A brief description of the gap. The previous study showed negative gaps for the lack of proper cleaning in the environmental service workers, lack of leadership, wages are low, and the turnover rate is high. The lack of standards for environmental management services would be used as a learning needs assessment. This assessment would be used to identify if the lack of training is contributing to the problem. The organization can form an advisory group to develop standards and guidelines for the training of new staff, a budget review could also be done to see if wages could be increased. Learning outcome. Patient and staff outcomes or focused on newer technologies, and even less compared cleaning tactics against one another important gaps to fill as the U.S. health care system works to reduce the 75,000 HAI-related deaths that occur annually. Learning objective. Tray tables, bed rails, light switches, and toilets: All are common vectors for swapping germs between patients and health care workers. A new systematic overview points to several promising cleaning tactics of these “high-touch surfaces,” there’s a lack of evidence as to which is the most effective at reducing healthcare-associated infections (HAIs). The systematic overview was led by the medical center and revealed major gaps in existing evidence for the best practices for cleaning hospital room surfaces to prevent HAIs, including Clostridium difficile, MRSA, and VRE. According to Han, the cleaning of hard surfaces in hospital rooms is critical for reducing healthcare-associated infections. Environmental cleaning is important for reducing microbial contamination of surfaces and subsequent risk for HAIs. Environmental cleaning is a complex, multifaceted process and involves the physical action of cleaning surfaces to remove organic and inorganic material, followed by application of a disinfectant, as well as monitoring strategies to ensure the appropriateness of these practices. Also, contextual factors, such as management tools and organizational structure, and culture can affect the implementation and effectiveness of cleaning, disinfecting, and monitoring strategies. The goal of this review is to provide a systematic overview of the environmental cleaning of hospital room surfaces to prevent HAIs. There should be a focus on environmental cleaning of the hard surfaces most frequently touched by patients and health care workers, which are often called high-touch surfaces or objects. Another goal was to provide a comprehensive review of the evidence. While there is a clear need for more patient-centered and effectiveness that do exist provide a good place to start in terms of a hospital or health care entity seeking information on ways to mitigate healthcare-associated infections. Integrating various wipes moistened with hydrogen peroxide and other chemicals into preventive strategies reported positive outcomes, including sustained reductions in HAIs. Implementing “no-touch” modalities to clean hard surfaces such as devices that emit ultraviolet light or hydrogen peroxide vapor will have a positive result, and specifically demonstrating reductions in infection rates. Enhanced coatings on hospital room surfaces, such as copper-coated bed rails, surfaces made of solid, copper-based metals or alloys continuously kill bacteria that cause infections Reference. Mohammed .M. Al-Momani (2015) Gap Analysis between Perceptions and Expectations of Medical-Surgical Patients in a Public Hospital in Saudi Arabia. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5588300. Perelman School of Medicine (2015) Important gaps found in evidence for best methods for cleaning hospital rooms to prevent healthcare-associated infections. https://www.sciencedaily.com/releases/2015/08/150810172808.htm. Dr. Han. J, Sullivan .N, Dr. Umscheid C,(2015); Cleaning Hospital Room Surfaces to Prevent Health Care-Associated Infections. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4812669. HealthManagement.org (2015); Study Finds Gaps in Best Methods for Cleaning Hospital Rooms. https://healthmanagement.org/c/hospital/news/study-finds-gaps-in-best-methods-for-cleaning-hospital-rooms. REPLY QUOTE EMAIL AUTHOR Select: All None Message Actions (Click to see options) Expand All Collapse All Creating learning objectives and outcomes are an important step when managing practice gaps in healthcare. Objectives are used as stepping stones to reach learning outcomes (Dickerson, 2017-b). Understanding their difference can help the Nurse Professional Development (NPD) Practitioner to outline the expectations of a program and explain how those expectations will be met. The practice gap previously identified in last week’s discussion post was regarding the lack of knowledge that patients had in relation to the medication they were administered. This practice gap was determined to have several contributing factors such as a nurse’s lack of knowledge about the medication, lack of time to adequately explain the medication to the patient, and poor communication between the nurse and the patient (Bowen, Rotz, Patterson, & Sen, 2017). In all actuality, patients may be receiving the correct information about medications, but due to low health literacy, patients may not comprehend the information properly. It is imperative that NPD Practitioners identify practice gaps in order to create a plan of action for educational needs (Dickerson, 2017-a). Determining a learning outcome will guide the NDP Practitioner to promote a change from the current state of practice to the desired state (Dickerson, 2017-b). Learning outcomes need to measurable so that an NPD Practitioner can determine if the goals of the program were met. Therefore, the learning outcome for this identified practice gap is that after one year of implementing education to assist nurses in the improvement of communication regarding medication administration to patients, the hospital’s survey score will be comparable to the state’s average score for patient understanding. Learning objectives are used to facilitate learners to reach the identified learning outcomes (Dickerson, 2017-b). Bloom’s Taxonomy is a framework that identifies different levels of educational outcomes and can be used by instructors to measure a student’s understanding (Mcdaniel, 2020). The lowest level of knowledge identified in the taxonomy is remembering, followed by understanding and application of knowledge. Utilizing Bloom’s Taxonomy, a NPD Practitioner can create learning objectives for the identified lower levels on knowledge to help achieve the program outcome. Objective #1 (Remember): nurses will be provided with information on common medications and drug classes to assist in the recall of information while educating patients. Objective #2 (Understand): nurses will pass a posttest (score >85%) regarding medication indications, side effects, and dosages after completing the medication administration class. Objective #3 (Apply): nurses will demonstrate knowledge of administered medications by answering all questions about the medication from the patient. After a practice gap is identified, a NPD Practitioner should develop learning objectives and outcomes to help learners create new knowledge. Learning taxonomies are a great tool to assist the Nurse Professional Development (NPD) Practitioner in understanding the different levels of knowledge that a learner can achieve. Once learners can recall information they can understand concepts better and apply the information to new situations (Dickerson, 2017-a). References Bowen, J. F., Rotz, M. E., Patterson, B. J., & Sen, S. (2017). Nurses’ attitudes and behaviors on patient medication education. Pharmacy Practice, 15(2), 930-930. doi:10.18549/pharmpract.2017.02.930 Dickerson, P. (2017-a). Core curriculum for nursing professional development. Chicago, IL: Association for Nursing Professional Development. Dickerson, P. (2017-b). Differentiating objective and outcomes. Retrieved from Sigma Theta Tau International https://sigma.nursingrepository.org/handle/10755/623579 Mcdaniel, R. (2020). Bloom’s Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub pages/blooms-taxonomy/ REPLY QUOTE EMAIL AUTHOR 38 minutes agoNicole Evaro RE: Week 6 Discussion Post COLLAPSE I believe I misunderstood the learning domains and would like to correct the learning objectives discussed in paragraph #3. Thank you. Learning objectives are used to facilitate learners to reach the identified learning outcomes (Dickerson, 2017-b). Bloom’s Taxonomy is a framework that identifies different levels of educational outcomes and can be used by instructors to measure a student’s understanding (Mcdaniel, 2020). Bloom references three domains of learning: cognitive, affective, and psychomotor. Utilizing Bloom’s Taxonomy, a NPD Practitioner can create learning objectives for the identified domains of knowledge to help achieve the program outcome. Objective #1 (Cognitive): nurses will be provided with education on common medications and drug classes and pass a posttest (>85%). Objective #2 (Affective): nurses will iden
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