100%(2)2 out of 2 people found this document helpful
This preview shows page 3 - 6 out of 12 pages.
Key StakeholdersHow do you ensure success of unit-based practice change? Key stakeholders need to havea buy-in in order to fully integrate and safeguard a triumph with a departmental transformation. The emergency department key stakeholders include registered nurses and patient support staff, physician and mid-level providers, emergency department administration, and the patients. Registered nurses will provide patient education, teaching instructions, and follow up appointments. This group will also ensure the patient is able to teach-back relevant material and education prior to discharge. The role support staff will need to provide patients with is the gathering of supplies for at home care (ice bags, wound supplies, and ambulatory aids). Emergency room physicians and mid-level providers will ensure patient specific education and instructions are entered in the electronic medical record, before patient education can take place. Administration will play the role of support for staff and patients alike throughout the change process by enacting new policies and quality control with the new educational process. Lastly thepatients will operate as stakeholders by participating teach back discharge education and asking appropriate questions when there is a misunderstanding. Evidence Critique TableFull APA citation for at least 5 sourcesEvidence Strength (1-7) and EvidenceHierarchy1. Almkuist, K. D. (2017). Using teach-back method to prevent 30-day readmissions in patients with heart failure: A systematic review. MEDSURG Nursing, 26(5), 309. Level I
C301: TASK ONE4Retrieved from -bin/WebObjects/MSNJournal.woaIntegrative Review2.Foster, J., Idossa, L., Lih-Wen, M., & Murphy, E. (2016). Applying Health Literacy Principles: Strategies and Tools to Develop Easy-to-Read Patient Education Resources. Clinical Journal Of Oncology Nursing, 20(4), 433-436. doi: 10.1188/16.CJON.433-436Level VIIExpert Opinion3.Griffey, R. T., Shin, N., Jones, S., Aginam, N., Gross, M., Kinsella, Y., Kaphingst, K. A. (2015). The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: A randomized, controlled study. Journal ofCommunication in Healthcare, 8(1), 10–21. -org.wgu.idm.oclc.org/10.1179/1753807615Y.0000000001Level IIRCT4.Sheikh, H., Brezar, A., Dzwonek, A., Yau, L., & Calder, L. A. (2018). Patient understanding of discharge instructions in the emergency department: do different patients need different approaches? International Journal Of Emergency Medicine, 11(1), 5. -org.wgu.idm.oclc.org/10.1186/s12245-018-0164-0Level IVNon-Experimental5.Wood, E. B., Harrison, G., Trickey, A., Friesen, M. A., Stinson, S., Rovelli, E., … Presgrave, K. (2017). Practice Improvement: Evidence-Based Practice: Video-Discharge Instructions in the Pediatric Emergency Department. Journal of Emergency Nursing, 43, 316–321. Level IIIQuasi-ExperimentalNote: Evidence Strength will range from level 7 (lowest) to level 1 (highest). Evidence Hierarchy will reflect the research methodology (Expert Opinion [lowest] to Meta-Analysis [highest]).
C301: TASK ONE5Evidence SummaryTo truly gather momentum and initiate change, the master’s degree prepared nurse will