2022 INSider May/June

INSIDER

JANUARY/FEBRUARY 2021

T H E O F F I C I A L M E M B E R S H I P N E W S P U B L I C AT I O N O F I N F U S I O N N U R S E S S O C I E T Y

Happy Nurses Month!

You Make a Difference.

FIND THE SYRINGE

Meet Two DEI Task Force Members

Patient Education That Sticks

M AY / J U N E 2 0 2 2

Meet the JIN Editorial Review Board

FOR A CHAN CE TO WIN!

VOLUME 5 INFUSION NURSES SOCIETY

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ISSUE 3

INS BOARD OF DIRECTORS 2022-2023 PRESIDENT

Max Holder, MSN, RN, CRNI®, NE-BC, VA-BC PRESIDENT-ELECT

Inez Nichols, DNP, FNP-BC, CRNI®, VA-BC PRESIDENTIAL ADVISOR

Sue Weaver, PhD, RN, CRNI®, NEA-BC

INSIDER T H E O F F I C I A L M E M B E R S H I P N E W S P U B L I C AT I O N OF INFUSION NURSES SOCIETY

SECRETARY/TREASURER

Joan Couden, BSN, RN, CRNI® INSider encourages the submission

DIRECTORS-AT LARGE

Nancy Bowles, MHA, RN, OCN®, CRNI®, NEA-BC, CPC, CHONC Pamela McIntyre, MSN, RN, CRNI®, IgCN CHIEF EXECUTIVE OFFICER

of articles, press releases, and other materials for editorial consideration, which are subject to editing and/or condensation. Such submissions do

Mary Alexander, MA, RN, CRNI , CAE, FAAN ®

not guarantee publication. If you are interested in contributing to INSider, please contact the INS Publications Department. Photos become the property of INSider; return requests must be in writing. INSider is an official bimonthly publication of the Infusion Nurses Society.

I N S S TA F F

FUSION NURSES SOCIETY Chief Executive Officer: Mary Alexander, MA, RN, CRNI®, CAE, FAAN Executive Vice President: Chris Hunt Director of Operations and Member Services: Maria Connors, CAE Clinical Education & Publications Manager: Dawn Berndt, DNP, RN, CRNI® Marketing Manager: Whitney Wilkins Hall Editorial Production Coordinator: Rachel King Associate Managing Editor: Michael Miller

INFUSION NURSES SOCIETY

Director of Clinical Education: Marlene Steinheiser, PhD, RN, CRNI® Senior Member Services & Conference Coordinator: Jill Cavanaugh Meetings Manager: Meghan Trupiano, CMP Certification Manager: Adrienne Segundo, IOM Certification Administrator: Bill Taylor

©2022 Infusion Nurses Society, Inc. All rights reserved.

For information contact: INS Publications Department One Edgewater Drive, Suite 209

Senior Certification & Member Services Associate: Maureen Fertitta

Norwood, MA 02062

Member Services Associate: Susan Richberg

(781) 440-9408

Bookkeeper: Cheryl Sylvia

rachel.king@ins1.org

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In this Issue President’s Message:

by Susan H. Weaver, PhD, RN, CRNI®, NEA-BC

Cover Story: ANA Nurse’s Month

INS 2022 Annual Meeting Learn and Engage with Peers and Experts in Orlando, Florida!

Meet the Journal of Infusion Nursing Editorial Review Board!

In honor of Nurses Day, find this syringe hidden in this issue.

Record the page number here by May 6 to have a chance to win a $50 Amazon gift card.

Determinants of Learning

by Ashley Smith, MSN, RN, CRNI®

Meet our Two Cochairs for the 2024 Standards of Practice Committee!

INCC Certification Award Winner Alicia Wilson, BSN, RN, CRNI®

The INS DEI Task Force Shares Their Stories Jannifer Stovall, MBA, BSN, RN, CRNI®, IgCN; Susan H. Weaver, PhD, RN, CRNI®, NEA-BC

Member Spotlights: Our members share their experiences with the infusion community

INSide Scoop: A closer look at what’s going on within INS

Welcome New INS Members: Domestic and International

P R E S I D E N T ’ S

M E S S A G E

INS Members Make a Difference

May has always been a special time for nurses with Nurses Day, Nurses Week, and now Nurses Month. “You Make a Difference” is the theme established by the American Nurses Association (ANA) to commemorate the annual national Nurses Month. INS members make a difference each and every day taking care of patients and leading other nurses in evidence-based infusion therapy practice. INS past presidents, Crystal Miller and Felicia Schaps, are making a difference leading the DEI Task Force, and DEI Task Force members Danielle R. Jenkins, Max Holder, and Susan H. Weaver PhD, RN, CRNI®, NEA-BC

Jannifer Stovall are making a difference sharing their stories in the INSider. I hope you will listen to their stories in both the March/April and current issue of the INSider. We also know that INS members make a difference in nursing practice by

creating, updating, and disseminating the Infusion Therapy Standards of Practice (the Standards), particularly Barb Nickel and Lisa Gorski, who are leading the current committee in updating the Standards.

For national Nurses Month, ANA has established themes for each week, and based on these themes, I have included some suggested activities or actions for INS members.

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Week 1 (May 1-7) Self-Care

Week 3 (May 15-21) Professional Development

Taking time for and prioritizing self-care is so important for all nurses. I encourage INS members to join the ANA Healthy Nurse Healthy Nation which has an abundance of resources and is free for all nurses.

During this week treat yourself to self-care: take a walk outside and enjoy the fresh air; pick up the phone and chat with a friend or family member; plant some flowers; watch your favorite TV show; and my favorite— get a pedicure!

The more than 5,000 INS members provide care across all areas of the health care system and care settings throughout the world. Take time this week to focus on your nursing career and your specialty in infusion therapy.

Commit to attending INS 2022 or listening to one of the many INS webinars or podcasts. If you do not have your CRNI® certification, make a plan to achieve this goal.

Volunteer to mentor a nurse, nursing student, or potential nursing student. Learn about your current state and/or federal legislative bills that relate to nursing and contact your elected officials about these bills.

Week 2 (May 8-14) Recognition When we recognize INS members, we increase the visibility of our specialty, infusion nursing practice.

Recognition of nurses can be accomplished through formal recognition programs such as the INS awards and recognition program or organization-specific awards such as nurse excellence or nurses’ week awards. Consider nominating an INS colleague for an award through the INS awards and recognition program, which has the following annual awards: Leadership Award, INCC Certification Award, Education Award, Nursing Preceptor/Mentor Award, Innovation Award, and the Rising Star Award. The winner of the Education Award, Alicia Wilson, is included in this issue, and nominations will be announced soon for the Nursing Preceptor/Mentor Award. Recognition can also be done simply with a thank you note, a text, or an email, or by telling someone thank you for their help or support.

Week 4 (May 22-31) Community Engagement Help promote your specialty as an infusion nurse by volunteering to speak about your work at a school of nursing or a local nursing meeting. You can also submit a short article on your work as an infusion nurse to your state nursing newsletter or a nursing journal. It is inspiring and interesting to read about the specialty practice of other nurses. One of the first articles I wrote was about my role as a supervisor. I think you will find it easy to write about the work you do every day. Try it!

Thank you to all INS members for making a difference every day in the work you do. Happy Nurses Month, and I look forward to seeing you in Orlando at INS 2022.

References Weaver S. Position title: Off-shift supervisor.

Nurs Manag. 2012;43(1):54-55. doi:10.1097/01.NUMA.0000409933.15332.65

May/June 2022

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C O V E R

S T O R Y

Recognizing Nurses in May The American Nurses Association is excited to commemorate the annual National Nurses Month.

We are all indebted to nurses for their unwavering commitment to patients, their communities, and our health care systems. The Nurses Month theme, “You Make A Difference,” was selected to encourage nurses, individuals, employers, other health care professionals and community leaders to recognize and promote the vast contributions and positive impact of America’s nurses.

Celebrating and honoring nurses during the month of May provides an added opportunity to promote the value of nursing, advocate for the profession, conduct media outreach, and host virtual events. Connect your activities to the official Nurses Month tagline — You Make a Difference — recognizing nurses’ unparalleled impact on health and health care.

ANA Nurses Month 2020 Toolkit 2x3 Banner.indd 1

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MAY 1–7 The extraordinary stresses confronting you day-to-day takes a toll on your mental health and wellbeing, so it’s critical you are provided with authentic support systems and tools. Prioritize your self-care by engaging in healthy activities that target both your body and mind.

Consider joining the Healthy Nurse, Healthy Nation™ Grand Challenge, an initiative to help you improve your health in six areas: physical activity, nutrition, rest, quality of life, safety, and mental health. Watch for Healthy Nurse, Healthy Nation™ communications and micro-challenges that aim to help you improve your health and well-being now and into the future. Follow this link for more details.

Do a self-care assessment. What activities are you doing to benefit your health and reduce your stress? Plan a course of action by using the free apps and resources offered through the American Nurses Foundation’s Well-Being Initiative. Visit ANA’s organizational affiliate, the National Association of Clinical Nurse Specialists, to view the popular webinar series, Conquering Stress In Difficult Times. The 8-session webinar series focuses on helping you understand the controllable causes of stress.

“We must see and celebrate our nurses as whole humans, not a fictitious image of an all-powerful, all-resilient hero.” Trusted Health offers resources for emotional and mental health support for nurses, emphasizing the need for the topic of mental health to be present in the health care conversation.

MAY 8–14 Raise visibility of the critical work nurses do and foster greater understanding of the diversity of the nursing profession by honoring exemplary nurses and engaging with your community.

Request a proclamation from your mayor/governor declaring May 6 as National RN Recognition Day and/or declaring May as Nurses Month.

Take the opportunity to educate state legislators about the role and value of registered nurses in the health care system. Visit RN Action’s advocacy toolkit to learn how to voice your concerns about the nursing profession to Congress and stay up to date on the latest news and legislation from the Hill.

Host a video news conference or informal virtual media roundtable and discuss nurses’ response to major events and other important health care issues in your community. Honor a registered nurse for a heroic act or bestow an honorary nurse title on a deserving elected official or civic leader.

Find out more at https://www.nursingworld.org/.

May/June 2022

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MAY 15–21 As the largest group of health care professionals in the U.S., nurses provide care across all areas of the health care system and care settings. Focus on how you can excel and lead in your nursing career or inspire and help other nurses in their professional journey.

Commit to participating in at least two free professional webinars. Look for webinars on current topics and those that will expand your skills like communication, teamwork, and problem solving. Sign up for this year’s live virtual nurses event, “You Make a Difference,” taking place May 18, 2022.

Take a certification prep course from the American Nurses Association and prepare for a certification examination through the American Nurses Credentialing Center (ANCC).

Prepare for CRNI® certification. Explore study options at INCC. Volunteer as a professional mentor. Look for creative ways to share your nursing experience, such as through videos or social media to inspire the next generation of nurses. Visit ANA’s Mentorship Program website to learn how you can connect with nurses and support them in their career.

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MAY 22–31 Help promote nurses’ invaluable contributions by engaging with your community and educating them on what nurses do. The vital role of nurses as leaders in their organizations, on boards of directors and as elected officials at the local, state and federal levels is making a difference in improving the nation’s health.

Pay tribute to a local nurse, or recognize all nurses who provide care every day, year-round. Write a letter or share a video from nurses. Share the tribute or a special thank you on social media using the hashtag #ANANursesMonth.

Partner with other nursing and health care organizations in your area to sponsor a joint Nurses Month event.

Consider a virtual fundraiser for the community, a blood drive, or online workshops aimed at reducing stress and building morale. (Use the resources listed to help get you started.)

Discuss current and ongoing health care issues with elected officials at the local, state, or federal level.

Elected officials should be visible and accountable for their positions on health care. This also offers good media coverage potential. Stay up to date with ANA’s Policy & State Government Affairs program which monitors trends in nursing-related legislation in the states.

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Join INS at the 2022 Annual Meeting!

R E G I S T E R TO DAY

Rosen Shingle Creek Resort

INS 2022 is being held at the Rosen Shingle Creek Resort in Orlando, Florida, where you’ll be able to experience a relaxing and sunny atmosphere as well as the usual high-quality educational offerings. Universal Boulevard is only a short drive, and the resort itself includes amenities such as a full-service spa, an 18-hole golf course, 4 swimming pools, 15 dining options, and much more!

Right Line Right Now. Presented by Teleflex Clinical and Medical Affairs If you arrive early, we welcome you to participate in the preconference workshop on Friday, June 3 from 1 p.m. – 5 p.m.

This 4-hour workshop will explore vascular access options for patients with urgent, emergent, and long-term access needs. Selection of the right device for each clinical situation using the latest innovations in both intraosseous (IO) and intravenous access will be explored as well as anatomical characteristics of the vasculature using ultrasound guidance. This workshop requires a separate registration fee and is limited to 48 participants. Don’t delay.

Secure your ticket today!

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veINS 2022 Track: Reaching the Next-Level in Infusion Practice The veINS education track packages 5 essential components to support your individual infusion practice or your team’s efforts in reaching the next-level in infusion practice. The veINS track will take place on Monday, June 6, but even if you cannot make it to Orlando, it will be available live and on-demand for our virtual audience.

There is no reason to miss out on this must-learn opportunity! veINS track will cover: 1. why vascular access device (VAD) planning must be intentional and goal-oriented 2. how ultrasound-guided peripheral intravascular catheter insertion improves clinician insertion skills and patient satisfaction 3. how skilled assessment throughout all aspects of intravenous therapy promotes vessel preservation and prevents patient harm 4. why tracking peripheral intravenous catheter infections is imperative 5. how to demonstrate your own or your infusion team’s impact on cost-effective delivery of infusion therapy

Exhibition

The 3-day exhibition hall will include top infusion vendors in the industry who are looking for professionals like you to visit their booths and test out their products. Don’t forget to keep your exhibit hall passport handy and collect all the necessary stamps to be entered to win a grand prize!

On Sunday, June 5 from 12:30 p.m. – 1:30 p.m., the INS booth will have a special appearance from Stephen Rowley and Simon Clare where attendees can learn more about Aseptic Non Touch Technique (ANTT®), a new clinical standard in the INS 2021 Infusion Therapy Standards of Practice.

Daybreak Symposium

If you’re an early riser, then the INS Daybreak Symposium is for you! Join us on Sunday June 5 at 7 a.m. for a presentation sponsored by Takeda Pharmaceutical.

Partner Presentations – NEW IN 2022!

On Saturday, June 4 from 2:45 p.m. – 5 p.m. all educational sessions will be presented by industry leaders in infusion therapy. Sponsors will repeat the 1-hour presentation so you can enjoy 2 of these can't-miss discussions.

Can’t make it to Orlando? We have a virtual option for you!

By registering for INS 2022: The Virtual Conference you have the ability to attend 15 select sessions virtually and on-demand: the 5-hour veINS focus track from Monday, June 6 and 10 additional 1-hour sessions from Sunday, June 5. For CRNI®s, this adds up to 30 recertification units (RUs) and is a great alternative for those who are not able to attend the in-person event. For more information on this option or to register, click here!

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Right Line Right Now

Meet the Journal of Infusion Nursing Editorial Review Board!

The JIN Editorial Review Board (ERB) members are volunteers who will serve as representatives of JIN, the Infusion Nurses Society (INS), and the larger infusion therapy community of caregivers for our patients, their families, and the public. Their role includes performing manuscript reviews, supporting manuscript acquisition, and advising editors on the vision, direction, strategy, and evidence-based focus of JIN.

Lynn G. Brown,

Gail P. Dammert,

MS, MA, BSN, RN, CRNI , FACHE

MBA, MSN, RN, OCN®

Lynn Brown is a nurse and CRNI® with over 40 years of nursing experience. She currently serves as the education coordinator and clinical consultant for a large medical device manufacturer.

Additionally, she is the president and CEO of OMMA Healthcare, an international health care consulting firm. Her past experience includes serving as the CEO, COO, and CNO for several US hospitals. Her education includes a BSN and a master’s in health administration and nursing. She also holds a BA and an MA in English and has extensive teaching experience. Lynn Brown said, “I am delighted and honored to be a member of the JIN Editorial Review Board. This position enables me to give back to the nursing profession.”

Gail Dammert has over 30 years of nursing experience, predominantly with oncology and infusion. She graduated with a diploma at Jewish Hospital in Cincinnati, Ohio, and obtained her MBA and MSN from Indiana Wesleyan University in Marion, Indiana. She also obtained her OCN® in 1992. Most of her passion lies with safe administration of oncology and nononcology drugs in fast-paced infusion settings by nurses who are certified either with OCN® or CRNI®. Her leadership experience has been both inpatient and outpatient, as well as in private practice. Gail Dammert belongs to various professional organizations, such as Oncology Nurses Society and Infusion Nurses Society.

She has been named the local ONS chapter secretary and is pleased to be part of the inaugural Journal of Infusion Nursing Editorial Board Review at INS.

Theresa W. Gillespie,

Angie Malone,

PhD, MA, RN, FAAN

DNP, APRN, ACNS-BC, OCN®, AOCNS®, NE-BC

Dr. Theresa Gillespie has extensive experience in clinical oncology, clinical trials, and cancer research.

Clinically, she has expertise in breast, prostate, lung, colorectal, and pancreatic cancers and a range of clinical trials. Currently, she is a professor in the department of surgery and department of hematology and medical oncology at Emory University School of Medicine and a clinical associate professor in the school of nursing as well as a full member of the Winship Cancer Institute. She serves as the associate center director for community outreach and engagement in the cancer center. Dr. Gillespie’s funded studies have focused on disparities experienced by urban underserved, rural, minority, and underrepresented populations across the continuum of care; decision-making by patients, the public, and clinicians; risk communication; quality and outcomes in health care; and interventions to improve risk comprehension, guideline concordant care, and outcomes. Dr. Gillespie also has funded research to expand the pipeline to promote a more diverse biomedical workforce in the future, with a focus on women and minorities.

Dr. Angie Malone is an oncology clinical nurse specialist with 20 years’ experience in oncology, palliative care, and vascular access. She is the director of medical oncology and infusion services at Jennie Stuart Health in Hopkinsville, Kentucky. She has worked in numerous oncology and infusion-related roles including as a vascular access RN placing PICCs and providing care and maintenance for both inpatient and outpatient settings, an oncology RN navigator, an infusion nurse, a clinic nurse, and a radiation oncology RN. She has also led numerous initiatives to improve processes within infusion centers and oncology clinics. Dr. Malone seeks innovative ways to improve operations, nursing practice, and patient experience in the oncology setting. Currently, she serves as faculty and teaches EBP courses at University of Louisville School of Nursing DNP program. She has presented on a myriad of topics in oncology, vascular access, and evidence-based practice.

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Determinants of Learning

by Ashley Smith, MSN, RN, CRNI

®

Have you ever been a patient that, when discharged, had more questions than answers? Have you, the nurse, provided education to the patient but the patient just did not get it?

Perhaps you did not have time to provide thorough discharge instructions. I believe we have all been in one of those situations. When patients, caregivers, or family members do not have the correct information or do not understand what is being taught, education is not effective.

Effective education increases positive health outcomes by reducing the knowledge gap between what a patient knows about their diagnoses and/or plan of care and what they need to know. Nurses, who have a duty to provide education and are the best candidates for the job, typically take on the responsibility of educating. It is important that nurses are delivering quality health education. To do so requires nurses to identify the patient’s determinants of learning. Understanding the determinants of learning and adjusting the delivery of education to meet the needs of the patient/caregiver can be the difference in a successful 13

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or failed therapy. By addressing barriers to learning and assessing determinants of learning, the nurse will be able to create an effective teaching plan tailored to the needs of the learner.

All nurses—in both acute care and home care—face barriers to providing quality patient education.1 Due to these barriers, it is not uncommon for patients to be discharged from the hospital or leave a clinic appointment with more questions than answers. In a study that surveyed 328 nurses, patient education was cited as one of the nine areas that were frequently missed by nursing staff.2 In a world where we expect patients and caregivers to follow instructions and implement self-care at home, the lack of nurses providing education is unacceptable.

Because nurses stay busy during their workday, it is expected that they will face challenges when preparing and presenting patient education. Nurses may identify a multitude of barriers, such as a heavy workload, limited time, communication barriers, need for educational

resources, lack of knowledge, and lack of support from leadership.3 Identifying these items early and discovering solutions should be a priority.

When examining workload and time constraints, the nurse should review their day and ask: “Am I managing time appropriately?” or “What can I do to better prioritize my workload?” Self-review and correction of time management may result in an easier workday. If not, take the conversation to a supervisor and discuss the problem and the possible solution. If work habits are not able to be improved, a change in workload may be warranted so quality patient education may be implemented.

Communication barriers may include language differences or situations where one party is blind, hard of hearing, deaf, or unable to read. When facing situations where accommodations are needed, look to the health care organization for assistance. It is ideal for the nurse to have access to a language line or service and material in braille and large print. It may also be helpful to have instructions that include photographs for those who are unable to read but can follow instructions by use of pictures.

Educational resources and knowledge of the subject at hand are necessary for educational guidance. The nurse must be knowledgeable about the items they are teaching the patient. Taking a little time to prepare for discussions with the patient and/or caregiver about the disease state, medication, and the plan of care is a small step that could save the nurse a lot of time. The health care organization should provide resources for nursing staff to reference when preparing to educate patients and caregivers. It is appropriate to ask a supervisor what resources are available.

The last barrier to providing quality education is support from organizational leadership. If the nurse feels as though quality patient education is not a priority or that they do not have support from management to make patient education a priority, the patient suffers. Opening a discussion with an immediate supervisor to talk about improving patient education may result in better support from leadership.

Once barriers have been identified and are no longer an issue, it is time for the nurse to assess determinants of learning. The nurse may use listening skills, conversation, surveys, and patient medical records, among other methods, when assessing the determinants of learning.

During the process, the nurse will discover the learning needs of the patient and/or caregiver, determine the patient and/or caregiver’s readiness to learn, and identify the learning style of the patient and/or caregiver.

In facilities and sometimes in home care, discharge planning/education is often based upon the medical diagnosis and what the nurse and/or provider believes is most important for the patient to know. Education should be tailored to the individual’s learning needs. Learning

needs can be assessed by exploring seven focus areas: identifying the learner, choosing the appropriate setting, gathering pertinent information about the learner, involving members of the health care team, prioritizing needs, identifying available educational resources, and assessing time management.3 The first two focus areas go hand in hand. Who is learning and where are they learning? When examining the “who,” consider the number of people in attendance. Is this an audience of one or will there be multiple people learning?

If multiple people will be learning, their needs may be different. What is the age of the learner? Will the learner require a more formal delivery of education or will something informal be appropriate? In the home, delivery of education is often informal.

It is understood that the home care nurse will provide education in the patient’s home, but where in the home will the learning take place? Patients need to feel comfortable and secure for optimal learning to take place.

The nurse should allow the patient to choose where they would like the learning to take place. For example, if a patient does not want others to hear about their medical condition or medication, they may choose an area that offers privacy. Nurse safety in the home is a priority and the nurse should assess the environment. The nurse should not comply with the request for an alternate site of care if it is not safe to move from an open area near an exit to another area in the home.

When gathering pertinent information about the learner, the first thing the nurse should assess is the patient’s support system. If family members or friends are not present during the initial nursing visit, direct questioning may be the best method to obtain details regarding the patient’s support system. Ask the patient if anyone may be helping or willing to help with their care. The patients at home often need help administering medication or caring for an indwelling line.

The next thing the nurse should focus on when gathering pertinent information about the learner is examining what the learner is wanting to know. Has the patient or caregiver asked questions about the plan of care, therapy, or disease state? Are they concerned with activities of daily living or getting back to work? If the patient expresses interest or concern regarding a particular component of the care, address it first if possible. For example, if a patient is started on parenteral nutrition (PN) and is worried about the cost of therapy, they will not be concerned with learning how to change the PN bag until their questions about cost of therapy are satisfied. It will save the nurse time and effort if they address concerns or peaks of interest first.

When patients express interest in learning, teach them!

This is a great time to prioritize learning needs of the patient and call upon members of the health care team, May/June 2022

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as appropriate. Some learners want a very detailed account of all aspects of care while others only want to know the minimum. The nurse has the responsibility to distinguish between these types of learners and to further categorize information into two categories: “must know” and “nice to know.”3 The “must know” information should include items that are required for the patients to perform self-care related to the treatment plan or disease process.

The “nice to know” information should include items that do not impact the immediate situation but could be helpful at some point. While teaching, nurses may find themselves in a situation where they do not have the answer to a question, or they feel as though they need expert help. At this time, it is appropriate to bring in additional members of the health care team. Members of the health care team may be coworkers, providers, pharmacists, or other members of the care team who can offer support for the medication, disease state, diagnosis, treatment plan, or other areas of concern.3

at hand, the environment where teaching will take place, the learner’s health status, and gender of the learner(s).3 Questions that a nurse may ask include: Does the learner have any physical impairments that may keep them from performing self-care?, Will the learner require multiple visits for teaching?, What distractions (for example, noise, time restrictions, or other people) are present in the environment where learning will take place?, Will the patient’s health status (for example, pain or flare-up of chronic condition) interfere with learning?, and Is the learner a male of female? Males are more likely to take risks with their health and are less open to receiving health care.3 Emotional readiness to learn considers factors such as anxiety levels, available support, motivations, mindset, and developmental stages. Moderate anxiety levels are ideal for learning, while low anxiety or high anxiety can interfere with the learning process. By remaining calm and reassuring during the teaching process, anxiety may remain at the optimal level and learning can be achieved by the patient and/or caregiver. High anxiety can be reduced by access to strong support from family or friends. If friends or family can be present during any part of teaching, achievement of positive outcomes increases.

One cannot be overprepared for teaching. Being able to effectively manage time and providing appropriate tools for the learner is an important step in assessing learning needs. To accomplish this step, the nurse will need to know what is available for use and have a plan in place for each nursing Motivation, mindset, and developmental visit. The nurse should expect the initial stages are important areas to evaluate visit to last a little longer to gather data Moderate anxiety readiness to learn. Understanding the necessary to provide effective developmental stage of the patient and/or education. Validating the learner by levels are ideal caregiver will aid in assessing motivation offering time for them to talk about their for learning, while and mindset. Physical, cognitive, and questions or concerns aids in minimizing psychosocial developmental stages affect low anxiety or interruptions during the visit. Being people throughout their lifespan. When prepared with the appropriate teaching high anxiety can assessing motivation and mindset after tools aids in time management by identifying the developmental stage, the interfere with the maximizing learning during all visits. The nurse could easily recall which teaching nurse should check within their learning process. strategies would work best. Those teaching organization for teaching tools such as strategies may be needed to encourage videos or printed items. It may be a motivation. If motivation to learn does not good idea to do a little extra research for exist, learning does not occur. Past experiences and teaching tools from drug manufacturers or professional behaviors can influence motivation to learn. Has the patient organizations. had a positive or negative experience before? Have they complied with previous treatment plans, or do they exhibit Once learning needs have been identified, evaluation of signs of risk-taking behavior? Sometimes a patient may be readiness to learn should take place. In this stage of the motivated to learn but still fail therapy because they are not determinants of learning, the nurse will be considering focused on completing the plan of care. This may happen physical, emotional, experiential, and cognitive readiness when basic needs, such as food and safety, are not being to learn.3,4 The evaluation of readiness to learn will likely met. In these situations, the nurse plays a vital role in be captured by patient interview though some items may coordination of care. be documented within the learner’s medical records.3,4 Physical readiness to learn focuses on five areas: measurement of the patient’s ability to perform self-care in the amount that is required, the sophistication of the task(s)

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Experiential readiness to learn focuses on level of aspiration, past coping mechanisms, cultural background, locus of control, and orientation.3 The patient’s history of failures and successes and their response to both can

affect goal setting and influence learning. Patients who have struggled to complete tasks in the past may have difficulty completing some or all areas of the treatment plan. Additionally, one’s cultural background could be a large factor in failure or success of treatment. If the patient speaks a different language, the nurse may not be able to communicate effectively with the patient and/or caregivers.

Other cultural differences, such as religion and beliefs about healing, may influence a person’s participation in their health care. When cultural practices differ from that of the nurse, the nurse should allow the patient to continue with cultural practices if it will not harm the patient. The nurse may also ask patients about their cultural beliefs to better serve and care for the patient.

A patient’s locus of control will determine the level of independence a patient will exhibit. Locus of control is like motivational readiness but focuses on whether the drive to learn is internal or external. Does the patient depend on others to motivate them? Perhaps their orientation, or point of view, affects the locus of control? Patients will have a liberal, moderate, or conservative approach to lifestyle, attitudes, and behaviors. A patient’s style of approach will affect their participation in health and learning. Most patients are found to have a more conservative point of view related to health care, meaning they tend to trust their doctors and may be reluctant to accept change. Some people, however, are more receptive to new ideas and learning new ways of doing things. The patient who is open to new ideas may be a little more at ease and eager to learn new things about their care.

Knowledge, cognitive disability, learning disability, and learning styles make up the focus areas for cognitive readiness to learn. Evaluating the patient or caregiver’s present knowledge base will likely save the nurse time when preparing to teach. Furthermore, determining if the patient is capable of learning and what learning disabilities may exist are crucial components to the determinants of learning. A lower cognitive ability may require simplified instructions and someone who can’t read will not benefit from written instructions.

The final evaluation of determinants of learning are learning styles. In this step the nurse is investigating how the patient and/or caregiver learns best. Bastable provides a list of different theories of learning styles: right, left, and whole brain thinking; Jung and Myers-Briggs typology; Kolb’s cycle of learning; Gardner’s seven types of intelligence; and Vark.3,5,6 Each of these theories on assessing learning styles offers something a little different from the others. Unless the organization has chosen a learning style model to follow, it is up to the nurse to research and determine which would be best to use.

Effective teaching can be the difference in a failed or successful therapy. Assessing the determinants of learning provides the nurse with the tools for success. The nurse

should first identify who the learners are, what they know, and what they need to know. Second, the nurse should determine the patient’s willingness to learn and how they learn best. An assessment of the patient’s ability to learn, anxiety level, support system, and their frame of mind about the situation should be conducted along the way.

A conversation (with active listening) can reveal cultural backgrounds, past coping mechanisms, and present knowledge about what is going on. Cognitive ability and learning disabilities should easily be identified during conversation and assessment. Adapt the assessment to fit your workspace and patient situation and don’t forget that taking a little more time to complete an assessment of the determinants of learning will pay off in the end.

References 1. Ashton K, Oermann MH. Patient education in home care: Strategies for success. Home Healthcare Now. 2014;32(5):288-294.

2. Livine Y, Peterfreund I, Sheps J. Barriers to patient education and their relationship to nurses’ perceptions of patient education climate. Clin Nurs Stud. 2017;5(4):65.

3. Bastable SB. Essentials of Patient Education. 2nd ed. Jones and Bartlett; 2016.

4. Patient education: Learning readiness. Euromedinfo.eu.

Accessed April 12, 2021. https://www.euromedinfo.eu/patienteducation-learning-readiness.html/ 5. 4 different learning styles you should know: The VARK model.

Educationonline.ku.edu. Accessed May 1, 2021. https://educationonline.ku.edu/community/4-different-learningstyles-to-know 6. Mangino C. A Meta-Analysis of Dunn and Dunn Model Correlational Research with Adult Populations. https://files.eric.ed.gov/fulltext/ED490575.pdf

Ashley Smith is a nurse, leader, and speaker who values dedication, service, and excellence. Her strong background in emergency medicine and home infusion and specialty pharmacy provide the combination needed to take home infusion nursing to the next level. She is passionate about quality education and is inspired to mentor fellow nurses. Smith became an RN in 2006 and continued on to earn her MSN in nursing education from the University of North Alabama. She holds a CRNI® certification and is a member of the Infusion Nurses Society (INS), Sigma Theta Tau, and the American Nurses Association.

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Lisa Gorski, MS, RN, HHCNS-BC, CRNI

, FAAN

®

Lisa has worked for over 30 years as a clinical nurse specialist for Ascension at Home (formerly Wheaton Franciscan Home Health and Hospice). In her role, she provides education and patient care for a group of local home care patients. She is the author of over 70 journal articles and several books on infusion therapy topics.

She served as chair of the 2011, 2016, and 2021 INS Standards of Practice Committee. In 2006, she was inducted as a Fellow into the American Academy of Nursing. She speaks nationally and internationally on standards development, infusion therapy, and home health care.

Meet our Two Cochairs for the 2024 Standards of Practice Committee!

Barb Nickel, APRN-CNS, CCRN, CRNI

®

Barb is a clinical nurse specialist specializing in critical care and vascular access. Her role includes staff development, quality improvement, and clinical consultation. She has published numerous articles on infusion therapy and is chair of the 2022-2024 Infusion Nurses Society Standards of Practice Committee.

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INSider

View these webinars and more on-demand: www.learningcenter.ins1.org/webinars

Igniting a Spirit of Inquiry

The Lie of the PIV Catheter

Infectious Complications in People Who Inject Drugs

Listen to these podcasts and more on-demand: www.learningcenter.ins1.org/podcasts Safe IV Push Medication Administration Practice

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INSider

Antimicrobial Stewardship

Delivering Infusion Therapy with Reliability and Accuracy

Alicia Wilson, BSN, RN, CRNI , Wins the INCC Certification Award ®

This award is presented to a CRNI® whose certification through INCC has advanced the welfare of his/her patients, organization, and/or the infusion specialty.

Theresa Fanasch, MSN, APRN, FNP-C, OCN®, CRNI®, nominated Alicia Wilson, her manager and the regional manager at Texas Paragon Healthcare, who she has known for five years.

Alicia said: “I found my calling to nursing 14 years ago while working at a local bank. After helping customers with their financial needs, I was told numerous times that I would make a great nurse. Clients were always impressed by my ability to show true compassion for helping people, even in a financial capacity.

“I took a leap of faith and started attending San Antonio College to earn my ADN in nursing. My first assignment was as a progressive care nurse, where I quickly exceled. After 1 year I was awarded the Daisy Award for outstanding nursing care and commitment to my patients. In 2015 I graduated with my BSN from the University of Texas at Arlington. During those years, I stayed busy being a part of multiple safety and practice committees to bring prevention practices to fellow nursing staff, and managers, about many common health care issues in the hospital setting. It was also during this time that I transitioned to working at a transplant hospital. There, I did a short stint on the surgery floor but went on to work in the ICU. “My connections there lead me to Paragon Healthcare, where I became an infusion nurse. Within 1 year, I earned the highest award offered by my company, the “I am a Paragon” award. I was promoted to clinical director and then district operations manager shortly thereafter. As I continued to work through all the struggles and hardships of a new and rapidly growing infusion clinic amid a pandemic, my location remained one of the highestperforming clinics in the company. I now run 5 clinics in my region as a district operations manager. I continue to promote education among my staff by holding monthly journal clubs based on the INS Standards of Practice. Medication administration safety is our focus, which is made clear from the moment our employees enter our practice. INS membership is highly encouraged and provided free of cost to all full-time practitioners within our company. Adherence to INS Standards and attaining CRNI® certification is pivotal to how we provide patient care. I encourage all employees to achieve professional advancement by obtaining a CRNI®. My passion is to encourage our next generation of nurses and nurse leaders.”

Theresa also answered a few questions about Alicia.

How has Alicia advocated for INS/the infusion nursing specialty?

I have seen her grow our small centers into great places to work and stable, welcoming centers for our patients that require everything from hydration and antibiotics to HIV and amyloidosis therapies. She has been the rock that took me on when I started back on my journey into infusion nursing and saw me and multiple other employees grow personally and professionally. She is dynamic, knowledgeable, and, most of all, full of love.

How has the INCC CRNI® certification changed practice in such a way that there was an objective measurable benefit to the welfare of the patients?

The CRNI® certification has become the barometer by which we gauge infusion nurses' competency. With the support of our manager and pharmacy, our nurses and NPs go through a rigorous training orientation with a focus on INS Standards of Practice. INS membership is highly encouraged and provided free of cost to all practitioners within our company. Adherence to INS Standards and attaining CRNI® certification is pivitol to how we provide patient care.

What has Alicia as a INCC CRNI® holder done to garner support from the organization to maintain your certification.

Has it been successful? Why/why not?

Alicia Wilson is a strong promoter of CRNI® certification attainment. Medication administration is our focus, which is made clear from the moment our practitioners enter our practice. The INS Standards in conjunction with CRNI® certification is what drives our company and has afforded our company’s exponential growth within the United States. Because of CRNI®s like Alicia, we are proud to offer our clients the best infusion services that can be provided.

How has obtaining the CRNI® credential benefited Alicia in ways you’d recommend it for those that do not have this certification?

Infusion nursing and CRNI® credentialing provides nurses with autonomy, recognition, and a sense of pride and fulfillment. It forges the science into the basics of administering injectables and gives us the knowledge we need to practice to our fullest potential while providing clients and our referral base with the confidence that they are receiving the most competent care available. From the first day of employment, our practitioners are encouraged to work towards CRNI® certification.

As a nurse, setting good goals are critical, as they help define developmental framework.

How did obtaining the CRNI® credential help in accomplishing this for Alicia?

Quality, goal-oriented health care is what we strive for in our practice. Obtaining the CRNI® credential served only to enhance the already outstanding care and support Alicia is capable of providing to her employees and to the clients she serves. She is the rock that we all cling to daily, and she sets the mold that we all strive to achieve.

Please comment on the nominee's professional experience and contributions to the infusion profession.

Alicia Wilson went from working in a bank to becoming an ICU nurse. She came to Paragon when it was just starting in a small clinic with one bathroom and 9 recliners—and now it’s a multimillion dollar corporation. Alicia mentors all new employees, promotes professional advancement, and has been employee of the year. She organizes all of our research protocols, product presentations, and our journal book club based on INS Standards of Practice.

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The INS DEI Task Force Shares Their Stories In order to begin to fulfill the DEI Task Force mission of listening to the diverse voices within the infusion nursing community and looking for opportunities to address bias and intolerance in health care, the DEI Task Force members are searching for venues to share their stories. Every INSider over the next several months will feature a couple members from the DEI Task Force. In this issue, Jannifer Stovall and Susan Weaver have graciously volunteered to share. Jannifer Stovall shares about discrimination she faced both as a child and when applying for a job as an adult. Sue Weaver shares about biases against a security guard and her mentor.

Jannifer Stovall, MBA, BSN, RN, CRNI

, IgCN

®

Jannifer Stovall has served at the national director of nursing for US Bioservices since 2016. Managing a team of dedicated telephonic and in-home registered nurses, she oversees all nursing practices, continuing education, and performance quality. She establishes nursing policies and procedures, ensuring that nurses provide the highest levels of patient care and compassionate support. Stovall brought more than 30 years of nursing, operation management, and leadership experience to her current position.

She is a Texas registered nurse as well as a member of the Infusion Nurses Society and the Immunoglobulin National Society. Stovall earned her bachelor’s degree in nursing from the University of Phoenix and her master’s in business administration from Strayer University.

Susan H. Weaver, PhD, RN, CRNI

, NEA-BC

®

Susan H. Weaver is a nurse scientist at the Ann May Center for Nursing at Hackensack Meridian Health and the New Jersey Collaborating Center for Nursing. Sue has experience as an ICU nurse, a nurse educator with responsibility for teaching the IV course, an operations manager, and an evening administrative supervisor. Sue received a BS in nursing from Penn State University, a master’s in nursing administration from Seton Hall University, and a PhD in nursing from Rutgers, the State University of New Jersey. Sue’s research focus is on the nursing workforce, particularly administrative supervisors and clinical nurses who work the night shift, and on improving outcomes. As president of INS, her presidential theme has been “ReSEARCH Your Passion,” and she particularly enjoys conducting qualitative research because she hears stories from the participants.

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INSider

J u n e

4 - 7

INS Member Spotlight INS is honored to share our members’ stories with the infusion nursing community.

Each nursing journey is unique and we can learn so much from each other. We will continue to share stories from our members who care for patients in a variety of care settings. We are proud of you all and commend you for your hard work, passion, and dedication to patient care.

Victoria Bracken

RN

What led you into the nursing profession? I was inspired by my father, a registered nurse and midlevel practitioner, to pursue a career in nursing.

What made you decide to specialize in infusion therapy? I began working in infusion therapy full-time at an infectious diseases clinic shortly after graduating from the nursing program at Lone Star College. I enjoyed starting IVs, performing complicated wound care, and infusing biologics.

In December of 2021, I graduated from Western Governors University with my BSN and am attending Florida Southern College in the fall for a MSN-FNP. How has INS Membership benefited you in your journey? My INS membership has allowed me to practice infusion therapy more safely and to instruct others to do the same.

Has there been a mentor, colleague, or INS member who has helped along the way? One of my greatest mentors has been Angela Sandoval. She had a heart of gold, tough skin, and a desire to encourage nurses to go above and beyond for their patients. She is an established ICU nurse and has remained a friend and mentor since I began working for a nursing agency.

Do you have stories from your practice that you would like to share with the infusion community? I have had several infusion safety discussions with business owners directly involved in or overseeing infusion therapy. INS has been the backbone in establishing parameters for infusion therapy and my source of information when infusing at clinical sites.

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INSider

Patty Westcott What led you into the nursing profession? Compassion for Care.

What made you decide to specialize in infusion therapy? A patient with scleroderma getting transfusions and daily challenges I observed for that patient.

How has INS Membership benefited you in your journey? The journal articles really speak to the types of therapies I encounter in home infusion therapy. I have also enjoyed two INS conferences thus far. The speakers are excellent.

Has there been a mentor, colleague, or INS member who has helped along the way? Yes, there is always a mentor I have learned from and in turn, I have tried to mentor the next nurse new to infusion therapy.

Do you have stories from your practice that you would like to share with the infusion community? We treat a lot of patients with terminal and chronic disease such as ALS and myasthenia gravis. The availability of the new therapies and the motivation and desire of nurses to provide the care has inspired me to make it the best day possible for these patients knowing their last day on earth may have been the one you shared with them.

Trisha Cakanic What led you into the nursing profession? Nursing is one of the most professionally, personally, and spiritually rewarding careers. The most rewarding thing is making a difference in the lives of others—patients, families, or students. Nursing offers so many arenas to practice in. I chose nursing well before most choose their career path. As a six-year-old, I saw the love, care, and compassion the nurses showed my family as my sister was in the NICU. Knowing that my care, touch, voice, and time can help a patient make it through the night is a rewarding feeling. The nursing profession has opened so many doors for me. From what started as a novice nurse position on a cardiopulmonary medical oncology unit led to a career as an oncology certified nurse for the past 16 years and subsequently led to a certified infusion registered nurse for the past 4 years.

What made you decide to specialize in infusion therapy? I have worked in infusion therapy for most of my career, and after 10 years decided to officially become a certified registered nurse infusion (CRNI®). From the start, I loved infusion therapy, with the constant learning and growing in my practice and hands-on technical skills. As an infusion nurse, I have a great deal of responsibility, ensuring that patients receive safe, quality infusion care according to the Standards of Practice. I am an integral member of the health care team and collaborate with physicians, physician assistants, nurse practitioners, and pharmacists to ensure the vascular access device and treatment used are best suited to the patient’s needs. I love to learn and grow in my practice and find in infusion therapy an ever-changing specialty filled with constant change and growth.

How has INS Membership benefited you in your journey? From the start, INS has been an integral part of my nursing career with infusion therapy. Being a member of INS has allowed me to network and communicate with those who share the same common specialty. INS has continued to provide me with the educational and career resources needed to continue my career in infusion therapy. Throughout my career, I have used INS as a resource many times with many infusion-related questions where guidance and education was needed. I have attended many conferences and seminars, and participated in work groups as well as taken on leadership roles with INCC. INS has been the foundation for my career path and has supported and guided my nursing path and love for infusion therapy.

Has there been a mentor, colleague, or other INS member who has helped along the way? No one specific, but I have built many professional relationships on work groups and subcommittees within INS. It has been nice meeting in person when in-person meetings and conferences have taken place.

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I N S

M E M B E R

S P O T L I G H T

Kristine Lawrence What led you into the nursing profession? I became ill my sophomore year of high school, and a NP had a huge impact on my outcome. I didn’t know what I had for about a year, then when I was diagnosed there was over a year of testing treatments and failing to have results before I improved.

I had to drop out of high school. I had some great nurses during those years, and I had some really poor nurses who callously told me I could never be a nurse with my health issues after just glancing at my information. I knew I could be a better nurse than those nurses. I wanted to be like the nurses I trusted.

What made you decide to specialize in infusion therapy? I started getting infusions when I was about 16 or 17, and it was the first time I had seen any improvement in my disease. It wasn’t magic; I was still ill. However, I was able to complete a short grocery shopping excursion after a few infusions, and when I got back to my car I cried in relief. I wanted to help other people going through this.

How has INS Membership benefited you in your journey? I became a member and got certified for a genuine desire to better myself professionally. I didn’t need it for a job search or to move up at a company; I pursued the knowledge so I could be a better nurse for my patients. It gives patients confidence when I tell them I passed a special test for infusion nurses, and I also learned better handling of certain methods of access and more about Ig, which is the most common medication for me to infuse.

Has there been a mentor, colleague, or other INS member who has helped along the way? My own home infusion nurse, who has treated me for more than 5 years. She taught me how to put in IVs. When my hospital’s staffing policy changed to where I felt it was dangerous to nurses and patients, she encouraged me to leave the hospital and go into home infusion. Now we are coworkers! She met me when I was 18 in an oncology infusion center, and now that I am 25, she still is infusing me but can also ask me to cover one of her patients! I am extremely lucky to have met her.

Do you have stories from your practice that you would like to share with the infusion community? The only story that I want to share right now is my own journey from patient to floor nurse to infusion nurse to getting my CRNI®. I have a disability— I even need to use a power wheelchair if I am walking around a lot, like at a theme park, or bring my rollator so I have somewhere to sit in places like a museum. I have chronic pain and take medication multiple times a day along with getting infusions. And of course, I am a nurse. People are often surprised when I mention that. I was lucky to meet the right nurse who encouraged me and believed that I could be a nurse as well. I have a better understanding of patients and their experiences because of my own illness, and I openly share with my patients that I also get infusions if it comes up. It is very isolating being young and having to get IV treatments, and knowing that your nurse made the extra effort to educate themselves further and knows a bit about how you feel really opens patients up.

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INSider

INSide Scoop Our recurring feature, INSide Scoop, serves to keep you informed on things happening within INS, as well as upcoming events, items of interest, exciting new educational deliverables, certification news and additional, current information.

Here, we will communicate directly with our membership, as well as the larger infusion nursing community, to keep you informed on important topics - in real time.

Executive The INS Board of Directors held their annual board meeting in person on March 20-21, 2022, in Boston, Massachusetts. Board orientation was conducted for incoming members Inez Nichols, 2022-2023 president elect, and Pamela McIntyre, 2022-2024 director-at-large. Some topics discussed included the 2021 certified financial audit, INS operations and strategic initiatives, and integrating diversity, equity, and inclusion throughout INS. On March 23, 2022, King Faisal Specialist Hospital & Research Centre in Jeddah, Saudi Arabia held their International Nursing Certification Day, a program that recognizes newly certified nurses within their organization. Mary Alexander attended virtually and presented, “INS: A Successful Collaboration, “ giving an overview of the CRNI® exam, including eligibility criteria, the core content areas, the recertification process and options, and the value of being a CRNI®. At this event, 6 new CRNI®s were recognized.

Inez Nichols

Pamela McIntyre

Publications Michael Miller joined the Infusion Nurses Society as associate managing editor and works primarily with the Journal of Infusion Nursing. He collaborates with the INS publications department, authors, researchers, peer reviewers, and others while managing the editorial processes of the journal. He began teaching at Syracuse University in 2009 as a graduate student, gaining an appreciation for the importance of academia, research, and scholarship. In 2012, he joined Metropolitan State University as a community faculty member, teaching nursing students writing and research. He has worked in various editorial capacities for publications, including peer-reviewed medical journals, and as an academic editor for doctoral students in the dissertation stage of their studies.

Michael enjoys working with professionals in the health care field and is readily available to support those who are in the publication process. He has edited for authors and researchers from many backgrounds with varying levels of publishing experience. His forte is untangling complex concepts and writing into succinct and scholarly prose while respecting the voice of the author.

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INSider

Education March Virtual Symposium: A Recap Our virtual symposium brought together experts who shared pearls to help us advance our knowledge and practice while caring for patients who may experience an infusion therapy related complication.

We started our first day with Wendy H. Vogel, MSN, FNP, AOCNP®, from Kingsport, Tennessee, an oncology nurse practitioner and the executive director of the Advanced Practitioner Society for Hematology and Oncology (APSHO) Kingsport, Tennessee, who presented on Managing Infusion Reactions. We learned from Wendy Vogel how to identify, grade, and manage different infusion reactions. We further discussed the considerations of a rechallenge and desensitization, a concern once a patient has reacted to a medication.

We then welcomed, all the way from Australia, Amanda J Ullman, PhD, M App Sci, RN, GC PICU, GC, who spoke on the topic of Preserving Skin Integrity. Dr. Ullman discussed how to identify vascular access device associated skin injuries, their prevalence and risk factors, and strategies to ensure the prevention and treatment of these conditions, across dressing selection, application, and much more. This session concluded our first half day of content.

On day 2, we welcomed Barb Nickel, APRN-CNS, CCRN, CRNI®, from Omaha, Nebraska, who presented Infiltration and Extravasation: Prevention, Assessment, and Interventions. Barb Nickel caught our attention as she discussed mechanisms of tissue damage in infiltration and extravasation, critical components, and strategies to reduce the risk of infiltration and extravasation.

Mary Jo Sarver, MN, ARNP, AOCN®, CRNI®, VA-BC, LNC, joined us from her cozy fireplace-lit office in Everett, Washington, as she presented Implanted Port Complications and Management. Mary Jo Sarver shared her expertise in preassessment of an implanted port in order to reduce the risk of complications. She further discussed how to assess for and manage various complications, including but not limited to occlusions, catheter tip migration, erosion, and infection.

Day 2 concluded with Lynn Hadaway, MEd, RN, NPD-BC, CRNI®, leading us through Competency Validation for Patient Safety from her home office in Georgia. Lynn Hadaway led the discussion about the differences between skill and competency and how to validate initial competency and ongoing competency. Learn more about teaching and evaluation strategies by watching Lynn’s presentation.

Were you able to join us live during the recent INS spring virtual symposium? If not, consider expanding your knowledge about infusion therapy related complications while earning CE credits and recertification units toward your CRNI®. Find out more here.

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INSide Scoop INCC Let’s review the options for recertification.

In order to recertify, you must obtain 40 recertification units (RUs) over the 3-year cycle. 30 RUs must be obtained by attending meetings. Recertification can be accomplished a few different ways.

Attend the annual meeting at least once during your 3-year recertification cycle and you’ll have obtained the 40 RUs required. The only thing then remaining is to submit your documents for recertification.

We understand that not everyone can attend the annual meeting in person. INS does have a virtual option.

Attending the annual meeting virtually will net you 30 RUs. This is a great alternative for those not able to attend the in-person event.

Please watch your emails as our marketing department has created a new marketing campaign to remind you of your recertification and what’s needed during your 3-year recertification cycle. We truly appreciate your support of INS and the CRNI® program.

Please visit ins1.org for all your INS- and INCC-related information. If you need immediate assistance, we encourage you to use our chat feature on the website.

Membership Services We are excited to offer you two must-have resources to assist you in ensuring better patient care and improved clinical outcomes.

Fundamentals of Infusion Therapy (FIT) is INS’s interactive learning platform representing the latest advancement in online infusion therapy education. FIT offers an enhanced learning experience through audio, visual, and 3D graphic presentations, which takes the participant through the essential elements of infusion therapy. This interactive, multimedia presentation offers an engaging and effective educational experience and increases knowledge retention. FIT is a valuable tool for students and practitioners at all levels of the infusion nursing specialty and was developed in alignment with Infusion Therapy Standards of Practice. FIT is available now through the INS LEARNING CENTER. For clinicians seeking to validate their infusion skills in both acute and alternative care settings, you will want to secure a copy of the newly released Clinical Competency Validation Program (CCVP) for Infusion Therapy, 5th edition (2022). This tool was developed to achieve consistency in technical skill development, to validate competencies for catheter insertion and removal, and to standardize care and maintenance protocols for selected vascular and nonvascular devices and infusion-related practices. Each competency can be easily photocopied from this spiral-bound format to validate the skills of one clinician or an entire department.

To purchase a copy, visit the INS store.

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INSider

Welcome New Members!

NEW DOMESTIC MEMBERS

Linda Adrian Caterinarosa Agostino Joyce Akinyi Tamara Allen Amber Alsip Barbara Ansah Marilyn Arnold Jessica Bachiller Amber Ball Louise Balla Julie Barac Dana Bartels Miranda Beckwith Valerie Blake-Jones Lindsey Bloom Mary Bomparola Gregory Bowen Elizabeth Bries Hayley Broussard Laura Brown Ronda Buchanan Julia Burgess Lori Burton Gilbert Caldera Tracey Callan Florisa Caparros Caryn Carranza Allison Carter Christina Castro Katrina Ceci Althea Charles Schondra Christian Siobhan Claflin Karen Clark Gina Collins Nia Colon

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INSider

Deb Colshan

Kelley Gruoner

Angela Conard

Greg Gustavson

Eryn Cook

Elaine Hajisafari

Mayra Crespo

Maureen Hannaberry-Avila

Cristin Daniels

Kristin Hansen

Victoria Darcy

Jesse Harper

April Debuysere

Brian Harrington

Katherine Degan

Alyssa Hartman

Elbert Delacruz

Angela Hawman

Kathryn DeLamar

Kimberly Henderson

Deidra Dennis

Marcella Herrin

Jonathan DeVries

Amber Hoiland

Kassidy Dias

George Holinga

Susana Diaz

Katrina Holland

Michelle Dionne

Tara Hollins

Julie Dorner

Beth Hopper

Kathleen E Doty

Sharon House

Kaitlyn Dugal

Helena Hrapczynski

Tracey Dusablon

Elaine Hruby

Stephanie Eichenberger

Sherrie Hudson

Tracie Elliott

Tracy Hughes

Ayumi Fairchild

Ashley Hulsey

Romy Vivian Félix Tasayco

Elise Hurley

Ann Flint

Anna Hurst

Kaitlin Floyd

Melissa Ice

Rebekah Flynn

Danielle Ingersoll

Melita Forrester

Jennifer Jason

Mary Friedle

Kimberly Jefferson

Hannah Fuller

Andrea Johnson

Jennifer Fuller

Michelle Johnson

Hannah Garofalo

Peggy Johnson

Andrea Geldenhuys

Tina Johnson

Jorge Gitler

Lianne Kaetsu

Lauren Golar

Shannon Kelley

Melissa Gordon

Paul Kelso

Julie Gound

Katie Kemp

Darlene Grant

Olivia Kemp

Kathy Grieser

Nannette Kiernan

INFUSION NURSES SOCIETY Barbara Kratina

Crystal Penna

Suhey Tuckler

Lori Krausz

Kelley Perkins

Erin Twining

Juliann Lazzaro

Chad Peru

Katherine Vaughn

Audrey Le

Renee Peterangelo

Michelle Vaughn

Aehyeon Lee

Pamela Peterson

Lesley Waldrip

Wooram Lee

Catia Pires

Allie Wallace

Marissa Leraci

Tammy Piver

Kayloa Walsh

Allegra Lewis

Kimberly Proctor

Shana Whobrey

Sandra Lingafelt

Ashley Rhodes

Anna Williams

Paige Lohf

Jamie Ritthaler

Ashley Williams

Olivia Lomascolo

Michele Rodriguez

Julie Witvoet

Melissa Lord

Anita Rogers

Elizabeth Wolaver

Thomas Lotito

Janessa Roman

Vicky Wood

Michelle Luckett

Pauline Rose

Michael Wrigley

Robert Lutkewitte

Sara Rossi

Yael Z

Allison Magee

Shanna Salmon

Anne Zammarron

Toni Manfre

Lizett Sanchez

Gabriela Zilko

Andrea Margheim

Jo Lynn Schick

Rose Zunic

Kristen McDaniel

Sheri Ann Schmitz

Emily Zysling

Lynn McNally

Stephanie Schuster

Deborah Meyer

Keith Selanoff

Idarose Miller

Dawn Silverman

Michael Miller

Christine Sirota

Dawn Mohr

Char Skipper

Bree Murphy

Judith Smith

Rachel Murphy

Matt Stahl

Yukari Nakatsuji

Taylor Stanley

Tony Nguyen

Vicky Starr

Beth Hede – Australia

Thomas Nichols

Yejin Stephens

Sheila Niven

Carol Stillitano

Eunhye Kong – South Korea

Bridey Nolan

Karen Stockbridge

Eleanor Nora

Jane M. Straut

ChungOk Lee – South Korea

Carey O’Farrell

Robin Sundberg

Gloria O'Malley

Dorothy Talley

Lady Manrique Marulanda – Colombia

Lena Orlowsky

Anamaria Tapia

Charlotte O’Toole

Stephanie Taylor

Emiliana Perera – Panama

Kortney Pearce

Kimberly Thurman

Diana Victoria – Colombia

Jacqueline Pelletier

Carol Toolen

N E W I N T E R N AT I O N A L M E M B E R S

Ana Maria Acelas Diaz – Colombia Yuri Paola Alvarado Vargas – Colombia Juanita Hardy – Australia

Marianne Lafleur – Canada

Kyunghee Moon – South Korea

May/June 2022

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