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SAMPLE SYLLABUS
Long Term Care Clinical Scholars Program (LTC-CSP)
Summer Nursing Internship
A collaboration between
UW-Madison School of Nursing
and
Edgewood College School of Nursing
Description of the program
The Long Term Care Clinical Scholars Program is designed to provide a twelve week summer
internship experience for baccalaureate nursing students in a nursing home setting. The
program consists of supervised clinical experiences, classroom workshops and independent
study for classroom preparation.
Faculty:
Dr. Barbara Bowers
UW-Madison School of Nursing
Phone: 263-5185
E-mail: [email protected]
Dr. Colleen Gullickson
Edgewood College SoN
Phone: 574-5380
E-mail: [email protected]
Additional Instructors and Staff:
Kim Nolet, MS, Program Coordinator, UW-Madison School of Nursing
Brenda Ryther MS, RN, Researcher, UW-Madison Ctr for Health Systems Research & Analysis
Tonya Roberts MS, RN, UW-Madison Doctoral student
Andrea Gillmore MS, RN, UW-Madison Doctoral student
Rachel Roiland MS, RN, UW-Madison Doctoral student
Program Goals
1. Increase the appeal of long term care for new baccalaureate prepared nurses and
baccalaureate nursing students by creating positive experiences showing nursing homes as
welcoming, interesting, and innovative places to work where RN nursing skills are used and
valued.
2. Increase feelings of preparedness in caring for older adults in nursing homes for nursing
students entering the workforce.
3. Increase complex nursing skills in care of older adults for baccalaureate nursing students.
4. Increase the leadership abilities in care of older adults for baccalaureate nursing students.
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SAMPLE SYLLABUS
Learning Expectations:
This intern experience is based on the following assumptions*:
 Learning is a collaborative process characterized by active engagement. All clinical scholars
share the responsibility for making the internship a meaningful and productive experience.
We are here to learn with, from, and about one another.
 Preparation prior to workshops, attendance, and participation will make for the most fruitful
interaction. All of us together will likely be more knowledgeable than anyone of us alone.
 Learning is enhanced by sharing diverse ideas. Clinical scholars are encouraged to critique
others’ thinking, and to remember that ideas, rather than individuals, are open to challenge.
 Questions represent opportunities for learning and are indicative of engagement with the
subject matter. One individual’s questions often lead to clearer understanding for all.
 Enthusiastic involvement in all learning opportunities is a desired goal. Clinical scholars are
encouraged to give the class facilitator and one another feedback, especially as regards
ways of improving the learning environment.
 Only if you are willing to honestly, fairly and constructively address internship concerns do
you retain the right to complain about them.
*adapted from EC NRS 340 Professional Nursing; Long-term Health Issues course syllabus
Program Structure
The Clinical Scholars Program is a twelve week guided internship experience consisting of
both clinical work and workshop learning opportunities.
Workshops: Workshops will be held every Wednesday from 2:30 to 4:30 p.m. (see
schedule). Some classes are group workshops designed for you and interested staff
members from the participating homes. Other classes are for the clinical scholars only.
Workshop format: Open discussion and dialogue are vital components of all workshops.
Instructors will limit their presentation of content to approximately 15 minutes. The
remaining class time will be spent in active dialogue and activities designed to
maximize application of classroom content to your clinical experiences. As such,
preparing for workshops by completing readings and other activities is vital. Without
this, your class contributions will be very limited.
You will be assigned some brief activities to complete at your worksite during the course
of the internship and these will be discussed at workshops. See the weekly schedule of
this syllabus for details. You will need to read each week’s pre-workshop activities well in
advance to assure you have time to complete the activity.
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SAMPLE SYLLABUS
Clinical work experiences: The clinical component consists of at least three shifts working as
a nurse tech in your matched nursing home each week. Your exact schedule will be
determined by your worksite. You may need to spend additional time on-site to complete
required program experiences (see pre-workshop clinical activities for each weekly
workshop). This is similar to clinical “prep” time in your undergraduate program. You will not
be paid for this additional on-site time.
Clinical work format: You will use a Tracking Worksheet to guide your learning
experiences. Weekly entries on this document are required to focus and direct your
clinical development. Self-evaluation is an important component of professional growth
and will be an important vehicle by which you and your preceptor determine your clinical
experiences and progression.
Work expectations: Professional behavior and courtesy are expected at all times.
Unprofessional behavior can be interpreted as lack of interest and reflects poorly on the
Clinical Scholars Program. You are an employee of the nursing home and are expected
to follow all work rules and guidelines provided to you by the home. When you are not on
paid time, but are on-site to complete other activities, you are also expected to be on
your best professional behavior and adhere to employee guidelines. Remember, no
chewing gum, texting, or phone calls on work time!
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SAMPLE SYLLABUS
Absences
Clinical work absences:
You are an employee of the long term care facility and therefore are required to follow the
workplace policies regarding absences from your scheduled clinical work. You must contact the
appropriate person at your worksite to inform them of your absence. If you will miss a meeting
with your preceptor or someone else at the home, you must also notify that person of your
absence. If you do not follow workplace policies, you be subject to their normal disciplinary
policies.
Workshop absences:
Clinical Scholars have been selected as part of a competitive application process. Therefore, it
is important each clinical scholar fully participate in the internship program to which you applied.
It is expected you attend each weekly workshop. If it is necessary to miss a workshop, you
must notify Kim Nolet, Program Coordinator at 262-8146 or [email protected]. You must
also contact the workshop instructor/s as soon as possible to arrange to make up
content you will be missing.
Successful Program Completion
The Clinical Scholar Program is not a course, therefore a grade is not assigned. Successful
completion will entitle you to a Clinical Scholar Program certificate of completion that details the
program offerings. This is anticipated to give clinical scholars a competitive edge when applying
for nursing jobs. Successful completion entails:
 Attending all Clinical Scholar Program weekly workshops (and completing special
assignments to a satisfactory level if absent for any workshops).
 Completing assigned workshop readings.
 Completing assigned clinical work experiences related to the workshops.
 Working your assigned shifts at your matched nursing home and complying with
workplace rules and guidelines.
 Completion of the CSP Tracking Worksheet in collaboration with your preceptor.
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SAMPLE SYLLABUS
Workshop Schedule and Details
Week 1: June 8 Interns Only, 2:30-4:30 p.m.
Topics
1) Time Management 2) Polypharmacy
Instructors
Andrea Gilmore, MS, RN & Barbara Bowers, PhD, RN
Objectives
Objectives:
1. Demonstrate ability to prioritize care and effectively manage time in
complex situations.
2. Demonstrate an understanding of age-related changes that contribute
to pharmacologic complications in the elderly population.
3. Identify common adverse drug reactions in the elderly.
4. Demonstrate an understanding of strategies to examine possible
adverse reactions in clinical practice including addition and withdrawal
of medications.
Required
1. Up To Date Drug Prescription for Older Adults:
Readings
http://www.uptodate.com/contents/drug-prescribing-for-older-adults
2. Beer’s Criteria: https://www.dcri.org/trial-participation/the-beers-list
Suggested
1. If you are not familiar with age-related physiological changes, please
visit
Readings
http://consultgerirn.org/topics/normal_aging_changes/want_to_know_
more and familiarize yourself with this information.
Required
Pre-Workshop Activities:
Clinical
1. Consider the following questions that will be discussed during the
Activities Preworkshop:
Workshop
a. What should you use as a guide to make decisions about care
prioritization?
b. What is important when considering how you prioritize care?
c. What do you think about when you consider ways to effectively
manage your time?
d. What does time management involve?
e. What is necessary to have effective time management?
f. How can you anticipate the consequences of the decisions that
you make?
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Week 2: June 15th Group, 2:30-3:30 p.m. workshop + 30 minutes for interns only
Topic
Resident Quality of Life
Instructors
Tonya Roberts, MS, RN and Barbara Bowers, PhD, RN
Objectives
1. Discuss the importance of addressing quality of life for ltc
residents.
2. Distinguish the relevance of quality of life for different
populations.
3. Discuss the intersection of quality of care and quality of life.
Required Readings
1. Cohen-Mansfield, J. & Taylor, J. W. (2004). Hearing aid use in
nursing homes part 1: Prevalence rates of hearing impairment
and hearing aid use. Journal of the American Medical Directors
Association, 5, 283-288.
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SAMPLE SYLLABUS
Suggested
Resources &
Readings
Required Clinical
Activities PreWorkshop
2. Kane, R., Kling, K., Bershadsky, B., Kane, R., Giles, K.,
Degenholtz, H., et al. (2003). Quality of life measures for
nursing home residents. The Journals of Gerontology: Series
A, 58(3), M240.
3. Kracker, J., Kearns, K., Kier, F. J., & Christensen, K. A. (2011).
Activities preferences and satisfaction among older adult in a
veterans administration long-term care facility. Clinical
Gerontologist, 34(2), 103-116.
Check intern website for any suggested readings.
Find out if your facility has a resident council and when they meet. If
there will not be a meeting prior to this workshop, find out who
coordinates the meetings and ask if they have notes from previous
meetings you could review. Think about the nurse's role in the issues
that resident’s discuss.
or
Review a long term resident’s plan of care. Think about how the plan
addresses the resident’s quality of life. Now think about a family
member, maybe a grant parent, and ask yourself whether you would
be happy with such a plan of care in terms of overall quality of life.
Week 3: June 22nd Interns Only, 2:30-4:30 p.m.
Topic
Communicating with Team Members & Families
Instructors
Melanie Krause, PhD, RN, Andrea Gilmore, MS, RN and Barbara
Bowers, PhD, RN
Objectives
1. Decide when to initiate communication with physicians/NPs
and demonstrate ability to gather and prepare relevant
information.
2. Demonstrate ability to effectively and concisely communicate
gathered information with physicians/NPs.
3. Demonstrate ability to effectively provide feedback to
coworkers and engage in conversations with unlicensed staff in
a supervisory capacity.
4. Understand family dynamics and coping and demonstrate
ability to communicate with residents and family members in
ways that foster shared decision making.
Required Readings
1. Colorado 5 Million Lives Campaign, Sample SBAR (SituationBackground-Assessment-Recommendation) Communication
Tool [electronic]:
http://www.colorado5millionlives.org/repository/Pdfs/INTERVE
NTION/SBAR/GenericReportToPhysician.pdf
2. University of Pittsburgh (2003). Principles of Effective
Feedback [electronic]:
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SAMPLE SYLLABUS
Suggested
Resources &
Readings
Required Clinical
Activities PreWorkshop
http://www.pacwcbt.pitt.edu/Curriculum/533%20Preparatory%2
0and%20Beginning%20Phases%20of%20CW%20Supervision/
Handouts/HO18%20%20Principles%20of%20Effective%20Fee
dback.pdf
3. Gladstone, J. & Wexler, E. (2002). Exploring the relationships
between families and staff caring for residents in long-term care
facilities: family members’ perspectives. Canadian Journal on
Aging., 21(2), 39-46.
Check intern website for any suggested readings.
Before you contact a physician yourself, observe a nurse information
exchange with a physician (your preceptor can help you identify this
learning opportunity). What kinds of questions did the physician have?
Was the nurse prepared to answer those questions? How did the
nurse communicate information from the physician back to staff and/or
family? This activity will prepare you for workshop discussions and to
interact independently with physicians.
Week 4: June 29th Group, 2:30-3:30 p.m. workshop + 30 minutes for interns only
Topic
Achieving and Maintaining Resident Function
Instructors
Barb King, PhD, RN and Barbara Bowers, PhD, RN
Objectives
1. Understand the factors contributing to unnecessary functional
decline in nursing home residents
2. Identify practices in their environments that contribute to
resident functional decline
3. Analyze how the system they work in could be altered to
prevent functional decline where possible
Required Readings
1. Fitzsimmons, S. (2010). Physical functioning: Maintaining,
improving, and preventing decline. Activities Directors’
Quarterly for Alzheimer’s & Other Dementia Patients, 11(1):1521.
2. Bell, A. (August, 2002). Restored function, renewed hope.
Provider. 57-60.
3. Connelly, D (2000). Resisted exercise training of
institutionalized older adults for improved strength and
functional mobility: A review. Geriatric Rehabilitation,15(3): 628.
Suggested
Check intern website for any suggested readings.
Resources &
Readings
Required Clinical
1. Contact an admission nurse to see if you can work with him/her
when a new resident is admitted. What information is provided
Activities Preon the admitting notes regarding ambulatory status? Does the
Workshop
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SAMPLE SYLLABUS
plan of care reflect a thorough understanding of the resident’s
potential? How will the plan of care maximize this potential?
OR
2. Look at the PT or OT plan for a resident. This could be a
resident currently receiving PT or OP services or one whose
formal PT/OT plan has ended. What is the plan for improving
ambulation? How was potential assessed? Is the staff
following through on improving ambulation? If not, what are the
barriers? If yes, what is being done? Is walking ability
important to the resident? How do you know? Is the nursing
staff continuing the plan effectively for those whose OT/PT has
expired?
Week 5: July 6th Interns Only, 2:30-4:30 p.m.
Topic
Diabetes, Swallowing and Nutrition
Instructors
Colleen Gullickson, PhD, APNP, RN
Objectives
1. Demonstrate sound decision-making skills in a variety of
resident situations addressing diabetes management.
2. Recognize diabetic emergencies and appropriate interventions
to resolve them.
3. Demonstrate appropriate assessment skills in the early
recognition of nutritional problems including swallowing.
4. Implement evidence based strategies in optimizing nutritional
care for older
Required Readings
1. Review diabetes care from your med/surg and pharmacology
texts.
2. Amella, E., Lawrence, J., (2007). Eating and feeding issues in
older adults with dementia: Part II interventions. Try This: Best
practices in nursing care to older adults. Issue D11.2. Hartford
Institute for Geriatric Nursing, NY.
3. Metheny, N. (2007). Preventing aspiration in older adults with
dysphagia. Try This: Best practices in nursing care to older
adults. Issue 20, Hartford Institute for Geriatric Nursing, NY.
4. Mentes, J. (2006). Oral hydration in older adults. AJN, 106(6),
40-48.
Suggested
Check intern website for any suggested readings.
Resources &
Readings
Required Clinical
1. Review your facilities hypoglycemic protocol. Is it evidence
Activities Prebased? What suggestions would you make to improve this
Workshop
protocol? How is intake recorded & reported?
2. Review your facilities most recent survey results related to
nutrition. What corrective action(s) have been implemented
since the survey?
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SAMPLE SYLLABUS
3. How is the interdisciplinary team utilized once a resident has
been identified as having a swallowing problem?
Week 6: July 13th Group, 2:30-3:30 p.m. workshop + 30 minutes for interns only
Topic
Assessing and Managing Changes in Cognition
Instructors
Colleen Gullickson, PhD, APNP, RN
Objectives
1. Identify evidence based assessment tools that can be utilized
to guide resident care.
2. Explore multidisciplinary management strategies for individuals
with cognitive impairments.
3. Develop a cadre of interventions to assist in caring for
individuals with dementia.
Required Readings
1. Smith, M. & Buckwalter, K. (2005). Behaviors associated with
dementia. AJN, 105(7), 40-52.
2. Perry, J., Galloway, S., Bottorff, J., & Nixon, S., (2005). Nursepatient communication in dementia. Journal of Gerontological
Nursing, April, 43-52.
Suggested
1. Rader, J, Barrick, A., Hoeffer, B., Sloane, P., McKenzie, D.,
Resources &
Talerico, K., & Glover, J. (2006). The bathing of older adults
Readings
with dementia. AJN, 106(4), 40-48.
2. Amella, E. (2007). Eating and feeding issues in older adults
with dementia: Part 1: Assessment & Part II: Interventions.
Try this: Best practices in nursing care to older adults with
dementia, Hartford Institute for Geriatric Nursing, NY.
Required Clinical
1. Review your facilities policy/protocol for when a resident’s
Activities PreMMSE decreases below 15.
Workshop
How is the HCPOA activated?
What is the procedure for obtaining consent for care?
2. Review your facilities psychotropic protocols related to
mandated ‘washout’ periods.
Week 7: July 20th Interns Only, 2:30-4:30 p.m.
Topic
Change in Condition: Assessment and Care Planning
Instructors
Brenda Ryther, MS, RN & Tonya Roberts, MS, RN
Objectives
1. Discuss change of condition and how it can be recognized by
nursing home staff.
2. Understand the importance of communicating and responding
to change of condition.
3. 3. Identify care planning strategies to address change of
condition.
Required Readings
1. Boockvar, K.S. & Lachs, M.A. (2003). Predictive value of
nonspecific symptoms for acute illness in nursing home
residents. JAGS, 51: 1111-1115.
2. Taunton, R.L., Swagerty, D.L., Smith, B., Lasseter, J.A., & Lee,
R.H. (2004). Care planning for nursing home residents:
incorporating the Minimum Data Set requirements into practice.
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SAMPLE SYLLABUS
Suggested
Resources &
Readings
Required Clinical
Activities PreWorkshop
Journal of Gerontological Nursing, 30(12): 40-49.
1. Boockvar, K., Brodie, H.D. & Lachs, M. (2000). Nursing
assistants detect behavior changes in nursing home residents
that precede acute illness: development and validation of an
illness warning instrument. JAGS, 48(9).
2. Amella, E.J. (2004). Presentation of illness in older adults. AJN,
104(10): 40-51.
1. Attend a care conference to observe care team discussion,
including resident change of condition. Note which disciplines
attended the care conference. Follow-up with the care team to
learn how the information and plans discussed are translated
and communicated into daily practice.
Week 8: July 27th Group, 2:30-3:30 p.m. workshop + 30 minutes for interns only
Topic
End of Life Care
Instructors
Colleen Gullickson, PhD, APNP, RN & Rachel Roiland, MS, RN
Objectives
1. Utilize therapeutic presence and professional communication
skills in providing end of life care.
2. Advocate for resident and family requests in providing end of
life care.
3. Demonstrate an understanding of the nurse’s role in providing
spiritual care.
4. Apply basic pathophysiologic principles related to pain
management and nutrition at end of life.
Required Readings
1. ANA position statement: Pain management and control of
distressing symptoms in dying patients.
2. Liao, S., & Ackermann, R., (2008). Interdisciplinary end-of-lifecare in nursing homes. Clinical Gerontologist, 31(4). 83-96.
3. Sheehan, D.K., & Schirm, V. (2003) End- of-life care of older
adult. AJN, 103(11), 48-59.
4. Kruse, B.G., Ruder, S., & Martin. L. (2007). Spirituality and
coping at the end-of-life. Journal of Hospice and Palliative
Nursing, 9(6). 296-304.
Suggested
Check intern website for any suggested readings.
Resources &
Readings
Required Activities
1. Review your facility’s protocols end of life pain management,
nutrition management, and/or comfort cares.
Pre-Workshop
2. Review your facility’s protocol for the activities that should be
completed after an individual has passed away. What activities
will be expected of you and other staff?
3. Check to see if your facility has any resources that provide
information about end-of-life cultural practices. Review them if
they are available.
4. On a piece of paper or note card, write two questions you
would like answered during class. (Bring them with you.)
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SAMPLE SYLLABUS
Week 9: August 3rd Interns Only, 2:30-4:30 p.m.
Topic
Resident Comfort and Pain Management
Instructors
Andrea Gilmore, MS, RN & Tonya Roberts, MS, RN
Objectives
1. Demonstrate an understanding of age-related changes that
contribute to increased prevalence of chronic pain in the elderly
population, generational considerations, and common acute
syndromes that contribute to pain in the elderly population.
2. Demonstrate an understanding of pain and the nurse’s role in
its identification, assessment, and treatment.
a) Identify a variety of non-pharmacological, evidence
based strategies to promote resident comfort.
b) Utilize the multidisciplinary team to optimize resident
comfort.
3. Demonstrate the ability to make clinical judgment about pain
management and resident comfort in persons with limited
communicative ability and dementias.
Required Readings
1. Gran, et al. (2009). Alone with my pain – it can’t be explained, it
has to be experienced. A Norwegian in-depth interview study of
pain in nursing home residents. International Journal of Older
People Nursing, 5(1), 25-33.
2. Strategies for Success: Pharmacologic management of
persistent pain in the older adult. Clinical Advisor ,October
2010.
3. GeriatricPain.org: Analgesic Trial (1 page, skim over)
4. GeriatricPain.org: Recommendations Pain Assessment with
Cognitive Impairment (2 pages, skim over)
Suggested
1. If you are not familiar with age-related physiological changes,
Resources &
please visit
Readings
http://consultgerirn.org/topics/normal_aging_changes/want_to_
know_more and familiarize yourself with this information.
2. Cultural Aspects of Pain management:
http://www.eperc.mcw.edu/fastFact/ff_78.htm
3. Pseudoaddiction: http://www.eperc.mcw.edu/fastFact/ff_69.htm
4. Pain scales in multiple languages:
http://www.britishpainsociety.org/pub_pain_scales.htm
Herr, K., Bursch, H., Ersek, M., Miller, L. L., Swafford, K.
1. Geriatricpain.org
2. ConsultGeriRN.org
3. City of Hope Pain Resource Center: http://prc.coh.org/
Required Activities
1. Prior to attending this workshop, examine your facilities pain
Pre-Workshop
management practices and protocols. Does your facility have a
specific protocol? What is the process for acquiring and
distributing controlled substances? How do these practices
influence resident care and pain management?
2. Talk to nurses and nursing assistants about the pain
management practices in the facility. Do they have ideas about
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SAMPLE SYLLABUS
how it could be improved? Are there general guidelines that are
followed?
Week 10: August 10th Group, 2:30-3:30 p.m. workshop + 30 minutes for interns only
Topic
Nursing Leadership and Management
Instructors
Barbara Bowers, PhD, RN
Objectives
1. Understand the staff nurse’s role and expectations as a leader
in nursing homes
2. Describe the impact of staff nurse leadership on nursing home
quality
3. List desirable leadership qualities for long term care nurses
4. Develop strategies to improve staff nurse to CNA delegation,
communication and coaching and mentoring
5. Select leadership strategies and skills to practice and improve
upon in the workplace
Required Readings
1. Boockvar, K. S., Gruber-Baldini, A. L., Burton, L., Zimmerman,
S., May, C., & Magaziner, J. (2005). Outcomes of infection in
nursing home residents with and without early hospital transfer.
Journal of American Geriatric Society, 53(4), 590-596.
2. McGillis-Hall, L., McGilton, K. S., Krejci, J., & Pringle, D.
(2005). Enhancing the quality of supportive supervisory
behavior in long-term care facilities. The Journal of Nursing
Administration, 35(4), 181-187.
3. Maxwell, J. C. (1993). The quickest way to gain leadership:
Problem solving. In Developing the Leader Within You (pp. 7595). Nashville: Thomas Nelson.
Suggested
Check intern website for any suggested readings.
Resources &
Readings
Required Clinical
1. Review the most recent Survey findings for your facility. Select
one citation from the survey, or another quality issue your
Activities Prefacility has recently tried to improve. Read the Plan of
Workshop
Correction (if a Survey citation) or QI plan (if another quality
issue).
2. Briefly interview a charge nurse (that was employed at the
home at the time of the last survey) about the issue.
 Do they know about the issue from the survey or other
quality initiative you are discussing?
 How do they view their role?
 Have they tried to change CNA practices around this
issue? How? Have their strategies worked?
 Have they encountered any challenges?
3. Bring your notes to the workshop for our 30 minute postworkshop debrief.
Week 11: August 17th Interns Only, 2:30-4:30 p.m.
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SAMPLE SYLLABUS
Topic
Instructors
Objectives
Required Readings
Suggested
Resources &
Readings
Required Clinical
Activities PreWorkshop
RN Decision Making in LTC and Practice Change
Colleen Gullickson, PhD, APNP, RN, Guests
1. Describe some current innovations in LTC.
2. Discuss how to select and implement practice change.
1. Koren, M. J. (2010). Person-centered care for nursing home
residents: the culture-change movement. Health Affairs, 29(2),
312-317.
2. Tobin, S. S. (2003). The historical context of “humanistic”
culture change in long-term care. In A. S. Weiner & J. L. Ronch
(Eds). Culture Change in Long-Term Care: Haworth Social
Work Practice Press, New York.
Check intern website for any suggested readings.
1. Be prepared to discuss situations you’ve encountered during
the internship which could benefit from change
Week 12: August 24th Group, 2:30-3:30 p.m. workshop; 3:30-4:30 Internship Celebration!
Topic
Creating a Safety Culture
Instructors
Andrea Gilmore, MS, RN and Brenda Ryther, MS, RN
Objectives
1. Understand the factors that contribute to a culture of safety
2. Analyze the relationship between adverse events and the
culture of a specific work setting
3. Understand the specific challenges for patient safety
encountered in long term care settings
4. Understand the basic components of a safety culture.
Required Readings
1. Scott-Cawiezell, J. et al. (2006). Moving from a culture of blame
to a culture of safety in the nursing home setting. Nursing
Forum, 41(3) 133-140.
2. Pearson, A (2005). Minimizing errors in health care: Focusing
on the 'root cause' rather than on the individual. International
Journal of Nursing Practice, 1:141.
Suggested
1. AHRQ Patient Safety Survey Tool:
Resources &
http://www.ahrq.gov/qual/nhsurvey08/nhsurvey.htm
Readings
Required Activities
1. Consider the following questions:
Pre-Workshop
 What are the organizational factors that promote a culture
of safety?
 How do nursing homes differ from other environments in
terms of the factors contributing to a safety culture?
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