Abstract BACKGROUND As the care needs of the paediatric inpatient population become increasingly complex, demands for hospitalization and efficient patient flow have resulted in the need for increased attention to discharge processes. Inefficient discharges impact flow throughout the healthcare system, extend length of stay, increase health care costs and decrease patient satisfaction. As a large inpatient service with high staff turnover, our Clinical Teaching Unit (CTU) experiences considerable variability in approach to discharge planning. Prior work at our institution has recognized inconsistent practice and gaps in communication around discharge planning as challenges to efficient patient discharge. OBJECTIVES Using quality improvement (QI) methodology, we aimed to decrease discharge delays on CTU, by implementing a process to identify and document patient specific discharge criteria. By focusing on discharge criteria, we sought to improve communication regarding discharge goals and patient readiness between care members, encouraging early discharge planning. DESIGN/METHODS We implemented a standardized CTU rounding checklist for use during daily inpatient rounds. On this checklist, physicians were instructed to document clear, patient-specific discharge criteria. Use of the checklist was encouraged through multiple avenues, including announcements at educational events, real time feedback on use to the front-line care teams and a monthly competition between resident teams. Through Plan-Do-Study-Act (PDSA) cycles, we collected feedback from the multidisciplinary team, and the checklist underwent multiple iterations to optimize use. CTU inpatient rounds were observed weekly and outcome, process and balance measures were collected. RESULTS With implementation of the checklist, a cultural shift towards explicit, thoughtful discussion of discharge criteria and planning was observed on daily patient rounds. Identification of patient specific discharge criteria increased from less than 30% to over 90% after implementation of the checklist. The purposeful documentation of discharge criteria received positive nursing feedback, and nursing awareness of discharge goals improved from 20–30% to over 70%. Improvements were sustained over a six-month period. CONCLUSION This QI project utilized a daily rounding checklist to engage care teams in purposeful conversations around discharge on rounds. By documenting patient-specific discharge criteria, interdisciplinary communication was improved and bedside nurses felt better informed of discharge goals. Future project directions include the development of diagnosis specific standardized discharge criteria, exploration of specific discharge barriers, and identification of institution-specific resources that may help alleviate these delays to further improve discharge efficiency.
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