Assignment Prompt & Instructions
DNP STAFF EDUCATION PROJECT
– 2 years ago
**files (7)**
– ## new.answers.StaffPre-andPost-EducationQuestionnaireAnswers13…docx
– ## STAFFEDUCATION.power.point………pptx
– ## direct.feedback.docx
– new.PreandPostEducationQuestionnaire.docx…….docx
– NEW.Appendix_B_Question_Development…2….docx
– NEEDS.REVISED.Appendix_H_SynthesisandRecommendationsTool_…4.docx
– NEEDSRevised.Appendix_I_Translation_and_Action_Planning……docx
**## new.answers.StaffPre-andPost-EducationQuestionnaireAnswers13…docx**
1
**Staff Pre- and Post-Education Questionnaire Answers**
Tina Cherry
Walden University
[DNP Project Mentoring](https://waldenu.instructure.com/courses/108329) NURS – 8702
Dr. Kulhanek
December 16, 2024
Staff Pre- and Post-Education Questionnaire Answers
**Understanding Blood Drug Levels**
1.
**Therapeutic Range:**
· b) The dosage range that achieves the desired effect without causing harm
2.
**Factors Influencing Blood Drug Levels:**
· b) Renal function
3.
**Interpreting Blood Drug Levels:**
· b) The patient may experience adverse effects or toxicity.
4.
**Monitoring Blood Drug Levels:**
· d) At intervals recommended by the prescribing guidelines
5.
**Pharmacokinetics:**
· c) Mechanism of action
6.
**Impact of Liver Function:**
· b) It decreases drug metabolism, raising blood levels.
7.
**Drug Half-Life:**
· b) The time it takes for half of the drug to be eliminated from the body
8.
**Dose-Response Relationship:**
· a) The relationship between the drug dose and the magnitude of its effect
**Contraindications**
1.
**Definition of Contraindications:**
· b) A situation where the drug can be used with caution
2.
**Drug-Drug Interactions:**
· a) Warfarin and aspirin
3.
**Patient History:**
· b) Past medical history and allergies
4.
**Absolute Contraindications:**
· c) Administering penicillin to a patient with a known allergy to it
5.
**Managing Contraindications:**
· b) Weigh the risks and benefits before proceeding
6.
**Information Sources:**
· c) Drug reference guides and clinical guidelines
7.
**Allergy Considerations:**
· c) Clearly, with specific details about the reaction and severity
8.
**Ethical Considerations:**
· b) Explain the risks and refuse to prescribe the medication
**Treatment Efficacy**
1.
**Indicators of Treatment Efficacy:**
· a) Reduction in positive symptoms like hallucinations
2.
**Assessment Tools:**
· a) Brief Psychiatric Rating Scale (BPRS)
3.
**Patient Monitoring:**
· b) Regularly, depending on the treatment plan and severity of symptoms
4.
**Treatment Adjustment:**
· d) All of the above
5.
**Role of Family and Caregivers:**
· a) By providing feedback on observed changes in the patient's behavior
6.
**Long-term Management:**
· b) Regular follow-up appointments to monitor symptoms and medication side effects
7.
**Patient Engagement:**
· a) By involving them in decision-making and providing education about their condition
8.
**Evaluating Treatment Success:**
· b) Improved quality of life and functioning
**## STAFFEDUCATION.power.point………pptx**
STAFF EDUCATION
Increasing Knowledge of Essential Assessments for Mental Health Patients Before Medication Administration
Tina Cherry MSN, APRN, PMHNP-BC
1
1
AGENDA
Increasing knowledge, understanding, and interpretation of the accessed physical monitoring of mental health patients.
2
2
Inconsistent physical monitoring, lack of standardization, inadequate documentation, and minimal interdisciplinary collaboration create gaps in practice and proficiency.
Evidence-based practice enhances the quality of care and minimizes the likelihood of adverse outcomes.
3
Essential assessments
Closely monitoring the physical assessments of mental health patients before medication administration ensures optimum mental health service. Increased knowledge of essential assessments for mental health patients before medication administration will encourage the basic tenets of patient care and promote -evidence-based practice.
4
4
Increasing knowledge
5
ESSENTIAL ASSESSMENTS
The increase in staff knowledge of interpreting blood drug levels, contraindications, compliance, and treatment efficacy will improve proficiency and practices. Nursing staff assessment of the physical monitoring assists providers' evaluations to make informed judgments to increase patient safety and treatment effectiveness.
Interpreting Blood Drug Levels
Ensure therapeutic levels are achieved for effectiveness
Prevent toxicity and adverse effects:
6
6
Monitoring for contraindications
7
Research indicates that less than 50% of patients on prescription drugs in mental care settings undergo critical monitoring when they seek care in England (Ayre, Lewis, and Keers, 2023). Physical monitoring of vital signs and other areas such as weight and blood level for illicit drugs is critical for mental health patients. Furthermore, it guides the characteristics of the health condition and the patient’s body's ability to acclimate to the resulting stress on the well-being of their various physiological components (Sapra, Malik, and Bhandari, 2020).
7
Increasing Knowledge
Understanding Contraindications.
What Are Contraindications?
Types of Contraindications:
Monitoring for Contraindications
Review patient history and current medication list
Educate patients about potential interactions and symptoms to watch for and report.
8
8
THANK YOU
Tina Cherry MSN, APRN, PMHNP-BC
9
9
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**## direct.feedback.docx**
**This is direct feedback from a committee member;**
**APPENDIX B**(may be ok-check your work)
Q
**uestion tool**.
– The first item response on page 1, What is the problem? Is actually the gap, not the problem. The gap is a lack of knowledge
_(The nursing staff lack sufficient knowledge of interpreting blood drug levels, have inadequate understanding of contraindications, and cannot evaluate treatment efficacy effectively.)_ The problem is inadequate physical assessment, monitoring, and documentation prior to administration of medications for mental health conditions.
-The revised question is not correct. It should like something like: Does staff education on physical assessment, monitoring, and documentation prior to administration of medications for mental health conditions improve staff knowledge as compared pre to post education?
**Literature synthesis Appendix H**
-Good synthesis discussion but you have 16 articles listed here but only 14 in the individual literature review.——
**(Number of Sources (Quantity) 16?)**
—Check
**Appendix H,** also revise the EBP question
—
**Add an additional article about the ADDIE MODEL**
https://elmlearning.com/hub/instructional-design/addie-model/
**Educational program**
https://elmlearning.com/hub/instructional-design/addie-model/
-Your educational ppt need more fully developed.
Please work with your facility content experts and use the ADDIE Model to develop your educational program.
-In the quiz you cover: understanding blood drug levels, contraindications, treatment efficacy. These areas are not fully presented in the educational ppt.
-Your learning objectives for the educational program are also missing. These should align with the material you will be covering and align with the questions you are asking on the pre-post tool.
-Slide 1-title: “Increasing Knowledge of Essential Assessments for Mental Health Patients Before Medication Administration.” In this ppt you have not fully covered and clarified what those essential assessments are. Also in your Site Approval you wrote you were going to focus education on essential assessments (you further clarified in your SA these included physical assessment, monitoring, and documentation). Therefore you would need to fully cover these areas in your educational program. In the quiz you cover: understanding blood drug levels, contraindications, treatment efficacy. There areas are not fully presented in the educational ppt. The information presented in the educational program must align with the information asked on the pre-post assessment tool, and right now they do not.
-Slide 2 Agenda-This is the overall goal, not really a teaching point.
-Slide 3-why all caps and to the right side? Needs reformatted and clarified as to what this is teaching.
-Slide 4-this is an overall statement but does not really teach anything
-Slide 5-Increasing Knowledge-not sure why this slide is here. The entire presentation is to increase knowledge
-Slide 6-has no title and has extraneous “click to add text” boxes. Also the info on this slide is just a statement of what increased knowledge will do. There is nothing really being taught here.
-Slide 7-this one slide for covering monitoring for contraindications needs to be further developed.
-Slide 8-again titled increasing knowledge has extraneous “click to add text” boxes. This slide also needs to be further developed
**Action Plan**
**Appendix I**
**INCLUDE; the key phases of the ADDIE model**
**Analyze**
The analysis phase lays the foundation for successful training by identifying the learners’ needs and objectives, as well as the training’s context. In the corporate realm, this involves understanding the technical landscape, learner demographics, and the specific challenges to be addressed through training.
**Design**
Designing effective training programs is at the heart of the ADDIE model. This phase focuses on creating a blueprint for the training, outlining the learning objectives, content structure, and the instructional strategies best suited for the target audience. The design phase ensures that the training will be engaging, relevant, and impactful.
**Develop**
Development is where the
[learning experience design](https://elmlearning.com/hub/instructional-design/learning-experience-design/) comes to life. This phase involves the creation of the training materials, including multimedia content, assessments, and learning activities. It emphasizes the importance of tailoring the content to meet the learners’ preferences and the learning objectives established in the design phase.
**Implement**
Implementation is the execution phase, where the training program is rolled out to the learners. This stage tests the practicality and effectiveness of the training design and development, highlighting the importance of a smooth delivery mechanism and the readiness of both instructors and learners.
—Page 3 bottom: Action Planning: Complete the following activities… Is blank. Please indicate answers (bold, highlight, place a x, write in info, etc)
**Outcomes Measurement Plan**
-page 5-How will you know if you are successful? You will not be measuring:
adverse drug reactions and complications among patients
Better control of psychiatric symptoms, which may improve the overall quality of life for patients, or
more timely administration of medications
Your only outcome is increased knowledge, and you have a few summative questions, which ask about satisfaction/change in practice, which is fine.
Please revise to align with your intended outcome.
Revise your outcomes so they are correct with the data you intent to collect to assess for the answer to your project question, which is assessing for an increase in knowledge.
**Outcomes Measurement Plan**
**-all outcomes must be education on___________ increased knowledge**
**For instance—-**
**education on —–Clinical ——Increased knowledge** of contraindications and interpretation of blood drug levels
**education on ——Functional—— Increased knowledge** of Better control of psychiatric symptoms,
**education on ——Perceptual——– Increased knowledge of** increasing knowledge with acquired education
**education on——–Process/Intervention——** **Increased knowledge of** in blood drug levels, contraindications, and treatment efficacy
**education on ———-Organization/Unit-Based———–** **Increased knowledge of** interpreting blood drug levels, contraindications, and treatment efficacy
-Page 6. High-level deliverables. There are incomplete as you stop after collecting data.
**new.PreandPostEducationQuestionnaire.docx…….docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/new-preandposteducationquestionnaire-docx-docx)
**NEW.Appendix_B_Question_Development…2….docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/new-appendix-b-question-development-2-docx)
**NEEDS.REVISED.Appendix_H_SynthesisandRecommendationsTool_…4.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/needs-revised-appendix-h-synthesisandrecommendationstool-4-docx)
**NEEDSRevised.Appendix_I_Translation_and_Action_Planning……docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/needsrevised-appendix-i-translation-and-action-planning-docx)
**NEEDSRevised.Appendix_I_Translation_and_Action_Planning……docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/needsrevised-appendix-i-translation-and-action-planning-docx)
**## new.answers.StaffPre-andPost-EducationQuestionnaireAnswers13…docx**
1
**Staff Pre- and Post-Education Questionnaire Answers**
Tina Cherry
Walden University
[DNP Project Mentoring](https://waldenu.instructure.com/courses/108329) NURS – 8702
Dr. Kulhanek
December 16, 2024
Staff Pre- and Post-Education Questionnaire Answers
**Understanding Blood Drug Levels**
1.
**Therapeutic Range:**
· b) The dosage range that achieves the desired effect without causing harm
2.
**Factors Influencing Blood Drug Levels:**
· b) Renal function
3.
**Interpreting Blood Drug Levels:**
· b) The patient may experience adverse effects or toxicity.
4.
**Monitoring Blood Drug Levels:**
· d) At intervals recommended by the prescribing guidelines
5.
**Pharmacokinetics:**
· c) Mechanism of action
6.
**Impact of Liver Function:**
· b) It decreases drug metabolism, raising blood levels.
7.
**Drug Half-Life:**
· b) The time it takes for half of the drug to be eliminated from the body
8.
**Dose-Response Relationship:**
· a) The relationship between the drug dose and the magnitude of its effect
**Contraindications**
1.
**Definition of Contraindications:**
· b) A situation where the drug can be used with caution
2.
**Drug-Drug Interactions:**
· a) Warfarin and aspirin
3.
**Patient History:**
· b) Past medical history and allergies
4.
**Absolute Contraindications:**
· c) Administering penicillin to a patient with a known allergy to it
5.
**Managing Contraindications:**
· b) Weigh the risks and benefits before proceeding
6.
**Information Sources:**
· c) Drug reference guides and clinical guidelines
7.
**Allergy Considerations:**
· c) Clearly, with specific details about the reaction and severity
8.
**Ethical Considerations:**
· b) Explain the risks and refuse to prescribe the medication
**Treatment Efficacy**
1.
**Indicators of Treatment Efficacy:**
· a) Reduction in positive symptoms like hallucinations
2.
**Assessment Tools:**
· a) Brief Psychiatric Rating Scale (BPRS)
3.
**Patient Monitoring:**
· b) Regularly, depending on the treatment plan and severity of symptoms
4.
**Treatment Adjustment:**
· d) All of the above
5.
**Role of Family and Caregivers:**
· a) By providing feedback on observed changes in the patient's behavior
6.
**Long-term Management:**
· b) Regular follow-up appointments to monitor symptoms and medication side effects
7.
**Patient Engagement:**
· a) By involving them in decision-making and providing education about their condition
8.
**Evaluating Treatment Success:**
· b) Improved quality of life and functioning
**## STAFFEDUCATION.power.point………pptx**
STAFF EDUCATION
Increasing Knowledge of Essential Assessments for Mental Health Patients Before Medication Administration
Tina Cherry MSN, APRN, PMHNP-BC
1
1
AGENDA
Increasing knowledge, understanding, and interpretation of the accessed physical monitoring of mental health patients.
2
2
Inconsistent physical monitoring, lack of standardization, inadequate documentation, and minimal interdisciplinary collaboration create gaps in practice and proficiency.
Evidence-based practice enhances the quality of care and minimizes the likelihood of adverse outcomes.
3
Essential assessments
Closely monitoring the physical assessments of mental health patients before medication administration ensures optimum mental health service. Increased knowledge of essential assessments for mental health patients before medication administration will encourage the basic tenets of patient care and promote -evidence-based practice.
4
4
Increasing knowledge
5
ESSENTIAL ASSESSMENTS
The increase in staff knowledge of interpreting blood drug levels, contraindications, compliance, and treatment efficacy will improve proficiency and practices. Nursing staff assessment of the physical monitoring assists providers' evaluations to make informed judgments to increase patient safety and treatment effectiveness.
Interpreting Blood Drug Levels
Ensure therapeutic levels are achieved for effectiveness
Prevent toxicity and adverse effects:
6
6
Monitoring for contraindications
7
Research indicates that less than 50% of patients on prescription drugs in mental care settings undergo critical monitoring when they seek care in England (Ayre, Lewis, and Keers, 2023). Physical monitoring of vital signs and other areas such as weight and blood level for illicit drugs is critical for mental health patients. Furthermore, it guides the characteristics of the health condition and the patient’s body's ability to acclimate to the resulting stress on the well-being of their various physiological components (Sapra, Malik, and Bhandari, 2020).
7
Increasing Knowledge
Understanding Contraindications.
What Are Contraindications?
Types of Contraindications:
Monitoring for Contraindications
Review patient history and current medication list
Educate patients about potential interactions and symptoms to watch for and report.
8
8
THANK YOU
Tina Cherry MSN, APRN, PMHNP-BC
9
9
## image11.png
## image12.svg
.MsftOfcThm_Background1_Stroke_v2 {
stroke:#FFFFFF;
}
## image3.png
## image4.svg
.MsftOfcThm_Background1_Stroke_v2 {
stroke:#FFFFFF;
}
## image5.png
## image6.svg
.MsftOfcThm_Background1_Stroke_v2 {
stroke:#FFFFFF;
}
## image7.png
## image8.svg
.MsftOfcThm_Text1_Stroke_v2 {
stroke:#000000;
}
## image13.png
## image9.png
## image10.svg
.MsftOfcThm_Text1_Stroke_v2 {
stroke:#000000;
}
**## direct.feedback.docx**
**This is direct feedback from a committee member;**
**APPENDIX B**(may be ok-check your work)
Q
**uestion tool**.
– The first item response on page 1, What is the problem? Is actually the gap, not the problem. The gap is a lack of knowledge
_(The nursing staff lack sufficient knowledge of interpreting blood drug levels, have inadequate understanding of contraindications, and cannot evaluate treatment efficacy effectively.)_ The problem is inadequate physical assessment, monitoring, and documentation prior to administration of medications for mental health conditions.
-The revised question is not correct. It should like something like: Does staff education on physical assessment, monitoring, and documentation prior to administration of medications for mental health conditions improve staff knowledge as compared pre to post education?
**Literature synthesis Appendix H**
-Good synthesis discussion but you have 16 articles listed here but only 14 in the individual literature review.——
**(Number of Sources (Quantity) 16?)**
—Check
**Appendix H,** also revise the EBP question
—
**Add an additional article about the ADDIE MODEL**
https://elmlearning.com/hub/instructional-design/addie-model/
**Educational program**
https://elmlearning.com/hub/instructional-design/addie-model/
-Your educational ppt need more fully developed.
Please work with your facility content experts and use the ADDIE Model to develop your educational program.
-In the quiz you cover: understanding blood drug levels, contraindications, treatment efficacy. These areas are not fully presented in the educational ppt.
-Your learning objectives for the educational program are also missing. These should align with the material you will be covering and align with the questions you are asking on the pre-post tool.
-Slide 1-title: “Increasing Knowledge of Essential Assessments for Mental Health Patients Before Medication Administration.” In this ppt you have not fully covered and clarified what those essential assessments are. Also in your Site Approval you wrote you were going to focus education on essential assessments (you further clarified in your SA these included physical assessment, monitoring, and documentation). Therefore you would need to fully cover these areas in your educational program. In the quiz you cover: understanding blood drug levels, contraindications, treatment efficacy. There areas are not fully presented in the educational ppt. The information presented in the educational program must align with the information asked on the pre-post assessment tool, and right now they do not.
-Slide 2 Agenda-This is the overall goal, not really a teaching point.
-Slide 3-why all caps and to the right side? Needs reformatted and clarified as to what this is teaching.
-Slide 4-this is an overall statement but does not really teach anything
-Slide 5-Increasing Knowledge-not sure why this slide is here. The entire presentation is to increase knowledge
-Slide 6-has no title and has extraneous “click to add text” boxes. Also the info on this slide is just a statement of what increased knowledge will do. There is nothing really being taught here.
-Slide 7-this one slide for covering monitoring for contraindications needs to be further developed.
-Slide 8-again titled increasing knowledge has extraneous “click to add text” boxes. This slide also needs to be further developed
**Action Plan**
**Appendix I**
**INCLUDE; the key phases of the ADDIE model**
**Analyze**
The analysis phase lays the foundation for successful training by identifying the learners’ needs and objectives, as well as the training’s context. In the corporate realm, this involves understanding the technical landscape, learner demographics, and the specific challenges to be addressed through training.
**Design**
Designing effective training programs is at the heart of the ADDIE model. This phase focuses on creating a blueprint for the training, outlining the learning objectives, content structure, and the instructional strategies best suited for the target audience. The design phase ensures that the training will be engaging, relevant, and impactful.
**Develop**
Development is where the
[learning experience design](https://elmlearning.com/hub/instructional-design/learning-experience-design/) comes to life. This phase involves the creation of the training materials, including multimedia content, assessments, and learning activities. It emphasizes the importance of tailoring the content to meet the learners’ preferences and the learning objectives established in the design phase.
**Implement**
Implementation is the execution phase, where the training program is rolled out to the learners. This stage tests the practicality and effectiveness of the training design and development, highlighting the importance of a smooth delivery mechanism and the readiness of both instructors and learners.
—Page 3 bottom: Action Planning: Complete the following activities… Is blank. Please indicate answers (bold, highlight, place a x, write in info, etc)
**Outcomes Measurement Plan**
-page 5-How will you know if you are successful? You will not be measuring:
adverse drug reactions and complications among patients
Better control of psychiatric symptoms, which may improve the overall quality of life for patients, or
more timely administration of medications
Your only outcome is increased knowledge, and you have a few summative questions, which ask about satisfaction/change in practice, which is fine.
Please revise to align with your intended outcome.
Revise your outcomes so they are correct with the data you intent to collect to assess for the answer to your project question, which is assessing for an increase in knowledge.
**Outcomes Measurement Plan**
**-all outcomes must be education on___________ increased knowledge**
**For instance—-**
**education on —–Clinical ——Increased knowledge** of contraindications and interpretation of blood drug levels
**education on ——Functional—— Increased knowledge** of Better control of psychiatric symptoms,
**education on ——Perceptual——– Increased knowledge of** increasing knowledge with acquired education
**education on——–Process/Intervention——** **Increased knowledge of** in blood drug levels, contraindications, and treatment efficacy
**education on ———-Organization/Unit-Based———–** **Increased knowledge of** interpreting blood drug levels, contraindications, and treatment efficacy
-Page 6. High-level deliverables. There are incomplete as you stop after collecting data.
**new.PreandPostEducationQuestionnaire.docx…….docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/new-preandposteducationquestionnaire-docx-docx)
**NEW.Appendix_B_Question_Development…2….docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/new-appendix-b-question-development-2-docx)
**NEEDS.REVISED.Appendix_H_SynthesisandRecommendationsTool_…4.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/needs-revised-appendix-h-synthesisandrecommendationstool-4-docx)
**NEEDSRevised.Appendix_I_Translation_and_Action_Planning……docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/needsrevised-appendix-i-translation-and-action-planning-docx)
**## new.answers.StaffPre-andPost-EducationQuestionnaireAnswers13…docx**
1
**Staff Pre- and Post-Education Questionnaire Answers**
Tina Cherry
Walden University
[DNP Project Mentoring](https://waldenu.instructure.com/courses/108329) NURS – 8702
Dr. Kulhanek
December 16, 2024
Staff Pre- and Post-Education Questionnaire Answers
**Understanding Blood Drug Levels**
1.
**Therapeutic Range:**
· b) The dosage range that achieves the desired effect without causing harm
2.
**Factors Influencing Blood Drug Levels:**
· b) Renal function
3.
**Interpreting Blood Drug Levels:**
· b) The patient may experience adverse effects or toxicity.
4.
**Monitoring Blood Drug Levels:**
· d) At intervals recommended by the prescribing guidelines
5.
**Pharmacokinetics:**
· c) Mechanism of action
6.
**Impact of Liver Function:**
· b) It decreases drug metabolism, raising blood levels.
7.
**Drug Half-Life:**
· b) The time it takes for half of the drug to be eliminated from the body
8.
**Dose-Response Relationship:**
· a) The relationship between the drug dose and the magnitude of its effect
**Contraindications**
1.
**Definition of Contraindications:**
· b) A situation where the drug can be used with caution
2.
**Drug-Drug Interactions:**
· a) Warfarin and aspirin
3.
**Patient History:**
· b) Past medical history and allergies
4.
**Absolute Contraindications:**
· c) Administering penicillin to a patient with a known allergy to it
5.
**Managing Contraindications:**
· b) Weigh the risks and benefits before proceeding
6.
**Information Sources:**
· c) Drug reference guides and clinical guidelines
7.
**Allergy Considerations:**
· c) Clearly, with specific details about the reaction and severity
8.
**Ethical Considerations:**
· b) Explain the risks and refuse to prescribe the medication
**Treatment Efficacy**
1.
**Indicators of Treatment Efficacy:**
· a) Reduction in positive symptoms like hallucinations
2.
**Assessment Tools:**
· a) Brief Psychiatric Rating Scale (BPRS)
3.
**Patient Monitoring:**
· b) Regularly, depending on the treatment plan and severity of symptoms
4.
**Treatment Adjustment:**
· d) All of the above
5.
**Role of Family and Caregivers:**
· a) By providing feedback on observed changes in the patient's behavior
6.
**Long-term Management:**
· b) Regular follow-up appointments to monitor symptoms and medication side effects
7.
**Patient Engagement:**
· a) By involving them in decision-making and providing education about their condition
8.
**Evaluating Treatment Success:**
· b) Improved quality of life and functioning
**## STAFFEDUCATION.power.point………pptx**
STAFF EDUCATION
Increasing Knowledge of Essential Assessments for Mental Health Patients Before Medication Administration
Tina Cherry MSN, APRN, PMHNP-BC
1
1
AGENDA
Increasing knowledge, understanding, and interpretation of the accessed physical monitoring of mental health patients.
2
2
Inconsistent physical monitoring, lack of standardization, inadequate documentation, and minimal interdisciplinary collaboration create gaps in practice and proficiency.
Evidence-based practice enhances the quality of care and minimizes the likelihood of adverse outcomes.
3
Essential assessments
Closely monitoring the physical assessments of mental health patients before medication administration ensures optimum mental health service. Increased knowledge of essential assessments for mental health patients before medication administration will encourage the basic tenets of patient care and promote -evidence-based practice.
4
4
Increasing knowledge
5
ESSENTIAL ASSESSMENTS
The increase in staff knowledge of interpreting blood drug levels, contraindications, compliance, and treatment efficacy will improve proficiency and practices. Nursing staff assessment of the physical monitoring assists providers' evaluations to make informed judgments to increase patient safety and treatment effectiveness.
Interpreting Blood Drug Levels
Ensure therapeutic levels are achieved for effectiveness
Prevent toxicity and adverse effects:
6
6
Monitoring for contraindications
7
Research indicates that less than 50% of patients on prescription drugs in mental care settings undergo critical monitoring when they seek care in England (Ayre, Lewis, and Keers, 2023). Physical monitoring of vital signs and other areas such as weight and blood level for illicit drugs is critical for mental health patients. Furthermore, it guides the characteristics of the health condition and the patient’s body's ability to acclimate to the resulting stress on the well-being of their various physiological components (Sapra, Malik, and Bhandari, 2020).
7
Increasing Knowledge
Understanding Contraindications.
What Are Contraindications?
Types of Contraindications:
Monitoring for Contraindications
Review patient history and current medication list
Educate patients about potential interactions and symptoms to watch for and report.
8
8
THANK YOU
Tina Cherry MSN, APRN, PMHNP-BC
9
9
## image11.png
## image12.svg
.MsftOfcThm_Background1_Stroke_v2 {
stroke:#FFFFFF;
}
## image3.png
## image4.svg
.MsftOfcThm_Background1_Stroke_v2 {
stroke:#FFFFFF;
}
## image5.png
## image6.svg
.MsftOfcThm_Background1_Stroke_v2 {
stroke:#FFFFFF;
}
## image7.png
## image8.svg
.MsftOfcThm_Text1_Stroke_v2 {
stroke:#000000;
}
## image13.png
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**This is direct feedback from a committee member;**
**APPENDIX B**(may be ok-check your work)
Q
**uestion tool**.
– The first item response on page 1, What is the problem? Is actually the gap, not the problem. The gap is a lack of knowledge
_(The nursing staff lack sufficient knowledge of interpreting blood drug levels, have inadequate understanding of contraindications, and cannot evaluate treatment efficacy effectively.)_ The problem is inadequate physical assessment, monitoring, and documentation prior to administration of medications for mental health conditions.
-The revised question is not correct. It should like something like: Does staff education on physical assessment, monitoring, and documentation prior to administration of medications for mental health conditions improve staff knowledge as compared pre to post education?
**Literature synthesis Appendix H**
-Good synthesis discussion but you have 16 articles listed here but only 14 in the individual literature review.——
**(Number of Sources (Quantity) 16?)**
—Check
**Appendix H,** also revise the EBP question
—
**Add an additional article about the ADDIE MODEL**
https://elmlearning.com/hub/instructional-design/addie-model/
**Educational program**
https://elmlearning.com/hub/instructional-design/addie-model/
-Your educational ppt need more fully developed.
Please work with your facility content experts and use the ADDIE Model to develop your educational program.
-In the quiz you cover: understanding blood drug levels, contraindications, treatment efficacy. These areas are not fully presented in the educational ppt.
-Your learning objectives for the educational program are also missing. These should align with the material you will be covering and align with the questions you are asking on the pre-post tool.
-Slide 1-title: “Increasing Knowledge of Essential Assessments for Mental Health Patients Before Medication Administration.” In this ppt you have not fully covered and clarified what those essential assessments are. Also in your Site Approval you wrote you were going to focus education on essential assessments (you further clarified in your SA these included physical assessment, monitoring, and documentation). Therefore you would need to fully cover these areas in your educational program. In the quiz you cover: understanding blood drug levels, contraindications, treatment efficacy. There areas are not fully presented in the educational ppt. The information presented in the educational program must align with the information asked on the pre-post assessment tool, and right now they do not.
-Slide 2 Agenda-This is the overall goal, not really a teaching point.
-Slide 3-why all caps and to the right side? Needs reformatted and clarified as to what this is teaching.
-Slide 4-this is an overall statement but does not really teach anything
-Slide 5-Increasing Knowledge-not sure why this slide is here. The entire presentation is to increase knowledge
-Slide 6-has no title and has extraneous “click to add text” boxes. Also the info on this slide is just a statement of what increased knowledge will do. There is nothing really being taught here.
-Slide 7-this one slide for covering monitoring for contraindications needs to be further developed.
-Slide 8-again titled increasing knowledge has extraneous “click to add text” boxes. This slide also needs to be further developed
**Action Plan**
**Appendix I**
**INCLUDE; the key phases of the ADDIE model**
**Analyze**
The analysis phase lays the foundation for successful training by identifying the learners’ needs and objectives, as well as the training’s context. In the corporate realm, this involves understanding the technical landscape, learner demographics, and the specific challenges to be addressed through training.
**Design**
Designing effective training programs is at the heart of the ADDIE model. This phase focuses on creating a blueprint for the training, outlining the learning objectives, content structure, and the instructional strategies best suited for the target audience. The design phase ensures that the training will be engaging, relevant, and impactful.
**Develop**
Development is where the
[learning experience design](https://elmlearning.com/hub/instructional-design/learning-experience-design/) comes to life. This phase involves the creation of the training materials, including multimedia content, assessments, and learning activities. It emphasizes the importance of tailoring the content to meet the learners’ preferences and the learning objectives established in the design phase.
**Implement**
Implementation is the execution phase, where the training program is rolled out to the learners. This stage tests the practicality and effectiveness of the training design and development, highlighting the importance of a smooth delivery mechanism and the readiness of both instructors and learners.
—Page 3 bottom: Action Planning: Complete the following activities… Is blank. Please indicate answers (bold, highlight, place a x, write in info, etc)
**Outcomes Measurement Plan**
-page 5-How will you know if you are successful? You will not be measuring:
adverse drug reactions and complications among patients
Better control of psychiatric symptoms, which may improve the overall quality of life for patients, or
more timely administration of medications
Your only outcome is increased knowledge, and you have a few summative questions, which ask about satisfaction/change in practice, which is fine.
Please revise to align with your intended outcome.
Revise your outcomes so they are correct with the data you intent to collect to assess for the answer to your project question, which is assessing for an increase in knowledge.
**Outcomes Measurement Plan**
**-all outcomes must be education on___________ increased knowledge**
**For instance—-**
**education on —–Clinical ——Increased knowledge** of contraindications and interpretation of blood drug levels
**education on ——Functional—— Increased knowledge** of Better control of psychiatric symptoms,
**education on ——Perceptual——– Increased knowledge of** increasing knowledge with acquired education
**education on——–Process/Intervention——** **Increased knowledge of** in blood drug levels, contraindications, and treatment efficacy
**education on ———-Organization/Unit-Based———–** **Increased knowledge of** interpreting blood drug levels, contraindications, and treatment efficacy
-Page 6. High-level deliverables. There are incomplete as you stop after collecting data.
**new.PreandPostEducationQuestionnaire.docx…….docx**
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**NEW.Appendix_B_Question_Development…2….docx**
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**NEEDS.REVISED.Appendix_H_SynthesisandRecommendationsTool_…4.docx**
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**NEEDSRevised.Appendix_I_Translation_and_Action_Planning……docx**
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