Continuing Professional Development Program
The continuing professional development is made up of 4 levels of improvement.
To access these 4 levels, some requirements are required :
- To be a nurse with experience in the expanded role;
- To have successfully completed the training in the expanded role from Solutions Nursing;
- Since the level of difficulty increases in the course of this program, each level is a prerequisite to the next level (increasing order).
- Maintain and update the competences of the nurse, among other things the physical examination;
- Continuously progress in a personalised training according to his/her level of knowledge;
- Significantly improve the practice of the nursing profession in the expanded role by teaching them to push their reasoning and analysis process;
- Provoke a process of familiarization and integration of new knowledge and skills;
- Promote the concept of self-management of his/her continuing professional development by making the nurse aware of using new tools allowing him/her a practical thinking.
- Each level of training is of a duration of 35 hours (5 days);
- This training is designed for groups of 4 to 10 nurses;
- Each nurse is evaluated during a real-life scenario;
- Each nurse must hand in a SOAP note for individual correction;
- A written evaluation is foreseen at the end of each level.
- Each nurse will be certified at the end of the Improvement Level 4.
Level of Improvement Level 1
- Verify that they master the basic knowledge already acquired;
- Improve the clinical reasoning starting from a symptom;
- Widen the range of differential diagnoses;
- Establish a global approach to solving clinical situations.
Level of Improvement Level 2
This training is designed for nurses that already possess the essential knowledge, attitudes and skills necessary to solve a clinical situation. The nurse must be able to diagnose the most frequent and most important health problems. This requires the following skills :
Final Objectives :
- Master the questionnaire
- Correctly establish the medical history of the patient
- Perform an adequate physical examination
- Establish a differential diagnosis
- Establish a temporary diagnosis
- Be able to apply the theory for solving clinical problems
Steps for the taking on of a patient :
- Acquire a systematic and sequential diagnostic reasoning in the scope of the initial complaint of a patient from more complex clinical situations;
- Simulate the cyclic process of the clinical reasoning;
- Solve common clinical problems that are not necessarily seen in the care units;
- Acquire a procedure for the global care of a patient;
- Work in a team.
- Physical examination
- Differential diagnoses
- Treatment plan
- Prevention / Education of the patient
Presentation of the clinical problem and the clarification of unknown and ambiguous terms.
- Read the description of the problem;
- Clarify the unknown or ambiguous terms;
- Use rigorously an appropriate medical terminology.
Define the clinical context and identify the pertinent elements of the problem.
- Recognize the importance of the clinical context when facing a problem (emergency, transfer, follow-up);
- Identify and organize in a hierarchy the pertinent elements of the problem or the clinical situation;
- Establish a synthetic description of the problem by summarizing in one or two lines the pertinent elements.
Propose one/several hypothesis(es)to explain and/or solve the situation; justify it/them.
Ask and justify the additional information necessary for the verification and/or the verification and/or the evaluation of the hypotheses.
- Use the hypothetico-deductive approach, that is to say, to bring the nurses to use one or several hypotheses to do the analysis, the interpretation and the synthesis of the clinical data available;
- Reactivate passed knowledge “hidden” in the long-term memory;
- Organize the knowledge by establishing links between previously learned notions and the ones to acquire during the individual study;
- This way of working has the goal to :
- Favour the organization of knowledge in memory, to facilitate its ulterior reactivation;
- Put in place a body of knowledge to which new complex notions will attach themselves.
Reevaluate the hypotheses in function of the observations and additional data, and formulate other hypotheses if necessary.
- Regroup and interpret the new observations and information obtained;
- Evaluate and modify the hypotheses, explanations and proposals of taking on a patient from the previous steps in light of these information and its interpretation.
Share the acquired knowledge; apply it to the problem to reevaluate and modify the hypotheses.
- Confront this new knowledge to verify its comprehension with the critiques from the other members of the group;
- Appraise the team work and the procedure for the problem resolution;
- Presentation and discussion of the case.
Level of Improvement Level 3
This training is designed for the nurses that attended the levels of improvement 1 and 2.
- Allow the update of knowledge and skills to a superior taxonomical level based on the clinical judgment, analysis and decision making;
- Check the automatisms normally already acquired in terms of questionnaire and physical examination (SOAP notes);
- Turn to clinical situations much more complex;
- Develop a professional introspective practice.
- Each main targeted system will be deepened according to more complex case studies;
- Each nurse will have to proceed to the evaluation of the patient according to 3 clinical vignettes.
Level of Improvement Level 4
This training is designed for nurses that have attended the levels of improvement 1, 2 and 3.
- Evaluate the skills, the attitudes, the abilities as well as the cognitive aspects of the nurses for a given discipline (outpatient consultations, major emergencies, community health care)
- Measure the progress made by the nurse and the progress left to be made (in terms of the training in the expanded role).
- Allow the nurse to manage his/her own learning process.
- To define the possibilities to improve the effectiveness or efficiency of the training in the expanded role.
In the form of a formative evaluation, each nurse will participate to mini OSCE (objective skills clinical examination, including an elaborate questionnaire in terms of the patient).