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Helping to Slay the Geriatric Giants: Advocate/Mentor

Helping to Slay the Geriatric Giants: Advocate/Mentor. Gerontological/Geriatric CNS of BC 2003. The Day Planner. Morning: Intro, Goals and Working Groups Theories and Actuality Inventories Getting to it! Afternoon: Complete and present Group Presentations Next Steps and Wrap up.

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Helping to Slay the Geriatric Giants: Advocate/Mentor

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  1. Helping to Slay the Geriatric Giants: Advocate/Mentor Gerontological/Geriatric CNS of BC 2003

  2. The Day Planner • Morning: • Intro, Goals and Working Groups • Theories and Actuality Inventories • Getting to it! • Afternoon: • Complete and present Group Presentations • Next Steps and Wrap up

  3. The Goals • Enhance own knowledge and abilities to care for acutely ill older adults. • Increase nurses’ knowledge and abilities who are caring for acutely ill elders. • Be the bedside resource that decreases risk for patients, families and care providers. • Offer practical tips to increase your nurses “toolbox” of approaches to caring

  4. Goals • To be the support in building positive outcome “habits and structures” to assure best practice and care of the older adult. • To be a slayer of the “Geriatric Giants” through participation in the Geriatric Nurse Network • To work with the CNSs on they can support and assist the “network”.

  5. Brain-Storming the Geriatric Giants • Divide into groups of 3-4 • Randomly list (in black pen) all the problems related to the acutely ill older adult. • Beside the above, list all the causes, effects, or contributing factors (in blue) • With red pen, draw lines and arrows to connect the one list with the other .

  6. The Vicious Cycle • Learnings and Insights: • Develop a priority list from the vicious cycle • Vote on the top 10 to target for learning • Select one target “learning” per group that each group will “coach/mentor” on. • This is what your group will “coach/mentor” us all by the end of the day.

  7. Getting Started: What is? What is not?

  8. Advocate/Mentor/ Coach • “A partner interested in your nurses’ and patients’ success and positive outcomes.” • Provide strategies and tools designed to give nurses an extra “foot up” for improving performance and thus patient outcomes. • Assist in building evidence-based “habit structures” in areas including problem-solving, communication and leadership.

  9. What is the Pulse of Your Nursing Environment? • Quality and Safe Work Environment (RNABC) • What are the barriers? • What are the facilitators/enablers? • What do you want to achieve? • What is realistic to start with to achieve?

  10. Teaching/Learning Inventory • List current methods and techniques that you use to teach, coach, mentor. • What works best for you? • What works best for nurses? • How do you know what is working?

  11. Working Framework

  12. Clinical Experiences • Who are your learners? • Pre-questionnaire profile • Novice to “expert”? • Where are they clinically coming from? • What are their expectations?

  13. Mental Image • Values, attitudes and beliefs clarification exercise • When you are assigned to care for an acutely ill older adult, what goes through your mind? • What body sensations do you feel when the older adult presents with behaviours that are or may be difficult to care for?

  14. Personal Experiences • Telling their nursing stories • Telling their personal stories when having to care for a family elder.

  15. Comparison • Based on the learners clinical experience, their mental image and personal experience, discuss: • congruencies that facilitate best care for the acutely ill older adult • what gaps are seen in their knowledge, clinical abilities and systemic support systems that deter their care • set these as changes to focus on

  16. New Knowledge • Pre-testing knowledge • Coach’s challenges • range of knowledge and experience • imbedded misconceptions and biases • TIME • ENHANCEMENT supports previous learning

  17. Current Toolbox • System and administrative support • Teaching and Learning Methods • Clinical Practice Guidelines to support best practice • Access to current evidence-based research • Professional Practice associations • Evaluation process (ST and LT)

  18. Different Thinking • Problem-based learning • realistic, achievable • fits within their own paradigm of practice • easily replicable and transferable to co-workers • Post-test and questionnaire • EVALUATION, EVALUATION, EVALUATION...

  19. Clinical Application • Assure that your coaching homework is done by assuring the right structures, supports and people are ready to receive the “different thinking” • Small success leads to larger success. Use the cardinal rule of geriatric care: “GO LOW AND GO SLOW”.

  20. Let’s Do It! • Coaching Target:________________ • Determining the strategies • Set your strategy plan (ST and LT) • Develop your toolbox • Short and long-term evaluation • The “Geriatric Nurse Network” - needs, wants, suggestions

  21. The “Doing It”! (Presentations)

  22. The Next Steps • Implement your “first” targeted strategy plan. Evaluate outcomes immediately and then again in 6 months. • Send results to CNSs to track. • Send to and receive from the “Geriatric Nurse Network” (GNN) colleagues and CNSs developed resource materials. • Keep GNN informed of progress

  23. Thank You!!! • Please complete the evaluations

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