Project Scope and Plan (PSP)

General Information
Project name: Surgical ICU Unit Specific Training Manual
Project Manager Name: Erin M. Ludwick
Site: St. Marys of Michigan Surgical Intensive Care Unit Location: Saginaw, MI
Project Overview: I will be establishing a training manual for the Surgical ICU in order to
improve patient care and safety, as well as provide consistency in the unit. The Surgical ICU is
so specialized in my facility, most of our job responsibilities are not covered in the general
hospital orientation. Although our orientees are with preceptors for a minimum of three months,
there are no guidelines for what is necessary to teach. Each preceptor teaches what they feel is
important, which can lead to inconsistency. Providing adequate care that is specialized for the
unique patients of SICU is important for the well-being of the patient and the reputation of the
facility. Having a consistent training program ensures that preceptors and orientees know whats
expected of them and are able to handle the job efficiently. Providing knowledgeable nurses
promotes safe, top-notch care for patients.
Training in the Surgical ICU doesnt just involve the new nurse it involves the entire team! The
biggest issue we are having right now is that our preceptors are inconsistent in teaching. It is
essential to get everyone on the same page when it comes to training. Alspach (2008) discusses
suggestions to increase consistency and mentorship with our preceptors. Brediger (2009)
discussed how a childrens hospital instituted a mentorship program for their new nurses coming
into the unit. They discussed their plan, implementation, and one-year results for this program.
Results proved to be positive, with nursing skill and satisfaction both exceptionally higher than
nurses who didnt participate in this program. This is a huge jump in the research for the best
way to train graduate-nurses. Garbett, Hardy, Manley, Titchen, and McCormack (2007)
conducted a 5-year action research study to develop an accreditation process for clinical nursing
expertise. Part of the process consisted of the exploration, critique and refinement of qualitative
360-degree feedback as a tool for peer review. This research project may define training
programs across the country, including the one being completed for SICU. It also assists in the
exposure of new nurses to management positions (which will not be included in my project, but
the overall goal of their research study will be of great benefit).
B. Project Goal(s): The goal is to create a consistent, reliable training program for Surgical ICU.
This program will involve a training manual that includes guidelines for preceptors and
competency tests for orientees, with a schedule to help with time management during orientation.
After three months of use or use on a minimum of two orientees (with preceptors who have used
the old training method), a short survey will be completed in order to distinguish whether the
training manual was helpful, useful, and reliable. Changes may be made in order to
accommodate respectable suggestions, and the third orientee using the changed format will also
complete a survey to verify effectiveness. Due to the unreliable timeline of when we will be
having up to three orientees, time may be against us. This may take anywhere from three months
to a year to complete, depending on the need for orientees.

C. Project Objectives/Deliverables:
1.

2.
3.
4.
5.

Training manual draft completed with assistance from MCVI Physicians

Assistant, Nursing Educator, experienced SICU preceptor, and Clinical Specialist
before October 3rd, 2014
Roll out training manual for SICU to review by October 10th, 2014
Final training manual ready for use October 31st, 2014
Monthly meetings with orientee and preceptor for first two trainings that happen
in SICU to establish feedback (Date TBA)
Changes as necessary prior to third orientation (Date TBA)

D. Comprehensive List of Project Requirements/Activities/Tasks:

1. Complete training manual with assistance from MCVI Physician or Physicians
Assistant, Nursing Educator, experienced SICU preceptor, and Clinical Specialist by
October 3, 2014
1.1 Initial brainstorming meeting for expectations on guidelines for preceptors and
competency assignments for orientees by October 3, 2014
1.1.1. Establish guidelines for preceptors on what to teach and when it should be at
least introduced into the orientation by October 3, 2014
1.1.2. Establish competency assignments for orientees based on the scheduled topics
discussed for preceptors. Competency assignments may be articles, tests, and
explanation of pertinent procedures. One competency assignment will include
participating in and watching a full open-heart surgery with pre-approval from
surgeon. This should be completed by October 3, 2014
1.2 Send out established guidelines and assignments to manager for approval by October
7, 2014
1.2.1. Make necessary changes to training manual as per manager request by October
9, 2014
1.3 Finalization meeting with all personnel for guidelines and assignments by October 10,
2014
1.3.1. Make necessary changes to training manual (if needed) by October 10, 2014
2. Roll out training manual draft for SICU to review by October 10, 2013
2.1 Allow current SICU nurses (preceptors and non-preceptors alike) to review
established training manual by October 10, 2014
2.2 Have nurses sign off in agreement on sign off sheet OR write suggestive changes
on suggestion sheet inside manual by October 19, 2014
3. Final manual ready for use by October 31, 2014
3.1 Finalize manual with necessary changes/suggestions from SICU staff by October 25,
2014
3.2 Approval from Manager with changes by October 31, 2014

4. Monthly meetings with orientee and preceptor for first two trainings that happen in SICU
to establish feedback (completion date TBD)
4.1 Meeting each month with preceptor and orientee separately to receive feedback on
training manual and suggested changes (completion date TBD)
4.2 Preceptor will discuss guidelines and whether schedule lines up with appropriate
information (not going too fast or too slow) (completion date TBD)
4.3 Orientee will discuss competency assignments and whether schedule lines up with
appropriate information (not going too fast or too slow) (completion date TBD)
5. Changes as necessary prior to third orientation (completion date TBD)
5.1 Suggestions from each month of previous orientations will be received and
acknowledged (completion date TBD)
5.2 Changes will be made as necessary, with approval from manager (completion date
TBD)
5.3 Final changes will be discussed with initial planning group (completion date TBD)
E. Timeline:
1.October 3, 2014
1.1 October 3, 2014
1.1.1. October 3, 2014
1.1.2. October 3, 2014
1.2 October 7, 2014
1.2.1. October 9, 2013
1.3 October 10, 2014
1.3.1. October 10, 2014
2. October 10, 2014
2.1 October 10, 2014
2.2 October 19, 2014
3. October 31, 2014
3.1 October 25, 2014
3.2 October 31, 2014
4. TBA (unable to establish dates due to unknown orientation time)
4.1 4.3 TBA
5. TBA (unable to establish dates due to unknown orientation time)
F. Assumptions & Constraints:
Assumptions
a. Availability: I can only assume that all participants in the project will be available for
meetings and will respond to emails/memos in a timely manner.
b. Reliability of key project manager: I will be in the role of key project manager. I know
that I am a reliable, responsible adult who can achieve deadlines and actively encourage

others to do the same.

c. Team members dedication: I have chosen team members who have already agreed to
participate in this project. They are reliable co-workers of mine from multi-disciplinary
aspects of healthcare that will all benefit from this project.
d. Budget: Supplies such as folders will be distributed by the project manager. All other
supplies will be distributed by St. Marys of Michigan (paper, folder tabs, pens/pencils). I
assume there will be no issues with budget.
Constraints
a. Lack of participation from staff: Many SICU staff have been doing their jobs for so
long, I foresee some (particularly the more experienced preceptors) not taking this project
seriously and providing necessary feedback for improvement. I will continue to have a
positive attitude about the project no matter what the others around me feel.
b. Lack of participation from multi-disciplinary team: Although all team members have
previously agreed to help, the MCVI Physicians Assistant who is participating will be
leaving her position and moving out of state within the next few months. Because Steps 4
and 5 do not have a set date for completion, we may lose her participation prior to
completion of the project. If this is the case, we will re-evaluate with other staff members
who are her equivalents.
c. Time constraints: Although I have planned out as much as possible for this project, the
final two steps scheduled completion will be dependent upon when SICU starts a new
orientee. I will do my best to have all other scheduled activities completed by their due
dates, but understand that things happen beyond my control. I will do my best to
accommodate these situations and continue with the project as planned.

G. Success Criteria: This project is a valuable asset to the Surgical ICU department and to our
patients. It ensures our newer nurses receive adequate, specialized training in order to safely and
efficiently deliver the best care they can to our patients. When our nurses feel appropriately
prepared and our patients feel they have received the best care, we will know that the program
was a success.
H. Signatures: (no electronic signatures)
Project Manager_____________________________________________
Nurse Manager/Supervisor/________________________________________
Phone:
email:

References
Alspach, G. (2008). Calling all preceptors: How can we better prepare and support you?. Critical
Care Nurse, 28(5), 13-16.
Brediger, R. (2009). Developing a mentor program for our cardiovascular ICU. Critical Care
Nurse, 29(2), 112-111. doi: 10.4037/ccn2009771
Garbett, R., Hardy, S., Manley, K., Titchen, A., & McCormack, B. (2007). Developing a qualitative
approach to 360-degree feedback to aid understanding and development of clinical expertise.
Journal of Nursing Management, 15, 342-347.