Abstract
The purpose of this Clinical Nurse Leader (CNL) project was to reduce gaps in nursing knowledge through staff education. Guided by the CNL theme of educator and information manager, the goals were to increase PreAdmission Testing (PAT) nurses’ knowledge of severe/critical aortic stenosis (AS), transcatheter aortic valve replacement (TAVR) procedure and patient selection, and satisfaction with knowledge by 10%. Rapid growth of the TAVR program has contributed to a gap in nursing knowledge leading to inconsistent patient care and education. An educational program was developed and spread through a series of Plan-Do-Study-Act cycles. Pre- and post- implementation surveys were conducted. Instructional methods included brief individual training sessions, use of a TAVR video, educational packets, wall posters, and a formal one-hour inservice. Results show an average improvement of 26%–52% of \"good\" to \"excellent\" responses to survey questions. Project goals were exceeded in each area. Recommendations include further expansion of educational program to other units providing care for TAVR patients.
","abstract_html":"<p>Abstract</p> <p>The purpose of this Clinical Nurse Leader (CNL) project was to reduce gaps in nursing knowledge through staff education. Guided by the CNL theme of educator and information manager, the goals were to increase PreAdmission Testing (PAT) nurses’ knowledge of severe/critical aortic stenosis (AS), transcatheter aortic valve replacement (TAVR) procedure and patient selection, and satisfaction with knowledge by 10%. Rapid growth of the TAVR program has contributed to a gap in nursing knowledge leading to inconsistent patient care and education. An educational program was developed and spread through a series of Plan-Do-Study-Act cycles. Pre- and post- implementation surveys were conducted. Instructional methods included brief individual training sessions, use of a TAVR video, educational packets, wall posters, and a formal one-hour inservice. Results show an average improvement of 26%–52% of "good" to "excellent" responses to survey questions. Project goals were exceeded in each area. Recommendations include further expansion of educational program to other units providing care for TAVR patients.</p>","abstract_has_math":false,"creators":["Canale, Alberta Lynn"],"institution":null,"degree_name":"Master of Science in Nursing (MSN)","degree_level":"Project/Capstone - Global access","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-16T08:00:00Z","date_published":"2016-12-16T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["nursing","knowledge","gap","education","valve","Critical Care Nursing","Nursing Administration","Other Nursing","Perioperative, Operating Room and Surgical Nursing"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/426","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Canale, Alberta Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-03T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Nursing (MSN)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["nursing","knowledge","gap","education","valve","Critical Care Nursing","Nursing Administration","Other Nursing","Perioperative, Operating Room and Surgical Nursing"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/426"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
The purpose of this Clinical Nurse Leader (CNL) project was to reduce gaps in nursing knowledge through staff education. Guided by the CNL theme of educator and information manager, the goals were to increase PreAdmission Testing (PAT) nurses’ knowledge of severe/critical aortic stenosis (AS), transcatheter aortic valve replacement (TAVR) procedure and patient selection, and satisfaction with knowledge by 10%. Rapid growth of the TAVR program has contributed to a gap in nursing knowledge leading to inconsistent patient care and education. An educational program was developed and spread through a series of Plan-Do-Study-Act cycles. Pre- and post- implementation surveys were conducted. Instructional methods included brief individual training sessions, use of a TAVR video, educational packets, wall posters, and a formal one-hour inservice. Results show an average improvement of 26%–52% of \"good\" to \"excellent\" responses to survey questions. Project goals were exceeded in each area. Recommendations include further expansion of educational program to other units providing care for TAVR patients.
"]},{"key":"dc:title","label":"Title","values":["Improving Preadmission Testing Nurses' Knowledge of Aortic Stenosis and Transcatheter Aortic Valve Replacement"]}]}],"canonical_facts":{"dc:creator":["Canale, Alberta Lynn"],"dc:date.available":["2016-12-03T08:00:00Z"],"dc:description.abstract":["Abstract
The purpose of this Clinical Nurse Leader (CNL) project was to reduce gaps in nursing knowledge through staff education. Guided by the CNL theme of educator and information manager, the goals were to increase PreAdmission Testing (PAT) nurses’ knowledge of severe/critical aortic stenosis (AS), transcatheter aortic valve replacement (TAVR) procedure and patient selection, and satisfaction with knowledge by 10%. Rapid growth of the TAVR program has contributed to a gap in nursing knowledge leading to inconsistent patient care and education. An educational program was developed and spread through a series of Plan-Do-Study-Act cycles. Pre- and post- implementation surveys were conducted. Instructional methods included brief individual training sessions, use of a TAVR video, educational packets, wall posters, and a formal one-hour inservice. Results show an average improvement of 26%–52% of \"good\" to \"excellent\" responses to survey questions. Project goals were exceeded in each area. Recommendations include further expansion of educational program to other units providing care for TAVR patients.
"],"dc:identifier":["https://repository.usfca.edu/capstone/426"],"dc:subject":["nursing","knowledge","gap","education","valve","Critical Care Nursing","Nursing Administration","Other Nursing","Perioperative, Operating Room and Surgical Nursing"],"dc:title":["Improving Preadmission Testing Nurses' Knowledge of Aortic Stenosis and Transcatheter Aortic Valve Replacement"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Science in Nursing (MSN)"]},"updated_at":"2026-07-24T05:43:46Z"}