Collaboration and synergy? Quality development of teaching in nursing documentation in bachelor education on four campus at HVL in Norway.

Project summary

The framework for nursing education is clear that nurses at the end of education must have documentary competence in documenting nursing (Kunnskapsdepartementet, 2008). Developing skills in planning and following up nursing, and documenting this takes time. Documentation of nursing is usually performed in electronic patient record (EPR) (Helsedirektoratet, 2012). A survey done by NSF shows that 8 out of 10 nursing students are dissatisfied with the training they receive in EPJ in education has major challenges when we can not offer students the use of EPJ and learn patient record systems before they get into the practical studies (Jørnholt & Monrad-Krohn, 2015). We acknowledge the impact that our students may end up in a technological backdrop due to lack of electronic facilities in the education.

Documentation of nursing involves documenting observations, assessments and patient needs for nursing, as well as planned and performed nursing measures, and results of these, in the EPJ. As a basis for documentation of nursing activities, the Helsepersonelloven, chapter 8, sections 39-47, provides health professionals with the obligation to document  healthcare (Helse- og omsorgsdepartementet, 2001). Good quality in nursing documentation is important for patient safety (Blair & Smith, 2012).

The four Nursing Programs in HVL have different offers in training good procedures in nursing documentation. Lack of training and preparation for practice proves to present a risk that quality and patient safety will be impaired due to lack of documentation of nursing clinical practice. Practicion time in nursing education is 50% of the education time, but it does not mean that we should leave the entire student education in relation to the EPR system and documentation routines to the practice field.

Educational institutions must work to ensure that students acquire knowledge and skills in documenting nursing in accordance with applicable government requirements and standards, as we wish with our project.
The aim is:

Strengthen the expertise in documentation across campuses.

Development of proposals for teaching plans with local  adaptations, with    checklist / standard for education programs on all campuses.

Work with guiding nursing plans, with coding and standard description of patient progress and related nursing plan according to ICNP.

 

References:

Blair,W. & Smith, B. (2012). Nursing documentation: Frameworks and barriers. Contemporary Nurse: A Journal for the Australian Nursing Profession, 41(2), 160-8. doi: 10.5172/conu.2012.41.2.160

Helsedirektoratet (2012). EPJ - Elektronisk pasientjournal. Hentet fra http://www.kith.no/templates/kith_WebPage____569.aspx

Helse- og omsorgsdepartementet. (2000). Lov om helsepersonell m.v. 1999 nr. 64. Hentet fra http://www.lovdata.no/all/nl-19990702-064.html

Jørnholt, M. & Monrad-Krohn, V. A. (2015). Sykepleierutdanningen i teknologisk bakevje. Hentet 4.mars 2017 fra http://journalen.hioa.no/innenriks/2015/04/sykepleierutdanningen-i-teknologisk-bakevje       

Kunnskapsdepartementet. (2008). Rammeplan for sykepleierutdanning. Hentet fra http://www.regjeringen.no/upload/KD/Vedlegg/UH/Rammeplaner/Helse/Rammeplan_sykepleierutdanning_08.pdf

 

 

Method

The work will have quality development as design. Quality development processes are especially challenging since development work is not equivalent to research in terms of funding. Continuous quality development is important in education, and emphasized in political guidelines and in local strategic plans. Collaboration and development work involves extensive processes that require time and resources. The process has already begun in August 2017. We wish to continue as a collaborative group to exchange knowledge and experience, to acquire professional perspectives on possible standardized descriptions of nursing, and to influence national guidelines for electronic documentation of nursing. In order to achieve an outlined purpose and goal, it is necessary to "earmark" the time and resources for the cooperation, such as a R & D work. We see opportunities to collaborate mainly through online meetings, but also see the importance of meeting, approximately once a semester.

The project group has established contact with Kathy Mølstad in the field of professional policy in the Norwegian Nursing Association (NSF). We have received information about NSF's project on the preparation and testing of guidance plans based on the ICNP, coding of the content, on NSF's further plans to integrate ICNP into EPJ in Norway, as well as the new ICNP- Center at the University of Agder. We wish to cooperate with NSF on ICNP in documentation of nursing. NSF's conferences and upcoming Work Shop will also be a meeting venue for project participants.

The project team will survey students' learning outcomes after testing new teaching plans, and results are communicated and adjusted in line with the usual quality development process (PDCA: plan–do–check–act). The collaborative process and experience of project collaboration, and student learning outcome will also be documented according to scientific criteria.

The development work is thought to be mainly published in project reports, records, conference contributions, and dissemination in the staff group.

It may be possible to compile and publish a scientific article in collaboration with other project participants.