faulkner nurse - evans
TRANSCRIPT
Faulkner Nurse • SUMMER 2011 1
NURSING PAIN MANAGEMENT COMMITTEE: PAIN AS THE FIFTHVITAL SIGN Jane Shufro, RN, BSN, CPAN
Faulkner Hospital’s Nursing Pain
Management Committee is dedicated
to meeting the pain management and
education needs of our patients and their
families. In the past, Faulkner has had
an interdisciplinary pain management
team that addressed the issues of pain
assessment, sedation risks, and identifi ers
for safe medication administration within
the hospital.
Over two years ago the need for a specifi c
Nursing Pain Management Committee
was identifi ed to look at nursing practices
related to pain management. Since then,
the committee has continued to further the
education and professional development
of the nursing staff in the area of pain
assessments, reassessments and protocols,
creating an environment that is conducive
to excellence in nursing practice and
patient care.
The Committee is comprised of registered
nurses representing each of the inpatient
and specialty areas, staff development,
nurse practitioners and nurse directors,
as well as an Associate Chief Nurse. The
Committee Co-chairs oversee the planning
of monthly meetings and any workshops,
one of which was a “retreat day” where
the committee met for an entire workday
to refi ne the QI pain audit tools to
more accurately refl ect the type of pain
NURSEFAULKNER
S U M M E R 2 0 1 1
N E W S F O R A N D A B O U T F A U L K N E R
H O S P I TA L N U R S I N G S TA F F
continued on P2
IN THIS ISSUE
P3: 6 South and patient satisfaction
P4-5: Nursing Awards
P6: Are you a culturally competent nurse?
P8: Endoscopy profi ciency workshop
P11: Recommendations for verbal education
Members of Faulkner Hospital’s Nursing Pain Management Committee from left, Mary Pat
Cunniffe, Kitty Rafferty, Barbara Peary, Helene Bowen Brady, Jane Shufro, Jeanne Hutchins
and Lauren Morrisssey.
Faulkner Nurse • SUMMER 20112
assessments for their own practice areas.
Prior to this, all units used the same tool
to assess pain which did not accurately
portray the best practice. They also collect
and collate the monthly pain QI data
that demonstrates how staff document
pain assessments and re-assessments.
Although many of the staff nurses have
been introduced to their unit pain tool,
they may not necessarily have information
about where that data is used – or that it’s
designed to enhance strategies that could
improve how nurses document.
“We feel that nurses do know where their
patient’s pain level is but the challenge
is ensuring that nurses are consistently
documenting the excellent nursing care
they are providing,” according to Helene
Bowen-Brady from staff development.
Working with IS to refi ne Meditech so
that RN’s can document “real time”
assessments and using the Vocera/
Signet integration to monitor response
to patient’s requests for medication
are a few of the accomplishments that
the committee has brought to current
nursing practice. By reviewing the
quality indicators monthly, the committee
members are able to identify strong
nursing practices that can then be
shared with other units in an effort to
improve nursing practices related to pain
management.
Education to meet the learning needs of
nursing staff was another focus this past
year and a guide to pain reassessment
documentation, “The Road to Excellence
in Pain Management” was posted on
Nursing Practice Boards for unit discussion.
The committee members will be looking at
the development of educational programs
for patients, family and staff about pain
management, as well as collaborate to
revise policies and procedures related to
pain management.
In the near future, we will be conducting
a staff Knowledge and Attitude survey
which will be used to apply evidence-
based interventions for more effective pain
management in our nursing practice.
First let me say thank you and
congratulations for another successful
celebration of our Nursing Profession
as we closed out the month of May with
Nurses’ Week, a week that continues to
highlight the best of our practices here at
Faulkner Hospital.
This year we had a Nursing Awards
Ceremony attended by not only staff and
their families but the families that continue
to support our Nursing Awards. It was so
enriching to be able to hear of the great
practice of all the award winners pictured
in this edition of Faulkner Nurse. After
reading this edition of Faulkner Nurse you
will see exactly what makes our nurses the
best! They are often seen as mentors,
patient educators, life long learners and
nurses that our patients and families have
come to count on for their care.
The poster session during Nurses’ Week
allowed us to highlight the many diverse
areas of practice that we have here at
Faulkner Hospital. Our next few months
will be challenging ones as we all examine
our ability to provide care that continues
to meet all the quality and satisfaction
metrics that we have attained - whether it
is our Press Ganey inpatient satisfaction
scores reaching an all time high of the
95th percentile or achieving best practice
nationally for care of CHF patient.
This high quality care is the expectation
of our patients and staff and we need to
provide this care in the most affordable
fashion to meet the demands on us as a
healthcare institution. I know as we work
together on this we will reach solutions
that not only maintain the excellence in
patient care but also assure that the care
is accessible for all patients. Enjoy your
summer.
Sincerely,
Judy Hayes RN, MSN, CNO
Vice President of Nursing
DEAR NURSING COLLEAGUES
Judy Hayes, RN, MSN, CNO
Nursing Pain Management Committee: pain as the fi fth vital sign, continued from P1
Faulkner Nurse • SUMMER 2011 3
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6 SOUTH’S EFFORT TO IMPROVE PATIENT SATISFACTION
Last September, the staff of 6 South
was asked to participate in a Lean
quality improvement initiative.
The Lean program is a philosophy
that helps drive effi ciency through
employee empowerment and
changes at the grass roots level.
Lean principles include gaining
respect from individuals for their
ideas which fosters the most impact
on results.
After reviewing the Press Ganey
report from last summer it was clear that
a change needed to be initiated. July of
2010’s press Ganey report showed that
patients were scoring nursing staff at a
lower percentage than previously. Kathy
Codair, Nursing Director, solicited Sarah
Sawyer, staff nurse, to research the issues
and problems.
Together Kathy and Sarah, coached by
Cori Loescher, attended a Partner’s wide
Lean training program which met monthly
for fi ve months. Sarah and Kathy met with
the staff to defi ne sources of waste and
delays in meeting people’s needs. They
analyzed the results of two Press Ganey
questions: delay in meeting the patient
needs and staff’s attitude toward requests.
Data was collected in these two areas over
a period of time. The researchers found
that call lights were being answered in a
timely manner, however the patient’s need
was not always being met, such as when
a patient requested pain medication but
there may not have been a doctor’s order
for the pain medication.
Sarah and Kathy initiated education to the
nursing assistants regarding the impor-
tance of quality communication with pa-
tients. A script was designed by the nurs-
ing assistants to outline key information.
The nursing assistant introduces them-
selves by name to their patient and family
and explains the purpose of their visit.
They educate the patient on their
room and how to use the call
light. The nurse and the nursing
assistant update the patient white
board every shift in the room with
their name and titles.
In-patient satisfaction surveys
were completed both before and
after this intervention. Below are
two graphs of the Press Ganey
results showing the improvement
in the two questions. The fi rst
graph shows the delay in meeting
the patient’s needs and the second graph
shows the staff’s attitude toward requests.
Kathy and Sarah warn that change takes
time and having staff input was the key
to the success that they have seen. The
hardest thing now will be sustaining the
success.
Sarah Sawyer, left and Kathy Codair.
Faulkner Nurse • SUMMER 20114
NOTES ON NURSES’ WEEK AWARDS
THE ELAINE HAZELTONMEMORIAL SCHOLARSHIP
was established by Elaine’s family and is given to a nurse who
demonstrates a dedication to Faulkner Hospital and the practice
and advance of nursing along with continuing their education.
This year’s winner was Kimberly Tierney, RN, 6N.
Kimberly Tierney, RN
THE ANGELA MCALARNEY AWARD
was presented to Margaret McNulty, RN, Dana-Farber/Brigham
and Women’s Cancer Center at Faulkner Hospital. The McAlarney
Award was established in 2003 to be given to a member of the
Nursing Department in recognition of excellence in patient
teaching.
From left, Judy Hayes and Margaret McNulty.
THE MAL AND LOIS LEWIS EXCELLENCE IN NURSING PRACTICE SCHOLARSHIP AWARD was established in 2010 to be given to a nurse that meets
the following criteria 1. a nurse working in cardiology that
demonstrates compassion in a family centered context, 2. a nurse
that advocates for the patients using evidence-based research
and 3. a nurse who is recognized by her/his peers for their unique
contribution. The 2011 winner was Tammy McNeil, RN, 6N.
From left, Judy Hayes, Tammy McNeil and
Annie Lewis-O’Connor, PhD.
CONGRATULATIONS TO ALL OF THE 2011 AWARD WINNERS!
Faulkner Nurse • SUMMER 2011 5
This past May, seven members of Faulkner Hospital’s Nursing staff were presented with awards. The nurses were nominated by their peers.
Each award has different criteria but all of the awards link to the profession of nursing.
The last award presented was the MARY DEVANE AWARD.
This award was established in 1999 to be given to any member of
the Nursing Department in recognition of their commitment to
delivering patient care with compassion, kindness and humor.
The award was presented to Diane Corgain Hunt RN, OPOU.
From left, Judy Hayes and Diane Corgain Hunt.
THE MRACHECK AWARD was established in 1995 to be given to three members of the Nursing Department for recognition
of their clinical skills, as well as to support their continuation in the nursing profession. This year’s winners were Bridgid Stevens, RN,
6S, Jackie Dejean, RN, 7N and Karen Clougher, RN, 6N.
Bridgid Stevens From left, Judy Hayes and Jackie Dejean. From left, Judy Hayes and Karen Clougher.
Faulkner Nurse • SUMMER 20116
As we enter the second decade of the new
millennium, we should take a moment or two to
ponder some of the changes that have occurred.
Technology continues at a remarkable pace
bringing with it tremendous advances to people’s
lives. Unfortunately this may also come with a
price.
Society, more and more has expectations of
instant gratifi cation. Whether it’s high speed
internet or fast food, we always want better and
quicker. We are hooked to our cell phones,
iphones, ipads and computers from the moment we wake until
the moment we go to bed. It should come as no surprise that this
way of life has crossed over into our practice as nurses.
Along with providing expert care to our patients, we also need to
remember to take care of our co-workers and ourselves. Stop and
think of the last time you told someone on your unit that they did
a great job, or the last time you sincerely thanked a
colleague. I encourage senior nurses to remember
that they were once new to their chosen fi eld and
worked hard to gain experience and build their skill
set. Faced with individual goals and providing expert
care in this fast paced world may make it hard to
consider mentoring, but remember we were all once
new nurses and just as frightened and overwhelmed
as some of our colleagues may be right now.
So as we refl ect on the celebration of the recently
passed Nurses Week, let’s try to remember that
skilled and expert nursing practice comes with old-fashioned time
and mentoring. We should challenge ourselves and pause long
enough to recognize and support our colleagues. Finally, let’s
keep a special eye open for our newer nurses and welcome them
to our team.
AN EYE TOWARDS THE FUTUREBy Brenda Cleary, RN
Brenda Cleary, RN
The United States is more diverse than ever
before and this will continue to be true. American
nurses require advanced skills to provide culturally
competent care for the patients. Culturally com-
petent care means that nurses and other health-
care professionals are able to work in cross cultural
situations effectively.
The fi rst step is to be aware of differences be-
tween you and patients. These differences may
be about their thoughts and values about health
care and their lives. The second step is to provide
culturally sensitive care which requires interpersonal and com-
munication skills. A lack of cultural sensitivity may cause confl ict
and unsafe care. A nurse or physician may believe that patients
must follow our advice no matter what their culture is because
our health care is the best in the world. However, our world class
medicine could be useless and meaningless if patients do not
understand or refuse it because our healthcare providers are
culturally incompetent.
Think about this situation. You go to an Asian country and have
chest pains. You have limited language profi ciency in that coun-
try’s language. The hospital smells different and is a
very unfriendly environment. The doctors prescribe
some strange medicines and acupuncture therapy
and these medicines are traditional and familiar in
this Asian country but not to you. They say this is
what you must do. Would you be comfortable ac-
cepting these strange therapies? What would you
want to know if you wanted to be treated by them?
Nurses have important roles to play in culturally
sensitive care. However, our skills and healthcare
systems are not yet advanced enough to provide
culturally competent care for patients who are not familiar with
US healthcare and practices. Some cultures are very complex. In
addition, family dynamics or religion may create confl ict between
healthcare providers and patients. Nurses must understand the
patients’ comfort level and provide them with adequate infor-
mation. Nurses must improve interpersonal skills and skills that
establish a trusting relationship between nurses, patients and their
families. This may not solve all cultural problems but it is the most
important part of cultural competency. Please share with me any
of your cultural care experiences.
ARE YOU A CULTURALLY COMPETENT NURSE?By Yuka Hazam, RN, MSN, 6 South
Yuka Hazam, RN
Faulkner Nurse • SUMMER 2011 7
The responsibility of the registered nurse
for the care of any patient arises from a
legal concept known as the “standard of
care.” The standard of care is defi ned
as the degree of skill and learning of
the average, qualifi ed member of the
profession practicing the specialty,
taking into account advances in the
profession. While this defi nition may
sound like legalese, the standard of care
is an important concept for nurses to
understand when assessing his or her risk
of liability for adverse events.
The standard of care is determined by
applying nursing actions (or omissions)
against what is required by statute and
regulation, policies and procedures,
and other evidence of accepted nursing
practice. When a nurse departs from the
standard of care in the treatment of his or
her patient, and the patient is injured as
a result of this departure, the nurse can
be found negligent, and may be subject
to damages to compensate the patient
for injuries resulting from the negligence.
Negligence may occur when a nurse
fails to use adequate clinical judgment
in patient assessment, or when the nurse
fails to implement appropriate nursing
intervention. How does this apply to the
care of a suicidal patient?
When caring for a patient at risk of
suicide, the nurse is responsible for what
the average qualifi ed nurse would have
learned about suicide risk assessment as
part of nursing education, hospital policies
and procedures, and nursing practice
guidelines, which may be taught as part
of Nursing Case Review, seminars, and
workshops. The average qualifi ed nurse
would be expected to know the basic
requirements of suicidal risk assessment,
such as asking the patient if he is having
thoughts of harming himself, and if
so, whether he has a plan. Once the
assessment confi rms that there appears
to be a risk of suicide, the nurse has a
non-delegable duty to use reasonable
judgment to meet the patient’s need for
safety from self-harm.
A non-delegable duty is one that only the
professional nurse can perform under the
authority of her professional license; a
non-delegable duty cannot be assigned
to an unlicensed practitioner. In the case
of a patient on 1:1 observation, this means
that although a sitter or security offi cer
may be the person who is assigned to stay
with the patient and perform the actual
observation, it remains the sole duty of
the nurse to perform ongoing patient
assessments, to monitor for a change
in condition, to assure that the sitter
has received clear and comprehensive
instruction about what is expected of him
or her, and to perform adequate hand-
off communications with the doctor, the
sitter, and the next nurse who cares for the
patient. If the nurse fails to perform these
duties and in essence, leaves the patient in
the unsupervised care of a sitter or security
guard, the nurse has departed from
the standard of care, and is responsible
for any injury that may result from such
negligence.
How can a nurse assure that she has
met the standard of care for monitoring
a suicidal patient? The nurse must
be familiar with hospital policies and
procedures for the care of a patient at
risk for suicide, and comply with the
policy requirements. This policy can
be found in Faulkner 411 and the nurse
should review it when a suicidal patient
is under his or her care. Compliance
with the policy can be demonstrated
through good documentation of nursing
assessment, care, and communication of
signifi cant changes. Documentation on
a communication tool sheet that contains
reminders and an observer care plan
assures that both the nurse and the sitter
understand what is required to assure
that the patient has received adequate
monitoring and care during the shift.
While no nurse is expected to guarantee
the safety of a suicidal patient, the nurse
must provide reasonable care. Following
these steps can provide the patient with
good nursing care and demonstrate that
the nurse has met the standard of care.
RISK MANAGEMENT CONSIDERATIONS WHEN CARING FOR THE SUICIDAL PATIENT ON 1:1 OBSERVATIONJoanne Locke, RN, JD
Faulkner Nurse • SUMMER 20118
Seven thousand patients annually undergo endoscopic proce-
dures at Faulkner Hospital’s Gregory Endoscopy Centre. Each of
these patients depends upon the nursing staff to be thoroughly
skilled in all aspects of endoscopic care. The Joint Commission
requires that staff be competent to perform their tasks and that
competence be assessed and documented at one to three year
intervals.
In the technologically advanced endoscopy setting, new modali-
ties and applications are frequently introduced and endoscopy
staff must remain current in this changing environment. As endos-
copy has moved beyond diagnostic procedures to the therapeutic
and interventional, excellence in patient care and technological
profi ciency are closely linked.
To meet this challenge, the nurses of Gregory Endoscopy Cen-
tre dedicated an entire February afternoon to participating in a
hands-on profi ciency workshop. The physician staff demonstrated
their commitment to this endeavor by freeing the endoscopy
schedule for the allotted time period. The workshop familiarized
staff with lesser-used endoscopic therapies and reviewed day-to-
day processes to insure quality and safety based on best practice
guidelines. The nursing staff identifi ed a need for more hands-on
exposure and, with physician input, guided the content of the
workshop.
A station was prepared for each procedure under review. Nurses
analyzed guidelines for safe preparation, operation and disas-
sembly of equipment and confi rmed profi ciency by practice and
return demonstration. Individual profi ciency was documented
per Joint Commission requirements. Guidelines were informed
by manufacturers’ instructions, on site in-services provided by
manufacturers’ representatives, journal articles, and standards de-
veloped by the Society for Gastrointestinal Nurses and Associates
(SGNA). “Just in time” teaching is always available to endoscopy
nursing staff, as experts in a particular modality provide education
and support to those less experienced. Stations included endo-
scopic band ligation, clipping, electrocautery, balloon dilators,
argon plasma coagulation, sclerotherapy, and ERCP. The nurses
are also required to be thoroughly familiar with endoscope repro-
cessing. Competence in this area is assessed and documented
annually.
Procedural sedation and medication safety in the geriatric popula-
tion are two required competencies assessed annually by written
exam. Endoscopy nurses also maintain current ACLS certifi cation.
Patient safety is ensured by knowledgeable nurses, competent in
their fi elds of practice. Thorough familiarity with diseases of the
GI tract, and the mastery of technology essential to excellence in
endoscopy practice, enhances self perception and confi dence.
This mastery demonstrates to the practitioner and patient that
the skills and knowledge necessary for excellence in patient care
have been attained. The furthering of knowledge is a professional
responsibility. A commitment to continued nursing education
promotes excellence in patient care, safety and satisfaction.
ENDOSCOPY PROFICIENCY WORKSHOP
Faulkner Nurse • SUMMER 2011 9
As peri-operative nurses working
in the holding area, we see many
patients having many different
types of surgeries. A common
factor in these patients is fear or
anxiety relating to intravenous (IV)
insertion. No one likes having an
intravenous inserted, some are
very frightened; and a few patients
have a severe needle phobia.
It is estimated the incidence
of needle phobia among the
general population is 3-4 percent
(Fernandes, P. 2003). This needle phobia
can cause such a high level of anxiety
and fear during IV insertion, that patients
become pale, diaphoretic and may even
have vaso-vagal reactions. This is a real
concern to peri-operative nurses working
in the pre-operative holding area.
Many of our patients have more fear and
anxiety over the intravenous insertion
than the actual surgical procedure. This
is true regardless of whether this is a fi rst
surgery or a more experienced surgical
patient. “As one of the most common
invasive nursing procedures, insertion of
an intravenous catheter has a long track
record of being painful, stressful and a
patient dissatisfi er” (Halm,2008, pp. 265).
The anxiety regarding IV insertion can
be alleviated in several ways. As with
all patients, the nurse must fi rst assess
the patient. The nurse may be able to
determine what concerns and fears this
particular patient might be experiencing.
Some patients are afraid of the needle
stick, some are uncomfortable with the
idea of seeing any blood, and some are
terrifi ed of the anticipated or expected
pain associated with IV insertion.
Depending on patient needs, a detailed
explanation of the IV insertion procedure,
use of relaxation techniques, and the use
of a local aesthetic can greatly reduce
fears and anxiety.
“But it’s two sticks, instead of one.” This
is a frequent statement that we hear over
and over. Some of our colleagues can
be skeptical about the use of buffered
Lidocaine before IV insertion. After
years of starting IV’s in the Emergency
Department and in the GI Department,
I came to the pre-op holding area. In
the pre-op holding area, anesthesia
showed me how they use buffered sub-
dermal Lidocaine to insert IV’s. Some of
our colleagues can be skeptical about
the use of buffered Lidocaine before
IV insertion. I, too, was a skeptic; after
all it was two needle sticks instead of
one. But with so many patients fi lled
with fear and anxiety about IV insertion,
I was willing to be open minded about
the process. After observing anesthesia
insert many IV’s using buffered Lidocaine,
I have observed patients are much
more comfortable and have decreased
pain and anxiety during IV insertions
(Opanasets, K. 2011).
One percent Lidocaine is acidic
on the pH scale and therefore
it causes a burning sensation
when it is injected, so Sodium
Bicarbonate (Neut) is used to
buffer and decrease the pH which
results in less burning.
A study in the Annals of
Emergency Medicine states:
“Pain and anxiety can be
reduced by pre-treating with
local anesthetics” (McNaughton,
Zhou, Robert, Storrow, Kennedy, 2009
pp. 214). This study concluded pain and
anxiety were greatly decreased during IV
insertion using intra-dermal Lidocaine.
IV insertions are a hospital procedure
that provokes pain and anxiety. There
are ways of alleviating this anxiety
by reducing the pain associated with
IV insertions. In order to provide
patients with the best care based on
evidence-based practices, hospitals
should develop IV insertion policies
to include the use of intra-dermal
buffered Lidocaine for every IV start in
the adult population. Our goal should
be to decrease pains and relieve anxiety
whenever possible.
Based on the research we have done and
the clinical process we have observed
it is our intention to work towards an IV
insertion policy that permits the use of
buffered Lidocaine for the insertion of IV’s
here at Faulkner Hospital.
INTRAVENOUS INSERTION ANXIETY/NEEDLE PHOBIABy Kathleen M. Opanasets, RN and Diane M. Pessa, RN
From left, Kathleen Opanasets and Diane Pessa.
Faulkner Nurse • SUMMER 201110
Pat Marinelli, RN, MSN, was recently named Nurse
Director of Faulkner Hospital’s ICU.
Marinelli has served as the acting director for the
past six months and brings over 30 years of critical
care nursing and leadership to her new position.
Previous to this position, she had been the clinical
leader in the ICU since 1998.
“Pat has been a well respected member of the
ICU team, has been recognized by her physician
colleagues for her skill and collegiality and is a
key member of numerous nursing and hospital
committees,” says Judy Hayes, Chief Nursing Officer.
Marinelli received her Bachelor of Science in Nursing,
along with a Masters of Science in Nursing and
certification as an Adult Nurse Practitioner from the
University of Massachusetts Boston.
Pat Marinelli, RN
New ICU NUrse DIreCtor NameD
Renia Noel, RN, BSN, was recently named Nurse Director for the Emergency Department.
Noel comes to Faulkner Hospital from Cambridge Hospital where she held the same position. Prior to her work at Cambridge Hospital, she worked at Lowell General Hospital for 16 years.
She is currently pursuing a Masters in Science degree in Health Informatics and Management at the University of Massachusetts at Lowell. She holds a Bachelor of Science in nursing as well as a certificate in Health Management and Policy, both from UMASS- Lowell.
Dedicated to her family; husband, Paul son Lukas and daughters Zoe, Sidney and Nina, she worked weekends and attended classes during the day in order to further her nursing education.
“I am thrilled to have the opportunity to work at Faulkner Hospital as it has a great reputation for creating strong quality care that is patient centered,” Noel said.
In her spare time, Noel enjoys the outdoors, a good book and cheering on the sidelines at her children’s sports games.
emergeNCy DepartmeNt Names New NUrse DIreCtor
Renia Noel, RN
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Faulkner Nurse • SUMMER 2011 11
Faulkner Hospital’s Patient and Family
Education Committee identifi ed verbal
education as our initial priority project. The
committee conducted a literature review
of articles from 1990-2010. The need for
patient education is widely recognized
in the medical community. The Joint
Commission standard PC.02.03.01 states:
The hospital provides patient education
and training based on each patient’s
needs and abilities.
Communication is effective when patients
comprehend accurate, timely, complete,
and unambiguous messages from
providers in a way that enables them
to participate responsibly in their care.
However, the reality is that communication
is often partially understood,
misunderstood or misinterpreted. Even
with the best of intentions, patient
education that fails to educate can result
in adverse events or poor outcomes. The
Joint Commission studied patient/provider
communication as root causes of sentinel
events and found that oral communication
caused 10 percent of sentinel events from
2006-2008.
Our literature review enabled us to
defi ne barriers to good verbal education
and provide recommendations for best
practices in verbal education.
Faulkner Hospital’s Patient and Family
Education Committee recommends the
following practices for effective verbal
education:
PATIENT AND FAMILY EDUCATION COMMITTEE PROVIDES RECOMMENDATIONS FOR VERBAL EDUCATION
• Find out what the patient already knows before providing information
• Ask patients specifi c questions like, “What brought you to the hospital?”
• Realize that patients may not even be aware that they do not understand
• Use easy to understand language free from technical jargon
• Talk to – NOT AT – people
• Be empathetic, pay attention to the patient’s fears and try to address them
• Ask patients about their life experiences and use in teaching
• Be aware of patients’ non-verbal messages
• Emphasize one to three key points
• Present the most important information fi rst and repeat it
• Provide information in several different ways
• Supplement verbal education with simple visual materials
• Use a question list
• Use a teach back method and ask patients to repeat information in their own words
• Don’t just ask the patient, “Do you understand?”
• Family members may also need to be educated
• Use an interpreter if a patient requires one due to language or disability
• Patients must be given an opportunity to ask questions
Patient and Family Education Committee Members: Christi
Barney, Rebecca Blair, Maureen Fischer, Ellen Fusfeld, Carolyn
Geoghegan, Dave Hill, Georgette Hurrell, Paula Knotts, Cara
Marcus, Bruce Mattus, Megan McAlpine, Kenneth Pariser, Drew
Sanita, Kelly Schoppee, Kathleen Shaughnessey, Billie Starks,
Peggy Tomasini, Shannon Vukosa and John Wright.
Faulkner Nurse • SUMMER 201112
Faulkner Hospital
Marketing and Public Affairs
1153 Centre Street
Boston, MA 02130
What is a mentor? My defi nition
of a mentor is a person who
offers their knowledge and/
or expertise and support to a
person who is new to an area of
mutual interest. For instance,
a mentor can be a person
who provides guidance and
encouragement to the mentee,
the person that is new and
unfamiliar to the area of mutual
interest.
I am a mentor because I think that it is very rewarding to be
able to offer the skills and knowledge that I have gained
over the years in my nursing practice to a newly licensed
nurse. I also mentor because I think it is important to give
back to someone else. When I was a novice nurse I was
approached by a veteran nurse who wanted to take me
under her wing to help guide me in my new role as a nurse.
It was the most wonderful experience for me. It made me
feel special and secure in the fact that I had someone in my
corner that I could go to when things became a little hectic
and out of control. She would be there to offer me words of
encouragement and support and it gave me the confi dence
that a new nurse needs to succeed in this very demanding
occupation.
As a mentor I am not only there for issues that occur in
the nursing profession but I am also there for any personal
issues or concerns that the mentee might have outside of
the practice. Essentially, I am a confi dant and friend that is
there for any concerns or issues that the mentee might have
during this phase in their life. I am very fortunate that I have
the opportunity to mentor. It makes me feel proud to know
that I am able to give of myself to someone in the way that
my mentor gave of herself to me. It has come back around
full circle. Like Oprah Winfrey says, “we must pay it forward”
and I am proud to say I am doing just that!
Lotonya Guice, RN, BSN
WHAT IS A MENTOR?By Latonya Guice