SELF-STUDY SERIES Sponsored by
students build and connect to other areas of their learning. There are numerous ways educators can help staff master learning pathways and processes in the Sterile Processing department, but before I can recommend ideas or activities, we must first go over learning styles, so we have a good understanding of how our staff learns intellectually. There are four main learning styles:
1. Visual Learners- They learn through sight. Visual aids such as diagrams, charts, videos and pictures are help- ful. When taking notes, visual learners often rewrite words with symbols or initials. Try using spacing on presenta- tions, underline and use different colors as well. They need visual stimulation. 2. Auditory Learners- They listen well. Lectures and discussions are important to these learners. Use tools such as dis- cussion questions. See one, do one, teach one will help these learners. Use differ- ent tones in your speech when present- ing. They may want to record and review later. Leave space at the end of presenta- tions for these learners to ask questions. Attending lectures and presentations is very important to these learners.
3. Read/Write Learners- They love books, glossaries, notes, and using writ- ten words in general. These learners rewrite and reread textbooks and notes into different words. They make lists and rearrange these lists into multiple- choice questions. It is important for these learners to understand words to keep a running glossary of new or unfamiliar terms for future reference.
4. Kinesthetic Learners- They do. These learners use their sense of touch, sight, taste, hearing, and smell. You must incorporate body movement, labs, simu- lations, and hands-on practice. They use real-life examples when taking notes to make learning personal to them. It is important to recognize that all of us
may have a blend of each type, with one type of learning style more predominant than the others. So, although you may know that most learners are kinesthetic, you may still want to provide all types of learning styles to your group to capture the attention of all learners. One process I use continuously, is creat- ing education that comes in three parts: 1. PowerPoint or poster presentation (pro- vide the answers); it does not have to be complicated. A simple 2-3 slide deck or poster with major learning points can be used to speak on. The presenter can elab- orate on the how-to’s or importance of...
2. Tip sheet (provide resources for the test); I create these one-page resources and
laminate them to be placed in areas where they are easily accessible or seen where processes need to be performed, such as how to perform insulation testing with pictures and step-by-step instructions from connecting the tester accessories to performing the test. 3. Pathway or checklist (the test); creating and using these tools will allow you to see staff shine. The goal is to have staff who are comfortable using the resources you provided and asked questions dur- ing the presentation, once they get to the checklist the staff should be able to reference the tip sheet and often fly solo through the process they are asked to perform. Hopefully, you have recognized that
I have included all the learning styles I previously spoke on; visual, auditory, read/write, and kinesthetic learners. For the visual and auditory learner, I build my presentation and keep them at 15-20 minutes for the lecture part, I use images, videos, music, and most impor- tantly, I provide answers, even though the majority of the staff may know how to perform the processes I am introducing. I purposefully leave 10 minutes at the end of the presentation for questions and conversations on the topic. As I present the information on the screen or poster, I also introduce the tip sheet or resource that will be displayed in the department. I make enough copies to be shared or taken for study or to write notes on. Many will think this is a waste of resources or paper, but it makes the difference for those visual and read/write learners. Soon after the information is presented, I make my way into the department and begin to check staff off with the use of the path- way or checklist. By this time, staff have instructions on what I’d like to see when I check them off. There are times when staff have stumbled through a process or need additional help, but much of the staff will swiftly perform the activity which allows me to spend extra time with those who truly need it.
Successful results and staff achievements I’d like to admit that this process has worked well with our staff and leaders, but it can take some organization and time to put together. In all, I allow myself one, sometimes two, weeks to put together the presentation and tip sheet, making sure to run through the processes myself and with leaders to ensure they work and provide the results we need staff to achieve. Once I present the information and resources, I then allow myself and leaders about
32 August 2023 • HEALTHCARE PURCHASING NEWS •
hpnonline.com
three weeks to complete the check-off on each staff (depending on the process, we check off minimum 55 and up to 75 staff within this timeframe). For large facilities or healthcare systems, I check off super users or preceptors who can in turn help me check off staff who I miss, such as overnight staff.
For quick turnaround tasks, I have also
used “rodeo”-style learning fairs where staff can quickly hop from one precep- tor to another. I check off a small group of super users to assist me in sections of the in-service and check-off process. One super user will introduce the topic, the next will perform the demonstration, and the last preceptor checks-off staff. I use these rodeo fairs for simple concepts that are not high risk.
The work of a Sterile Processing educator
is neverending, and often filled with issues and processes that are challenging to find ways to put into practice, especially in this ever-evolving industry of standards and policies. We all aim to bring agency and manufacturer best practices to a group of staff who often go unrecognized for the amazing work they do every day, but until we marry intention with thoughtful, edu- cational processes, our staff will be left on their own to decipher processes that, if not done correctly, can place patients at risk. Our teams are ready to learn, is your current education process ready to help them succeed? HPN
References
1. ANSI/AAMI ST79:2017 & 2020 amendments A1, A2, A3, A4 (Consolidated Text): Comprehensive guide to steam steriliza- tion and sterility assurance in health care facilities. (2020). Association for the Advancement of Medical Instrumentation.
Anna Castillo-Gutierrez, AA, CRCST, CSPDT, CIS, CFER, Certified CPR Instructor, is a System Sterile Processing Educator at Texas Children’s Hospital. She is a Sterile Processing technician certified with IAHCSMM, HSPA, and CBSPD, with knowledge of Sterile Processing standards and guide- lines according to AAMI, ANSI, SGNA, AORN, OSHA and CDC. Castillo-Gutierrez is experienced in purchasing, contract acquisi- tion, project planning, and management, as well as procurement, scheduling, and tracking systems. Proficient in multitask projects, cross- functional teams, and Lean/Six Sigma, she is a supervisor/manager/educator with a mindset on patient safety and student achievement, who also empowers and challenges staff to educate themselves and grow into leaders.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44
