PubMed · 6323654
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P J Woolf. 1984. Increasing self-esteem through self-evaluation.. https://doi.org/10.3928/0148-4834-19840201-10
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BACKGROUND: The Plan-Do-Study-Act (PDSA) cycle lies at the heart of continuous improvement and is a redefinition of the scientific method for application to the world of work. HEALTH CARE AS A CONTEXT FOR HEALTH PROFESSIONS LEARNING: Educational institutions could create the best "quality learning" environments for students by relating closely to health care organizations that create improvement environments for workers. When both become "learning" organizations and develop a relationship with each other, an important product will be the integration of processes for individual and organizational learning. THE PDSA CYCLE AS LEARNING THEORY: The PDSA cycle can be an integrating theory for both individual and organizational learning. It shares basic features of well-accepted theory about individual and organizational learning, including the concepts of change and action/reflection. EVALUATING LEARNING THROUGH PDSA CYCLES: An illustration is given of one set of implications of the PDSA cycle as learning theory. It describes an alternative way of thinking about the evaluation of learning, which surpasses the traditional emphasis on judgment in evaluation. CONCLUSIONS: The potential to place the PDSA cycle at the core of learning in health professions education is great. Contributing factors to this potential include the historical emphasis on the scientific method in health care, the relationship between clinical education and practice, recent improvements in our capacity to define and measure health outcomes, emergent pressures for change in health care and education, and compatible multiple functions of the PDSA cycle.
A comprehensive orientation is essential for new nurses who plan to practice in the perioperative area. The traditional perioperative orientation program at our hospital was not effective, so we developed a competency-based orientation program to improve patient care, decrease costs, and increase new nurses' confidence and perioperative skills. Program results have been positive and rewarding and have provided many new perioperative registered nurses whose practice is based on sound principles.
Ensuring the competency of staff members at all levels of practice is an ongoing challenge for perioperative clinical educators. The authors developed a competency-based orientation program using AORN's perioperative nursing competency statements as a conceptual framework. The model also incorporates requirements from external regulatory agencies (e.g., the Joints Commission on Accreditation of Healthcare Organizations) that influence the direction of health care institutions seeking accreditation. The model provides the components necessary to validate the orientation of perioperative staff members and the delivery of comprehensive nursing care in perioperative settings.