Sustaining Nursing Grand Rounds Through Interdisciplinary Teamwork and Interorganizational Partnership

Abstract

In 2017, Navy Nurse Corps executives launched a new nursing professional practice model that promotes operational readiness, professional development, and transformational leadership. This directive prompted nursing leadership at Naval Hospital Jacksonville (NH JAX) to conduct a needs assessment survey to determine what kind of educational initiative nursing staff members would most welcome in support of the goals of the new practice model. Survey respondents favored case studies presented in a nursing grand rounds format. Our change implementation team designed and executed the grand rounds program, offering lunchtime presentations every other month. Topics included a wide range of “high-risk/low-volume” procedures—those infrequently performed at participants’ clinical sites. Ten months after the initiation of grand rounds, surveys were distributed to NH JAX participants to assess their perceptions of the value of the sessions in terms of professional development, interdisciplinary teamwork, and strengthened institutional partnerships. Of the 161 nursing grand rounds participants, 41 (25%) responded to the postimplementation survey. Responses indicated that participants valued nursing grand rounds in enhancing clinical knowledge (83% agreed), discussing research and evidence-based practices (71% agreed), supporting professional development (88% agreed), improving interdisciplinary teamwork (83% agreed), and solidifying interorganizational partnerships (73% agreed). This article presents the implementation of the NH JAX grand rounds program and demonstrates how nursing grand rounds can serve as an excellent forum in which to develop knowledge, showcase research and evidence-based practices, support professional growth, improve collaboration, and strengthen partnerships.

Simulated Nursing Grand Rounds in The Clinical Education of Postgraduate Nursing Students

“…These studies show that NGR is an exceptional strategy for developing knowledge, evidence-based research, and practice. In addition, it supports professional growth, improves cooperation and collaboration among nurses (12,13), and can be used as a clinical teaching strategy for nursing students (13). In the study by Lyons S (2015), the majority of participants mentioned high satisfaction with the implementation of the Grand Round method in learning and considered this method to be effective in teaching students (4).…”

Grand Rounds in Methodology: a new series to contribute to continuous improvement of methodology and scientific rigour in quality and safety

“…In the early 1900s, grand rounds involved bedside teaching, but teaching sessions later moved to the auditorium when they gained popularity to accommodate a larger audience 1. Nowadays, grand rounds are generally targeted to a diverse audience and include topics that will have broad appeal but may also be organised for specific specialties, for example, medical,2 surgical,3 nursing4 or diagnostic5 grand rounds. Grand rounds are a way to help doctors and other healthcare professionals keep up to date in evolving areas that may be outside their core practice.…”

Cultivating clinical–academic partnerships through a Virtual Nursing Grand Rounds series

“…Over time, grand rounds have been adopted by other disciplines, including nursing, as they provide opportunities to highlight and improve nurses' engagement with research and evidence-based practice. Healthcare organisations use nursing grand rounds as a tool to build research capacity for nurses, professional development and continuing education, and to support an infrastructure for interdisciplinary team communication and collaboration (Salinas et al, 2019). In hospitals with Magnet ® designation and those engaging in shared governance processes, the grand rounds forum meets the objectives for professional development and structural empowerment (Crow et al, 2014) whereby nurses lead their own practice from the bedside to the boardroom, and demonstrate leadership in the evidence-based environment (Hallock, 2019).…”