Title : Incorporating and implementing QSEN competencies in a collaborative disaster training project for school-age children in psychiatric mental health nursing clinical experiences
Nursing education and nurse educators face multiple challenges in providing meaningful experiences which clearly link theory content and clinical experiences. The framework in which a program is developed and constantly evolving must be addressed and evidenced as well. Needless to say, there are scarce clinical areas which pose a dilemma for meshing theory and clinical ..pediatrics, maternity, and psychiatric mental health. SLCC faculty guide its program from several curricular frameworks that embrace major accrediting bodies with criteria and standards to include -QSEN competencies, ANA professional practices, NLN, ACEN, CCNE. In order to meet clinical training needs that are both efficacious and clearly link to theory content and curricular friendly, the faculty must be innovative in this area.
Currently students in the mental health course at SLCC are clearly engaged in the adult acute care setting (21 supervised clinical hours) witnessing a variety of mental health therapies, interprofessional collaboration, and curricular linkages, but lack visualizing pediatric mental health experiences on a primary, secondary, or tertiary level. Clinical application to QSEN and ANA standards of practices are evident in adult mental health services, but not for the pediatric component. To bridge this gap requires faculty innovativeness to develop this area to facilitate student knowledge and application to mental health nursing and meet the following curricular components:
- Evidence-based practice
- Assessment (community based)
- Patient-centered (age, developmentally appropriate)
- Safety (flood disaster training)
- Teamwork and collaboration
Thirty-five second semester RN students and fifteen senior RN students were engaged in a disaster training project involving over 500 fifth grade students living in a flood prone parish in South Louisiana. School aged students were provided primary and secondary prevention education coupled with the introduction of coping skills and strategies to use during floods. Prior to launching the community based project, the community college faculty partnered with the American Red Cross (ARC) for orientation and use of its evidence based Pillow Case disaster training curriculum. Each group of nursing students provided at least 4 hours to on-site school based disaster training and management to students in 30 classrooms over a 2-day period during the implementation of the project. Students worked in groups with designated leaders members, member tasks, evaluation tool with learning feedback strategy and role plays prior to implementing the project.
Objectives: Upon completion of this offering, the Nursing 2020 participant should be able to:
- Discuss strategies for incorporating QSEN competencies use in developing a clinical project for nursing students focused on teaching primary care to school aged children living in disaster prone areas.
- Design age appropriate activity to educate school age children to plan and prepare for environmental disasters.
- Evaluate the effectiveness of an age and developmentally appropriate training program to effect positive coping and survival skills for school age children facing disasters.
- Describe the use of the nursing process in collaborating with other disciplines for school aged clients faced with impending disaster situations.