Prevention of Hospital-Acquired Pressure Injuries

Prevention of Hospital-Acquired Pressure Injuries

Preceptor Leadership Responsibilities and Aspects.

In my clinical experience, I worked closely with my nurse leader preceptor and noted some of the major leadership roles and responsibilities of successful nursing practice. The preceptor showed excellent leadership by participating in leadership rounding activities where the performance of the staff was evaluated, as well as patient care and the overall functioning of the unit during the day. The process allowed it to continuously monitor patient outcomes, identify potential safety issues, and reinforce accountability among staff. The preceptor was also tasked with the review of quality improvement data, such as wound care compliance, catheter care compliance, and other nursing-sensitive indicators. Such audits guaranteed compliance with clinical standards and aided in recognizing care delivery shortcomings. The supervision of the staff was also undertaken by the preceptor, who dealt with the problem of staff shortage, clinical decision-making, and improving the professionalism of the staff members. It regularly had leadership meetings and daily safety huddles to facilitate the communication process, solve clinical problems, and advance patient safety culture. According to the considerations of leadership, however, these roles can be facilitated by the leadership qualities of quality improvement and patient-centered care. In this case, the nurse leaders are expected to implement evidence-based practice into the daily operations and help staff members to provide safe and effective care (Ergün Arslanlili et al., 2025). The preceptor style of the leader was active and participatory, and this kind of leader plays a vital role in instilling accountability in a person and improving clinical outcomes.

Topics identification and Collaboration with Preceptor.

My preceptor helped me collaboratively in discovering the leadership education concepts that have the potential to enhance patient care and practice excellence. As a result of leadership rounding, meetings, and face-to-face observation of patient care activities, several issues of concern were identified, such as patient safety risks, variation in care practices, and communication- and staffing-related problems. According to these observations and discussions, it was determined that five possible education issues were to be considered: prevention of hospital-acquired pressure injuries, better catheter care and infection prevention, promotion of communication and professionalism among the staff, patient satisfaction through leadership rounding, and patient safety practices, e.g., seizure precautions and device safety. The choice of these topics was based on the fact that they were the real clinical problems, and the opportunity for the enhancement of patient outcomes. Involvement in the process of selecting the topic choice by collaborating with the staff is also aligned with the evidence-based practice principles, where it is necessary to consider clinical expertise, patient needs, and stakeholder input during the process of making practice choices (Pellegrini & Lovati, 2025). Such a collective method guarantees that the topic chosen to work with is important, applicable, and has a higher chance of successful implementation in the clinical environment.

Survey Process

In order to find out what topic is most appropriate to educate the staff on, a survey of the nursing staff in the unit was carried out. The participants were asked to select the topic that they were most interested in being informed on, and a survey sheet was made, which contained the five topics identified. The survey was given to 10 employees (registered nurses and nursing assistants) at the time of their rotations. The respondents sent the filled forms back anonymously to maintain a high level of confidentiality and to motivate the respondents to be honest. There was a 100 percent response rate since all 10 surveys were returned. The involvement is extreme, and in this, there is high involvement of the staff and shared interest in improving clinical practice. Gathering employee feedback is a useful approach to leading practice because it is becoming more inclusive and allows team members to be a part of the decision-making process.

Results and interpretation of Surveys.

There were 10 (10) staff who were part of the survey; a 100 percent response rate was achieved. The most critical issue in further education (according to four responses, 40% n=4) was prevention of hospital-acquired pressure injuries. Two responses (20, n = 2) chose the importance of improving catheter care and infection prevention, whereas two other responses (20, n = 2) chose the practices of patient safety as priorities. One answer each (10 percent, n=1) chosen improvements to communication, staff, and leadership rounding. These results suggest that the identification of the issue of hospital-acquired pressure injury prevention is the most popular subject among staff members. This shows that the nurses realize the significance of such a problem and the growth of knowledge and skills levels in prevention strategies. The selection of this topic is also involved in a shared interest in patient safety and quality of care, which are the primary concerns of nursing practice (Asiri et al., 2025).

Graphical Presentations of the Results.

The bar chart was also used to give the survey results in a graphical format to facilitate the visualization and interpretation of results. As shown in the chart, the most responses were for pressure injury prevention compared to the other topics. Data visualization is a valuable leadership instrument since it enables easier dissemination of the findings, as well as evidence-based decision-making in healthcare work teams.

Impact on Practice and Patient Care

The challenge of preventing hospital-acquired pressure injuries can promote patient outcomes and the overall quality of care considerably. Pressure injuries represent a significant patient safety issue, which is linked to the further rise in morbidity, the length of stay, and healthcare expenditures. Evidence-based measures like frequent repositioning, thorough skin examination, and application of pressure relief devices are proven to contribute immensely to lowering pressure injury occurrence (Peterson et al., 2025). There were findings in clinical observations of this experience that have led to some significant preventive practices, such as elevation of the heels, correct positioning, and regular check-ups of at-risk patients. These can be practiced and encouraged among their employees through training so that more can be accomplished towards preventing the patient at risk and detecting the patient at risk at an earlier time. The multidisciplinary approach, ongoing nursing education, and the constant provision of prevention tools in achieving the optimal patient results. Involvement of leadership (rounding and compliance controlling) is essential in maintaining such improvements (Amêndoa et al., 2025).

 Critical Analysis Paragraph.

Besides that, the prevention of pressure injuries, taking a leadership approach, explains the significance of establishing a safety and accountability culture in the healthcare setting. It is important that Nurse leaders make evidence-based protocols, not only so that they are implemented but also followed by all employees. This comes in the regulation of compliance, further training, and addressing the challenges, such as a lack of personnel and work overloads. A combination of leaders who actively support the staff and reinforce the best practices results in better adherence to the care standards and patient outcomes. By making pressure injury prevention a leadership priority, we can raise clinical competencies and strengthen the leadership approach to sustainable quality improvement.

Clinical Hours/Activities Log

Date: April 2026

Hours: 1

Activity: Welcome to the preceptor; read the project goals.

Date: April 2026

Hours: 1

Activity: Work with preceptor on creating a survey.

Date: April 2026

Hours: 2

Task: Survey party and data collection.

Date: April 2026

Hours: 2

Activity: Clinical Journal done.

References

‌ Amêndoa, D., Gugg, L., Gomes, C., Diniz, C., Ferreira, Ó., & Baixinho, C. L. (2025). Intervention in Healthcare Teams to Promote Adherence to the Integration of Care for People at Risk of Pressure Injuries Between Hospitals and Communities: A Scoping Review. International Wound Journal, 22(9). https://doi.org/10.1111/iwj.70212

Asiri, M. Y., Baker, O. G., Alanazi, H. I., Alenazy, B. A., Alghareeb, S. A., Alghamdi, H. M., Alamri, S. B., Almutairi, T., Alshumrani, H. M., & Alnassar, M. (2025). Nurses’ Knowledge, Attitudes, and Practices in Pressure Injury Prevention: A Systematic Review and Meta-Analysis. Healthcare, 13(11), 1220. https://doi.org/10.3390/healthcare13111220

Ergün Arslanlı, S., Altundal Duru, H., Ünal, E., & Sheehy, K. (2025). The impact of clinical nurse leadership models on the quality of care at the unit level: a systematic review. BMC Nursing, 24(1). https://doi.org/10.1186/s12912-025-03520-z

‌Pellegrini, G., & Lovati, C. (2025). Stakeholders’ engagement for improved health outcomes: a research brief to design a tool for better communication and participation. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1536753

‌Peterson, A., Fraix, M. P., & Agrawal, D. K. (2025). Preventing pressure injuries in individuals with impaired mobility: Best practices and future directions. Journal of Surgery and Research, 8(3). https://doi.org/10.26502/jsr.10020455

‌Appendix A: Survey

Which topic would you like more education on? (Select one)

  • Prevention of Hospital-Acquired Pressure Injuries
  • Catheter Care and Infection Prevention
  • Communication and Professionalism
  • Leadership Rounding
  • Patient Safety Practices

Appendix B: Survey Results Table

Topic Responses (n) Percentage
Pressure Injuries 4 40%
Catheter Care 2 20%
Patient Safety 2 20%
Communication 1 10%
Leadership Rounding 1 10%

 

 

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1. Leadership, Safety, and Accountability

  • What safety concerns were identified in the unit regarding staff practices (e.g., open lockers, lack of surveillance)?
  • How can nurse leaders promote accountability and ensure adherence to safety protocols among staff?
  • What is the role of leadership rounding in improving patient care and staff performance?
  • How does leadership presence influence patient satisfaction and overall quality of care?
  • In what ways can every nurse demonstrate leadership, even when not in a formal leadership role?

2. Quality Improvement and Patient Safety

  • What quality indicators were assessed on the unit (e.g., IV checks, wound care, catheter care), and what do the results suggest about current practice?
  • How can nurse leaders use audit data to identify gaps in care and improve clinical outcomes?
  • What are the potential risks associated with improper catheter care, such as overfilled Foley catheters?
  • How can tracking systems (e.g., audits, tracers, work orders) support continuous quality improvement?
  • How can analyzing staff patterns help identify the root causes of clinical issues?
3. Leadership, Staffing, and Patient Care Practices
  • How do staffing shortages impact patient care and staff performance on the unit?
  • What leadership strategies can be used to address challenges such as absenteeism and workload distribution?
  • What is the importance of safety huddles in promoting communication and patient safety?
  • How do preventive practices (e.g., heel elevation, seizure precautions, oral care) contribute to improved patient outcomes?
  • How can education and training improve staff competence and professionalism in patient care?

Clinical Journal #1 – Assignment Instructions (Simplified & Organized)

Purpose of the Assignment

The purpose of this assignment is to:

  • Work with a nurse leader (preceptor)
  • Identify a leadership education topic
  • Collect staff input using a survey or other method
  • Explain how the selected topic can improve patient care using evidence
WHAT YOU ARE REQUIRED TO DO
1. Describe Your Preceptor’s Leadership Role
  • Explain what your preceptor does as a leader
  • Include responsibilities such as:
    • Supervision
    • Decision-making
    • Patient care management
  • You can include personal communication citation
2. Collaboration with Preceptor
  • Explain how you worked with your preceptor
  • Identify 4–5 possible education topics
  • These topics should:
    • Improve patient care
    • Address real clinical issues
3. Conduct a Survey
  • Ask staff which topic they prefer
  • You can use:
    • Paper survey
    • Online tool (e.g., SurveyMonkey)
    • Interviews
  • Include at least 5–10 participants
  • Submit a copy of your survey (Appendix A)
4. Analyze Survey Results (Written)
  • Describe the results in paragraph form
  • Include:
    • Number of responses (n=)
    • Percentages (%)
  • Example:
    • “5 responses (83%) chose topic A…”
5. Present Results Graphically
  • Show results using:
    • Table OR
    • Chart (bar graph/pie chart)
  • Choose the most selected topic for your project
6. Explain Impact on Practice
  • Describe how your topic will:
    • Improve patient care
    • Change current practice
  • Support with:
    • Evidence-based sources
    • Research/articles
7. Include References
  • Use APA format
  • Include all sources cited in your paper
8. Clinical Hours Log
  • Fill in a table showing:
    • Date
    • Hours completed
    • Activities done

Example:

  • Meeting preceptor
  • Creating survey
  • Collecting data
  • Writing assignment