If At First You Don't Succeed...Collaborate, Communicate and Educate to Improve Inpatient Readiness for Surgery

Abstract

Background Information Implementation of a first case on time start initiative, identified a lack of inpatient readiness for surgery. Inpatient readiness was not impacted by education prepared by the perioperative educator and distributed by the inpatient educators. A different approach to deliver this information was needed to facilitate practice change. Objectives of Project The specific objectives for the qproject include: • Expand chart audit data to include more data specific to inpatient readiness • Utilize data to obtain permission to educate inpatient staff during skills week • Facilitate small group sessions between perioperative and inpatient nursing staff with a focus on collaboration, communication and education • Collect post-intervention data to evaluate change Process of Implementation Chart audits were redesigned for more specific data collection. The data supported the need for a different intervention which allowed the perianesthesia nurses the ability to present the information via small group discussions with the inpatient nurses. The same data collection tool was utilized to evaluate change. The small group discussions included the following information: - Negative effects of delays/cancellations on the patient experience - Reasons for delays/cancellations that inpatient nurses can prevent - Importance of communication between pre-operative staff and inpatient staff - Hands on practice to complete the pre-op checklist - Poster presentation and pocket card provided to each nurse Statement of Successful Practice Small group facilitated collaboration, communication and education with a perioperative nurse facilitator was successful in creating practice change. Implications for Advancing the Practice of Perianesthesia Nursing The small group sessions allowed for dialogue between inpatient nursing staff and perioperative nurses that facilitated change in patient readiness for surgery. Change was not achieved using traditional power point education disseminated by the nurse educators. Communication, collaboration and education in the small group setting was successful in achieving change and should be considered in future education endeavors. Implementation of a first case on time start initiative, identified a lack of inpatient readiness for surgery. Inpatient readiness was not impacted by education prepared by the perioperative educator and distributed by the inpatient educators. A different approach to deliver this information was needed to facilitate practice change. The specific objectives for the qproject include: • Expand chart audit data to include more data specific to inpatient readiness • Utilize data to obtain permission to educate inpatient staff during skills week • Facilitate small group sessions between perioperative and inpatient nursing staff with a focus on collaboration, communication and education • Collect post-intervention data to evaluate change Chart audits were redesigned for more specific data collection. The data supported the need for a different intervention which allowed the perianesthesia nurses the ability to present the information via small group discussions with the inpatient nurses. The same data collection tool was utilized to evaluate change. The small group discussions included the following information: - Negative effects of delays/cancellations on the patient experience - Reasons for delays/cancellations that inpatient nurses can prevent - Importance of communication between pre-operative staff and inpatient staff - Hands on practice to complete the pre-op checklist - Poster presentation and pocket card provided to each nurse Small group facilitated collaboration, communication and education with a perioperative nurse facilitator was successful in creating practice change. The small group sessions allowed for dialogue between inpatient nursing staff and perioperative nurses that facilitated change in patient readiness for surgery. Change was not achieved using traditional power point education disseminated by the nurse educators. Communication, collaboration and education in the small group setting was successful in achieving change and should be considered in future education endeavors.