Educational Kiosk for Continuing Education on Pressure Injuries

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Excerpt

In the late 1980s, the World Health Organization published a workshop manual that emphasized the need for continuing education for healthcare staff; this need is driven by healthcare policy changes and the constant evolution of new medical techniques and equipment to respond to society's healthcare needs.1 Since then, many associations and individuals have publically advocated the need for continuing education among healthcare workers.2–5 Staying up to date in our field of practice not only impacts quality of care but also enables the healthcare professional to feel more confident and skilled. This is especially true when topics are closely related to the individual's clinical focus and when education is offered by colleagues recognized for their expertise within the specialty.6
However, many nurses working in hospital settings are not regularly participating in educational activities because of limited financial allocation for such activities, and they often do not ensure staff are able to receive education during their working hours unless the education is mandated by a provincial body.7 Despite this limitation, multiple factors compel nurses to engage in continuing education. For example, the Quebec Provincial Order of Nurses has incorporated continuing education obligations for its members,8 and the Canadian Nurses Association had identified continuing education as a means for maintaining specialty certification in a number of areas, including enterostomal therapy specialty practice.9
Healthcare organizations are not exempt from this obligation of supporting educational initiatives. They must provide continuing education for healthcare professionals to ensure they pass compliance testing for certain required organizational practices, such as those pertaining to pressure injury prevention.10 These required organizational practices are dictated by Accreditation Canada, with a mandate to ensure an ongoing process of assessing healthcare organizations against standards to identify what is done well, where improvements can be made, and processes to make them happen.10
How then does one reach out to and motivate staff? I find it increasingly difficult to convince staff to attend a lunchtime presentation. This CAET Feature addresses one possible strategy, reaching out to colleagues directly in the units where they work via a kiosk that moves from unit to unit. Based on my experiences attending similar educational offerings, I designed a focused educational session, delivered in 10 to 15 minutes, on a specific aspect of Enterostomal Therapy Nurse (ETN) practice, pressure injury-related care.
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