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Improving Efficiency Using a Hybrid Approach: Revising an Intravenous/Blood Workshop in a Clinical Research

Debra A Parchen1, Sandra E Phelps, Eunice M Johnson

  • 1Debra A. Parchen, MSN, RN, OCN®, is a Nurse Educator at the National Institutes of Health Clinical Center Nursing Department, Bethesda, Maryland. Sandra E. Phelps, MSN, RN, is a Nurse Consultant at the Centers for Medicare and Medicaid Services Center for Clinical Standards and Quality*, Baltimore, Maryland. Eunice M. Johnson, MSN, RN, is a Nurse Consultant within Community Health in Franklin County, Pennsylvania. Cheryl A. Fisher, EdD, RN-BC, is a Senior Nurse Consultant for Extramural Collaborations at the National Institutes of Health Clinical Center Nursing Department, Bethesda, Maryland.

Journal for Nurses in Professional Development
|May 18, 2016
PubMed
Summary

New nurses can master essential skills like intravenous (IV) therapy and blood administration through a redesigned workshop. This comprehensive training prepares them for complex research environments, enhancing patient care.

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Area of Science:

  • Nursing Education
  • Clinical Skills Training
  • Healthcare Professional Development

Background:

  • Onboarding new nurses presents challenges, particularly in acquiring specialized skills like intravenous (IV) therapy and blood administration.
  • Nurses in research-intensive settings require specific competencies for patient care protocols.

Purpose of the Study:

  • To redesign the Intravenous (IV)/Blood Workshop at the National Institutes of Health Clinical Center Nursing Department.
  • To equip nurses with essential skills for patient care in a research-intensive environment.

Main Methods:

  • Implemented innovative teaching strategies and a hybrid instructional approach.
  • Incorporated a pre-workshop activity, hands-on skills lab practice, and unit-level skill validation.
  • Focused on comprehensive curriculum delivery while optimizing resource utilization.

Main Results:

  • The redesigned workshop effectively prepared nurses with necessary IV therapy and blood administration skills.
  • The hybrid approach and structured practice enhanced skill acquisition and retention.
  • Resource utilization was decreased through efficient curriculum design.

Conclusions:

  • The revised IV/Blood Workshop provides a robust and resource-efficient model for orienting nurses.
  • This program enhances nursing preparedness for specialized roles in research settings.
  • Continuous skill validation ensures sustained competency in critical care procedures.