Running head: TEACHING PROJECT SUMMARY 1

Teaching Project Summary Paper: Educating a Group of Nurses about Needle Stick Injuries

Teresia W. Isiaho

Old Dominion University

TEACHING PROJECT SUMMARY 2

Teaching Project Summary Paper: Educating a Group of Nurses about Needle Stick Injuries

The purpose of this project is summarizing the teaching process to a focus group of nurses

on the topic of Needle Stick Injuries (NSIs). Even though we don't avoid contractions in

professional writing have many needle sticks injuries like in the past, we can't ignore this

problem just because it's only happening to one or two nurses in the facility. According to World

Health Organization (WHO) data, 35.7 million health care workers in the world get exposed to

blood pathogen infections and are at risk of NSIs. Nurses are at substantial risks of coming into

contact with bloodborne pathogen infections, such as Human Immunodeficiency Virus (HIV))

and Hepatitis B and C virus (HCV), if needle stick accidents occur while rendering care to

infected patients. I avoid first person in professional writing believe by engaging nurses through

cognitive learning theory and devotedly practicing and following the hospital standard protocols,

NSIs can be minimized or stopped from happening.

I have chosen the American Association of Occupational Health Nurses (AAOHN) as my

standard of practice. The major roles and responsibilities of the AAOHN are to promote the

health and safety of work and workplace communities. Safety is always my number one priority

when delivering care to my patient. AAOHN specialty also provides nursing research and

evidence-based research, both of which are critical in occupational and environmental nursing.

The AAOHN plays a very prominent teaching role in nursing practice. Nurses and health

care workers learn safe practices at work. These practices include handling hazardous medical

materials, recapping needle practices, transferring and lifting patients, using Hoyer lifts, etc. In

general, the standard practices help nurses and other health care workers to participate in

environmentally safe and healthy behaviors, with minimal injuries. By following the standard

practices, nurses provide nursing services that are safe, effective, and financially responsible.
TEACHING PROJECT SUMMARY 3

I will use the professional standards of practice to promote changes in safety regimens. The

information will help me to create interventions that will teach new students and novice nurses

about needle stick injuries. These instructive interventions will remind my health care workers

about the risk of contracting HIV, hepatitis, and other transmissible pathogens from needle stick

injuries. The instructions will ensure that nurses learn and receive continuing education about the

safe handling of needles, in order to decrease the chance of blood-blood contact between nurses

and patients, which increases the risk of infection.

Target Audience

The need to provide education about this topic is paramount, as nurses in my unit have

observed one or two cases of NSIs. The staff nurses in this unit are novice nurses, and they have

the willpower to learn. They are open to new challenges and willing to participate in studies

more than experienced nurses. The staff's ages range from 22- 40 yrs., and the unit has only four

experienced nurses. Most of the staff nurses are field-independent learners; they are interested in

innovative ideas and prefer lecture and video method instructions. The audiences are also from a

diverse cultural background and have 0 -3 years' job experience. Most of the staff nurses have an

Associate degree in Nursing and are furthering their education to earn bachelor's in Nursing

(BSN). The staff nurses in this unit motivate each other, and there are good collaboration and

teamwork among the new nurses and the experienced nurses. The two parties are willing to help

each other through the social learning theory while following evidence-based practices and the

facility's protocols.

Needs Assessment

Casual conversations were used as an initial opportunity to gauge the level of interest on the

topic of NSIs. My willing audience group worked different shifts. I involved a small number of
TEACHING PROJECT SUMMARY 4

active learners, and a focus group performed my assessment through observation of staff

members starting IVs, recapping handling, and disposing of needles. According to Bastable

(2014), a focus group involves willing learners starting with a small number (4 to 12) of people. I

also had an informal conversation between my group members. The staff had separate ways of

learning; some were visual learners, while others were aural, verbal, or kinesthetic learners.

Assessing the audience's learning needs and style was a great start and a crucial stage in teaching

presentations. Due to different working shifts, most of them preferred early morning, while

others preferred afternoon. They also favored the use of questionnaires but with brief open-ended

questions.

Teaching Plan

I decided to focus my teaching on the goal of providing information to the group so that they

would be able to effectively present information to their future potential clients and colleagues.

The objectives I focused on covered the three domains of learning, and the allotted time for each

domain was ten minutes. Cognitive learning was used so that by the end of the instruction, the

group would be able to describe the causes, risks, and prevention of NSIs during a 12-hours shift.

The expectation goal was that four out of five of the students would be able to successfully

describe the causes, risks, and prevention of NSIs. Secondly, psychomotor learning was used so

that by the end of the instruction, the group would effectively role-play the presentation of the

material by using proper techniques and knowledge when recapping, starting the IV, and

disposing of needles to reduce chances of NSIs. The goal here is that four out of five learners

will effectively present the information and follow the right techniques when recapping needles,

disposing of needles, and starting IVs. Thirdly, by the end of the instruction, the group will

verbalize that they feel more comfortable using needles and will pass this information on to other
TEACHING PROJECT SUMMARY 5

nurses, as shown by the results of the end survey. My goal for the evaluation is that four out of

five students will feel more comfortable with needle use and pass the education learnt to other

nurses on the unit, especially the novice nurse.

Instructional Strategies/Implementation/Cultural Barriers

Some various? teaching methods to my target audience will be utilized; since most of them

are visual learners, I will print ten pages from the PowerPoint for everyone in the group. The

audience will also get some pamphlets with statistics from credible sources such as the World

Health Organization, Center for Disease Control and Prevention, and academic journals to show

them the pandemics of NSIs. There will be an educational, short video about how to safely recap

needles on YouTube, as well as a PowerPoint containing less than ten pages about problems and

safety measures while starting IV-line administration, injection administration, needle recapping,

and needle disposal. According to Bastable (2014, pg or para # required with quote), "Cognitive

learning is a highly active process mainly directed by the individual's perception, interpretation,

of what is already known and understanding." As an educator, my learner's goals, expectations,

and disequilibrium will influence teaching. An emotional perspective when using statistics of

nurses who have transmitted blood-pathogen infection via needle sticks accidently will scare the

learners, and they will look forward to listening about this problem eagerly. Bastable's studies

have shown that the use of emotion encourages long-term memory. Another added theory is the

social learning theory through role modeling from an educator or experienced nurse.

Demonstrating desirable skills and behavior when orienting new nurses will decrease the chances

of NSIs through mimicking good practices. (Bastable, 2014).

TEACHING PROJECT SUMMARY 6

Evaluation

The accomplishment of this project was measured with some succinct description about the

problem. The teaching was successful since my focus group could describe ways to minimize

NSIs during their shifts. The psychomotor portion of the teaching was measured through

observation of the role-play. There was a great positive feedback to the teacher after observing

correct recapping of the needle without using two hands. Also, four out of the five nurses felt

confident and comfortable with disposal, starting the IV, recapping needles, and avoiding

distraction when performing the skill. Use stats/data to support or deny all objective attainment

Personal Learning

This project has broadened my knowledge as a nurse educator, teaching not only our patients

but also fellow nurses vital in our day-to-day lives. I have realized that teaching requires effort,

organization, planning, and knowledge about the specific topic to be taught. I have come to

understand that teaching can be overwhelming, and this project has proven it. Also, teaching

does not come from my opinions; rather, it needs to be supported by in-depth research to support

the topic chosen or solve the problem. I enjoyed the part of creating a positive impact by

changing the attitudes, skills, and beliefs towards NSIs among nurses. The statistics of NSIs in

the United States, estimation numbers of annual NSIs occurrences are 384,325 in hospital-based

health care personnel. Therefore, the scope of this problem is significant, and teaching about it

was the best thing to do this semester!

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References
American Nurses Association (2010). Scope and Standards of Practice (2nd ed). Retrieved from

http://nursingworld.org/nursing-scope-standards

Bastable, Susan B. (2008). Nurse as eEducator, pPrinciples of tTeaching and lLearning for

nNursing

pPractice. (3rd ed.). Sudbury MA: Jones and Bartlett.

Raghavendran, S., Bagry, H. S., Leith, S., & Budd, J. M. (2006). Needle stick injuries: a

comparison of practice and attitudes in two UK District General Hospitals*. Anaesthesia, 61(9),

867-872. doi:10.1111/j.1365-2044.2006.04751.x

World Health Organization. (n.d.). Retrieved from http://www.who.int/kobe_centre/en/

https://www.cdc.gov/

https://www.youtube.com/watch?v=yTrERObHwaM
 Running head: TEACHING PROJECT SUMMARY 8

Appendix B

TEACHING PLAN

Purpose: To provide nurses with ongoing knowledge and information to reduce the
numbers of needle stick injuries.

Goal: My focus group of nurses will be able to identify what they can do to stop chances of
transmitting blood-born pathogen infections via needle sticks accidents.

Time
Content Outline * Method of Allotted Method of
Objectives Resources Outcomes
Presentation (In Evaluation
minutes)
Following a 30
minute teaching
session, nurses
will be able to: Met:
Blood-borne Pathogen
control plan:
Define needle All nurses
1. Good injection Question and
stick Injuries were able to
practices and use of answer
and Identify the define NSIs
PPE. CDC blood-
facility policies Discussion
2. Safety practices on 10 borne chart and list the
and procedures with
needle disposal. and facility four control
to minimize risk instruction
3. Attitude and belief policies. Observation plan.
of exposure by
about NSIs. of return
altering the
4. Time management Demonstratio 10 demonstratio
manner in which Short videos Met:
and distractions that n n
a task is and
can easily lead to a Return
performed PowerPoint
puncture. demonstratio All nurses
(cognitive)
n Question and were able to
Power point answer utilize their
Demonstrate presentation time wisely
Discussion 10
Proper Reading/visual and learned
techniques and aids/videos from the how to deal
knowledge when facility policies outline. with
recapping, combative
starting IV, patients, good
 TEACHING PROJECT SUMMARY 9

disposing needles Needle sticks injuries lighting, to

to reduce statistics will be reduce
chances of NSIs presented, present distractions
incidents. what blood borne when
(cognitive ,Psych pathogen could be handling
omotor ) transmitted, and what needles.
to do if an incident like
this happen.
Verbalize the Met:
importance of All nurses
safe recapping, were able to
disposal, time remember
management to 95% of the
avoid the feeling information
of being rushed, presented in
good the power
illumination, and point
overall general presentation
safety measures as evidenced
to stop the by quiz scores.
statistics NSIs
incidents among
nurses.
(cognitive,
affective)
TEACHING PROJECT SUMMARY 10

Honor Code Statement

I Teresia Isiaho pledge to support the Honor System of Old Dominion University. I will

refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I

am aware that as a member of the academic community it is responsibility to turn in all

suspected violators of the Honor Code. I will report to a hearing if summoned.

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TEACHING PROJECT SUMMARY PAPER

GRADE SHEET

Grading Criteria Comments Points

Introduction (10)
Overview of project and description of
problem that was addressed by the
instructional intervention
10
Specialty-specific standards are
described, and relationship to project
established

Needs Assessment (15)

Includes information that establishes
need for instruction, as well as the
needs of the learner
Target Audience: Features and 15
demographics of target group are
described
Assessment strategy

Teaching Plan (15)

Objectives are consistent with
purpose and goals of the instruction
Content is relevant to the objectives
15
Method of instruction, time and
resources are appropriate for the
objectives

Implementation (15)
At least 1 learning theory is used to
support the choice of instructional
methods
Cultural considerations related to 15
instructional methods selected for use
are addressed
Obstacles and/or barriers
encountered
Evaluation (15)
Methods are described and results
presented See comment r/t data 13
Changes discussed if needed

Summary (10)
Reflects on the project and the
10
personal learning that occurred

References (10) 10
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The citation of 3 relevant sources

from the professional nursing
literature (above and beyond course
textbooks) are included in the text of
the paper and on the reference page.

Format & Style (10)

APA Format
Grammar, spelling, punctuation
See comments/corrections 8
Not to exceed 5 pages
Honor Code

Total 96
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