Documenting Evidence of Effectiveness in Your Approved Provider Unit Fall, 2014 Webinar Series Quality Outcomes Ohio Nurses Association and Montana Nurses Association (c) ONA, 2014

Series Planners & Faculty Pam Dickerson, PhD, RN-BC, FAAN Director of Continuing Education, Montana Nurses Association Terry Pope, MS, RN President, Nursing Institute for Continuing Education Zandra Ohri, MA, MS, RN Director of Continuing Education, Ohio Nurses Association (c) ONA, 2014

Session 4 Quality Outcomes: Providing the Evidence Objective: identify evidence to validate the effectiveness of your provider unit in collecting and analyzing data reflective of achievement of goals and quality outcome measures. (c) ONA, 2014

Disclosures Requirements for successful completion: Attendance at event & turning in an evaluation form. Conflict of interest: Planners & faculty have declared no COI The Ohio Nurses Association (OBN-001-91) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. (c) ONA, 2014

(c) ONA, 2014

Overview of Quality Outcomes Section Overall vision: The approved provider unit engages in an ongoing evaluation process to analyze its overall effectiveness in fulfilling its goals and operational requirements to provide quality CNE. What does this mean? What are you expected to do? (c) ONA, 2014

Overview: Subsets The approved provider unit (APU)must evaluate the effectiveness of its overall functioning. The APU shall include a variety of stakeholders, comprising those with a vested interest in the provider unit’s outcomes, in the evaluation process. The APU must demonstrate quality improvement efforts, including identifying strategies for working on targeted goals, evaluating progress toward goals, and revising or establishing new goals. The APU shall evaluate data to determine how the APU, through the learning activities it has provided, has influenced the professional development of its nurse learners. (c) ONA, 2014

Key Questions What is your evaluation process? How does it contribute to changing quality outcome measure(s)? Who participates in the evaluation process, and how do they help? What have you done to improve the professional practice of your RN learners? (c) ONA, 2014

QO 1: Evaluation Process The process utilized for evaluating effectiveness of the APU in delivering quality CNE. Key components: Process Effectiveness Provider unit Delivering quality education (c) ONA, 2014

QO 1: Things to Think About What do you include in your provider unit evaluation? This is DIFFERENT THAN evaluating an individual activity! Consider all the factors that impact your ability to provide quality CNE: human, material, and financial resources; time; money; alignment with the strategic plan of the organization; departmental goals; metrics associated with quality outcome measures (c) ONA, 2014

QO 2: Evaluation Process How the evaluation process for the APU resulted in the development or improvement of an identified quality outcome measure (refer to QOMs listed in OO4). Key components: Evaluation process identified in QO 1 Developing and/or improving quality outcome measures (really important to tie these pieces together) (c) ONA, 2014

QO 2: Things to Think About What is your process for making changes in the structure and operations of your provider unit? What evaluation data supports those changes? Are your quality outcome measures in OO4 appropriate, realistic, and measurable? What is an example of how you’ve developed a new QOM or strengthened an existing one? (c) ONA, 2014

Making QOM Data Clear Which outcome measure is more clearly written? Learner engagement. 2. At least 75% of activities will involve active engagement of learners. (c) ONA, 2014

Relating QOMs to Evaluation Data Which set of provider unit quality outcome measures would be the appropriate “home” for the QOM about learner engagement? OO4b: Your provider unit OO4c: Nursing professional development (c) ONA, 2014

If That Was Your QOM… 75% of activities in calendar year 20xx will involve active engagement of learners. What is the process for evaluating the provider unit in relation to activities with learner engagement? Were you successful? If not, why not? Were faculty not aware of how to do this? Were learners unwilling? Were activities not structured appropriately? Were physical resources not conducive? So what – what did you do? Provide a specific example of how you improved this QOM based on your evaluation data. (c) ONA, 2014

QO 3: Evaluation Participants Why the APU selects specific stakeholders to participate in the evaluation process. Key components Selection – an active decision on your part, not just “by default” Specific people or groups (education council, for example) Active participation – not just names on a form (c) ONA, 2014

QO 3: Things To Think About What are stakeholders? Why do they matter? How do you decide who participates? Are they clear on the importance of their roles? What, specifically, do you want them to contribute to the evaluation process? (c) ONA, 2014

What About This? Is this an ok response to identification of stakeholders? They are our nurse planners and faculty Yes No (c) ONA, 2014

QO 4: Quality Outcome Measures How input from stakeholders resulted in development or improvement in quality outcome measures for the APU. (Again, refer to those QOMs in OO4b) Key components: Input from stakeholders (they aren’t just names on the list in QO3) Use of their feedback Correlation to QOMs (c) ONA, 2014

QO 4: Things To Think About Same question as with QO3: do stakeholders really appreciate the value of their roles? Do they understand the importance of what they do? Are you engaging the right stakeholders? Are there opportunities for expanding your pool (or contracting it)? Are they well-versed in your current QOMs to be able to provide input? Are you giving them data that you’ve collected to help inform their comments and suggestions? (c) ONA, 2014

QO 5: Value/Benefit to Nursing Professional Development How, over the past 12 months, the APU has enhanced nursing professional development (again, referring to the QOMs in OO4). Key components: 12 months (not the whole provider approval period) Enhancing nursing professional development – in the aggregate Related to QOMs in 004c (c) ONA, 2014

QO 5: Things to Think About Reflect on your goals and outcome measures Why were these important? Were they stated in measurable terms? If not, how do you know if you’ve made progress? Improve responsiveness to patients whose conditions are deterioriating Decrease response time for rapid response teams on med-surg units by 50% What do we mean by “nursing professional development”? May not be a direct patient-care change Requires strong knowledge of your target population and their needs (globally, not just for a particular learning activity) (c) ONA, 2014

QO 5: The Bottom Line Are you worth keeping around? Does your organization need you? Can you validate your contributions to the strategic plan of your organization? This is your evidence – make it strong! (c) ONA, 2014

Summary This concludes our 4-part series on “Documenting the Evidence” Organizational Overview – general information about your APU and your organization Structural Capacity Educational Design Process Description and Example Quality Outcomes (c) ONA, 2014

Self-Assessment Your Score: I am able to: 1 – Not at All 2 - Somewhat 3 – Fairly Well 4 – Yes! Write goals and quality outcome measures for my APU Determine what should be included in evaluating my APU Select stakeholders to participate in our evaluation process Provide evidence of our success Your Score: (c) ONA, 2014

Self-Assessment My score is between: 4-7 8-10 11-13 14-16 (c) ONA, 2014

Questions and Comments (c) ONA, 2014

For Further Information Pam Dickerson, PhD, RN-BC, FAAN Director, Continuing Education Montana Nurses Association Telephone: 406-465-9126 pam@mtnurses.org Zandra Ohri, MA, MS, RN Ohio Nurses Association Telephone: 614-448-1027 zohri@ohnurses.org (c) ONA, 2014