e34 ASPAN NATIONAL CONFERENCE ABSTRACTS

deliver to adolescents. This then allows the nursing staff to feel

competent and qualified to deliver quality patient care to the ad-

olescent patient.

The nurses now report feeling comfortable as they transition

between caring for adult and adolescent patients. The online

module has empowered the nurse with the resources and ap-

propriate information to deliver world class care to the adoles-

cent population. Educational technology can be an effective

tool for the perianesthesia nurse learning to care for diverse pa-

tient populations.

ARE YOU SMARTER THAN YOUR PEDSPRECEPTOR?Team Leader: Kimberly Magalski, BSN, RN, CAPA

Cleveland Clinic, Cleveland, Ohio

Michelle Levay, BSN, RN, Jane Dingenary, RN, Vatula

Graham, RN, Katie Zacharyasz, BSN, RN, CAPA

The Pediatric PACU had recently become integrated with the

Same Day Surgery department and its management and educa-

tion team. In order to standardize and revitalize the outdated

orientation for the influx of new hires to the area, a team ap-

proach was used to implement the process.

Perioperative Education worked together with Nursing Educa-

tion, management and staff nurses to rejuvenate the orientation

program. The twelve week course for new hires was modified

to encompass the needs of this specialized area of pediatric

nurses.

A thorough reviewwas done of the previous reference manuals

and study materials. Pertinent information was kept and unnec-

essary items were removed. Tenured nurses from the unit were

interviewed and updated resource content was added to the

manuals. Interested and highly experienced staff members

were sent to the newly revised preceptor class offered through

Nursing Education. A structured and timely process was imple-

mented for feedback, goal setting andevaluationof thenewhire.

More information has been available for focus specific to the Pe-

diatric PACU patient. The quality of care has improved for new

nurses to this vastly specialized area. Preceptors for this area

feel better prepared and suited to mentor these new staff

nurses.

Nurses finishing the orientation to the Pediatric PACU feel com-

petent and qualified to deliver quality patient care. The entire

staff has been elevated to a new level of respect, compassion

and collaboration.

GETTING TO SUCCESS: SUPPORTING STAFFNURSES TO ENHANCE PRACTICE ANDPROFESSIONALISMTeam Leader: Denise O’Brien, DNP, RN, ACNS-BC, CPAN, CAPA,

FAAN

University of Michigan Health System, Ann Arbor, Michigan

Nancy Strzyzewski, MSN, RN, CPAN, CAPA,

Toni Szpara, MSN(c), RN, CCRN, CPAN, CAPA

Background Information Related to Problem Identifica-

tion: Perianesthesia nurses are creative and imaginative. They

discover new ideas and generate new methods to improve pa-

tient care and support practice in the perianesthesia setting.

However, many lack the skills or resources needed to develop

and implement their ideas. Additionally, the knowledge of

how to present the project is not typically learned by nurses.

Projects on the unit floundered or were never implemented

due to lack of identified need for the project and coordination

with the unit leadership.

Objectives of Project: Create an organized process to support

and encourage staff nurses to successfully complete practice

and educational projects in the perianesthesia setting.

Process of Implementation: The Clinical Nurse Specialist

(CNS) and Educational Nurse Coordinators (ENCs) developed

a process and tools to guide the staff nurse from idea generation

to project completion. The staff nurse met with the CNS or

ENCs to structure the idea and throughout the project. The pro-

cess includes meeting with medical librarians and unit resource

leaders. The staff nurse is coached through implementation of

the project and dissemination (poster, oral presentation, or

manuscript development).

Statement of the Successful Practice: To enhance practice

and professionalism, perianesthesia staff nurses have a struc-

tured process to guide them from idea generation to implemen-

tation and dissemination, supported by the CNS and ENCs.

Implications for Advancing the Practice of Peri-

anesthesia Nursing: Staff nurse engagement in unit practice,

professional development, skill building, sharing knowledge

with the broader perianesthesia nursing community leads to im-

proved patient care and nurse satisfaction.

ALL HANDS ON DECK! ASPAN’S RECOMMENDEDCOMPETENCIES AS A FRAMEWORK FOR ANNUALCOMPETENCY ASSESSMENTTeam Leader: Carol Pehotsky, MSN, RN, CPAN, ACNS-BC

Cleveland Clinic, Cleveland, Ohio

Sandy Hossman, RN, CPAN, Janet Adams, RN, Anne Marie

Birskovich, BSN, RN, CAPA, Kim Vergottini, BSN, RN

The education team from the perianesthesia departments of

a large teaching hospital sought to revise their annual depart-

mental competencies to reflect ASPAN’s Recommended Com-

petencies for the Perianesthesia Nurse. Previous to this,

competencies reflected hospital-wide expectations for compe-

tencies, without consideration of the unique needs of the peri-

anesthesia setting.

Each of ASPAN’s Recommended Competencies were reviewed

to determine the most effective method of delivery. Three

methods were identified: unit based hands-on training utilizing

staff nurses as “train-the-trainers” to educate all staff; paper-

based self-studies utilizing ASPAN’s Competency Based Orienta-

tion content and tests; and computer-based online educational

modules that include educational content with testing for com-

petency.

Prior to the program, the competency modules were essen-

tially instructional without staff return demonstration. After

the program, competency is measured by scores on written

tests and/or return demonstration with educator or trainer.

Nurses working in these units report liking the self-study

and computer-based competencies as a way to complete