INSTRUCTIONS
To evaluate the effectiveness of my project I will focus on nurse-to-nurse handoff of critical care patients. Nurses struggle on appropriate conditions of handoff with critical patients. The evidence-based practice of my project is centered that nurse-to-nurse handoff in critical settings would help nurses to identify changes and act faster in a standardized handoff process.
Current handoff practices have been criticized as being highly variable and unreliable, as well as unstructured, informal and error prone. Non-standardized approaches can lead to adverse clinical consequences, near misses and inefficient or duplicative care.
According to Gross (2016), a new AAP policy statement and clinical report highlight best practices and offer evidence and rationale for standardizing handoff processes.
Also, according to Gross (2016) and The Joint Commission, risky juncture communication errors are the root cause of a significant proportion of reported sentinel events, according to The Joint Commission.
Reference
Gross, T. K., & Jewell, J. A. (2016). What are the best handoff practices in inpatient, critical care units?American Academy of Pediatrics. https://www.aappublications.org/news/2016/10/31
Reoly 2
Re: Topic 7 DQ 2
My project change focuses on the prevention of Central Line-Associated Bloodstream Infections (CLABSIs). The proposed intervention for addressing the issue is the educating of nurses about the CLABSI prevention evidence-based guidelines. The intervention is proven to be effective in reducing the rate and preventing CLABSIs while improving the knowledge and skills of nurses on the CLABSI prevention guidelines (Dogra et al., 2016). The effectiveness of the proposed change in attaining the intended outcome will be determined through an evaluation.
One way that will be used to determine whether the project made a difference in practice is by comparing data on the outcomes before and after the intervention. Educational interventions on CLABSI prevention are evidenced to be effective in standardizing education and improving knowledge gaps, resulting in the reduction of CLABSI rates (Beaudry & ScottoDiMaso, 2020). The comparison of data between the two phases will be done using questionnaires to gather data on the knowledge of nurses about the CLABSI prevention evidence-based guidelines before and after the educational intervention. Data on the rate of CLABSIs will be gathered from the hospital records and compared within the specified periods, in the pre-and post-implementation phases. A comparison of data between the two phases will be important in establishing the effectiveness of the intervention in addressing the nursing issue. A lower rate of CLABSIs and higher questionnaire scores on nurses’ knowledge at the post-implementation phase, compared to pre-implementation, will indicate the intervention’s effectiveness in addressing the issue.
References
Beaudry, J., & ScottoDiMaso, K. (2020). Central Line Care: Reducing central line-associated bloodstream infections on a hematologic malignancy and stem cell transplant unit. Clinical Journal of Oncology Nursing, 24(2), 148–153. https://doi-org.lopes.idm.oclc.org/10.1188/20.CJON.148-152
Dogra, S., Mahajan, R., Jad, B., & Mahajan, B. (2016). Educational interventions to improve knowledge and skills of interns towards prevention and control of hospital-associated infections. International Journal of Applied and Basic Medical Research, 5(4), 54. https://doi.org/10.4103/2229-516x.162279