1. Printing: This poster is 48” wide by 36” high. It’s designed to be printed on a large-format printer. Customizing the Content: The placeholders in this poster are formatted for you. Type in the placeholders to add text, or click an icon to add a table, chart, SmartArt graphic, picture or multimedia file. To add or remove bullet points from text, click the Bullets button on the Home tab. If you need more placeholders for titles, content or body text, make a copy of what you need and drag it into place. PowerPoint’s Smart Guides will help you align it with everything else. Want to use your own pictures instead of ours? No problem! Just click a picture, press the Delete key, then click the icon to add your picture. Jake Tran: Toronto Grace Health Centre and University of Toronto Background In a chart audit of 95 complex-continuing care patients, only 72% (68) of these patients had a Braden Scale assessment completed. Data from the completed Braden Scale assessments are not used to create care plans. Further, interprofessional practice is absent from this process since Allied Health Professionals were not engaged. Objectives SWOT Analysis Discussions References 1. David D, Davis N. Selecting educational interventions for knowledge translation. Canadian Medical Association. 2010; 182:89-93. 2. Knowles M. The emergence of a theory of adult learning: andragogy. In: The Adult Learner: A Neglected Species. 2nd ed. Houston, TX: Gulf Publishing Company; 1978:27-59. 3. Knowles, M.S.; Holton, E.F.; and Swanson, R.A. The Adult Learner. 7th ed., Houston: Gulf, 2011. 4. Tough, A. The Adult’s Learning Projects. Toronto: Ontario Institute for Studies in Education, 1971, 1979. ADULTS WILL RESPOND TO EXTRINSIC AND INTRINSIC MOTIVATORS TO LEARN Extrinsic Motivators incentivize the learning process Wound care learning package is divided into five-one hour lunch and learn sessions—Food is a powerful extrinsic motivator Recognition of completion of the wound care learning package with a “Certification of completion” in their HR files Opportunity for promotion Opportunity for higher Salary Participants are incentivize with a Tim Hortin’s gift card upon successful completion of five case studies Intrinsic Motivators are powerful incentive to engage adult learners (Tough, 1979) Weekly wound care rounds with front line nursing staff to include continuous professional development—Nursing staff is able to apply wound care protocols resulting in a reduction in the prevalence of wounds on the unit—Staff gains a sense of greater self-esteem. This motivates staff to gain further knowledge for self- improvement Front line nursing staff leads wound rounds to ensure knowledge transfers to junior staff which also creates self satisfaction The goal is to apply knowles theory of adult education using intrinsic and extrinsic motivators for wound care best practices to nursing staff and allied health professionals. The outcome is to reduce the incidence of pressure ulcers, improve wound outcomes, promote continuous professional development (CPD) and ensure consistent interprofessional plan of care. STRENGTHS: Increase staff knowledge to wound care protocols Decrease prevalence of wounds on the unit Increase staff morale WEAKNESSES: Very time consuming May not be able to target the same staff consistently OPPORTUNITIES: Develop Best Practice Guidelines for the unit Application of the same model to other units Create “Centre of Excellence” for Wound Care THREATS: Require on-going financial support for staff education at the senior management level Will need to designate a Wound Care Specialist to ensure on-going program organization in order to create a “Centre of Excellence”. Formalized Education Process with Certificate of completion-An Extrinsic Motivator Completion of wound care case studies (5) in an interprofessional team = Tim coffee card An Extrinsic Motivator Applying wound care knowledge by teaching other staff during wound rounds-  Promoted to Wound care Leader. A Sense of fulfillment – A powerful Intrisic Motivator Short 30 minute discussions with treatment protocols for staff – This saves time with meaningful information that is relevant to their practice Small groups which facilitate discussions making it less intimidating Reduce staff workload as the patient’s wound is treated within 30 minutes Increase knowledge, efficiency and competence which leads to staff empowerment Increase leadership amongst staff with wound care—This leadership ensures further translation of knowledge to action with other staff on the floor—An intrinsic and extrinsic motivator AN APPLICATION OF KNOWLES THEORY USING INTRINSIC AND EXTRINSIC MOTIVATORS FOR WOUND CARE BEST PRACTICES TO NURSING STAFF AND ALLIED HEALTH PROFESSIONALS Adult Learning Theory Knowles Andragogical Theory of Adult learning The need to know Learner's Self Concept The Learner's experience Readiness to learn Orientation to Learning/Life- Centred learners Motivation- Internal and External Application of Knowles Theory-Extrinsic and Intrinsic Motivators Method The need for effective continuous professional development is crucial in order to maintain competency in wound care management—Appropriate education ensures standardized skin assessments (Braden Scale) and management by the interprofessional team Conclusion Knowles theory of adult learning can be used to help identify intrinsic and extrinsic motivators to help improve practice behavior. The use of Knowles theory as applied to our wound care education program leads to the development of a centre of Excellence for wound care