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Introduction
The functioning of any health unit critically depends on the level of knowledge and skills among specialists working there. It means that it is critical to ensure nurses are trained to face numerous challenges emerging during their work. At the same time, the lack of necessary skills might promote undesired results and failure. Thus, the selected DNP focuses on preparing and educating health workers to improve their work. It is called “The implementation of rate adjustment education for the facilitation of continuous bladder irrigation management in units without specialized urologic nurses.” The central problem is that nurses unfamiliar with managing continuous bladder irrigation (CBI) struggle to adjust the irrigation flow rate to maintain an optimal flow of urine and better patient outcomes. In this regard, the following question is formulated:
Does implementing clinical education for nurses facilitate the rate adjustment and management of Continuous Bladder Irrigation for optimized treatment in units without specialized urologic nurses?
The project is designed to work with a specific population, specifically 75 nurses from the units where urology patients with CBI are present. These peculiarities of the population impact the choice of teaching intervention and methods. It is critical to ensure specialists are provided with the information necessary for their practice, and it is linked to evidence-based practice. It is expected that the project will help to improve the knowledge and competence bedside staff nurses working in acute care units have in managing continuous bladder irrigation, identifying symptoms of catheter blockage, and preventing bladder spasms and bladder perforation.
Teaching Intervention
Considering the given factors, educational intervention is designed. The project participants will be provided with an educational video (electronically) offering comprehensive information on the topic and helping to improve skills in managing CBI and adjusting the irrigation flow rate to maintain an optimal urine flow. This teaching intervention is selected because of several important reasons. First of all, it will provide participants with the necessary level of flexibility and comfort as they will be able to learn when they have free time (Kang et al., 2019). Second, the effectiveness of educational videos providing necessary information with examples is high, meaning it is a potent tool to attain the desired outcomes and ensure all participants will benefit from the intervention (Benner, 2019). Moreover, recent research shows that educational resources such as rate adjustment tools at the bedside for managing CBI post-TURP give accurate information for clinical care (Ma et al., 2020). In such a way, it is possible to use video as an intervention tool to help nurses overcome the challenges and prepare them for working with patients having CBI.
Structure
Specific procedures should also support the teaching intervention to guarantee the participants are ready and information is understood. First, the pre-implementation survey should be conducted to evaluate their background knowledge level and ensure that nurses are prepared for training. Second, the educational video should be followed by the in-person demonstration of the presented skills to support theory with practical knowledge. The next step is observing the return demonstration supported by the skills checklist. It will help to control the education process and guarantee all participants acquire new knowledge presented in the video. Finally, the post-implementation survey should be conducted to ensure no problems remain and all participants are ready to use skills in practice.
EBP Guidelines
The planned teaching intervention is also aligned with the central assumptions of the EBP and contributes to the improvement of the unit’s results. The EBP guidelines emphasize that recommendations for optimizing patient care should be linked to real-life examples and recent research and contribute to increasing patient satisfaction and outcomes (Kang et al., 2019). Following these ideas, the intervention within the discussed DNP project is designed regarding the recommendations and credible research evidence. Thus, the importance of information about CBI management is proven by the current research (Lucas & Ward, 2022). Nurses possessing an enhanced understanding of how to work with patients with the discussed condition are more effective in promoting positive outcomes (Ma et al., 2020). For this reason, the video followed by the demonstration and the assessment of acquired skills can be a practical method to train nurses and guarantee they can work within the unit.
Conclusion
Altogether, the DNP project focuses on the problem of the lack of knowledge about managing continuous bladder irrigation among nurses. It might be a severe problem for units without specialized urologic specialists. For this reason, it is critical to ensure there is a potent teaching intervention helping health workers to obtain the necessary skills and information about managing the condition. The educational video with pre- and post-surveys, demonstration, and checklist is seen as the best possible option to attain the desired result and guarantee the patients’ better results and satisfaction levels. The major EBP guidelines are also considered when designing the intervention as its effectiveness is supported by recent research and evidence from reputable and credible sources. It is expected that the intervention will help to enhance knowledge among staff nurses working in acute care units.
Refences
Benner, P. (2019). Skill acquisition and clinical judgement in nursing practice. Practice Wisdom, 225–240.
Kang, Y. N., Chang, C. H., Kao, C. C., Chen, C. Y., & Wu, C. C. (2019). Development of a short and universal learning self-efficacy scale for clinical skills. PLOS ONE, 14(1), e0209155.
Lucas, A., & Ward, C. W. (2022). Manual and continuous bladder irrigation. Nursing, 52(7), 31–36.
Ma, Z. Z., Han, Y. X., Wang, W. Z., Kan, Y. N., & Niu, M. E. (2020). The use of a homemade rate adjustment card in patients with continuous bladder irrigation after transurethral resection of the prostate. Translational Andrology and Urology, 9(5), 2227–2234.
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