Team ONE (Ongoing Nursing Education)
Zullo, C RN, Herrera, A RN, Lubrano K RN, Callinan L RN, Demers N RN
Introduction:
The 2015 American Nurses Association Code of Ethics for Nurses Interpretive Statement 5.5:
“Competence is a self-regarding duty. It affects not only the quality of care rendered but also one’s selfrespect, self-esteem, and the meaningfulness of work” (2015, p22).
In 2014, electronic medical record reviews, interdisciplinary discussions, and case study debriefings
uncovered areas of knowledge deficiencies of Post Anesthesia Care Unit (PACU) and Surgical Intensive
Care Unit (SICU) registered nurses.
ABG interpretation, the assessment of agitation and sedation (RASS scores), and Level One Rapid Infuser
were identified in the SICU/SISD.
Low volume-high risk educational opportunities (Level One Rapid Infuser, use of the Broselow cart,
malignant hyperthermia) were identified and focused on for the PACU.
The SICU/PACU Nurse Manager, SICU/PACU Assistant Nurse Managers, and their Nurse Educators
developed a plan to rectify these issues with Ongoing Nursing Education. This was the inception of
“TEAM ONE.”
TEAM ONE meets monthly to discuss concerns regarding clinical practice, critical care policies, plan
future projects and evaluate educational projects in progress. Staff nurses from both units are ad hoc
members to incorporate staff's ideas.
Objectives
•
Increase communication between staff, management and nurse educators of the surgical
services
•
Improve critical care nurses’ clinical practice regarding low volume-high risk skills (Rapid Infuser,
Pulmonary Artery Catheters and Pediatric Emergency Situations) and high volume-high risk
situations (RASS assessment, proper PICIS and Allscript documentation, and ABG interpretation
and intervention).
Review and revise critical care policies and procedures related to the TEAM ONE projects of the
SICU/SISD/PACU
Methods
The following learning methods were utilized for different topics to educate the staff:
Identification of educational opportunities, self-study packets, skill sessions, blended learning, written
exams, evaluation, feedback, remediation, staff debriefing sessions, weekly huddles and repeat quizzes.
Conclusions
Initially of staff was hampered by concerns that knowledge deficits would be dealt with punitively. Staff
was hesitant to admit their knowledge deficits and thought involvement in these educational projects
would be time consuming.
TEAM ONE has enhanced communication, generated enthusiasm for learning, and increased the staff’s
interest in active learning, and knowledge.
Staff trust and enthusiasm was nurtured with self-study review packets prior to completing the quiz,
maintaining confidentiality of quiz results, and the participation of unit-based physicians. Discussions at
weekly huddles maintained staff enthusiasm, kept goals in the forefront of the staff's thoughts, and
assisted with maintaining the gain.