By Tony Thurmond, CRCST, CHL, CIS, FHSPA
The sterile processing (SP) discipline continues to advance and evolve, and its essential role in infection prevention and other quality outcomes is more understood and appreciated than ever before. All steps in the processing and device management cycle are critical, and any rushed, skipped or improperly performed step can jeopardize patient safety. Without question, success in the SPD hinges on knowledgeable, skilled and quality-focused SP technicians and leaders within the department.
The wide availability of education from organizations such as the Healthcare Sterile Processing Association (HSPA), vendors, and other subject-matter experts has created exceptional opportunities for SP professionals to deepen their knowledge and skill sets. It also provides a chance to educate their interdisciplinary teammates, such as those in the operating room, about proper instrument care and the essential need to ensure devices are processed according to manufacturers’ instructions for the use (IFU) as well as the latest standards, guidelines, regulations and best practices.
The positive shift toward continuing education and professional advancement is evident in the growing number of certifications earned not only by SP technicians, leaders, and educators, but also by infection preventionists and vendor representatives seeking to learn more about our vital profession. All efforts to stay educated about the profession are appreciated; however, as a long-time SP leader and HSPA past-president, I believe it is vital that education and certification remain rooted in the most essential goal: improving quality of service and patient safety. That is the foundation upon which career ladders must be built. Cramming in education to earn continuing education (CE) credits to meet annual certification renewal requirements or working to swiftly attain as many certifications as possible to earn a coveted title or status are not the same as pursuing each for the sake of quality, safety and professional growth.
While earning degrees and certifications and climbing the career ladder can help SP professionals gain valuable knowledge and skills, none will automatically lead to success or quality in our roles. Again, one’s desire to pursue education must remain rooted in a drive to grow and improve, for the sake of quality and exceptional service to our departments, customers and patients. Personally, I received my training in the U.S. Air Force as a surgical technician and achieved remarkable success, earning rank quickly and receiving awards for leadership and service. Rank and recognition weren’t what drove me, however. As a surgical technician, I also managed sterile processing; I learned that the success of a surgical procedure depended on strong teamwork with the assigned SP technician. We knew that we could be transferred to SP or the OR at any time, and that the impact of our work determined our co-workers’ success.
Grounding education in purpose
Sterile processing is a unique discipline that requires specialized knowledge and training. No technician can walk in the door and immediately start producing high-quality, accurate, precise work. They must study, practice, prioritize, anticipate and take action to be successful.
But how do we get there and determine our own educational needs, sometimes without a dedicated educator? Even with a dedicated educator, is the educator experienced in teaching students with diverse needs? Each employee learns at a different pace and has a preferred learning style; therefore, the educator must adapt the training course to meet varying needs, address deficiencies and keep learners on track.
In the absence of educator-led training that provides targeted knowledge growth, technicians must rely on self-directed learning. Managers can facilitate this essential process, which should begin as early as the interview stage. In each interview, I seek to understand how the candidate learns best—whether through reading about the subject, hands-on demonstration, video or audio, or a combination of these. If a candidate is experienced, managers will benefit from asking about their core strengths and any areas where they wish to deepen their knowledge. For inexperienced candidates, use the interview to identify their strengths and goals. Are they a strong verbal communicator or a quieter observer, for example? Do they excel at critical thinking and problem-solving? Are they willing to adapt, and do their previous roles help demonstrate that? Whatever the case, this is an excellent opportunity to partner with new hires to align them with the best learning methods and responsibilities.
Every educator and employee should ensure training and self-directed learning are rooted in the latest standards, best practices and the facility’s own policies and procedures. They should seek data-driven research, commit to carefully reading and understanding manufacturers’ IFU and have ready access to current ANSI/AAMI standards and HSPA’s Sterile Processing Technical Manual, for example. Each is an excellent resource that helps SP professionals communicate processes and best practices to customers and ensures foundational processes and practices remain at the forefront (by remembering why we do what we do, not just checking a box). Too often, technicians are told to do something without receiving an explanation of why. Educators and managers should always use the “why” as the foundation for learning and remind all employees, even experienced ones, of those reasons. If technicians aren’t receiving that information, they should request the critical details. If they don’t receive them, they should seek them independently from standards, textbooks, manuals, published literature and other reliable sources.
Conclusion
SP professionals must be committed to career-long learning and remain flexible in their educational approaches to get the most from their efforts. Educators and managers responsible for providing training must ensure their training is grounded in best practices and explains why processes are necessary to ensure safety and quality outcomes. They must also recognize that practical training requires flexibility and as-needed adjustments to accommodate employees’ varying learning styles, limitations and knowledge requirements.
All SP employees should develop critical thinking skills and use self-directed study to deepen their professional knowledge and better understand the purpose of each task they perform. Although continuing education is required for certification, its primary goal should be to build knowledge that supports high-quality processes and exceptional service.
– Tony Thurmond, CRCST, CHL, CIS, FHSPA, is an HSPA past-president who serves as sterile processing manager for Dayton Children’s Hospital in Dayton, Ohio.
