PowerPoints with Punch:

From Crutch to Asset

October 26, 2011
Human Capital Communications Collaborative Wednesday Webinar Series Prepared by McKinney & Associates

HOUSEKEEPING
Todays Moderator:
Mike Madison, Forum One Communications

Questions:
Please submit your questions via the chat feature. We will have about 15 minutes for Q&A at the end of the webinar presentation.

Webinar / Slide Deck Archive:

An archive of the webinar and the slide deck will be posted by October 31st at www.rwjfleaders.org/resources

Post-Webinar Slide Critique

Stay tuned for a live PowerPoint critique and analysis!

WELCOME
Todays Presenters:
Linda Wright Moore, Robert Wood Johnson Foundation Senior Communications Officer
Keys to Success; Visual Appeal; Dont Be a Parrot; When Less is More.

Fran Macalino, Macalino Marketing President

Great Graphics; Adhering to the RWJF Style Guide

Gwen McKinney, McKinney & Associates President & Founder

WELCOME
Post Webinar Slide Critique:
Richard Montgomery, McKinney & Associates Design and Art Director Ryan Duncan, McKinney & Associates New Media Coordinator Submitted Program Slides Provided By:
Michael D. Cohen
Investigator in Health Policy Research (06)

Elise Lawson
RWJF Clinical Scholar (09-12)

Vicki Nishioka, Ph.D.

Evaluating Innovations in Nursing Education

Keys to Success

Keys to Success
A Successful Presentation Incorporates
Planning! Purpose
Desired Outcome

Keys to Success

Planning to Plan
Research
Audience Subject Matter

Keys to Success

Planning to Plan
Timing

Keys to Success

Plan Your Message Tell A Story

Beginning, Middle, and End

Keys to Success
Engage Your Audience
Open with something surprising or intriguing

Keys to Success

Build to Conclusion Dont lose your audience

Keys to Success

Ask Questions
Conduct a Q&A Quiz Their Knowledge

Keys to Success
PRACTICE!

PRACTICE! PRACTICE!

Use PowerPoint for Visual Appeal

Effective use

of color, type

& Design

Visual Appeal

Using design templates

Visual Appeal

Be Consistent
Standardize Positions
Colors/Contrasts Fonts/Styles

Visual Appeal

Be Consistent

Visual Appeal

Before:

Visual Appeal

After:

Visual Appeal

Be Consistent
Effects
Transitions Animations

Visual Appeal

Fun

with FONTS

Larger fonts indicate more important information.

Visual Appeal
Fun

with FONTS

Font size generally

ranges from 18 to
point.

48

Sans serifs like Arial, Helvetica, or Calibri tend to be the easiest to read on screens.

Visual Appeal

Fun

with FONTS

Use decorative fonts only if theyre easy to read!

Visual Appeal
Fun

with

FONTS

Be sure text Put dark text Align text WORDSIN color(s) on a light ALL left contrast with background. CAPITAL or right. LETTERS background. ARE HARD TO READ.

DONT BE A PARROT!

Dont Be a Parrot
Avoid reading directly off of slide:
You dont have to turn your slides into excerpts of your written presentation. Thats kind of boring because theres really no reason to look at the slides if you, the presenter, are reading them. Are you falling asleep yet?

Dont Be a Parrot

The slide is NOT a cue card,

and neither is your hand.

Dont Be a Parrot
The slides should:
Reinforce what your saying

Visuals & graphics should underline your point

Dont Be a Parrot

29

Dont Be a Parrot

30

When Less Is

More

When

Less Is

More

High in visuals & low in words

When

Less Is

More

Text Guidelines
Avoid long sentences..

When

Less Is

More

Text Guidelines
Generally no more than 6 words a line

Generally no more than 6 lines a slide

When

Less Is

More

Text Guidelines
Avoid abbreviations and acronyms

Limit punctuation marks!!!!!!!!!!!!!!!!

Happy Halloween
Dont forget to have fun!

NURSING

McKinney

Great Graphics

Great Graphics
Visual images help make a slide more interesting.
HUMAN CAPITAL IS

DEFINED BY THE PEOPLE

IN WHOM THE FOUNDATION INVESTS.

Great Graphics
Images should enhance and complement the text.
RWJF supports collaborative, interdisciplinary approaches

to health care research and

practice to maximize quality, cost and innovation. People from all perspectives value opportunities to work with and learn from others with whom they might not otherwise interact.

collaborative

opportunities

Great Graphics
THE HUMAN CAPITAL INVESTMENT
Finds and attracts diverse individuals to pursue careers in health and health care.

Creates pathways for frontline health care workers to expand their career opportunities.

Supports scholars conducting pioneering health research.

Great Graphics
THE HUMAN CAPITAL

INVESTMENT
diverse individuals to pursue careers in health and health care.
Finds and attracts

Creates pathways

for frontline health care

workers to expand their career opportunities.

Supports scholars conducting pioneering

health research.

Adhering To The RWJF Style Guides

RWJF Style Guide

Logo Guidelines
The Robert Wood Johnson Foundation logo is a distinctive graphic element and must not be altered for any reason. It is composed of two parts: the symbol and logotype. These parts are always held in a fixed relationship with each other.
Horizontal Lockup

Symbol Logotype

RWJF Style Guide

Support Statements
Grantees other than national programs may only use the Foundations logo with permission and should use the following support statements as appropriate: <Site> is a grantee of <National Program Name>a national program of the Robert Wood Johnson Foundation. Support for this <project, Web site, publication, conference, etc.> was provided by a grant from the Robert Wood Johnson Foundations <insert program name> program.

RWJF Style Guide

Using Templates

RWJF Style Guide

Typography

RWJF Style Guide

Contact creativerequests@rwjf.org

Q&A

Thank You!
Stay tuned for post webinar sample critique & recommendations!

Next Webinar Campaign for Action for Non-Nursing Audiences

November 16, 2011 GYMR

Welcome! Sample Critique & Recommendations

Thank You!
Michael D. Cohen
Investigator in Health Policy Research (06)

Elise Lawson
RWJF Clinical Scholar (09-12)

Vicki Nishioka, Ph.D.

Evaluating Innovations in Nursing Education

Association Between Postoperative Morbidity and Readmission: Implications for Quality Improvement and Cost Savings

Elise H. Lawson Bruce Lee Hall, Rachel Louie, Susan Ettner, David S. Zingmond, Clifford Y. Ko

Association Between Postoperative Morbidity and Readmission:

Implications for Quality Improvement and Cost Savings

October 26, 2011
Elise H. Lawson

Bruce Lee Hall, Rachel Louie, Susan Ettner, David S. Zingmond, Clifford Y. Ko

Increasing policy focus on readmission

30-day readmission rates (2009)
12.7% Surgical patients 16.1% Medical patients

Source of excess cost for Medicare (estimated $17 billion) Planned reduction in payment for readmissions in 2013

Increasing Policy Focus on Readmission

16.1%

Increasing Policy Focus on Readmission

Source of excess cost for Medicare (estimated $17 billion)

Increasing Policy Focus on Readmission Planned reduction in payment for readmissions in 2013.

Why are surgical patients readmitted?

Planned readmissions
Chemotherapy, elective procedures

Unplanned but unrelated to primary admission

Trauma, falls

Unplanned and related to initial hospitalization

Exacerbation of preoperative comorbidity Postoperative morbidity

Why Are Surgical Patients Readmitted?

Planned Readmissions
o Chemotherapy, elective procedures

Why Are Surgical Patients Readmitted?

Unplanned But Unrelated To Primary Admission o Trauma, Falls

Why Are Surgical Patients Readmitted?

Unplanned and related to initial hospitalization

o Exacerbation of preoperative comorbidity o Postoperative morbidity

Data Sources
Patient-level records linked between: 1. ACS National Surgical Quality Improvement Program (NSQIP) (2005-2008)
Clinical registry Variables: Risk factors, procedure, postoperative morbidity

2. Medicare Provider Analysis and Review file (MedPAR) (2005-2008)

Inpatient claims data Variables: Readmissions and associated costs

Data Sources
Patient-level records linked between:
1. ACS National Surgical Quality Improvement Program (NSQIP) (2005-2008) Clinical registry Variables: Risk factors, procedure, postoperative morbidity

2. Medicare Provider Analysis and Review file (MedPAR) (2005-2008) Inpatient claims data Variables: Readmissions and associated costs

Study Sample
Inclusion criteria: Patients aged 65 years who underwent a surgical procedure in 2005-2008 Exclusion criteria: Patients with non-Medicare primary payer Patients that could not be readmitted
Not discharged from primary hospitalization Died before discharge

Final sample: 90,932 patients from 214 hospitals

Study Sample

Inclusion Criteria:
Patients aged 65 years who underwent a surgical procedure in 2005-2008

Study Sample

Exclusion Criteria:
Patients with non-Medicare primary payer Patients that could not be readmitted
o Not discharged from primary hospitalization

o Died before discharge

Study Sample

Final Sample:
90,932 patients from 214 hospitals

Dedicated Education Units Robert Wood Johnson Foundation Evaluating Innovations in Nursing
Vicki Nishioka, PhD
Vicki.Nishioka@EducationNorthwest.org

Susan Moscato, EdD, RN

moscato@up.edu

Dedicated Education Units Robert Wood Johnson Foundation Evaluating Innovations in Nursing

Vicki Nishioka, PhD

Vicki.Nishioka@EducationNorthwest.org

October 26, 2011

Susan Moscato, EdD, RN

moscato@up.edu

EVALUATION QUESTION AND PARTICIPANTS

What impact does the introduction of additional faculty members (DEU nurse teachers) and restructuring the role of academic clinical faculty members have on academic faculty to student ratios, the average number of students placed in each clinical site, and work-life satisfaction of faculty and nurse teachers? How do student perceptions of the quality of clinical education received on Dedicated Education Units compare to traditional clinical education placements?
DEMONSTRATION SITE University of Portland School of Nursing Clinical Partners Providence Portland Medical Center Providence St. Vincent Medical Center Portland VA Medical Center REPLICATION SITES University of South Carolina College of Nursing University Specialty Clinics University of Tennessee Health Science Center at Memphis College of Nursing Methodist University Hospital School of Nursing at University of Buffalo Erie County Medial Center Kaleida Health Roswell Park Cancer Institute Hospice at Buffalo

Evaluation Questions

Impact

Perceptions

Participants

Demonstration Site
University of Portland School of Nursing

Clinical Partners:

University of South Carolina College of Nursing University Specialty Clinics

Providence Portland Medical Center

University of Tennessee Health Science Center at Memphis College of Nursing

Methodist University Hospital

Providence St. Vincent Medical Center

Erie County Medial Center Kaleida Health

School of Nursing at University of Buffalo

Portland VA Medical Center

Roswell Park Cancer Institute

Hospice at Buffalo

Participants
Replication Sites
University of South Carolina College of Nursing

University of South Carolina College of Nursing University Specialty Clinics

University Specialty Clinics

University of Tennessee Health Science Center at Memphis College of Nursing

Methodist University Hospital

University of Tennessee Health Science Center at Memphis College of Nursing

Methodist University Hospital Erie County Medial Center Kaleida Health Roswell Park Cancer Institute Hospice at Buffalo

School of Nursing at University of Buffalo Erie County Medial Center

School of Nursing at University of Buffalo

Kaleida Health

Roswell Park Cancer Institute

Hospice at Buffalo

Traditional clinical education Waiting and missed opportunities Unclear roles and communication Quality varies
Nurses teaching experience Faculty familiarity with unit routines Faculty and unit staff relationships

Stressful learning situation Hard to get help All units are not friendly

Traditional Clinical Education

Waiting & Missed Opportunities

Traditional Clinical Education

Unclear Roles & Communication

Traditional Clinical Education

Quality Varies
Nurses teaching experience

Faculty familiarity with unit routines

Faculty and unit staff relationships

Traditional Clinical Education

Stressful Learning Situation

Hard to get help

All units are not friendly

What is a DEU?
A dedicated education unit (DEU) is a unit within a hospital or other health care facility that is dedicated to providing clinical education for nursing students, while delivering optimal care to patients on the unit.

What is a DEU?

What is a DEU?
A dedicated education unit (DEU) is a unit within a hospital or other health care facility that is dedicated to providing clinical education for nursing students, while delivering optimal care to patients on the unit.

Faculty to Student Ratio

Traditional 1:8 Dedicated Education Unit 1:16

Faculty to Student Ratio

Traditional

Dedicated Education Unit

1

Handoffs in Hospitals A presentation for the Robert Wood Johnson Foundation Investigator Awards Annual Meeting
Michael D. Cohen
School of Information University of Michigan

Handoffs in Hospitals
Robert Wood Johnson Foundation Investigator Awards Annual Meeting
October 13, 2011

Michael D. Cohen School of Information University of Michigan

mdc@umich.edu

handoffs an introduction
handoff the communication that occurs during a change in who is responsible for or who is in control of a patient in a hospital also known as: signout, [nursing] report, handover, Doctors, nurses, and many other technical personnel who perform procedures or transport not rounds; not discharge Handoff communications frame each new interval of patient care, orienting subsequent work

Introduction

Handoffs
The communication that occurs during a change in who is responsible for or who is in control of a patient in a hospital Also known as: signout, [nursing] report, handover

how handoff became a research topic

obvious danger from omissions and errors communication failure in 65 percent of root cause analyses of patient-safety sentinel events changes in resident work-hours that increase handoff frequency AHRQ hospital surveys identifying handoff as worrisome point of potential failure

How a Handoff Becomes a Research Topic

Communication failure in 65% of root cause analyses of patientsafety sentinel events Changes in resident work-hours

AHRQ hospital surveys identifying handoff as worrisome point of potential failure

AHRQ xxHC 2005 & 2007 Results Compared to AHRQ Teaching and NonTeaching Hospitals

AHRQ xxHC 2005 & 2007 Results Compared to AHRQ Teaching and NonTeaching Hospitals

The End
For any further questions you can contact todays presenters at: Ryan Duncan: ryan@mckpr.com Richard Montgomery: Richard@rixstarstudios.com Fran Macalino: fran.macalino@verizon.net