The following teaching strategies of instruction, illustrations, and demonstration will be used to educate staff about EKG Machines.
Objectives:
At the end of the education teaching, the clinician will be able to
- Understand What an EKG is and Why it is done
- Understand and demonstrate the correct placement of the EKG leads
- Understand and demonstrate how to operate the EKG machine
- Understand how to read a basic EKG strip
What is an EKG
- An electrocardiogram- abbreviated as EKG or ECG- is a test that measures the electrical activity of the heartbeat (http://www.heart.org/HEARTORG/)
- The EKG is used to determine heart rate, heart rhythm, and other information regarding the heart's condition, including diagnosing heart disease (http://practicalclinicalskills.com/what-is-an-ekg.aspx)
- To measure time intervals in order for the doctor to determine how long it takes for the electrical wave to pass through the heart
- To determine whether the electrical activity of the heart is normal, slow, fast or irregular
- To determine whether the heart is too large or overworked (http://www.heart.org/HEARTORG/)
- Maintaining privacy and dignity, the patient should be in a recumbent position that allows access to their chest, legs and arms so the electrodes can be placed accurately (Garner, 2014).
Steps to Operate EKG Machine
- Make sure machine is plugged into a power source
- Verify connection between monitor and EKG machine
- Set the EKG to test mode (this will check the functioning of the machine)
- Enter patient demographics as prompted (this will help to identify patient's results from others)
- Select the leads you want the machine to read (leads come in 3,5,and 12)
- Apply the leads per illustration on machine
(wingmemorialhospital, 2013)
- The QRS complex begins with Q, a small downward deflection, followed by a larger upwards deflection, a peak (R); then a downwards S wave. The QRS complex indicates ventricular depolarization and contraction
- Finally, the T wave, which is normally a smaller upwards waveform represents ventricular re-polarization (http://www.practicalclinicalskills.com/what-is-an-ekg.aspx)
(Basic EKG Strips, 2015)
- It is important to maintain practical clinical skills to a high standard. Monitoring trends forms an important part of individualising patient care plans, allowing provision of the best quality care, and ensuring a good patient experience (Garner, 2014).
References
Basic EKG Strips. (2015, November 29). Retrieved from Google Images:
https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1920&bih=985&q=ekg+strips&oq=ekg&gs_l=img.1.4.0l10.3722.4228.0.14772.3.3.0.0.0.0.114.333.0j3.3.0....0...1ac.1.64.img..0.3.329.wNgk1NpLtP8#imgrc=ywYMs8uEwU_MfM%3A
Electrocardiogram (ECG or EKG). (2015). Retrieved from American Heat Association:
http://www.heart.org/HEARTORG/Conditions/HeartAttack/SymptomsDiagnosisofHeartAttack/Electrocardiogram-ECG-or-EKG_UCM_309050_Article.jsp#.VlvZyKWFOUk
Garner, S. (2014). Practical skills in primary care part 2. Practice
Nurse, 44(2), 18-22.
What is an EKG? (2015).
Retrieved from Practical Clinical Skills: http://www.practicalclinicalskills.com/what-is-an-ekg.aspx
WingMemorialHospital (Producer). (2013). MAC 5500 Training
Video (Part 1) [YouTube]. Retrieved from
https://youtu.be/3ay3m9U8Lfo
Teaching
Strategies for Implementing an EHR
The teaching strategies I plan to use to train staff
on a new EHR system will consist of a blended method including the use of
multimedia in the format of instructions, demonstrations, video and hands-on
directed activity. According to McGonigle & Mastrian (2015) “multimedia
refers to a computer-based technology that incorporates traditional forms of
communication to create a seamless and interactive learning environment, such
as interactive tutorials, streaming video, and problem-solving programs” (p.
371).
Objectives
·
Enhances learning retention
·
Increases motivation
·
Improves higher-order thinking
·
Enhance problem solving skills (McGonigle & Mastrian, 2015, p. 371)
According to Furlong (2015) “RNs typically use EHRs to
review orders, diagnostic results, dictated notes and consults, and to document
care, such as the administration of medications” (p. 21). The objective of the
training is to enhance users understanding of the EHR system and how it can be
used to improve patient outcomes, improve quality and reduce overall costs. Training
will also provide the opportunity to introduce system features and allow users
to become familiar with the templates, order sets, documentation, medication
management and workflows through the use of instruction, video and interactive
learning (Bredfelt, Awad, Joseph, & Snyder, 2013, p. 3) .
Patient scenarios will be utilized to allow for
practicing documenting of patient information, reviewing orders, navigating work flows,
medication management and setting up personal preferences.
Each staff will be required to attend six 5 hour training
sessions, where each will be provided access to a computer and will be given a
scenario to practice with. The classroom setting will accommodate up to 20
participants and will include me as the nurse informaticists’ instructor and an
assistant.
Comparing
and contrasting the different teaching methods
I utilized similar blended teaching strategies for both
teaching scenarios that included the use of multimedia in the form of instruction,
demonstration, video and hands-on directed activity. The only difference is
that illustration was a format I deemed appropriate to use in teaching about
EKG lead placement and basic reading of an EKG strip. The hand-on directed
activity can be utilized in both situations, especially with the lead placement
and practicing using the EKG machine, but it is also appropriate in learning to
navigate the new EHR system to become familiar with the different features and
learning shortcuts and personal preferences to enhance ease of use and
acceptance.
References
Bredfelt, C., Awad, E. B., Joseph, K., & Snyder,
M. H. (2013). Training providers: Beyond the basics of electronic health
records. BMC Health Services Research, 13(1), 1-14.
doi:10.1186/1472-6963-13-503
EHR Training Images.
(2015). Retrieved from Goggle Images:
https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1920&bih=985&q=ehr+training&oq=ehr+training&gs_l=img.12..0j0i24l9.3571.13441.0.20215.12.9.0.3.3.0.149.1060.1j8.9.0....0...1ac.1.64.img..0.12.1093.pyNE4907mWQ
Furlong, K. (2015). Learning to use an EHR: Nurse' stories. Canadian
Nurse, 111(5), 20-24.
McGonigle, D., & Mastrian, K. G. (2015). Nursing
informatics and the foundation of knowledge (3rd ed.). Burlington, MA:
Jones & Bartlett Learning.
