organizations strategic nursing goals and objectives. Taking into consideration, the preferred learning styles and multi-generational preferences were delivered with combined presenter and learning paced activities of group collaboration and open discussion. The lecture elements focused on organizational outcomes more than process.
In summary 1068 nurses learned the new structure of the PGM through delivery of this educational plan. Three separate types of educational events were delivered totaling nine separate event dates. The types of educational strategies used were based on the diverse multi-generations in the organization. This educational approach led to the successful implementation of a new system-wide PGM. Council members now have the knowledge to lead their practice councils toward organizational and global nursing change. In one particular practice council the nurses have implemented an outreach to as far as the country of Nepal. In another council, the members have a goal to promote the nursing profession through community activities. The unit practice council chairs and co-chairs, as well as nursing leadership now have the knowledge to comprehend the new PGM and when groups of nurses and healthcare workers come together to make shared decisions about how the work is done, the possibilities are endless. Participants are able to apply the knowledge gained in the practice setting which ultimately leads to improved patient outcomes. The PGM model elements, the educational plan, and outcomes metrics will be shared visually to show how an educational plan is fundamental to the implementation of a large scale systems model. Metrics will drive next steps for ongoing educational development.