During a handoff, communication errors can lead to adverse events and suboptimal patient care. As a result, many institutions want to redesign their handoff processes, but have little specific guidance from the literature. We examined two approaches to nursing end-of-shift reports both taped and written, to identify specific factors limiting and facilitating such handoffs. Twenty nurses were interviewed using a semistructured format. They were asked about the current reporting process, the limitations, the elements that helped, and ideas for improvement. Analyses revealed that inadequate information, inconsistent quality, limited opportunity to ask questions, equipment malfunction, insufficient time to generate reports, and interruptions, limited handoffs. Facilitators were "pertinent" content, notes and space for notes, face-to-face interaction, and structured form/checklist. Recommendations for redesign are defining content pertinent to the unit, structuring handoffs so that information is received in a standard way, embedding an opportunity for questions into the process, planning for all 3 handoff subprocesses, and conducting peer evaluations and education.
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http://dx.doi.org/10.1016/j.outlook.2009.10.005 | DOI Listing |
Int J Qual Health Care
January 2025
Faculdade de Medicina, Universidade de São Paulo (USP), Av. Dr. Arnaldo, 455 - Sala 4107, São Paulo, São Paulo 01246-903, Brazil.
Patients continue to suffer from preventable harm and uneven quality outcomes. Reliable clinical outcomes depend on the quality of robust administrative systems and reliable support processes. Critically ill patient handoffs from the operating room (OR) to the intensive care unit (ICU) are known to be high-risk events.
View Article and Find Full Text PDFJ Sci Food Agric
January 2025
School of Biosciences, Faculty of Science and Engineering, University of Nottingham Malaysia, Semenyih, Malaysia.
In recent years, changes in dietary patterns from an omnivore diet to a moderate-to-restrictive diet that includes more plant food are becoming popular for various reasons and the associated health benefits. Despite the increased consumption of plant food as recommended by these seemingly healthy diets, micronutrient deficiency is still prevalent particularly among the health-conscious populations. The aim of this review is to help guide interventions by understanding micronutrient deficiency trends from a dietary habit and plant physiology context.
View Article and Find Full Text PDFIntroduction: Limited research is available regarding recommendations about which drug allergy alerts (DAAs) in clinical decision support (CDS) systems should interrupt provider workflow. The objective was to evaluate the frequency of penicillin and cephalosporin DAA overrides at two institutions. A secondary objective was to redesign DAAs using a new tiered alerting system based on patient factors.
View Article and Find Full Text PDFLancet Reg Health West Pac
January 2025
School of Public Health, Peking University Health Center, Beijing, China.
This review comprehensively evaluates China's progress in care of end-stage kidney disease (ESKD) by identifying achievements and gaps, reviewing ESKD-related policy initiatives, and proposing policy recommendations. In the past decade, China has made laudable progress in access to ESKD care with narrowed difference between the number of patients needing and receiving kidney replacement therapies (KRT). China has also experienced significant improvements in clinical quality and outcomes of ESKD care.
View Article and Find Full Text PDFPurpose: Although there is a robust literature on the benefits and outcomes of active learning in medical education, little is known about the faculty experience of transitioning from lecture-based teaching to active learning in the preclinical, foundational science curriculum. The authors explored how faculty describe changing from lecture to active learning and how that change relates to the loci of control and basic psychological needs of faculty.
Method: Using a phenomenographic approach, the authors interviewed faculty at 3 medical schools who taught before, during, and after required shifts to active learning.
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