Assignment: Mechanical Ventilation
Assignment: Mechanical Ventilation
UPDATE OF LITERATURE REVIEW The original project used the seven steps of evidence base practice described by Melnyk and Fineout-Overholt (2015). Using the same keywords, the literature was exam- ined for interventional studies that included an educational intervention and calculation of financial impact. Four addi- tional articles were found demonstrating increasing awareness of the need to calculate and publish financial impact of professional development activities (see Table 1).
Frampton et al. (2014) completed a literature search of studies reporting educational interventions for preventing vascular catheter bloodstream infections, resulting in 74 studies between 2000 and 2012. This 398-page report used a decision-analytic economic model to analyze the cost- effectiveness of educational interventions for preventing catheter bloodstream infections. The model showed di- verse types of educational interventions reduce the incidence, increasing survival by 3.55 years and 2.72 QALYs (quality- adjusted life-years).
Kram, DiBartolo, Hinderer, and Jones (2015) imple- mented the ABCDE bundle for patients in the intensive
Cathleen Opperman, DNP, RN, NEA-BC, CPN, is Professional Devel- opment Nurse Specialist, Nationwide Children’s Hospital, Columbus, Ohio.
Debra Liebig, MLA, BSN, RN-BC, is Program Manager, Accreditation & Regulatory Readiness, Children’s Mercy Kansas City, Missouri.
Judith Bowling, PhD, MHA, RN-BC, is Clinical Learning Educator, Baptist Health South Florida, Miami.
Carol Susan Johnson, PhD, RN-BC, NE-BC, is Principal, Innovations LLC, Fort Wayne, Indiana.
The authors declare no conflicts of interest.
ADDRESS FOR CORRESPONDENCE: Cathleen Opperman, Nation- wide Children”s Hospital, 255 East Main St., Columbus, OH 43205 (e<mail: [email protected]).
1.5 ANCC Contact Hours
Journal for Nurses in Professional Development www.jnpdonline.com 303
JNPD Journal for Nurses in Professional Development & Volume 34, Number 6, 303Y312 & Copyright B 2018 Wolters Kluwer Health, Inc. All rights reserved.
Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.
care unit (ICU) by educational interventions resulting in a decreased average length of stay and decreasedmechanical ventilation days. The education included (a) a live presen- tation on the evidence regarding the ABCDE bundle for all nursing, respiratory therapy, and rehabilitation staff; (b) a nursing-specific class on proper administration of the Inten- sive CareDelirium Screening Checklist tool; and (c) an online module for all disciplines on the new administrative policy. The authors reported an average savings of $2,156 per pa- tient after a combination of educational interventions. However, information on the cost of the educational inter- vention was not provided, so further economic impact calculations could not be made.
Young, Borris-Hale, Falconio-West, and Chakravarthy (2015) provided caregiver education by an interactive
web-based program on pressure ulcer prevention strate- gies including how to use new skin care products and an algorithm for treatment of wounds. The RNs received 7.5 hours of education, and the patient care technicians had 5.5 hours. This education, the development of an algorithm and change in skin care products, resulted in a significant reduction in nosocomial pressure ulcers from a mean of 5.9/month to a mean of 0.2/month after the program. By educating the RNs and patient care technicians, significant cost avoidance was achieved in this long-term care setting. Though ROI was not calculated by the authors, enough in- formation was reported to calculate a 381% ROI for their interventions.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.