Abstract
Hospitalizations of nursing home residents are costly and adversely affect the health of already vulnerable residents, and reducing avoidable hospitalizations has been identified as a priority quality and safety outcome by the U.S. government. However, existing interventions to reduce hospitalizations do not account for differences in scopes of practice among licensed nursing staff. This article describes the development of an educational innovation for nursing home staff members to learn to collaborate in ways that differentiate registered nurse and licensed practical/vocational nurse scopes of practice and strengthen connections among licensed and unlicensed nurses to improve detection and management of conditions associated with avoidable hospitalizations.The innovation was developed using situated learning theory and facilitated unfolding case discussions, reflecting the actual care environment. Evaluation data indicated the feasibility of this approach to staff education.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 43-49 |
| Number of pages | 7 |
| Journal | Journal of Nursing Regulation |
| Volume | 6 |
| Issue number | 1 |
| DOIs | |
| State | Published - Apr 2015 |
Bibliographical note
Funding Information:This research was supported by the National Council of State Boards of Nursing Center for Regulatory Excellence (R50007 PI: Corazzini), National Hartford Centers of Gerontological Nursing Excellence (RPG 14–002 PI: Corazzini), and DHHS/Health Resources and Services Administration (4 D62 HP-01909 PD: McConnell). The views expressed in this article are those of the authors and do not necessarily represent the views of, and should not be attributed to, Principle Long Term Care.
Publisher Copyright:
© 2015 National Council of State Boards of Nursing, Inc.
Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.