Annotated Bibliography Interdisciplinary care and patient safety

Topics: Health care, Health care provider, Patient Pages: 23 (6106 words) Published: October 9, 2013
Appendix 1. Annotated Bibliography of Key Articles Identified for Gap Analysis

Abraham, J., Kannampallil, T. G., & Patel, V. L. (2012). Bridging gaps in handoffs: A continuity of care based approach. Journal of biomedical informatics, 45(2), 240-254.

Application to Review: Nurse-Physician, Handoff, Work low, Continuity of Care Model, Clinician Centered Approach Abstract
Handoff among healthcare providers has been recognized as a major source of medical errors. Most prior research has often focused on the communication aspects of handoff, with limited emphasis on the overall handoff process, especially from a clinician workflow perspective. Such a workflow perspective that is based on the continuity of care model provides a framework required to identify and support an interconnected trajectory of care events affecting handoff communication. To this end, we propose a new methodology, referred to as the clinician-centered approach that allows us to investigate and represent the entire clinician workflow prior to, during and, after handoff communication. This representation of clinician activities supports a comprehensive analysis of the interdependencies in the handoff process across the care continuum, as opposed to a single discrete, information sharing activity. The clinician-centered approach is supported by multifaceted methods for data collection such as observations, shadowing of clinicians, audio recording of handoff communication, semi-structured interviews and artifact identification and collection. The analysis followed a two-stage mixed inductive–deductive method. The iterative development of clinician-centered approach was realized using a multi-faceted study conducted in the Medical Intensive Care Unit (MICU) of an academic hospital. Using the clinician-centered approach, we (a) identify the nature, inherent characteristics and the interdependencies between three phases of the handoff process and (b) develop a descriptive framework of handoff communication in critical care that captures the non-linear, recursive and interactive nature of collaboration and decision-making. The results reported in this paper serve as a “proof of concept” of our approach, emphasizing the importance of capturing a coordinated and uninterrupted succession of clinician information management and transfer activities in relation to patient care events. Ashbrook, L., Mourad, M., & Sehgal, N. (2013). Communicating discharge instructions to patients: A survey of nurse, intern, and hospitalist practices. Journal of Hospital Medicine, 8(1), 36-41.

Application to Review: Nurse-Physician Communication, Informing Patients, Discharge

Abstract
BACKGROUND:
Comprehensive discharge education can improve patient understanding and may reduce unnecessary rehospitalization. OBJECTIVES:
To understand nurse and physician communication practices around patient discharge education. SETTING:
University of California, San Francisco Medical Center (UCSFMC). PARTICIPANTS:
Nurses, interns, and hospitalists caring for hospitalized medicine patients. MEASUREMENTS:
Participants were surveyed regarding discharge education practices. The survey asked respondents about 13 elements of discharge education found in the literature. For each element, participants were queried regarding: 1) the provider responsible for this element of patient education; 2) the frequency with which they communicate this teaching to patients; 3) how often they directly communicate with the nurse or physician caring for the patient about each element; and 4) tools to improve nurse–physician communication. RESULTS:

A total of 129/184 (70%) nurses, interns, and hospitalists responded to the survey. The majority of respondents in all 3 groups felt that 9 of 13 elements were a combined responsibility. Nurses reported educating patients on these 9 items significantly more often than physicians (P < 0.05). All groups also agreed that instruction on 2 of the elements,...

Bibliography: Ashbrook, L., Mourad, M., & Sehgal, N. (2013). Communicating discharge instructions to patients: A survey of nurse, intern, and hospitalist practices. Journal of Hospital Medicine, 8(1), 36-41.
Brady, P. W., & Goldenhar, L. M. (2013). A qualitative study examining the influences on situation awareness and the identification, mitigation and escalation of recognized patient risk. BMJ Quality & Safety, bmjqs-2012.
Brady, P. W., Muething, S., Kotagal, U., Ashby, M., Gallagher, R., Hall, D., ... & Wheeler, D. S. (2013). Improving situation awareness to reduce unrecognized clinical deterioration and serious safety events. Pediatrics, 131(1), e298-e308.
Collins, S. A., Mamykina, L., Jordan, D., Stein, D. M., Shine, A., Reyfman, P., & Kaufman, D. (2012). In search of common ground in handoff documentation in an Intensive Care Unit. Journal of biomedical informatics, 45(2), 307-315.
Crawford, M. J., Rutter, D., Manley, C., Weaver, T., Bhui, K., Fulop, N., & Tyrer, P. (2002). Systematic review of involving patients in the planning and development of health care. Bmj, 325(7375), 1263.
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