Stop 3 of 7 · Weekly
Guideline to teaching sheet
Sixty pages of guideline into one page the unit will read, with a page number behind every line.
Sixty pages, twelve minutes
The in-service is twelve minutes and Rana got the slot because she is the one who read the update. The guideline behind it is sixty pages of evidence tables and a summary written for people who read the last version.
The job is not summarising. It is deciding which three or four lines change what a therapist does on Monday, and being able to show where each one came from when somebody in the back of the room asks.
The rule for this stop
Rana downloads the document herself, from the society that published it, and writes down the version year. Claude reads that file. It does not go and find a guideline, it does not describe one from memory, and every line of the sheet carries a page. If a line claims something and the cited page does not say it, the line comes out rather than getting softened.
| Block | What it holds |
|---|---|
| What changed | Two or three lines, each with a page |
| At the bedside | What a therapist does differently, in plain words |
| Still uncertain | What the document itself calls conditional or low certainty |
| Source | Title, publishing body, version year, and the date Rana read it |
The attached PDF is a clinical practice guideline I downloaded from the society that publishes it: [name the guideline and its year]. Build a one page teaching sheet for respiratory therapists on a critical care unit. Four blocks: what changed, what it means at the bedside, what the document still calls uncertain, and a source line. Put the page number in brackets after every claim. Do not raise the strength of any recommendation: if the document calls something conditional or low certainty, say so in the same sentence. If something I would expect to be covered is not in this document, list it at the end under gaps instead of filling it in.
I have attached two versions of the same guideline, the previous one and the current one. List only the recommendations that changed. Give it to me as a table with three columns: the old wording, the new wording, and the page in each document. Ignore renumbering, reordering and formatting. At the end, say which of the changes would need a change to a unit protocol and which would not.
Here is my draft teaching sheet: [paste the sheet]. Take the part of a respiratory therapist with fifteen years on a busy unit who has now seen three versions of this guideline. Give me the six questions you would ask in the in-service, hardest first, and for each one say whether the answer is in the guideline, in local policy, or genuinely unknown.
Before it goes on the board
- Open three of the cited pages at random. If two of the three do not say what the sheet says, start again with a smaller sheet.
- Check that nothing conditional got promoted on the way through.
- Send it to the clinical educator or medical director with the guideline attached. A sheet on a unit board looks like policy whether or not it is one.
- Put the version year and the date you read it on the sheet, so the next therapist knows how old it is.