Problem/Relevance/Significance: The clinical nurse educator (CNE) is responsible for rolling out new education, policy updates, and upcoming classes. The CNE is primarily available Monday through Friday during the day time hours. The low educational compliance prompted a project with a primary focus on improving the completion of mandatory online modules.
Purpose: The purpose of this evidence-based initiative was to analyze the effectiveness of RN peer to peer education on shifts when the clinical nurse educator is not working on the compliance of mandatory electronic education modules, with a goal of 90% compliance.
Population: Nursing staff on a medical-surgical unit.
Method: The peer education team (P.E.T.) was developed to assist nursing with completion of online modules after discovering compliance was very low. The team includes bedside nurses who showed interest in being more engaged on the unit who worked when the educator was unavailable. The clinical educator would reach out to the team whenever a new education was rolled out. The team would direct nurses to the online portal for access to the educational modules and would be available to answer questions about the material.
Findings: The pre-data, collected from online modules completed prior to initiating P.E.T. showed a 63% and 64% compliance for modules. The post-data showed mandatory education had met the goal of 90% or higher compliance for 3 consecutive modules.
Discussion/Implications for Practice: The nurses who participated in P.E.T. have impacted the way education on the unit is received by nurses. Peer-to-peer education has proven to be a successful way to disseminate information and hold nurses accountable for completing mandatory modules. The team will continue to assist in the rollout of education and help peers to continue to use evidence based practice on our unit.
14th Annual BHSF Research Conference
Sharkey, Meghan, "Teacher's P.E.T. (Peer Education Team)" (2019). All Publications. 3311.
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