Paper
Thursday, 20 July 2006
This presentation is part of : Unique Innovations in Nursing Education
Finding Solutions and Leading Change
Nena M. Bonuel, MSN, RN, CCRN1, Johnie Leonard, MSN, RN2, Ronda McKnight, MSN, RN, BC1, and Mary L. Shepherd, RN, MS, CNAA3. (1) Center for Professional Excellence, The Methodist Hospital, Houston, TX, USA, (2) Emergency Department, The Methodist Hospital, Houston, TX, USA, (3) CPE NB -087, The Methodist Hospital, Houston, TX, USA
Learning Objective #1: 1. Describe an accountability model that transforms bedside nurses into leaders.
Learning Objective #2: 2. Discuss the education curriculum and tools used to integrate evidence-based practice and improve patient and staff outcomes.
The world is changing at a rapid pace, while the healthcare environment races to keep up with professional and regulatory practice standards.  As societal demands for increased practitioner accountability escalate, the scope of responsibility of the nursing profession broadens mandating a call for action to achieve superior patient outcomes.  To rise above these challenges, in July 2003, the hospital implemented the Nursing Clinical Career Progression Model© (NCCPM), a clinical ladder designed to position nursing to respond to this call for action.  The clinical mentor, the third tier of the ladder was structured to drive nursing quality and evidence-based practice (EBP).  Following the first year of implementation, an assessment of clinical mentor competencies was completed to determine the effectiveness of this role using performance appraisal ratings, focus group discussions, manager and staff nurse surveys and Dashboard outcomes.  Developmental needs identified included clinical performance improvement, EBP, communications, teaching and meeting and resource management.  Based on this outcome, a Clinical Mentor Program Curriculum was developed with the ultimate goal of providing these nurses with the tools and a new skill set to achieve a competent practice congruent with the present demands.

The Clinical Mentor Program modules addressed six key areas: Performance Improvement, EBP, Resource Management, Professional Development, Communication and Meeting Management.  Eighty one percent (168) of the 208 clinical mentors attended these classes and provided a formal evaluation, which was overwhelmingly positive. With the support of the Chief Nurse Executive and unit Directors, the mentors generated 55 evidence-based performance improvement projects.  Ultimately, the transformation of these nurses to assume a leadership role in driving clinical quality and EBP became evident in the nursing Dashboard outcomes.  This presentation will demonstrate how nurses, who are provided with the time, tools and resources to develop new skills, will find solutions and lead change.

See more of Unique Innovations in Nursing Education
See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)