Education Infused with Collaboration

40 Pages·2010·12.89 MB·English

ISSN 1920-6348 CARE
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““WWiinn -- WWiinn””
Education Infused
with Collaboration
A Look at Addiction
One LPNs Story
Safety Net
Fatigue and interruption risk
Online Renewal
New this Fall
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2 | VOLUME 24 ISSUE 2
inside
fall 2010
VOLUME 24 ISSUE 2
cover story
4 From the College
8 “Win – Win” 13 The Safety Net
Effects of Fatigue and Interruptions
Innovative collaborative practice
generates positive effects in 19 Know Your Healthcare Team
practical nurse classrooms,
Profile: Naturopathic Practitioners
fostering and showcasing trust,
respect, and teamwork. 19
29 The Operations Room
Cover photo: Stay Informed with Member Information
LPN Elisabeth Degen, with students
by Karen Campos, NorQuest College
feature
16 One LPNs Story
Addiction struggles can be life
changing. This brave story of
recovery and management
gives an enlightening glimpse
into one LPNs experience.
CARE is published quarterly and is the official publication of the
College of Licensed Practical Nurses of Alberta. Reprint/copy of
any article requires prior consent of the Editor of Care magazine.
Editor - T. Bateman
Signed articles represent the views of the author and not necessarily 8
those of the CLPNA.
The editor has final discretion regarding the acceptance of notices,
courses or articles and the right to edit any material. Publication
does not constitute CLPNA endorsement of, or assumption of
liability for, any claims made in advertisements.
Subscription: Complimentary for CLPNA members. $21.00 for
non-members.
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| FALL 2010 3
from the college
INFLUENCING THE THOUGHT OF OUR TIMES…
“He who influences the thought of his times influences the times that follow. ” - Elbert Hubbard.
KUDOS AND CONCERNS: ALBERTA HEALTH ACT
By the time you read this, public consultation on the new Alberta Health Act will be
over and we’ll all be waiting for the results. The CLPNA was pleased to provide feed-
back in July to the Minister’s Advisory Committee on Health (MACH) on their report,
“A Foundation for Alberta’s Health System”.
The stated objective of the Alberta Health Act is to consolidate the 30 pieces of
legislation and 100 regulations that currently guide the health system. Amongst those
pieces is the Health Professions Act (HPA), which provides for self-governance for
73% of health professionals in Alberta including LPNs. The HPA provides the authority
and framework for the business of the CLPNA including governance, regulation, con-
tinuing competence, professional conduct, and the creation of Bylaws, Code of Ethics
and Standards of Practice. It is understood that the HPA will eventually be consolidated
into the Alberta Health Act (Appendix 4, “A Foundation for Alberta’s Health System”).
CLPNA is supportive of the principles of the new Act and of the focus on full utilization of health professionals. Principles
such as a commitment to quality and safety, equitable access to timely and appropriate care, decision-making through
using best available evidence, a focus on wellness and public health, and fostering a culture of trust and respect are
worthy and achievable expectations.
We expressed to MACH our convictions regarding the importance of long-term planning and resource allocation, better
definition of overlapping professional roles, supervision of unregulated workers, removal of barriers that prevent full work-
force usage, policies that foster interdisciplinary collaboration, and the alignment of legislation that promotes safety.
A few big picture concerns were shared. While evidence-based practice decisions are
Different levels of nursing important to ensure quality, much of nursing research focuses on the Registered Nurse in
acute care settings. Since the enactment of scope of practice of Alberta’s LPNs is broader
bring different contributions, than most other jurisdictions in Canada and the US, we strongly encourage the support of
research regarding Alberta LPNs. This will ensure increased evidence for decisions in
and we heard how much
important policy areas such as staff mix, safety, and utilization.
that matters to you…
Additionally, we feel the proposed patient charter requires more explanation. Currently, the
concepts discussed for a patient charter are already covered under the Code of Ethics and
Standards of Practice of each health profession, and under the Canada Health Act. It is unclear how centralizing this in
one document would create change. More clarification and evidence of effectiveness of this type of charter is necessary.
COLLABORATION: FOCUS OF CANADIAN NURSES ASSOCIATION
An opportunity to network with other nurse regulators and leaders in Canada arose in June at the 2010 Canadian
Nurses Association (CNA) Annual Meeting and Biennial Convention in Halifax, Nova Scotia. The Canadian Nurses As-
sociation is “the national professional voice of registered nurses, advancing the practice of nursing and the profession
to improve health outcomes in a publicly funded, not-for-profit health system”.
Over the last five years, CLPNA has seen the CNA’s stated goals increasingly include a focus on collaboration. This
trend was again reinforced during the inaugural address of incoming president Dr. Judith Shamian when she stated, “…
for the next two years, I see myself as being a member of every nursing group in every community, every province, and
a global nurse.”
Dr. Shamian spoke of the power of over 260,000 RNs, and nearly 80,000 LPNs and registered psychiatric nurses in
Canada. But as she said, “The numbers are irrelevant if we don’t act.” Dr. Shamian closed the conference with this final
encouraging message: “Different levels of nursing bring different contributions, and we heard how much that matters to
you. We heard about clinical nurses, generalist nurses, advanced practice nurses, policy nurses, researchers, LPNs and
RPNs. Everybody brings a contribution and we have to work together.”
CLPNA welcomes these messages and believes we can expect positive influence nationally toward collaboration during
Dr Shamian’s tenure.
Hugh Pedersen, President and Linda Stanger, Executive Director
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4 | VOLUME 24 ISSUE 2
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| FALL 2010 5
blog post
CLPNA’s
• removal of barriers that prevent full
workforce usage, including flattening
of administrative structures to ensure
Alberta
flexibility and responsiveness
• creation of policies that foster inter
disciplinary collaboration
Health Act
• the alignment of legislation that
promotes safety, and policies and
procedures that include effective
Submission
feedback loops
The CLPNA believes in a health care sys-
tem in which each profession should do
what it does best, where overlap is mini-
T
his spring, CLPNA welcomed the mized, and where each professional is ex-
Government of Alberta’s invitation to pected to work to the full extent of their
participate in the review of the Min- skill and ability. Turf protection, job pro-
ister’s Advisory Committee on Health tectionism, and political posturing of the
(MACH) “A Foundation for Alberta’s old guard threaten teams every day. In-
Health System” regarding the proposed terprofessional trust must be built
Alberta Health Act. throughout the health care system.
This profession is committed to working
Several opportunities were shared with
within a comprehensive, universal,
MACH. One is that while evidence-
portable, publicly-administered, and ac-
based practice decisions are important to
cessible health care system. We are
ensure quality, much nursing research fo-
pleased to support the Government of pressed in the Alberta Health Act sup- cuses on the Registered Nurse in acute
Alberta’s commitment to these guiding port appropriate care to Albertans recog- care settings. We strongly encourage the
principles, which are the core of the nizing the value of the LPN. support of research regarding Alberta
Canada Health Act; and its commitment
LPNs. This will ensure stronger evidence
to sustainable public health care. Worthy Expectations for decisions in important policy areas
CLPNA is generally supportive of the such as staff mix, safety, and utilization.
How the Alberta Health Act principles of the new Act and the focus
affects LPNs on full utilization of health professionals. Additionally, we feel the proposed pa-
The stated objective of the Alberta tient charter requires more explana-
Health Act is to consolidate the 30 pieces Principles such as a commitment to qual- tion. Currently, the concepts discussed
of legislation and 100 regulations that ity and safety, equitable access to timely for a patient charter are already covered
currently guide the health system. LPNs and appropriate care, decision-making under the Code of Ethics and Standards
are regulated by one of those pieces, the through using best available evidence, a of Practice of each health profession, and
Health Professions Act (HPA), which focus on wellness and public health, and within the Canada Health Act. It is un-
currently provides for self-governance for fostering a culture of trust and respect are clear how centralizing this in one docu-
73% of health professionals in Alberta. worthy and achievable expectations. ment would create positive change. More
clarification and evidence of effectiveness
The HPA provides the authority and Our Perspective of this type of charter is necessary.
framework for the business of the Col- CLPNA expressed to MACH convic-
lege of Licensed Practical Nurses of Al- tions regarding some additional princi- Recommended Reading
berta (CLPNA): governance, regulation, ples proposed for inclusion in the Act. The CLPNA recommends that its mem-
continuing competence, professional These include: bers learn more about the Alberta Health
conduct, and the creation of Bylaws, • the importance of “long-term Act and its impact on health care in Al-
Code of Ethics and Standards of Practice. planning and resource allocation to berta and the LPN profession. Explore
The CLPNA develops policies and pro- ensure consistent, high-quality care” the Alberta Health Act website
cedures in order to accomplish the man- in addition to funding (http://www.health.alberta.ca/initia-
date of ensuring LPNs practice safely, • better definition of overlapping tives/your-health-act.html). The Minis-
competently, and ethically. professional roles to ensure ter’s Advisory Committee on Health
professionals can focus on what they (MACH) report, “A Foundation for Al-
Since the Health Professions Act will be do best berta’s Health System,” is also available
consolidated within its framework, it is • ensuring supervision of unregulated on that website. n
important to ensure the principles ex- workers
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6 | VOLUME 24 ISSUE 2
research
I
n spring 2009, the Health Quality Council of Alberta (HQCA) began a multi-year collaborative
project - the Blueprint Project -to develop a framework for patient safety education in Alberta.
The goal is to ensure all those involved in providing health care have a common understanding of
key components of patient safety and quality and use this to continually invest in making patient
care safer.
The project aims to identify consistent key messages related to patient safety that
should be incorporated into educational programs at all levels (undergraduate, post-
graduate, workplace learning) for all health care workers (support staff, front-line care
providers, managers, senior executives, and board members). This will be accomplished
by developing high-level learning outcomes and objectives that are relevant to different
groups of health care providers for each learning topic.
Blueprint
In spring 2010, the project team conducted an environmental scan to determine the
Project aims to extent to which a systems approach to patient safety is currently being addressed in
undergraduate education programs for regulated health care providers in Alberta. In
help transform addition, feedback was gathered on a self-assessment tool for patient safety education
that the project team is developing. The tool will help post-secondary health care
patient safety
provider education programs determine where they are at in the process of integrating a systems
approach to patient safety into their programs.
education in
Blueprint Project partners include the HQCA, Alberta Health Services, University of Alberta, Univer-
Alberta
sity of Calgary, University of Lethbridge, Mount Royal University, Northern Alberta Institute of Tech-
nology, Norquest College, Canadian Patient Safety Institute, British Columbia Patient Safety and
Quality Council, Manitoba Institute for Patient Safety.
The HQCA, through the Blueprint Project, is co-sponsoring a new certificate course on patient safety
at the University of Calgary. The course runs September 2010 to March 2011. Information on the
course is available at www.hqca.ca/index.php?id=215
A brochure explaining the project and a document outlining the six foundational patient safety prin-
ciples that underpin all topics the Blueprint Project will address is now available from the HQCA.
For more information, contact Ms. Dale Wright at 403.355.4439 or [email protected].
Do you have a desire to improve the health,
wellness and quality of life of older adults?
Network with other Nurses interested in gerontology!
www.agna.ca
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| FALL 2010 7
win-win
Take blood out of the body, clean, refresh,
and return. That’s how the heartbeat of life
in a hemodialysis unit has been described.
The scope of LPN practice in renal units in
Education Alberta has expanded, creating arguably
the most technically challenging healthcare
Infused withski ll set environment for an LPN, and placing
them at the forefront of LPN practice in
Collaboration
Canada. But life as an LPN in a hemodialysis
By Chris Fields & Sue Robins
unit is also a much deeper human experi-
ence: it’s at the soul of humanity.
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8 | VOLUME 24 ISSUE 2
An old African proverb
states, “It takes a village to
raise a child.” In the nursing world, it’s
clear that it takes a team to create a nurse.
These teams must be committed to impart
the values, beliefs, and perspectives nec-
essary to build the theoretical/science of
nursing as the base on which the practi-
cal/art side of nursing can blossom and
grow. NorQuest College’s Practical Nurse
Diploma program, based in Edmonton,
Alberta does just that, with a team of
passionate nursing educators.
Jason Dunneis Dean of the faculty of Health Sciences
at NorQuest College. “NorQuest’s LPN and RN staff
members complement each other. They come with
different perspectives and experiences,” says Jason.
“Together they create the best possible learning
experience for the student practical nurse.”
NorQuest College actively recruits instructors who are
regulated health professionals who possess relevant
education and experience. NorQuest is committed to
ensuring students are exposed to the best faculty and
staff to facilitate optimal learning. They also offer op-
portunities for interested LPN instructional assistants
who have begun relevant baccalaureate studies to
move into development instructor roles. As a learning
institution, NorQuest encourages employees to pursue
professional development opportunities and provides
a variety of in-house opportunities through its faculty
development department. This philosophy supports
staff in their own professional growth while continu-
ally striving to provide a state-of-the-art educational
experience for each student; it truly is a win-win!
>
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| FALL 2010 9
Elisabeth Degenworked as an LPN for Instructors do their own theory courses team member knows his or her job.”
20 years in palliative care and surgery and then cover a distance course. If they NorQuest has developed a team ap-
before becoming an instructor at teach health assessment, they might proach to instruction. Working closely
NorQuest. “Because my position is full- cover health assessment for distance. together, each team member brings his
time casual, I teach a whole range of They look after all the emails and all the or her own knowledge to the experience
courses – whatever comes open each assignments. During the summer and each learns from the other. Prior to
term,” Elisabeth says, “I also cover off months, Elisabeth covers for all of the any lab, the team members research the
when the other instructors are on holi- vacationing instructors. “This is another topic. Then they meet and discuss best
day.” role for me,” she says, “It is interesting practices. One of the team members
and I like it.” demonstrates to the group. This could
Elisabeth has been teaching at be an instructor or an instructional as-
NorQuest for six years, first as an in- When asked if there were areas she- sistant. The team members discuss and
structional assistant and now as an in- would like to see improved, she re- analyze the demonstration. Then they
structor. “Our department is scattered sponded, “I would like to see people get present to students. Everyone, from the
through different buildings. We have more exposure to other people’s jobs,” instructional assistant to the program
different departments, theory, and lab says Elisabeth. “We are all nurses; we coordinator, has input. Everyone’s opin-
people. I would say as a whole, the col- should all be able to do each of these ion is valued. “I have found it to be the
laboration of LPNs and RNs works re- roles. It would help everyone to better best way to approach instruction,” says
ally well. The number of LPNs has understand each other’s jobs.” Elisabeth Alexis.
This style of instruction is a natural evo-
lution. Alexis was a bedside nurse for
more than 20 years, and has seen health
care change. “There are phenomenal
opportunities for LPNs today,” says
increased and roles have expanded. is only one example at NorQuest of in- Alexis. “The scope of practice is much
LPNs have so much to offer as educa- structors who are passionate about pa- broader than it was ten years ago. LPNs
tors; after all it is our profession.” tient care and preparing exemplary are working in specialized areas that
nurse graduates. they never worked in before, such as
Elisabeth teaches in the classroom. “I cardiology and pediatric clinics. This
am lucky because there are always Nursing instructor Alexis Young is an says something about the quality of the
openings. The coordinators come to me RN with a diploma in nursing and three training that colleges, like NorQuest,
at the beginning of each term and tell and a half years experience teaching. Al- provide.”
me what is available. Because I have ways encouraged to pursue professional
taught almost all of the theory courses, development opportunities, Alexis is Lynne Neis is passionate about teach-
I have been able to move through them currently working on her degree. ing. She is an operator/instructor in the
and prep each one so I have a broad NorQuest Interdisciplinary Simulation
knowledge of all of the different Alexis’s boss and team leader is an LPN. Centre (NISC). “I love having the stu-
courses,” says Elisabeth. “We don’t differentiate between LPNs dents come in,” says Lynne. “We create
and RNs,” says Alexis, “as long as each a friendly atmosphere for them. Positive
care
10 | VOLUME 24 ISSUE 2