Identification Of Issue Significant To Nursing Practice II

DQ2

Patrick Queisne

One of the greatest barriers that the organization I am at for my practicum has with implementation of evidence-based practice (EBP) is education. Historically, the use of would tactics such as mentorship, online learning modules, in person skills days, and lectures. However, the COVID-19 pandemic forced facilities shift in person educational avenues with an attempt to adapt by using technology. Live streaming videos rapidly became the go to replacement for the in-person class. This was the same approach that was taken by nursing programs across the country to replace clinical time for nursing students. Now there are new graduate nurses entering facilities with little, if any, in person clinical time. 

Staff has now realized the opportunity to have flexibility for training as there is no commute time associated with attending virtual sessions. However, as the facility seeks to return to the new normal, in person classes are not well received. The intent of continuing education is to help keep nurses informed of the latest EBP (Fletcher, 2016).  Now faced with a lack of staff engagement related to long working and staffing shortages leaves the empty classrooms for in-person education. From an educational standpoint, the first part of developing a plan to determine how individuals in the organization want the information delivered.  This involves having open lines of communication between educators for the facility and the staff receiving the education. 

References 

Fletcher, S. (2016). Nurse education specialist utilizing career coaching to encourage lifelong learning. Journal of Nursing Education and Practice, 6(6), 71-74. doi: 10.5430/jnep.v6n6p71