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Slide 1: Teaching the Translation Dot DeAngelo April 2009
Slide 2: Introduction Evidence Based Practice  Quality of Care (Institute of Medicine, 2001)  The National League of Nursing (NLN)  American Association of Colleges of Nurses (AACN)  Nursing Education 
Slide 3: Lesson Plan  Goal: Integration of Evidence Based Practice Principles and Content into Nursing Education
Slide 4: Lesson Plan Target Level : AD & BS  Content: “Identification of Risk Factors & Interventions to Prevent DVT in Hospitalized Patients” 
Slide 5: Clinical Implications  “DVT is the most preventable thromboembolic disorder and poses great risks to many hospitalized medical and surgical patients” (Joanna Briggs Institute, 2007)
Slide 6: Clinical Implications   Venous Thromboembolism and its complications are a common cause of morbidity and mortality in the U.S . Researchers have estimated that the average annual incidence of isolated DVT is 50 per 100,000 people For PE, with or without DVT, the incidence is 70 per 100,000. Others estimate the incidence as being higher and suggest that 450,000 cases of DVT (350,000 cases of non-fatal PE, and 250,000 cases of fatal PE) may occur annually in the United States. (AHRQ,2003 Summary Report)
Slide 7: Lesson Objectives  Develop students abilities to identify patient risk factors r/t DVT & describe priorities of care to prevent DVT in hospitalized patients (NLN & AACN :Assessment of health status, Critical Thinking Skills, Clinical Decision Making)
Slide 8: Lesson Objectives   Develop information Literacy (NLN & AACN Competencies and Essential Elements EBP, research) Develop a relevant clinical questions to guide evidence based clinical practices (NLN & AACN Competencies & Essential Elements, EBP, Scholarship, , Critical Thinking Skills & Information Literacy  Develop a written patient/teaching Plan (NLN & AACN Competencies and Essential Elements—Health Promotion and Prevention, Collaboration of Care)
Slide 9: Content  Reading/ Resources: Journal Articles EBP Electronic Resources and EBP DVT Screening and Prophylaxis Tool (Agency for Healthcare Research &Quality)
Slide 10: Resources         Memorial Health System Springfield, Illinois (Magnet Hospital) Deep Vein Thrombosis Preventive Treatment Program and Evidence-Based tool used for screening and Prophylaxis (also published in the Agency for Healthcare research and Quality). https://www.memorialmedical.com/CareerCenter/Nursing/DVTPreventive-Treatment.aspx https://www.memorialmedical.com/Documents/Career/DVT_Prop hylaxis_and_Risk_Assessment.pdf Agency for Healthcare Research and Quality http:// www.ahrq.gov/clinic/epcsums/dvtsum.htm The Joanna Briggs Institute for Evidenced Based Nursing and Midwifery http://www.joannabriggs.edu.au/pubs/best_practice.php http://www.joannabriggs.edu.au/pdf/BPISEng_5_2.pdf
Slide 11: Case Study   Case Study: You are a nurse working on an orthopedic surgical unit and are assigned to care for Mrs. Hipps. This 79 year old woman fell at home and was admitted with a fractured hip. A total hip replacement was the required treatment. The surgical procedure was performed two days ago using spinal anesthesia. Multiple factors have limited her mobility over the last two days, including intermittent confusion, pain, and obesity. She has been resistant to physical therapy and nursing interventions to assist her with ambulation. She lives at home with her husband; her daughter lives in the same town and has been assisting the couple with activities of daily living and household management.
Slide 12: Teaching Strategies   Cooperative Learning (Levin &Feldman, 2006) Case Study & Questions  PICO Exercise  Teaching Plan
Slide 13: Evaluation Learner Evaluation Content/Team Response Experience & Peer Evaluation  Educator/ Course Evaluation   Program Evaluation
Slide 14: Translation Theory  Iowa Model (continued) Pilot test Revisions Outcome Data Review/Revisions
Slide 15: Translation Theory Practice Implications: Integrating DVT Screening & Prophylaxis  Use of Iowa Model EBP Model (Titler, 2002) “Triggers” Literature Review Team Effort
Slide 16: Translation Theory  Iowa Model * Infrastructure to support research use *Roles, rewards, recognition, resources *Organizational culture
Slide 17: Translation Theory Nursing Education Transforming Nursing Curriculum to Incorporate Evidence-Based Practice Incremental—i.e. competency based educational outcome framework CBEO note in Levin &Feldman-Chapt 11) CBEO framework used NYU’s master’s program
Slide 18: Translation Theory Paradigm Shift Advocated NLN Position Statements:   INNOVATION IN NURSING EDUCATION: A CALL TO REFORM,2003 TRANSFORMING NURSING EDUCATION, 2005 http://www.nln.org/aboutnln/PositionStatements/transforming052005.pdf http://www.nln.org/aboutnln/PositionStatements/innovation082203.pdf
Slide 19: Translation Theory Nursing Education Transforming Nursing Curriculum to Incorporate Evidence-Based Practice “A BROADER DISSEMINATION FRAMEWORK” (Dobbins et al., 2002)
Slide 20: Translation Theory INTEGRATION :    Rogers Diffusion of Innovations Theory (Rogers, 2005) Management Field—Organizational behavior, culture, decision making Health Field—Reseach dissemination, utilization, and EBP
Slide 21: Translation Theory  GOAL: Adoption of research evidence into decision making Knowledge, Persuasion, Decision, Implementation, Confirmation