11.8 Describe the process of assessing, planning, organizing, implementing and evaluating the educational needs, reflecting concern for cultural differences and language, of patient populations at all levels of the organization.

The Massachusetts General Hospital’s (MGH) Patient and Family Education policy clearly

defines the role and responsibility of Staff Nurses in assessing, planning, implementing and

evaluating patient educational needs. Health care providers collaborate as needed to assist the

patient and/or significant other to gain the knowledge and skills needed to meet the patient’s health

care needs. Learning opportunities are individualized to the patient’s/family’s relevant health care

needs appropriate to their level of understanding and congruent with their cultural values as stated in

the Patient and Family Education policy (Attachment 11.8.a).

Patient/family learning needs are assessed upon initial admission to the hospital, or on initial

outpatient visit, and reassessed throughout the course of care by a registered nurse or other licensed

health care provider. The assessment considers the patient’s specific learning needs (knowledge and

skill acquisition) as well as his/her ability to learn (preferences, desire, motivation and readiness);

cultural and religious practices; emotional, physical, cognitive, or language barriers; and financial

implications of care choices. The nursing admission dataset form is used as a tool to guide nurses to

identify patient learning needs when a patient is admitted to the hospital. The dataset form also lists

patient education resources that the nurse can consider using if an educational need is identified

within a particular section of the dataset form. The patient problem/intervention list is then used to

outline the appropriate teaching plan and includes the patient’s educational goals and the nursing

interventions to be implemented. A sample problem/intervention list is provided as attachment

11.8.b.

Nurses are trained during initial orientation and through a continuing education process on

how to access and use patient teaching tools that include on-line printed materials, a patient

education television channel, and skill-based equipment needed to teach each individual patient.

During the patient’s hospitalization, the nurse documents the evaluation of patient learning in the

progress note using a problem oriented documentation format. When a patient is discharged from

the hospital, the nurse documents the patient’s discharge education (including discharge instructions,

follow-up needed etc.) in the electronic medical record “discharge documentation” module. In the

outpatient setting, patient education is documented in the electronic medical record, or in the

progress note or appropriate clinical department form.

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Patient Education Committee

The Patient Care Services Patient Education Committee, a subcommittee of Collaborative

Governance has been actively involved in shaping clinician patient education practice through a

variety of programs and activities. The committee’s charter is to stimulate, facilitate and generate

knowledge of patient education materials, programs and systems that will improve patient care and

enhance the environment in which clinicians shape their practice. The 2006 Patient Education

Annual Report highlights the most recent accomplishments (attachment 11.8.c).

The Patient Education Committee completed a patient education survey of Collaborative

Governance (CG) members in August 2005 (attachment 11.8.d) to measure practice in the areas of

patient education assessment, planning and resource utilization, teaching techniques, evaluation of

patient learning, and confidence in teaching patients. Results of the survey provided a strategic

guide for the committee’s goals for the following 18 months that included: heightening staff

awareness about patient education tools and resources available at the MGH, providing continuing

education opportunities to learn more about patient education principles and practices, developing

an annual patient education practice competency for nurses, and consolidating all on-line patient

education resources into one central website for easy access. Results of the survey were

communicated to the MGH clinical staff through a Caring Headlines article (attachment 11.8.e) and

a poster that was displayed during Nursing Research Day in May 2006.

The committee worked collaboratively with other CG committees to sponsor several hallway

displays aimed at staff and patients to heighten awareness of patient education topics and issues.

These included:

♦ A health literacy table display in October 2005 organized by the patient education and

diversity committee. The theme of “Health Literacy in Many Languages” focused on

education materials and services that are available at MGH for non-English speaking

patients and families. This event was highlighted in an issue of Caring Headlines

(attachment 11.8.f).

♦ A patient education resource fair and film fest conducted in July 2006. A hallway display set

up in the main corridor contained samples of patient education resources available to staff.

The Blum Patient and Family Learning Center housed a film fest where staff learned how to

operate the on-demand patient education television channel and preview patient education

videos.

112

♦ An advance care planning display organized by the CG Patient Education and Ethics

Committees held in the spring of 2006 and 2007, targeting both staff and patients to

educate them about advance directives, naming a health care agent, and completing the

health care proxy form. Attachment 11.8.g is an issue in Caring Headlines detailing this

initiative.

The Patient Education Committee also developed an RN “Patient Education” competency

packet in 2006 for Nursing Directors to use during annual competency evaluation of nursing staff

(attachment 11.8.h). The packet provides a review of the nurse’s role in assessing, planning,

implementing and evaluating patient education. It also includes a practice guideline for patient

education, a self paced tutorial to learn how to access on-line patient education resources, a quiz to

validate knowledge, and criteria that should be used to evaluate and document competence in

patient education practice. The committee presented the competency packet to the Combined

Leadership meeting in September 2006 along with recommendations for implementation

(attachment 11.8.i).

In the summer of 2006, the committee developed and launched a website that serves as a

central source for all on-line patient education resources found at the MGH

(http://www.mghpted.org). Staff can access general information about the Patient Education

Committee; link to committee goals and accomplishments including four years worth of articles

published in Caring Headlines; and access MGH patient education policies, procedures and the

patient education competency packet (see attachment 11.8.j for a flyer advertising the new site). The

site also provides links to several patient education document databases as well as information on

how to use the patient education television channel and how to develop patient education materials

in common language. Attachment 11.8.k is a Caring Headlines article that highlights the new

website.

MGH has a commitment to the cultural and language differences represented in the patient

populations served. In order to meet the learning needs of these patients, several of the patient

education document databases that are available for staff contain both English and Spanish versions

of materials including CareNotes/DrugNotes (attachment 11.8.l) and patient education videos

(attachment 11.8.m). In addition, the MGH drug formulary offers drug information for patients in

sixteen different languages. Staff has access to professionally trained medical interpreters when

needed for all patient education activities. Medical interpreters can be access through the hospital’s

113

Interpreter office or through a newly implemented 24-hour medical interpreter telephone service

known as the iPop project (Force 6.17).

Chaplaincy

The Chaplaincy department also plays an important role in working collaboratively with

MGH nurses and other clinicians to ensure that patient’s cultural and educational needs are met. A

recent example of this includes a terminally-ill Cape Verdean patient who had a great fear of death

but who could not discuss it with her family due to cultural prohibitions. The chaplain was able to

work with clinical staff and use spiritual resources to help the patient and her husband have the

needed conversation about death, which led to a much more peaceful death for the patient. Nursing

staff also identified a need for chaplaincy intervention with a Haitian patient who wanted a voodoo

ritual performed with lighted candles to strengthen her spirit. A chaplain on staff, who speaks Creole

and understands the Haitian culture, educated staff and helped to facilitate a ritual with an electric

candle that met the patients’ needs and was in keeping with hospital safety policies.

The Blum Patient and Family Learning Center

As outlined in the attachment brochure (attachment 11.8.n), The Blum Patient and Family

Learning Center serves as a consumer health and patient education resource center for MGH.

Managed by a master’s prepared registered nurse, the Blum Center is involved in many projects and

programs that support patient education throughout the institution. The Blum Center provides

services that include information searches in a variety of languages, free delivery of materials to

patients at home or on the patient care unit, a library with over 500 book titles, 300 pamphlet titles,

30 consumer health journals, and a web site with links to a variety of consumer health databases and

resources. A registered nurse manages the patient education television channel (attachment 11.8.o)

that provides patients with on-demand access to over 200 educational videos in English and

Spanish. Video content is managed by the Blum Center’s Patient Education Nurse who solicits

clinician input for recommendations of video content needed, collaborates with interdisciplinary

clinicians to preview video materials, and educates nursing staff on use of the video system.

The Blum Center

The Blum Center is the co-principal with the Stoeckle Center for Primary Care Innovation in

a research study that evaluates the effectiveness of shared decision-making videos in assisting

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patients with treatment or health behavior management decisions; such as, reviewing choices for

colo-rectal cancer screening methods or making a decision about total hip replacement surgery.

Primary Care physicians order a video title for their patient through the electronic medical record.

The Blum Center receives the order and distributes the video along with a questionnaire to the

patient. Preliminary study data has shown that the evidence-based decision support videos are a

valuable patient education tool. Over 900 patients have participated in the study and responses are

very positive.

The Cancer Center

The MGH Cancer Center also offers a variety of educational programs and resources for

oncology patients and families including the HOPES program as well as two Cancer Resource

Rooms. The HOPES (Health Oncology Patient Education Service) program offers free education

and support workshops plus wellness services for patients with cancer. Social workers, chaplains,

nurses, experienced patients and caregivers, and other experts work together to provide HOPES

workshops and services. The Cancer Center Room offers a variety of services and educational

resources in print and electronic format. (http://www.massgeneral.org/cancer/crr/index.asp)

Primary Care Outpatient Practices

The MGH Primary Care outpatient practices offer a variety of consumer focused, easy-to-

read patient education materials designed and written by a registered nurse.

(http://oi.mgh.harvard.edu/pcoi/frontpage_frames.asp This library of on-line, intranet materials is

available to clinicians through a link within the electronic medical record for easy access and

distribution to patients at the point of care. Many of the documents are available in both English

and Spanish.

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Attachment 11.8.a

Patient & Family Education Policy Patient and Family Education 1. PURPOSE:

1.1. To improve healthcare outcomes for the patient and / or significant other by providing them with information to enhance knowledge, skills, and behaviors necessary to maintain health, support recovery and return to function.

2. POLICY: 2.1. Health care providers will collaborate as needed in assisting the patient and / or

significant other(s) to gain the knowledge and skills needed to meet the patient's health care needs. Learning opportunities will be individualized to the patient's / family's relevant health care needs and appropriate to their level of understanding.

3. ADMINISTRATIVE PROCEDURE: 3.1. The patient's learning needs pertaining to self-care will be assessed on

admission or on initial outpatient visit and throughout the course of care by a registered nurse or other licensed health-care provider. This assessment considers:

• ability to learn - preferences, desire, motivation, and readiness; cultural and religious practices; emotional, physical, cognitive, or language barriers; and financial implications of care choices.

• learning needs - skills and / or knowledge. 3.2. Learning will occur through a collaboration of clinician and patient / significant

other and include instruction in the specific knowledge and / or skills needed by the patient and/or significant other, including:

• disease / condition; • diagnostic tests / treatments; • risk factors / lifestyle management; • safety (physical, infection control); • medication (safety, dose, schedule, drug / drug interactions including

OTC, Herbals and vitamins); • nutrition (food / drug interactions, restrictions); • medical equipment (instruction, purpose, safety precautions); • management of pain; • activity / adaptive techniques; • follow-up care (appointments, when to call physician, emergency care); • community resources.

3.3. Patient and / or significant other education shall be provided in a manner that: • facilitates understanding of the patient's health status and health care

options selected; • encourages participation in decision-making about health care options; • increases potential to follow the therapeutic health care options; • maximizes care skills; • increases the ability to cope with the patient's health status / prognosis/

outcome;

116

Attachment 11.8.a continued

• enhances the role in continuing care and promoting a healthy lifestyle. 3.4. Resources shall be selected based on patient / significant other(s) needs and

shall include, but not be restricted to, didactic information, brochures and printed materials, use of classes and groups, computer aided learning, video tapes, multi-media materials or external resources.

3.5. Learning shall be adapted to appropriate age, culture, language and shall be individualized for specific patient / significant other(s).

3.6. Learning needs shall be addressed as part of the collaborative, interdisciplinary process of care.

3.7. Learning will be evaluated through verbal assessment and / or patient demonstration.

3.8. Education of patient and significant other shall be documented. Such documentation shall include assessment and identification of learning needs, readiness to learn, information taught, the response of the patient and / or significant other to instruction, and the follow-up plan. In the in-patient setting, education will be documented on the Interdisciplinary Patient / Family Teaching Record during patient's hospitalization (See Attachment A). Discharge teaching will be documented on the Post Hospital Patient Care Plan in CAS as part of the discharge documentation module. In the outpatient setting, education will be documented in the electronic medical record, or in the progress note or appropriate clinical department form.

3.9. Information relating to discharge instructions given to the patient and / or significant other(s) will be provided to the individual and / or organization responsible for the continuing care of the patient.

Reviewed and Revised: Patient Education Committee (3/06) Revised & Approved: Clinical Policy and Record Committee (12/06/02) (7/14/06) Approved Medical Policy Committee (12/23/02) (7/05/06)

117

Attachment 11.8.a continued

MASSACHUSETTS GENERAL HOSPITAL

ATTACHMENT A

INTERDISCIPLINARY PATIENT / FAMILY TEACHING RECORD INSTRUCTIONS FOR USE

1. PURPOSE:

1.1. The purpose of education is to give the patient and family the specific knowledge and skills they need to meet the patient's ongoing health care needs. When appropriate to the plan of care, the educational process is collaborative and interdisciplinary in order to assure that patients and families receive comprehensive, consistent, and effective information. The Teaching Record is to be used by providers in each discipline for recording key elements of the teaching process. The Record is used in conjunction with the initial assessments, plans of care, progress notes and other documentation forms.

2. PROCESS:

2.1. Review the Nursing Assessment Form for the following: • cultural or religious practices affecting learning; • emotional, physical, cognitive, or language barriers to learning; • learning abilities and preferences; • anticipated learning needs; • anticipated discharge needs.

2.2. Record the Date / Time / and Initials on the Teaching Record. 2.3. Assess the patient's readiness to learn. If the patient is not ready, record "N"

and document reason in the Progress Note. 2.4. Record the number of the Teaching Topic to be addressed in this session. 2.5. Briefly describe the content, e.g. "medications for pain management", "food /

drug interaction: Coumadin", "blood glucose monitoring". Additional information should be documented in the plan of care, progress notes or on discipline-specific documentation forms.

2.6. Record the symbol identifying the person who was taught, the response to teaching, and the follow-up plan.

2.7. Record initials, signature and licensure status once on the bottom of the form.

118

Attachment 11.8.b

119

Attachment 11.8.c

Patient Care Services Patient Education Committee

Description of Committee: tion Committee is to support clinical staff in developing

d ll

harges (new for 2007):

Annual Report 2006

The goal of the Patient Educatheir role in patient education activities that reflects the diverse patient population served. The committee supports these activities through stimulating, facilitating angenerating knowledge of Patient Education materials, programs and systems that wiimprove patient care and enhance the environment in which clinicians shape their practice. C

minate patient education information and activities to the

ursing Center for Clinical and Professional Development to

ain language in the development of

t in the area of patient

nd JCAHO and regulatory requirements involving

r Collaborative Governance

nological tools and programs that support patient education

eeting Schedule: 2nd and 4th Wednesday of each month at 1:30pm-3:00pm

o-Chairs: sh Cohen, SLP Speech Language Pathologist

man, RN Patient Education Specialist, PFLC

embers: Staff Nurse, SDSU

hysical Therapy

le , RN 13

d LICSW Room

♦ Communicate and disselarger MGH community.

♦ Collaborate with Knight Ndevelop staff education programs that will enhance knowledge of patient education.

♦ Liaison with Blum Patient and Family Learning Center and the Cancer Resource Room to collaborate on patient education materials, standards, new initiatives, advice, and critical thinking for the committee

♦ Promote the principles of health literacy and plpatient education materials throughout the organization

♦ Support committee member’s education and developmeneducation theory and practice

♦ Serve in advisory capacity aroupatient education practice and documentation.

♦ Encourage links and joint projects between otheCommittees

♦ Evaluate tech M CAudrey KuraKathleen Reilly Lopez, RN Staff Nurse, White 7 & Ellison 7Coach: Taryn Pitt MCarolyn Bartlett, RN Cheryl Brunelle, PT Clinical Specialist, PDiana Darby, RN Staff Nurse, White 6 Claire Farrell, RN Staff Nurse, PATA Mary Margaret Fin y Staff Nurse, Ellison Judy Gullage, RN Patient Education Nurse, PFLC Michelle Hazelwoo , Social Worker, Cancer ResourceElizabeth Johnson, RN Clinical Nurse Specialist, Ellison 14

120

Attachment 11.8.c continued

Janet King, RN Staff Nurse, Endoscopy Donna Lawson, Staff Nurse, Bigelow 11 RN

N on 7 , WACC 127

st, Ellison 6 s

PD

ecorder: elf

oal: se staff awareness and utilization of patient education television channel by 50%

Accomplishments: ion resource fair and Film Fest conducted in July 2006. A hallway

rning

. A comprehensive Video title list was made available in the Partners Handbook

s

. Gullage J, Lawson D, and O’Toole A, The MGH patient education TV channel,

oal: ate in preparation for 2006 JCAHO survey

ation” Clinical Policy and Procedure

ily

ccomplishments:

Kathy Reilly Lopez, R Staff Nurse, White 7/EllisCarol Mahony, OTR/L Senior Occupational TherapistAlexa O’Toole, RN Staff Nurse, Blake 13 Jill Pedro, RN Clinical Nurse SpecialiKristen Samati Health Educator, PFLC Angela Sorge, RN Staff Nurse, Ellison 11 Martha Stone Librarian, Treadwell Library Laura Sumner, RN Clinical Educator, Knight CCElizabeth P. West, RN Staff Nurse, Blake 14 Mary Wyszyncki, RN Staff Nurse, NICU RKimberly Ch G Increa

1. Patient Educatdisplay was set up in the White 1 corridor containing samples of patient education resources available to staff. The Blum Patient and Family LeaCenter housed the film fest where staff could learn how to operate the televisionsystem and preview a patient education video.

2

and the Patient Education Website as well as a brief description of each video and instructions on how to use the patient education television system. Video usage increased 15% with 175 separate video titles being accessed 1,805 timeduring the year.

3

Caring Headlines, 2006, June 15; p: 4 and 13 GParticip

a. Review and revise “Patient and Family Educb. Review and revise “Patient Education: A Nursing Practice Guideline” c. Complete documentation audit of the Interdisciplinary Patient and Fam

Teaching Record A

121

Attachment 11.8.c continued

1. “Patient and Family Education” clinical policy and procedure reviewed and revised in March (2006) Revised & Approved: Clinical Policy and Record Committee (12/06/02) (7/14/06) Approved Medical Policy Committee (12/23/02) (7/05/06)

2. “Patient Education: A Nursing Practice Guideline” reviewed and revised March

2006. Submitted to Practice committee for review and approval March 06. 3. Documentation audit not conducted. The JCAHO steering committee

implemented Tracer Methodology monitoring of patient care units which included documentation on the Interdisciplinary Patient and Family Teaching Record.. The committee did, however, review the form on request of the steering committee and made a recommendation to keep the Teaching Record as part of documentation as it meets all JCAHO standards related to patient education.

4. Sumner L, Brunelle C, and Pittman T, JCAHO and patient education: what you

need to know, Caring Headlines, 2006, April 8; p:8-9 Goal: Develop and implement a Patient Education Committee website Accomplishments:

1.Web site developed (http://www.mghpted.org) and went live in July 2006. The committee presented the new web site at the Sept 5th Combined Leadership meeting with good response. The web site has received 379 visits from July thru October 2006. Content on the website includes:

a. Committee description, charges and general information about meeting schedule and members

b. Goals and accomplishments c. Patient education policies, clinical practice guideline and competency

packet d. Links to patient education electronic resources e. Links to information on how to evaluation a health website for quality

information f. Links to plain language (health literacy) information g. A link “contact us” to send an email to the committee with questions or

comments.

Goal: Increase competency of staff in accessing and using electronic patient education resources.

a. Plan and implement 3 workshops to assist staff in identifying on-line patient education resources

b. Work with KNCCPD staff to have Patient Education listed as a staff competency for FY07

122

Attachment 11.8.c continued

c. Hold a hallway display day to promote patient education resources available at MGH

Accomplishments: 1.Three 2-hour workshops were scheduled in the FND 6 computer workroom for the months of February, May and September 2006. The May workshop was cancelled due to low attendance. The workshops were advertised in the KNCCPD online calendar, Caring Headlines, and emails sent out to unit NM’s and CNS. Total attendance for the Feb and Sept workshops was 9 clinicians. Evaluations of the workshops were overwhelmingly positive. 2. A patient education staff nurse competency was developed by the committee and submitted for consideration to the PCS competency taskforce that met in April and May 2006. The competency included learning objectives, the newly revised patient education practice guideline, a listing of electronic patient education resources for nurses to practice accessing, a five question quiz to validate knowledge, and a requirement for staff to access one DrugNote document to submit to the Nurse Manager as well as a sample of their documentation on the Interdisciplinary Patient and Family Teaching Record. The task force did not select the annual competency. The committee then made a presentation at the Sept 5 2006 Combined Leadership meeting announcing that the competency packet was available on the Patient Education Committee website and could be used as a unit based competency for those who saw value in having their staff demonstrate competence in patient education. 3. A patient education hallway display was held in July 2006. Committee members provided samples of patient education materials and electronic resources. A convenient computer sticker was distributed listing online patient education resources and how to access them. A self-study tutorial was made available on how to access electronic patient education information. A sample of appropriate documentation on the Patient and Family Interdisciplinary Teaching Record was also provided. Goal: Communicate and disseminate Patient Education information and activities to the larger MGH community.

a. Write a quarterly column in Caring Headlines related to patient education projects and initiatives.

b. Disseminate results of the Patient Education Survey conducted by the committee.

Accomplishments: 1.Caring Headline articles published quarterly and targeted specific committee initiatives including: JCAHO preparation (April 06), MGH patient education TV channel (July 06), patient education practice survey results (Sept 06), The Nov 13th “Essence of Patient Education” workshop (Dec 06)

123

Attachment 11.8.c continued

2. The Patient Education practice survey conducted in the fall of 2005 gave the committee information related to clinical staff’s practice around patient education assessment, access to resources, teaching skills, evaluation of teaching, and documentation. The committee disseminated survey results during 2006 through the following venues:

a. Development of an abstract that was submitted for Nursing Research Day b. Creation of a poster highlighting the survey purpose and objectives,

implementation, results, written comments, conclusions, and future considerations involving patient education practice at MGH.

c. King J, Mahony C, and West, E, Patient education: current practices and future direction, Caring Headlines, 2006, Sept 7; p: 4-5

2007 GOALS

• Implement a marketing plan for the Patient Education Committee website.

• Maintain, update, track and monitor usage of the committee website.

• Write and publish 3 Caring Headlines articles reflecting work of the committee.

• Repeat the Patient Education Practice survey, compare survey results with 2005 data, and disseminate findings..

• Promote usage of unit-based Patient Education Competency program within

Patient Care Services Nursing Department and track utilization.

• Develop strategies to bring patient education inservice education to patient care units and allied health departments.

• Enhance committee member’s knowledge around patient education theory and

practice through article reviews and discussion.

• Develop and implement strategies to involve disciplines outside of nursing in patient education initiatives.

• Collaborate with other CG committee(s) on a patient education initiative or

project

124

MASSACHUSETTS GENERAL HOSPITAL

Patient Education Committee

PATIENT EDUCATION SURVEY 2005

Please complete this brief survey to assist us with the strategic planning for the Patient Education Committee over the next 3 years. All information is confidential. Unit:__________ Discipline: RN RPh LISCW PT OT SLP RD RT MD Other:_________ Years in Practice:___________ Years at MGH:___________

Check the appropriate boxes and add any comments that you have at the end of the survey. Thank you.

ASSESSING PATIENT LEARNING 1

NEVER 2

SOMETIMES 3

MOST OF TIME

4 ALWAYS

I feel comfortable assessing patient learning needs

I assess patient learning needs as part of my practice

I assess patients preferred learning style (e.g.: visual, hands-on etc..)

I assess patient barriers to learning (e.g.: language, hearing impairment etc.)

I assess my patients readiness to learn I list “Knowledge Deficit” on the Patient

Problem List as appropriate

I include the family in patient teaching when appropriate

PATIENT EDUCATION RESOURCES

1 NEVER

2 SOMETIMES

3 MOST OF

TIME

4 ALWAYS

I can easily access patient education discharge documents on my unit

I can easily access information to teach my patient about medical diagnoses and treatments

I can easily access patient education resources in other languages

I use, or refer patients to the Patient and Family Learning Center and/or Cancer Resource Room to access materials and resources

I access on-line materials for my patients (Internet and Intranet)

I use the MGH Formulary LexiPals for patient Drug teaching

Attachment 11.8.d

125

Attachment 11.8.d continued

I use Micromedex DrugNotes for patient Drug teaching

I use the patient education video channel to teach my patients

I review all materials/skills with my patients as part of the teaching plan

I use Interpreters to teach non English speaking patients

PATIENT EDUCATION EVALUATION

1 NEVER

2 SOMETIMES

3 MOST OF

TIME

4 ALWAYS

I have patients demonstrate any new skill that is taught to them (e.g.: giving an injection)

I have patients verbalize/verify understanding of teaching material

DOCUMENTATION

1 NEVER

2 SOMETIMES

3 MOST OF

TIME

4 ALWAYS

I document all patient teaching on the Interdisciplinary Patient/Family Teaching Form

I include patient education in my daily shift note

I document teaching on the patient discharge summary

CONFIDENCE

1 NEVER

2 SOMETIMES

3 MOST OF

TIME

4 ALWAYS

I have confidence in teaching patients I have adequate skill and knowledge to

teach patients

PLEASE ADD ANY ADDITIONAL COMMENTS:

Thank you for completing and returning this form to: Taryn Pittman, RN, MSN Patient Education Specialist/Manager Patient and Family Learning Center White Building, Room 110 03/02/05

126

Attachment 11.8.e

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Attachment 11.8.i

Combined Leadership Meeting September 5, 2006

Nurse Managers: Carolyn Anderson RN, Cristina Bethune RN, Sharon Bouvier RN, Coleen Caster RN, Scott Ciesielski RN, Tony DiGiovine, RN, Ellen Fitzgerald RN, Susan Gordon RN, Donna Jenkins RN, Joanne Lafranchesca RN, Robin Lipkis-Orlando, RN, Bessie Manley, RN, Sharon McKenna RN, Brenda Miller RN, Susan Morash RN, Marita Prater RN, Lori Pugsley RN, Judy Silva RN, Mary Sylvia RN. Clinical Nurse Specialists: Lillian Ananian RN, Mimi Bartholomay RN, Kathryn Beauchamp RN, Ruth Bryan RN, Jacqui Collins RN, Diane Carroll RN, Erin Cox RN, Joanne Empoliti RN, Jean Fahey RN, Karen Fitzgerald RN, Susan Gavaghan RN, Tina Gulliver RN, Sioban Haldeman RN, Marian Jeffries RN, Elizabeth Johnson RN, Cindy Lasala RN, Sandy Silvestri RN, Susan Stengrevics RN, Carol Tyksienski RN, Susan Wood RN. Operations Coordinators: Ingrid Beckles, LaVerna Chow, Roberta Cross, Sagyn Desauguste, Nancy Dorris, Katherine Leblanc, Jennifer Roy, Monika Walker-Merzier. Associate Chiefs/Directors/Staff Specialists: Debra Burke RN, Hyangsook Choi RN, Mandi Coakley RN, Kathleen Gottbrecht RN, Rosemary O’Malley RN, Taryn Pittman RN. Guests: Patti Dukes, Carol Ghiloni, Suzanne Cassidy, Pamela Wrigley. Recorder: Nghi Huynh

Topic Presenters

Discussion F/U Action

Sharon Bouvier and Marita Prater presented: Documentation and Communication Project Update

• Pilot for this program will start on September 12th on White 8 and Bigelow 14. Pilot will be conducted over 4 months. • Goal is to use new Nursing Data Set instead of former admission note and nursing assessment regardless where patient comes in from and to make sure that it transfers with them to the floor. • The Care Team Model is how we deliver care. It is designed to help establish a relationship between patients and their families. This model provides consistency in the care by the Care Team. • As for now, Nurses are the only disciplines that are able to enter info on these forms. This may change down the road. • ICU units are adult specific. Pedi to be developed at a later date. • Cardiac CHF packets/patient education should be reflected in the correspondence notes See attached presentation: file://j:\pcsldr\Combined_Leadership\2006_Attachments\09-05-06_Documentation_and_Communication_ Project.ppt

Marita and Sharon created sample sets and will share with the group before they get rolled out.

145

George Reardon presented: CBeds

Impacts to Patient care units

• As of now, different floors have different procedures. CBeds will help streamline the bed process across the hospital. Please refer to link below to review charts of current state and future state with CBeds.

• USA’s will be getting beepers. The CBeds champions will teach them how to use the beepers and the phone system.

• CBeds cannot support intra-unit transfers. • PACU will have new system but will use

CBeds as an inquiry.

Cbed Implementation Schedule • Please review schedule by clicking on the link

below. If these dates do not work, please email George Reardon.

Implementation Approach

• There will be a dedicated team leader for every patient Care unit.

• Resource team/champions will consist of Nurse Manager, OCC and Lead Staff Nurses, OA’s, USA’s and CNS’s.

• Nurse Manager will be overall champion file://j:\pcsldr\Combined_Leadership\2006_Attachments\09-05-06_CBEDS.ppt

Next Steps: • Kick –off meeting

for Pre Go-Live will be September 26th.

• Sept 13th at 2:30 in

O’Keefe: OA/PCA/USA Connections Presentation on What is Cbeds?

• September 14th- OC

Meeting • Kick-off Meetings

for Group 1 will be scheduled soon, tentatively for the week of 9/26

Erin Cox presented: Amputation Resource Book Education

The Amputation Care and Patient and Family Education Notebook was developed by MGH Vascular Nursing PT and Patient Education Committee. The notebook discusses about the multiple complex needs of an amputation patient, long-term care and the resources for the patient and family. For a copy of the notebook, please contact the Blum Family Learning Center or by asking our units PT or CNS. file://j:\pcsldr\Combined_Leadership\2006_Attachments\09-05-06_Amputation_Resouce_Book_Education.ppt

• Contact Cheryl

Brunelle or Erin Cox for questions regarding the notebook.

• Go-Live date is

September 11th

Parking Update

Joe Crowley informed the group about some verbal

Please click below for a

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-Joe Crowley abuse that has been reported in the parking garage. The Parking Office has decided to add a security camera to help eliminate any future problems.

copy of the Parking Rules:

Employee Front Garage Access P...

Taryn Pittman, RN presented: Annual Competency Assessment- Patient Education Committee

• PT Education Practice Survey- Assess PT learning needs, education resources, evaluate learning and teaching and documentation on PT education. After reviewing the results on the study, the Pt. Education committee decided that they needed to revise the nursing practice guidelines to a more friendly format and make available on-line. See attached presentation for website info: file://j:\pcsldr\Combined_Leadership\2006_Attachments\09-05-06_Patient_Education_Committee.ppt

The next Combined Leadership Meeting: September 19, 2006 at 10:00 in the O’Keeffe Auditorium.

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www.mghpted.org

Need discharge documents? Drug information? Patient Ed Videos? Log onto our website for access to all of

your patient education needs!

Great

Resource

For MGH

Clinicians!!

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