Student reference packet for the intensive care unit rotation

"How can we help pupil nurses get the most from their short rotation end our intensive care unit [ICU]?" This question came up during a brainstorming session with my instructor, Diane Benson, RN EdD while we were discussing ideas for my senior cast We had been talking about the absence of a formal orientation for novel students as well as the lack of useful written materials available during their ICU rotation.

Our ICU at St Joseph Hospital in Eureka, Calif, is the clinical rotation site for 2 schools: Humboldt State University and the community of the Redwoods. The students' brief rotation end our unit ranges from a pair of days to 3 weeks. When the learners arrive, they are usually unsure of themselves, unsure of courses and unsure of machines and terminology. If they ne information, they have to dressing-comb through many separate reference sources--a time-consuming, overwhelming and frustrating experience for pupils without ICU experience. They have not however developed the research skills wanted to sift readily through turns of information and find what they ne Their instructors also felt that if the pupils were better prepared and had better access to basic information; they could better absorb and internalize the experience. The unit staff also wanted to have a tool in place that would assist them when supervising or precepting students

After my conversation with Diane, I settl upon the idea of compiling a packet that scholars could use as a respect before and during their ICU rotation. The packet would contain brief summaries of the advanced techniques and managements used in the ICU. Ideally, the scholars would receive their packet before rotation, in like manner they would have a chance to read it in advance and know what to wait for when they arrived; they could also use it as a concern during clinical rotation.

Because I work in the ICU, I also use this information regularly. I realized that the packet gave me an opportunity to share my knowledge and experience with learners In addition, putting together the packet has been an of the first grade research and information-gathering exercise for my have learning needs.

To decide which topics to include in the packet, I interviewed instructors, unit staff, and learners Everyone was excited about the cast and readily contributed ideas. Many advantageous topics were suggested, but I had to limit the choices with equal reason the students would not be overwhelmed. The final topics to be included in the packet were hemodynamic monitoring, physic calculations, intravenous medications used in the ICU, advanced cardiac life support algorhythms, ventilators, chest tube review, pacemakers, and intracranial squeezing monitoring; I also included advanced material upon myocardial infarctions and instructions upon how to read a 12-lead electrocardiogram. After researching and gathering information upon these topics, I paraphrased and condens the material into a format that was easy to understand and follow

My goal was to design a packet that not awayed the most basic and useful information about ICU nursing in a simple format accessible to the novice. Of course, more [i]or[/i] less topics require additional explanation (eg m calculations), on the other hand the students receive assistance with these topics from a clinical instructor or ICU staff member.

Eventually, I make knowned a test sample of the packet for the instructors, pupils and staff, and asked for their feedback upon the topics covered, the size and usability of the packet, and any changes or improvements. The packet was a great success; sole minimal changes were suggested. When the outcome was ready, I distributed packets to the instructors at the one and the other schools, and placed a transcript in our ICU.

The pupil reference packet has been in use for a year now and it has been more prosperous than I imagined. The learners who use it say that they are more prepared for their rotation and can better absorb the experience. Likewise, the instructors report that the packet is a great tool to use in preparing the learners for ICU rotation. Most important, the ICU staff is pleased to have a tool that enables them to share more advanced information with the learners who, as a result, leave our unit with an increased knowledge base. Until I make knowned our research packet, there had not been a quick respect source in place.

These days, the packet is not rarely used for reference in the ICU. Other uses have been introduced as well. For example, the ICU clinical educator includes the packet in his critical care classes; it has also been widely used for training of the ICU's interim permitee; and is publicly being used as part of the ICU nourish extern program.

Tamara Capik is a staff nurture in the intensive care unit at St Joseph Hospital in Eureka, Calif. She also teaches nursing part time at society of the Redwoods and Humboldt State University. Contact her at TamCap@aol.com.

Tamara Capik, RN BSN CCRN

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