Teaching Project Summary Paper

Nikole Hardy, RN
NURS402
4/13/2022
 Introduction

For my project I decided to implement a teaching plan for a problem frequently found in

my own type of working environment which is the hospital. I visited the nurses Joint

Commission website and began searching for common safety issues that are assessed in

hospitals. The Joint Commission is also a group that makes rounds to hospitals and assesses the

environment, the staff, charting, and everything related to patient care, safety and environment

and makes sure they are up to the set standards. Their site specifically listed Central line-

associated bloodstream infections under their infection prevention and control section. Central

lines are very commonly used in hospitals, including my own workplace, so I decided this would

be an appropriate topic to present to some of my fellow staff nurses.

I was going to present on not only infection control with central lines, but also other

potential complications associated with central lines and medication administration but realized

this was an entirely too broad of a topic and I would not be able to present this to learners in a

reasonable amount of time in the workplace so I was forced to reduce my presentation to focus

on infection control with central lines. Central line-associated infections are a higher-cost

problem for healthcare facilities that cost approximately $46,000 per case. Most of these cases

are preventable with proper aseptic techniques, proper assessments and monitoring of the site

and management strategies. (Haddadin, 2021) In the United States alone there are an estimated

number of 250,000 bloodstream infections annually and most are related to central line devices.

It was found in a study that 55% of ICU patients and 24% of non-ICU patients had central lines.

(Haddadin, 2021) Data was analyzed during a PICC line study of 163 patients over a 7-month

time period with peripheral inserted central catheters. It revealed that the overall PICC

complication rate was 30.2% with a mean time to onset of 16.1 days. The study came to the
conclusion that the most common complications were occlusion and accidental withdrawal but

there were 6.3% resulting in infections, Of these infections 9 were local infections while 3 were

bloodstream infections (Grau,D. 2017)

Learner Assessment

My target audience were hospital nurses. PICC lines are commonly inserted at the

hospital for long term IV use or patients with difficult IV access that need IV antibiotic therapy.

It is imperative that nurses know the proper care for these lines and also preventative techniques

to prevent infection and dislodgement. By educating the nurses not only was I educating them for

their own use but also to educate their patients on how to maintain their line properly when they

are discharged home with it and how to assess/prevent complications with their PICC line. I had

originally intended on doing multiple units in the hospital since every floor uses the central line

access catheters but due to time restrictions I chose to narrow this education time down to two

units: the surgical unit and the cardiac unit.

I also had to make a decision on the best way to get this education complete in a time

efficient manner since these are working floor nurses and could not be away from their patients

for an extended period of time and since this was an independent education experience it could

not be mandated or a time slot made for after hour education experience. I would have loved to

have access to a central line that was not on an actual patient to allow use of the teach back

method, but was not able to get my hands on one so resorted to a simple pre-lecture quiz, a 10-15

minute lecture and a post quiz for the learners to assess their understanding of the lecture. I also

decided to allow anyone to approach with questions in private or in front of others after the

lecture for clarification and privacy if wanted.

When I assessed the learners at the beginning of the teaching session I did come to the

conclusion that they were fairly knowledgeable about central line use and care but some did have

some questions and were unsure about how often dressing changes should be made to these sites.

I observed that the nurses with most of the questions were the new graduate nurses that had

graduated within the last year from nursing school. I approached different nurses on the units at

the hospital and asked them if they would mind participating in a survey regarding PICC lines

and handed them a printout of the sheet. I informed them they did not have to put their name on

this piece of paper and it could remain anonymous. I decided if left anonymous I was more likely

to get honest answers. While they all knew what PICC lines were used for they did have

questions about proper use such as medication administration through PICC lines and blood

draws along with a few concerns about patient education when sent home with these lines for

outpatient antibiotic use. I realized during this that while my learners understand PICC lines,

there are still questions regarding the care and that until they receive this education the patients’

will not receive extremely effective education regarding them. I feel there really needs to be

more emphasis on this subject considering how often they are used by nurses and their patients!

Implementing the Teaching Plan

When it came time for my teaching session I did alter my plan slightly. The nurses did

complete the pre-quiz questionnaire provided to assess their own knowledge before the lecture I

would provide, but after spending 15 minutes teaching them time started to become limited so

while they did not perform the actual post learning quiz, I decided to use the teach-back method

in a different form. I instead asked questions regarding the PICC line care and asked them to tell

me how it should be completed and stuck to questions that I had covered during my 15-minute
lecture. This was much more time efficient for the nursing staff but still allowed me to assess the

effectiveness of the education provided to them. The hospital culture is extremely broad with this

nursing staff, but I feel that the teach back learning method is appropriate for all cultures because

it assesses an individual's knowledge by putting it in their own words versus simply educating in

a way that may be biased and/or beneficial to a particular culture.

The teach back learning method theory is commonly used in healthcare for educating

patients to allow assessment of their understanding of their condition, discharge instructions,

medications and more. Studies have shown that patients frequently are confused about aspects of

their healthcare and sometimes even do not realize their lack of understanding. The teach back

method allows healthcare providers to assess the understanding by allowing the patients to

explain the health information in their own words. Most patients in studies reviewing this

method reported that it increased their personal healthcare knowledge and that was an effective

learning tool. (Yen, 2019)

Evaluation

According to the questionnaire I provided to the nursing staff after the presentation it was

an effective educational experience for them. I taught a total of 32 nurses in separate sessions

and they provided an evaluation on their learning experience. 32 nurses reported that the

information was clearly understood and felt it was vital information regarding PICC line care. 30

of the 32 nurses reported an increase in knowledge while the other 2 reported they did not learn

anything new but felt it was a good refresher in the topic for them. I feel my goal was absolutely

met as the learners reflected their knowledge back to me using the teach back method and the

evaluation results further proved the education was effective.

Summary
 This assignment was a little challenging with time constraints, but I felt it was also

beneficial. I tried to make it as relevant to my own workplace as possible so it was even more

beneficial to my own education, and I would feel as though I was sharing important information

with other staff. By doing this I would automatically be more inspired to do the work required. I

essentially made entirely too big of a presentation. Central lines are frequently used, and they

have so many teaching aspects to them, so while I thought I was choosing a simple subject I

quickly realized that it was a much bigger topic than intended. I then had to reduce the size and

used the Joint Commission website to help narrow down to infection control with central line

catheters. I also had to shorten the assessment and evaluation process in order to get an adequate

amount of teaching into the nursing staff while not keeping them away from their patients for an

overly extended period of time. I felt breaking the teaching session down like our instructor did

throughout the semester was very helpful because it essentially simplified this project for us so

when it came time to actually do our presentation, we had to just piece together everything and

add or eliminate as necessary. I do not feel that this was a bad experience for me, but a good

learning experience. Not something I personally would want to be always responsible for, but

definitely a good learning experience for me.

References:
Antimicrobial Resistant Infection Control. 2017; 6: 18. Published online 2017 Jan 28. Accessed
January 2022. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5273851/

Central Line-Associated Bloodstream Infections. The Joint Commission. 2022.

Central Line Associated Bloodstream Infections. Haddadin, Y. August 22, 2021.

Use and Effectiveness of the Teach-Back Method in Patient Education and Health Outcomes.
Federal practitioner : for the health care professionals of the VA, DoD, and PHS, Yen, P. H., &
Leasure, A. R. (2019).36(6), 284–289.

TEACHING PROJECT SUMMARY PAPER

Grading Criteria Comments Points

Introduction (10)

· Overview of project and

description of problem that was

addressed by the instructional

intervention

· Specialty-specific standards

are described, and relationship

to project established

Needs Assessment (15)

· Includes information that

establishes need for instruction,

as well as the needs of the

learner

· Target Audience: Features

and demographics of target

· Assessment strategy

Teaching Plan (15)

· Objectives are consistent

with purpose and goals of the

instruction

· Content is relevant to the

objectives

· Method of instruction, time

and resources are appropriate

for the objectives

Implementation (15)

· At least 1 learning theory is

used to support the choice of

instructional methods

· Cultural considerations
 related to instructional methods

selected for use are addressed

· Obstacles and/or barriers

encountered

Evaluation (15)

· Methods are described and

results presented

· Changes discussed if needed

Summary (10)

· Reflects on the project and

the personal learning that

occurred

References (10)

· The citation of 3 relevant

sources from the professional

beyond course textbooks) are

included in the text of the paper

and on the reference page.

Format & Style (10)

· APA Format

· Grammar, spelling,

punctuation

· Not to exceed 5 pages

· Honor Code

Total