So, how do you define competency? We're gonna give you a minute to just do a brief definition of what competency is to you. Keywords, phrases, bullet point type things. Yes. Now you just text continue a text conversation with that.
So just type in, and your response to that is whatever your definition of competency is. Ain't this nice? You're all participating in this. You're running this lecture.
Wow. Alright, I'm seeing knowledge up there an awful lot, really an awful lot. I see skill. Understanding. Expert.
Confidence. I see annual. Thank you, whoever put Totally Rad. I really appreciate that very much. Probably was one of my Hopkins friends. Ability to do a job.
You guys have good point. These things are part of what competency is. When we sat down at our institution to come up with a standard definition of competency, we started by going to the dictionaries.
There is no one definition of competency that you fill find that exist everywhere. So we had to come up to one that fit us, that worked for us. Oh, somebody put necessary. Yes.
We're gonna talk about these things. So this is just Hopkins definition of competency. This is not just the competency definition for nursing at the hospital. This is the competency definition for everyone at the hospital.
Competency is the application of knowledge. We saw that an awful lot. Skills, we saw skills, and behaviors. Now that was one thing I didn't see coming up in the Poll Everywhere results.
That are needed to fill organizational, departmental, and work setting requirements and include interpersonal, technical, and critical thinking skills. Does that blow anybody's mind when I talk about something other than technical skills?
How you communicate with one another is a competency. How you critically think is a competency. So, competencies are much more than, "Can I do the dipstick on this urine?" And then the other key thing with competency is that are needed to fulfill
these goals. So it is actually taking knowledge. Knowledge is a part of it, but it's transferring that knowledge into actual practice. That's really what competency is. And if you look at all the definitions out there.
That's really what they're trying to get to. Alright, somebody said necessary. Do you have, at your hospital, are you required to take a course on HIPAA annually every three years, some point in time? Anybody not required?
Yeah, I didn't think so. Are you required to do fire safety every year. Yeah. Are you required... Hey, in my hospital, as much as I hate to admit this,
we have to do a required training on active shooters. And keep in mind, tomorrow morning there is a wonderful lecture on violence in healthcare and I would strongly encourage people to attend, because it is unfortunately too much of an issue in our society in this point in time.
So, those things that you have to do, they're regulatory requirements. Joint Commission is coming and saying you have to do that. Your lab folks are saying you have to do this. CMS is saying you have to do this.
Your hospital is just saying, like I said, for mine, my hospital is saying everybody has to do active shooter. This is required education. Competency is not just education. Competency is taking that education
and putting it into practice. So, required education does not equal competency, and this is a struggle we're still working with, but it's really incredibly important to understand the difference. All right.
So, we're gonna turn it over to Nikki.
- [Nikki] Good morning everybody. Thank you so much for having me and thank you Kristina. So, I am going to talk to you more about the very broad high level
more than just the radiology kind of competencies. Competency should be assed for all employees at three main stages. So when they're hired, which would be typical of an HR. In our department, it's career services
or nurse requirement. And that really just makes sure that folks have the things that they need in order to get their job. Do they have a nursing degree? Did they successfully passed and have a license.
Do they have CPR? Things like that. And so, those are all done before somebody is hired. The next stage is in the introductory or sometimes known as initial.
And that is usually done in the orientation phase, so when they first start through the end of their orientation. And this really just focuses on the essence of their job. And then the last stage is their on-going. So these are done every single year.
They change every year. They're fluid and they're dynamic, and then they can be very specific to the person's role or they can be very generic in, that they need to practice patient safety, hand hygiene, things like that.
So, for today's purposes, we are gonna focus on specifically the introductory phase. So many of you, I'm hoping, already have some kind of ongoing competencies outside of your required education. And if you don't, you can certainly come
and talk with Kristina and I about that. But for today, we're gonna focus on our introductory. And so, as I said, those are unit-based and they're very specific to the particular unit, because their work required for a nurse or a tech or somebody to practice independently
once they're off of orientation.
So, competencies are really supposed to be meaningful. In our hospital, we had tons of competencies or an orientation skills checklist, and it was very lengthy,
and it was one-word statements, maybe just a couple phrases. I'm gonna list out every single thing that everybody needed to do. So I would like everybody to stand up. I know it's morning, we all had our coffee.
Everybody standup. You all get to sit down in a minute, I promise. Alright, so, if your organization has a competency or an orientation skills list and it's more than 20 pages, stay standing. Wow.
All right. Okay, so one more time, everybody back up. Sorry about that. Everybody back up. Alright, so now we're gonna do the reverse. If your organization has an orientation skills list
and it's more than 20 pages, go ahead and sit down. Alright, so if it's more than 15 pages, stay standing. So if it's, let's say if it was less than 15 pages, stay standing. If it's more than 15 pages, sit down.
- [Kristina] So, 15 to 20 range? - [Nikki] Yeah, 15 to 20. Alright, if your orientation skills checklist is less than 10 pages, stay standing. Wow, these guys are good. Alright, if your orientation checklist
is five pages or less, stay standing. My goodness, we need to find these people. - [Kristina] Well, honestly, to be really fair, a handful of them are my staff. (laughs) - [Nikki] Okay, so, next thing
if your orientation skills checklist is two pages or less, stay standing. Alright, so we need to find and talk with you at the end because that's what we need. And then everybody else in the room, you need to find them at the end.
Wow. Applause for you. - [Kristina] No, no, no. - [Nikki] Oh you don't have one. Oh, no, no.
Okay, I take the applause back. Alright, so we definitely need... - [Kristina] You need to find us, Kathy. - [Nikki] The other way around. So when we started this journey, our orientation skills checklist was reaching 23 pages.
And that, in my opinion, doesn't mean anything, it just means at some point or another somebody heard the topic during their orientation. They may have just a one-on-one discussion when they couldn't get through, and they just had to sign that off
in order to meet the joint commission requirements. So this is an example, very high level, of something that would be on one of our orientation skills checklist. So, if you read through there, does that tell you if I'm competent?
Does that tell you that I practice safely that I can do these things? It's more of a yes or no, but you don't know how to validate that, or you don't know how good I could really be at that. So this is an example of how we transform
those very long list into something that's a lot more meaningful. And if you notice, it went from seven lines of text down to four. So while it's more meaningful and gives more insight
as to how a practitioner could be deemed competent, it's also a lot shorter. All right. So how many of you in here know how to ride a bike or at least knew how to ride a bike when you were a kid.
Alright, me. So, I have not ridden a bike in a very long time, about 10, 15 year. And so, as I was teaching my son how to ride a bike, I was like, "Here, let me show you." So I got on the bike and I'm like, "Oh my goodness."
One, I'm a lot more scared and my fear factor has gone up, but number two, I was very shaky. But after about five, 10 minutes, you knew that you have to put your feet on the pedals, you knew you needed momentum in order to keep going,
and so I could then ride a bike. So I was very shaky. For all of your new hires to come in, at some point, they have passed some kind of licensure, they were deemed competent, they passed the boards, they took a fundamental or a transitions course,
they know how to take vital signs, they have a license. We need to give them credit for things that they should have already experienced. When I look around in this room today, everybody has a shirt one, your arms through the armhole,
at least I think so. Everybody has appropriate pants or skirt or dresses on. I don't need to have a 10-list page of can-put-shirt-on, can-put-pants-on. I'm assuming you have under clothes on. We'll add that on the list.
But what I can mostly say is that everybody is competent that you showed up here dressed appropriately today. Okay. So, just kinda just some other examples that we give.
that we can verify competencies.
If you look through this list, we don't even have checklist listed here, which I think is super interesting. The other thing, we use more of these than we do some other methods. So like our return demonstration,
or our testing, or exams are really popular ways that we can measure somebody's competence, but we don't very often use the evidence of daily practice. So if Kristina was my new orientee and I am her preceptor, and I am watching her gift contrast,
I can see through her evidence of applicating the contrast to the patient that she's either competent or need some risky areas that she need some work on. And so I can sign her off according to that. I don't need to do all of these methods
and just go back through a checklist. The other good thing about here is audits and documentation. So a lot of you I know are quality improvement and we have some auditors. And so we can get some really good data from them,
and so we can also have them do some work, and that's also really important when we're doing our ongoing competency so that we can pull that QI data and really identify the high-risk areas that the staff need to focus on.
So now I'm gonna take you through our journey of how we came up with our introductory competencies. So, it can be very overwhelming when you're implementing this into your organization. So, what we did, Kristina and I, led a group to work on introductory competencies
and really taking that checklist down to just a couple pages. So we went to eight pages, generally speaking, from the 23 pages. And then her radiology specific might even be a little less. So, the first thing that we did was we gathered nurses
from all over all different disciplines. We had medicine, surgery, pediatrics, OB, et cetera. And so we all got into a room with a whole bunch of white boards, post-it pads, and got all of their knowledge together. So the next thing we did was a literature review
to see what competency models are out there. Has anybody here done the lit review or use specific competency framework in your organization? A couple hands. So if you're not familiar with Donna Wright. Donna Wright is probably the most talked about name
when you're looking through competencies and we've actually adopted her for our ongoing competencies. As we were looking through to do our introductory competencies, it wasn't just the exact mold that we wanted.
However, one of her main premises is really as Kristina said in the beginning looking at interpersonal, your critical thinking, and then in addition to your technical skills. So your technical skills are going to be,
"Can you take vital signs? "Can you insert an IV? "Can you give contrast? "But interpersonally, can you speak with the physicians, "or the tech, or the patient?" And then critical thinking,
so if you're in an emergency situation. So a lot of our introductory competency is really focused on technical skills and don't have these other domains. And so we thought it was very important to bring this
tenant of Donna Wright into our introductory competencies. What's that? (speaking off microphone) Oh yes. Kristina just reminded that
the employee is at the center of all of these domains, and that is super duper important. Because one of the most prevalent things that it does is put the accountability back onto the employee to ensure that the competencies are getting finished. So that we're not handholding and running around
and saying, "Did you do this? "Can you do this appropriately?" And so they need to demonstrate to us that they can do these things. So, the next thing that we did was we looked at the Carrie Lenburg, the COPA model.
And so, the COPA model basically has eight high-level core competencies that can be used for any particular nurse coming in any kind of practice environment. And so, these are the eight core competencies that COPA or Carrie Lenburg
is the author of this model. And so, what we had done was we had all of our nurses from our practice environments go up on a white board and we wrote down what are the things that are essential for all nurses.
So, regardless if you're an OB or if you're in the ICU, or if you're in med surg, neuro, oncology. And so, when we were finished, we had about 200,
220 things listed on the board. And it was like, "Oh my goodness. "We don't need 220 core competencies." But as we started to loo through those, we saw some kind of trends and themes,
and we said, "Okay, how can we narrow "these particular things down." And so, that is what we did. So we got the minimal skills and knowledge that we thought all nurses needed to do. Alright, so my question to you.
Again, if you go back to your Poll Everywhere, you shouldn't need to do anything from when you've texted before, you can just text back. Keeping in mind, generally speaking, not radiology specific
or IR specific or anything like that. So what is something that you think all nurses need to know regardless of their practice environment? Communication, bingo. Advocate is huge.
Med admin, yeah. Assessment. They're going so fast. These are great. - There was a lot of communication ones. - [Nikki] They must have been paying attention to our...
(speaking of microphone) So these are really great, and these look very similar to the ones that we had also come up with on our whiteboard. Perfect, yes.
So, and if you keep in mind, these are a lot of things that the nurses, when they have a license, should already know when they come in. So you're really just validating that they have these particular skills.
So what we did, like I said, is after we had all of our 200 things on the board, we kind of narrow them down based upon our themes. And so, for us at Johns Hopkins, we came back with four. We narrowed 200 down to four.
Practice communication which we just saw very heavily in the previous slide. And then safety QI EBP, because we're an academic teaching institution and we really rely on that for our staff, and then our core values.
And our cor values really are aligned with the core values and the mission of our hospital. So those are the four that we came back with. So from there, what we were able to do was take those 200 things
and kind of then layer them out very specifically as you just saw. Somebody had written med admin and assessment. And so these are some of the things that we have. So demonstrates and documents head to toe assessment. Demonstrates tolerance and respect for others.
So that would fall under our core value. Follows infection control practices. That could be our safety QI EBP, and then identifies own learning needs. And so, one of the things as we go back to our meaningful
and then narrowing down our checklist is a very good competency learning on the fly. You're not gonna teach that orientee every single thing that they could possibly ever see in 90 days or six months. So do they have the competency of learning on the fly
that they have a patient come in that they have never taken care of? Do they know how to use their resources and figure out on their own how to appropriately take care of this patient? And so that's one of the things
that we really felt very strongly about adding. And so one of the last things that we did was then we went out to our specific departments. We went out to OB, we said, "What's specific about being an OB nurse "that could exemplify and continue on
"with our competency statements? "What is it that means an ICU nurse "that's very specific to them?" and then more importantly, "What is very specific to be a radiology nurse. So, I'm gonna turn it back to the radiology expert
since that is not me.
So documentation, before I show you these next slides, there are a couple of things I wanna make you aware of.
As Cathy said, she has no introductory competencies. Hopefully there is no one else that's in that same ball of wax. But Joint Commission does require a couple of things in their competency forms. They do require that the employees name is on there.
They want a description of the competency, an identification of the verification method and the signature of the person validating and the date it was completed. Then this does need to be maintained as part of the personnel record.
So remember that 23-page checklist. This is the first page of our introductory competencies for IR. And you will see our hospital came up with those four core competencies.
So this is the first page of the practice, core competency. And those core statements, we took those core competencies and made overarching headings for those. The five that we came up with from a nursing perspective,
oops sorry, demonstrates and documents vital signs accurately and appropriately, demonstrates and documents head to toe assessment, administers and documents medications accurately using the five rights,
and appropriately responds to patient condition. Those are the things that the hospital says... Whoa, what did I hit? Okay, sorry about that. Those are the things that hospital nursing said is the key elements of practice.
So then when we met as my radiology team, how do we demonstrate and document vital signs? Well, our checklist, our old checklist, had temperature. Oral, rectal, axillary, tympanic.
Okay, how many of our nurses graduate in nursing school? All of them. So, was temperature oral, rectal, axillary, tympanic
all part of fundamentals of nursing? Could they have graduated nursing school if they could not take vital signs? Absolutely not. So why do we have a list that says oral, tympanic, and all of those things.
It's ridiculous. So instead, we looked at what we do in IR. In IR, can you use our monitors? That's where the competency is. So, independently places the procedure required assessment, equipment.
And we actually changed this a little, so it's more consistently places required. So we've changed this a little bit. Including correct alarm settings. That's what matters. And I'll tell you we didn't spell them out
because things change. Example, admittedly we're not doing capnography in the IR lab at the moment. It actually is an equipment issue tat we are actively working on fixing. So if I had put everything in there
and didn't include capnography and then three months from now, then I'd have to go change it. And I have a lot of work to do. I don't need to just update for everything. So we want these statements somewhat broad.
But if you were a Joint Commission inspector that came in and wanted to know if my new hire was competent in doing vital signs. Would this give you an idea without seeing a check mark next to blood pressure standing, sitting, lying,
left arm, left leg, right leg. It tells me everything I need to know. Head to toe assessment. We had to alter this a little, because we put as appropriate to procedure. Because in all honestly,
how often do we do a full head to toe assessment? We don't. So why should I be checking my nurses off for absolutely everything if it's not relevant to what we do. So it's focusing on the relevancy,
but we have a neuro IR so part for that for neuro IR absolutely includes a neurological assessment. That is big for them. And skin, we do care about skin to some extent, but we only care, are we positioning them in a way
that we're gonna cause some sort of friction burn from the way we're positioning them or they're gonna get radiation burn because of the way they're positioned and how they're being scanned. That's what we care about the skin,
care to the detail. The floor nurses have to put every scare and every... We don't care. Five rights of medication. Responding to patient condition. I will tell you, on this, it only says
catheterize the patient as per policy. There is a few more pages to the practice version of this. And what we did with the procedures for example. I went through with my team and I said, "Okay. "What procedures does an orientee
"actually have to physically experience "and be part of and be somewhat comfortable in "before they can come off orientation?" And I don't have it in this presentation, but then there is a list. And then we have the other ones that if they get great,
but we know we only do IPSS, inferior petrosal sinus sampling, five times a year. The odds of an orientee getting that is next to impossible. So, we can't expect them to do that. So that then comes to our validation methods.
You see all those 11 methods are up here. So for this, the only way we're allowing them to sign off on these is direct observation. So that evidence of daily work. We have to see them do this. But when you look at head to toe assessment,
it could be signed off because we've watched you do it. It could be signed off because we've done a mock scenario. So we've sat here, and Nikki comes in, and we're gonna do, she's here for a stroke.
Let's go through and talk through her neuro assessment, or the case scenario where the patient is coming in and they can't lift their left arm. What is are assessment of those?
Sorry, I keep hitting the buttons. And then you see exemplar. Exemplar, how many of you hire new grads in IR? Okay, there's a couple and there's a push to more of that. But in general that doesn't always happen.
So if I have, and it is in here, if I have emergency response, you may not have an emergency during orientation, but can that orientee sit there and say "You know, we had this code in my last job,
"and we did, this is what the scenario was, "and this is what happened, and this is what I did." And you still know when they tell you that they started with compressions. Great. That's what they're supposed to be doing.
If they tell you they started with airway and the patient was dead, you know that's not current BLS standards. So you can kinda judge, are they competent? Are they following the approved standards. The next overarching was communication.
Here's our communication ones. A lot of these were actually based from the hospital, but demonstrates tolerance and respect for others using courteous and caring behavior. That is the entire competency statement, overarching statement for every nurse in the hospital.
That's what communication means. How do we do it in IR? Oral and written, documentation in EMR demonstrates acceptable institutional department guidelines
for professional use of IT resources. So, are we finding that our orientees are on Facebook, why they're supposed to be monitoring the sedated patient. If they are, they're not showing competency because one of the lectures yesterday talked about
being distracted. Huge distraction, really easy to miss things that way. They have a whiteboard that tells them what's going on in their area for the day. So do our new orientees know that, that whiteboard exist, what it is, how to use it,
that's what we're looking for with them. Safety quality, improvement in evidence-based. Some of these are some of your standards. You know where your firepools are. Joint Commission likes to know, your staff knows where these things are.
The rooms are cleaned appropriately, following whatever your hospital's HIC cleaning policies are. But then you see the ones that are really specific that you won't find any place else in the hospital. Consistently follows standard of care
and policy to minimize radiation exposure to self, patients, visitors, and other staff. Consistently follows... There's a button on the back. That's what I keep doing. That's why I keep going backwards.
Consistently follow standard of care and policy to maintain magnet safety. - [Participant] You learn on the fly. - [Kristina] There you go. See how important learning on the fly is. If you redo your competencies,
please make sure every single competency sheet has learning on the fly. And follow standard of care and policy to minimize exposure to radiopharmaceuticals. I mean that is big in what we do. Then the core value
tie back in the Hopkins core values. What the larger group came up with was collaborating with the patient family and healthcare team to provide patient care in a healing and caring manner, prevent positive image of...
That should be of, not off. Of Johns Hopkins Hospital through professional appearance and behaviors. And here's our introductory competencies. Identify own learning needs and steps and resources needed for meeting those needs.
So demonstrates the concept of learning on the fly or just in time education to find information needed for at least three patient skills, patient populations or procedures that were not experienced and orientation. So if that
person never saw venous vein sampling, then they have to be able to tell us who can I talk to, where's the resource material, and what am I going to do if the six months after I'm off orientation, I'm now assigned to the room that has venous vein sampling.
So we want to see. Again, we're not gonna see everything, but we've asked them to do this three different times. So we kinda sorta know they understand the importance of knowing what I don't know and finding it out.
So, some of the key points.
Competencies is the transfer of knowledge into practice. Required education is not the same thing as a competency. Competencies have to be meaningful. Not just those little check, check, check, check, check, check, check. They need to address all three domains of competency.
And if you looked at some of those, we actually did have those things. Now some people say communication is part of practice. What is the number one cause of medical error? Communication break down. We decided communication
was so incredibly important for that fact alone, that that's why communication is actually separated out on its own. We wanted to make sure people understood this was the key to a safe environment. Introductory competencies
focus on the essence of the job and you use a lot of different verification methods to verify the competency. And ultimately, sometimes a skills checklist is appropriate, but skills checklist realistically by definition is not respiratory therapy,
trait care, inner cannula, outer cannula. That is not a checklist. A skills checklist by definition sits there and says they do,
start an IV. They gather all their supplies. They wash their hands. They identify their patient. They tell them what they're doing. They select the appropriate vein.
They clean it using whatever policy your hospital says it's supposed to be cleaned with. They get their vein. They secure it. That's a checklist. This competency checklist that we're using for new hires,
these skills checklist, they're not skills. There's not a checklist. The checklist tells you what behaviors you're looking for. And please don't get me wrong, checklist don't go away. They are still important.
But if you really wanna know that your employee is competent, you need to look at what do you want out of them.
Alright, so I'll put that up there, so you have our contact information, and what questions do you have for us.
Stand up. Copy of the slides. Email us and we can send them. They will be on the web or on the app. Okay, because I did send them in.
You practically have everything from IR right there. You just don't have all the practice because when she talked about numbers, ours is currently eight pages. But as you can see, it's more meaningful than even eight pages that say vital signs.
So we actually have eight for IR at the moment. And so, I just didn't put all the practice ones on there. So you have most of them. You can reach out to me and I'll talk with you about the other ones. Yes ma'am.
(speaking off microphone) She's talking about the essence of a radiology nurse being a consultant. That actually is a phenomenal point, and it doesn't matter whether you're on a small institution or a large institution.
I regularly do classes for my floors on various different topics because of just that reason, and it is something that I'm kinda glad you brought up because we missed that with in,
but we could say it falls in with that communication because it is working with others and staff. So we could incorporate that in there, but that's a really good point. We are the resource. That is an essence.
We're the experts in radiology. Come on, how many of you still have nurses that come in, and we're told at nursing school, recent graduates told at nursing school that if you're allergic to selfish, you're allergic to iodinated contrast
please tell me no one in the room here believes that. And if you do, please come talk to me and we'll talk about the science behind that. Actually, I'll talk about the science real quick. Our thyroid gland needs iodine to function, so what are the odds of us
being truly allergic to something we actually need for our body to work correctly. Not saying it's impossible. I actually do know someone who's truly allergic to iodine, but it's incredibly rare and highly unlikely. So what other questions do you have?
Yes ma'am. What she's talking about is the preceptor that's lackadaisical and just signs off anything and the preceptor that is... And how do you bridge that?
That really gets into another presentation. It is real, but it gets into preceptor development. And that's why a lot of these, you'll notice it says per policy. So I can sit there and...
What's the hospital policy? If the hospital policy says you use chlorhexidine before you start a peripheral IV and they didn't use chlorhexidine, then they're not following policy to begin with, and then it gets into...
We talked about the employee being in the center. That then gets into... It's not a competency issue. It's a performance issue and it's a management issue. If you have an orientee
that's not following the policies and is then teaching the... I'm sorry, if you have a preceptor and is teaching the orientees to do things that don't meet hospital policy, then that's something your management team
needs to be aware of, because they need to correct those workarounds and those cheats that violate policy, because that's not necessarily a competency issue. That's a performance issue. This person is choosing not to.
- [Nikki] And I think we have the very similar question and conversation at our organization. So what deems that preceptor, quote unquote, to the next level of being competent in order to sign of an orientee. Is that kind of your question as well?
We are having those discussions because we are having the same kind of thought process. So, as Kristina mentioned, we are really relying on our preceptors. And so the next stage of this is to really kind of re-examine and revamp
some of our preceptors and say, "Okay, well, these are some of the criteria "that you need to be in order to be a preceptor "and not just the next person on the list "because you haven't done it in a year." So, some of the other general things,
like for restraints, because I sit on our restraint committee, we now have super users or trainers for restraints that have extra things that they are gonna need to be signed off and/or demonstrated in order to be deemed a trainer.
And so, we're working really closely with psychiatry to come up with some of those components and working with our clin specs and our NPs and things like that, so that we can say yes to your trainer or no and then again with our preceptors.
- [Kristina] And then ultimately, as I work on stuff with my preceptors, my managers don't know this yet, and one of them is probably in the audience. Sorry, Chris, surprise. Once we get some of the preceptor stuff down,
I then actually wanna make a preceptor introductory competency sign off that they can't be a preceptor until they have met certain criteria. And so, it is a step process, but that is one of the next places I'm looking to go.
Don't shoot me, Chris. Surprise. Any other questions? Enjoy the rest of your conference. Wait a minute, wait a minute. Nikki saw one.
Where was it? What she's talking about is somebody comes in and they have to be oriented to all the modalities, and they do two weeks in MRI, and two weeks in CT, and two weeks in nuclear medicine.
And some of the orientees aren't necessarily liking that flow. Did I get that? Okay. My thoughts on that is we have the same issue in gen rad, because I have to do the modalities.
First and foremost, we don't sit there and say it's two weeks here and it's two weeks here. We sit here and focus on goals. The first goal of orientation for general radiology is that you understand radiation. You understand the safety components of it.
You understand contrast. You understand where your emergency equipment is, and you can start IVs. They go to the area that does a lot of those things. They get signed off on those, and then we move them to the next step.
And for us, we use to have a lot of primaries and a few floats. We actual learned as staffing changed, having a lot of primaries for each of the modalities hurt us. Because then if there were some,
the flue hit, primaries couldn't do any place else because they didn't know it. So we actually have, for the most part, one primary for each modality or each practice area.
And then everybody else is hired as a float. From the start, that is the expectation of the job. It is made very clear to them from the beginning that you will be floating. And truth of the matter, most of our float nurses actually end up loving it,
because they don't get caught into the politics of a specific area. But then we also focus a lot on what's the same. So we start with the IV in the next area they go to. Because where we do IV,
it has CT, MR, nuclear medicine. We don't have to worry about the nukes there. It's just CT and MR. The next area has CT, MR, and... So we add, build on to each step of it. Yes, ma'am.
Yey! She is absolutely right. She said today is certified nurses day, so everybody should be very proud of that. If you are a CRN, go please see them at the RNCB table
and you can get this really cool pin that says you are a CRN. So CRN photo shoot upfront after this. After this. Any other questions. Go have your break.
Wait, wait, wait. - No, no, no. Please have a seat. We're not done yet, but you can applaud them because they were fantastic. Thank you so much.
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