NURS 4520: IPC > Class 4 > Flashcards

Class 4 Flashcards

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1
Q

what key concepts are found in Giddens r/t safety (2)

A
  • types of pt safety errors
  • attributes & criteria of safe nurses
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2
Q

according to Giddens, what are types of pt safety errors (4)

A
  • diagnostic errors
  • treatment errors
  • preventive errors
  • communication failure
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3
Q

according to Giddens, what are attributes and criteria of safe nurses (3)

A
  • knowledge
  • skills
  • attributes
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4
Q

according to Giddens, diagnostic errors result from… (4)

A
  • delay in diagnosis
  • failure to employ indicated tests
  • use of outmoded tests
  • failure to act on results of monitoring/testing
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5
Q

according to Giddens, treatment errors result from… (4)

A
  • issues w operations, procedures, tests, treatments
  • incorrect drug admin
  • avoidable delays in treatment
  • delayed response to abnormal tests
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6
Q

according to Giddens, preventive errors result from … (2)

A
  • failure to provide prophylactic treatment
  • inadequate monitoring/follow up of prophylactic treatment
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7
Q

according to Giddens, communication failure result from..

A
  • lack of communication/clarity
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8
Q

according to Giddens, what knowledge contributes to safe nurses (6)

A
  • recognize unsafe practices
  • understand the benefits & limitations of safety-enhancing tech (ie. Pyxis machine)
  • reduce reliance on memory by making to-do lists of important safety tasks
  • understand personal/system wide safety risks
  • be able to describe factors which create a culture of safety (ie. organizational error-reporting systems like RL6)
  • understanding the processes used in understanding the cause of error and allocation of responsibility and accountability through such processes as root cause analysis and failure mode effects analysis
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9
Q

according to Giddens, what skills contributes to safe nurses (4)

A
  • use tools which contribute to safer systems
  • build communication skills related to reporting safety hazards
  • learn to educate pts on safety
  • know how to use error reporting systems
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10
Q

according to Giddens, what attitudes contributes to safe nurses (4)

A
  • understand cognitive/physical limits
  • value own role in preventing errors
  • develop attitude of collaboration
  • engage in enviro scanning
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11
Q

what are the key concepts of ISMP Canada Safety Bulletin (2)

A
  • major themes of enablers & challenges to a culture of safety
  • practice tips for student’s role in culture of safety
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12
Q

what practice tips are identified in ISMP Canada’s Safety Bulletin (3)

A
  • encourage students (who bring a new perspective) to identify & report safety errors/gaps
  • ensuring that the preceptors workload accounts for the lvl of supervision each student needs to optimize his/her learning in a safe enviro
  • reviewing organizational challenges impacting students at each facility to identify opportunities to improve the culture of safety
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13
Q

according to ISMP Canada’s Safety Bulletin, what is included in the culture of safety enablers (4)

A
  • ID, resolution, and reporting of incidents (of self or others) by students
  • verification of meds (double checks)
  • dialogue w pts –> students learning about meds to educate pts, help w their own understanding, help catch errors
  • apply recently acquired therapeutic knowledge
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14
Q

according to ISMP Canada’s Safety Bulletin, what contributes to a culture of safety challenges (2)

A
  • preceptor associated
  • gaps in organizational processes
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15
Q

according to ISMP Canada’s Safety Bulletin, what preceptor associated factors contribute to a culture of safety challenges (3)

A
  • availability to students (should be available on-demand questions, check ins)
  • workload balance of clinical tasks & multi-student oversight
  • perpetuation of unsafe practices/workarounds
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16
Q

according to ISMP Canada’s Safety Bulletin, what gaps in the organizational processes contribute to a culture of safety challenges (3)

A
  • timely and complete orientation (at times, tasks were assigned to students before they were adequately oriented & prepped to perform them)
  • definition of roles and responsibilities
  • requirements for clear documentation
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17
Q

what key concepts are found in Brown’s article? (3)

A
  • tame vs wicked problems
  • sources of team conflict
  • barriers to conflict resolution
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18
Q

according to Brown, what are tame problems? what does it require?

A
  • simple pt care
  • requires minimal input by relatively few IPC members
    ex. the flue
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19
Q

according to Brown, what are wicked problems? what does it require?

A
  • a complex set of symptoms with no differentiated care or a pt w complex biopsychosocial issues
  • requires a broad IPC response
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20
Q

according to Brown, what are some sources of team conflict (3)

A
  • role boundary issues
  • lack of understanding of scope of practice
  • accountability
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21
Q

according to Brown, describe what is meant by role boundary issues

A
  • lack of understanding of each other’s roles
  • issues with “who is in charge and who should be doing what”
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22
Q

according to Brown, the contribution of lack of understanding of scope of practice to team conflict is amplified when…

A
  • new disciplines/team members are added to the team
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23
Q

describe the relationship between accountability and team conflict (2)

A
  • physicians may believe themselves to be solely accountable for the pt
  • group mentality is that everyone is accountable for their discipline specific tasks/responsibilities
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24
Q

according to Brown, what are some barriers to conflict resolution (5)

A
  • lack of time to deal w conflict
  • workload issues (=stress/tension)
  • people in less powerful positions
  • lack of recognition or motivation to address conflict
  • avoiding confrontation for fear of causing other team member’s emotional discomfort
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25
according to Brown, describe how people in less powerful positions can be barriers to conflict resolution
- lower power disciplines may feel intimidated, resentful, and often silenced
26
according to Brown, describe how lack of recognition or motivation can be barriers to conflict resolution (2)
- can lead to failure to recognize the existence of conflict - or lack of motivation to address it
27
according to Brown, describe how 'avoiding conflict for fear of causing emotional distress' can be barriers to conflict resolution (2)
- can = not wanting to hurt feelings or offend - working in close proximity w coworkers, unit culture of being a "family" may make you feel hesitant to cause drama = may cause people to form cliques
28
according to Brown, what are strategies for conflict resolution (7)
- developing conflict resolution protocols - mediation from leadership (mngmt, individual team leads) --> should be accessible, non-judgmental, good listeners - open & direct communication - willingness to find solutions - showing respect - humility - communication +++
29
according to Brown, conflict within & between IPC teams can... (3)
- impede team functioning - decrease team effectiveness - impact pt care
30
according to Brown, conflict can be at which 3 lvls?
- micro - macro - meso
31
according to Brown, what are examples of conflict at the micro level (3)
- clashing personalities - physical space issues - issues regarding scope of practice
32
according to Brown, what are examples of conflict at the macro/meso lvl (2)
- pt volume - pt expectations
33
according to Brown, wicked problems have a higher risk for... why?
- conflict - due to differing priorities/pt care plans from each discipline
34
according to the Canadian Patient Safety Institute, what are the 6 patient safety domains
- pt safety culture - teamwork - communication - safety risk & quality improvement - optimize human & system factors - recognize, respond to & disclose pt safety incident
35
what is the Canadian Patient Safety Institute's definition of 'patient safety culture'
- actions & behaviors based on shared beliefs and values that enable individuals and organizations to continuously seek to minimize potential pt harm
36
according to the Canadian Pt Safety Institute, nurses should .... r/t the safety domain of 'pt safety culture' (3)
- contribute to the establishment and maintenance of a just culture - advocate for improved pt safety culture - contribute to the continuous improvement of safety culture
37
what is the Canadian Patient Safety Institute's definition of 'teamwork"
- optimizing teamwork within and across teams to maximize patient safety, quality of care, and health outcomes
38
according to the Canadian Pt Safety Institute, nurses should .... r/t the safety domain of 'teamwork' (6)
- meaningfully partner with patients and families, enabling them to be key members of interprofessional team - respect the professional and patient and family roles within the IPC team - be vigilant about IPC dynamics to optimize patient safety, quality of care, and health outcomes - demonstrate shared authority, leadership, and decision making - communicate in a respectful and responsive manner - work efficiently with all members of the IPC team to promote understanding, manage differences, and resolve conflict
39
what is the Canadian Patient Safety Institute's definition of 'communication'
- healthcare professionals engage patients and family members in an open dialogue to promote patient safety and to prevent and respond to patient safety incidents.
40
according to the Canadian Pt Safety Institute, nurses should .... r/t the safety domain of 'communication" (4)
- demonstrate effective verbal and non-verbal communication skills to promote pt safety - demonstrate effective clinical documentation for pt safety - communicate to prevent high risk pt safety threats - employ healthcare technology to provide safe pt care
41
what is the Canadian Patient Safety Institute's definition of 'safety, risk, and quality improvement'
- identifying, assessing, reducing, and mitigating safety risks to both patients and HCP
42
according to the Canadian Pt Safety Institute, how is the safety domain of 'safety, risk, and quality improvement' accomplished?
- by implementing evidence informed principles of system design and quality improvement
43
according to the Canadian Pt Safety Institute, nurses should .... r/t the safety domain of 'safety, risk, and quality improvement) (3)
- anticipate, identify, reduce, and mitigate hazardous routine situations and settings in which safety problems may arise - systematically identify, implement, and evaluate quality improvement interventions for pt safety - sustain quality improvement and safety practices at a local and system lvl
44
what is the Canadian Patient Safety Institute's definition of 'optimize human & system factors'
- managing the interaction between people (HCP, patient, etc) and other system factors (tools, tech, environment) to optimize patient safety
45
according to the Canadian Pt Safety Institute, nurses should .... r/t the safety domain of 'optimize human & system factors' (4)
- describe the individual and enviro factors that affect human performance - apply critical thinking techniques to enhance safe decision outcomes - discuss the impact of the human/technology interface on pt safety - recognize that human factors are a diverse set of system elements that must be considered in an integrated manner to improve pt safety, & prevent and mitigate hazards
46
what is the Canadian Patient Safety Institute's definition of 'recognize, respond to, and disclose pt safety incidents'
- recognize and report patient safety incidents - respond appropriately and effectively to mitigate harm - ensure disclosure - prevent recurrences
47
according to the Canadian Pt Safety Institute, nurses should .... r/t the safety domain of 'recognize, respond to, and disclose pt safety incidents' (6)
- recognize pt safety incidents - engage w pts and families affected by pt safety incidents to meet their needs - disclose pt safety incidents - learn from pt safety incidents - professionally and constructively cope w the emotional stress of being involved in a pt safety incident - if in formal leadership role, support pts, families, and HCP involved in pt safety incident
48
what key concepts are found in Drinka's article (3)
- 5 approaches to conflict mngmt - power currencies - disruptive/maladaptive behavior
49
according to Drinka, what are the 5 approaches to conflict mngmt
- coercing/forcing - avoiding/withdrawing - compromising/negotiating - accommodating/obliging - collaborating/integrating
50
according to Drinka, what are the methods/strategies for the 'coercing/forcing' approach to conflict mngmt (3)
- one defensive & one offensive - emphasize differences - judge & accuse
51
according to Drinka, describe the power in a 'coerce-force' approach to conflict mngmt (2)
- imbalance (real or perceived) - attempt to retain imbalance
52
according to Drinka, what is the conclusion to using a 'coerce-force' approach to conflict mngmt
- one yields or standoff
53
according to drinka, when should the 'coerce-force' approach to conflict mngmt be used vs not used?
- use: emergency, unpopular issue, fixed resources, need decision - dont: need support or long term relationship
54
according to Drinka, what are the methods/strategies for the 'withdraw-avoid' approach to conflict mngmt (3)
- one defensive - one offensive - emphasize differences
55
according to Drinka, describe the power in a 'withdraw-avoid' approach to conflict mngmt (2)
- imbalance (real or perceived) - attempt to retain imbalance or create new imbalance
56
according to Drinka, what is the conclusion to using a 'withdraw-avoid' approach to conflict mngmt
- one yields or standoff
57
according to drinka, when should the 'withdraw-avoid' approach to conflict mngmt be used vs not used?
- use: trivial issue, little power, nonrecurring problem, part of larger problem - dont: critical goals, recurring problem
58
according to Drinka, what are the methods/strategies for the 'negotiate-compromise' approach to conflict mngmt (2)
- bargain - hoard info
59
according to Drinka, describe the power in a 'negotiate-compromise' approach to conflict mngmt (2)
- relatively equal - attempt to increase relative power
60
according to Drinka, what is the conclusion to using a 'negotiate-compromise' approach to conflict mngmt (2)
- different factions agree to accept decision - all win and lose
61
according to drinka, when should the 'negotiate-compromise' approach to conflict mngmt be used vs not used?
- use: mutually exclusive goals of moderate importance, balanced power, focused on roles - dont: early in problem, need more info
62
according to Drinka, what are the methods/strategies for the 'accomodate-obloge' approach to conflict mngmt (3)
- share all info - clarify all disagreements - equalize input
63
according to Drinka, describe the power in a 'accomodate-oblige' approach to conflict mngmt (2)
- relatively equal - attempt to further equalize power
64
according to Drinka, what is the conclusion to using a 'accomodate-oblige' approach to conflict mngmt
- overt agreement; covert disagreement common
65
according to drinka, when should the 'accomodate-oblige' approach to conflict mngmt be used vs not used?
- use: when wrong, need social credits, goals not critical, to promote member responsibility - dont: issue important to team & relationships
66
according to Drinka, what are the methods/strategies for the 'collaborate-integrate' approach to conflict mngmt (3)
- openly present problems - use all power strategies - balance conflict & cooperation
67
according to Drinka, describe the power in a 'collaborate-integrate' approach to conflict mngmt (3)
- universal and unequal - members free to get more power - however, team controls power for team decision making
68
according to Drinka, what is the conclusion to using a 'collaborate-integrate' approach to conflict mngmt
- comprehensive solution & reevaluation
69
according to drinka, when should the 'collaborate-integrate' approach to conflict mngmt be used vs not used?
- use: critical needs and goals, ill-defined problem, need comittment - dont: no time, no trust
70
according to Drinka, how might team members express emotions (4)
- direct-verbal - direct-nonverbal - indirect-verbal - indirect-nonverbal
71
according to Drinka, describe the 'direct-verbal' expression of feelings (5)
- describe feelings (consistent w the core values and ground rules that the team has set) - focus on only on point - blame others - deny one's actions - overdefend a position
72
according to Drinka, describe the 'direct-nonverbal' expression of feelings (2)
- withhold info - exclude people & essential disciplines
73
according to Drinka, describe the 'indirect-verbal' expression of feelings (5)
- raising or lowering voice voice - raise unrelated points - change opinion when pressured - spread guilt - verbally attack members over unrelated issues
74
according to Drinka, describe the 'indirect-nonverbal' expression of feelings (10)
- silence - glaring - laugh or grunt - sigh - obey w animosity - avoid eye contact - slough or sit erect - fold or wave arms - tighten facial muscles - conceal emotions
75
according to Drinka, what are preferred conflict mngmt styles
- avoiding - coercing
76
see pg 166 of Drinka for examples of how to avoid conflict
...
77
according to Drinka, what conflict strategies are present in the forming stage of team development (2)
- accommodating - coercion
78
according to Drinka, what conflict strategies are present in the norming stage of team development (4)
- scapegoating - avoiding conflict - working towards equal distribution of power - forcing
79
according to Drinka, what conflict strategies are present in the confronting stage of team development (2)
- coercion - avoidance
80
according to Drinka, what conflict strategies are present in the performing stage of team development
- constructive confrontation
81
according to Drinka, what are power currencies
- tangible and intangible attributes that are valued by people (respect, morality, knowledge, helpfulness, integrity, etc.) - any attribute a person finds attraction
82
according to Drinka, power currencies can be... provide an example
- helpful or destructive ex. people can leverage power currencies over others --> "you will lose all respect if you do this", or used to manipulate others
83
according to Drinka, define disruptive behavior... this is also known as???
- human behaviors in healthcare that have the potential to disrupt care or create an unsafe enviro - AKA maladaptive behavior
84
according to Drinka, what are examples of disruptive behavior (7)
- being abusive - intimidating - demeaning - disrespectful - dishonest - undermining - in violation of professional boundaries
85
according to Drinka, disruptive behavior exists on a...
- continuum from occassional to common - and mild to severe
86
according to Drinka, what are disruptive behaviors often trigged by?
- stress
87
according to Drinka, what is a solution for disruptive behavior
- more well developed teams where team members stand up for each other and come forward in appropriate behavior is observed
88
according to Drinka, there are both ____ and ___ participants in disruptive behavior
- active and passive
89
according to Drinka, what is the originator of disruptive behavior
- instigator of disrption
90
according to Drinka, what is the receptor of disruptive behavior
- accepts the behavior because the originator is in line with what they believe/value
91
according to Drinka, what is the conduits of disruptive behavior
- people who transfer messages to other receptoras
92
according to Drinka, what is the conduits of disruptive behavior
- people who transfer messages to other receptors
93
according to Drinka, what is the reflectors of disruptive behaviors
- praise the originator and encourage maladaptive behavior ex. gossiping about a person you don't like --> people who value you may spread the gossip
94
according to Drinka, what is the most important step in acknowledging relational team conflict
- to recognize certain behaviors as maladaptive
95
according to Drinka, how many steps are there in recognizing certain behaviors as maladaptive
3
96
according to Drinka, describe step 1 of recognizing certain behaviors as maladaptive
- recognize and acknowledge the behavior is occurring
97
according to Drinka, describe step 2 of recognizing certain behaviors as maladaptive
- determine what causes behaviors to increase/intensify
98
according to Drinka, describe step 3 of recognizing certain behaviors as maladaptive (2)
- determine if the behavior is destructive to the team - put established procedures in place to address the team member and correct behavior
99
according to Drinka, team members should distinguish between what 3 types of conflict?
- relational - task - process
100
according to Drinka, describe relational conflict
- revealed when there is a strain between group members that might be expressed as anger, annoyance, exasperation, irascibility, or somehow devaluing another member
101
according to Drinka, describe task conflict
- relates to group members having different ideas over whether a task needs to be performed or the type of task
102
according to Drinka, describe process conflict
- relates to differences in opinions on how to perform a task
103
review table 7.3 in Drinka
...
104
what key concepts are found in the 'Collaborator: Handover' video (3)
- effectively and safely handing over care is critical to pt safety - signif clinically important info is missed during handover reports (40%) - standardized handover processes improve pt outcomes
105
according to the 'Collaborator: Handover' video, what is the root cause of a majority of pt safety errors?
- communication failures
106
according to the 'Collaborator: Handover' video, what is included in pt handover? (4)
- intake - discharge to community - interprofessional handovers (nurse-nurse) - intraprofessional handovers (nurse-OT)
107
according to the 'Collaborator: Handover' video, what are the 5 components to effective/safe medical handovers
- standardized - limit interruptions - whole team should be present - verbal & written/elecronic components must both be present (info delivered verbally in report should also be documented elsewhere) - ensure quality
108
according to the 'Collaborator: Handover' video, how can handovers be standardized
- use ISBAR system - or IPASS
109
what is I-PASS?
Illness severity Patient summary Action list Situational awareness and contingency planning Synthesis by receiver
110
according to the 'Collaborator: Handover' video, how can we prevent interruptions of handovers
- do not interrupt report unless there is an emergency
111
according to the 'Collaborator: Handover' video, why is it important the whole team is present during handover
- allows people to clarify miscommunications & add relevant info
112
according to the 'Collaborator: Handover' video, how can we ensure quality in handovers
- there should be audits of pt handovers
113
what are key concepts in the WRHA's document on Interprofessional Conflict Resolution
- interprofessional conflict resolution occurs when HCP actively engage in addressing disagreements and respond effectively to all types of conflict
114
according to the WRHA's document on Interprofessional Conflict Resolution, interprofessional conflict resolution involves.... (6)
- acknowledging & validate different perspectives - reduce role ambiguity and overload - clarifying role differences - creating a safe enviro where differing opinions are welcome - communicate positively and constructively - see conflict w the potential of a positive outcome
115
what are the 6 domains of the Safety Competencies Framework (SCF)
1. pt safety culture 2. teamwork 3. communication 4. safety, risk, and quality improvement 5. optimize human & system factors 6. recognize, respond to, and disclose pt safety incidents
116
______ is a critical aspect of high quality healthcare
- pt safety
117
what is included under the domain of "pt safety culture" of the SCF (3)
- integrated pattern of individual and organizational actions & behaviors - based on shared values & beliefs - clear understanding of one's role in enhancing a safety culture
118
what is the goal of the domain of "pt safety culture" of the SCF
- minimize the potential for pt harm
119
the domain of "pt safety culture" of the SCF is characterized by... (3)
- authentic/shared leadership - timely & responsive communication - transparency of shared info
120
what is of paramount importance in the domain of "pt safety culture" of the SCF
- engagement of pts & their families
121
positive safety culture involves...
- a balance of a "no blame system" with individual accountability (aka a "just culture"
122
what is included under the domain of "teamwork" in the SCF
- teamwork within and across teams is optimized to support & maximize pt safety, quality of care, and healthcare outcomes - coordinated activities of a multi-system
123
coordinated activities of a multi-team system in the domain "teamwork" includes...
- high performing interprofessional teams that demonstrate competencies and capabilities for safe, effective, and efficient collab pratice
124
each key competency of the domain of "teamwork" in the SCF aligns w...
- one of the 6 CIHC domains, which are foundational to IPC
125
what is included under the domain "communication" in the SCF (4)
- open dialogue w pts & families promote pt safety and prevent/respond to pt safety incidents - HCP share & receive info to develop positive IP relationships with and across organizations - effective communication builds trust and is precondition of obtaining pt consent - clear and consistent info enables informed decision making
126
what are the goals of the domain "communication" in the SCF (2)
- establish partnerships w pts and their families as members of the healthcare team - pts to participates as full partners in their own care and shared decision making
127
what is included under the domain of "safety, risk, and quality improvement" in the SCF (3)
- encompasses identifying, assessing, reducing, and mitigating safety risks to pts & HCP - HCP require competencies & skills in system-based activities such as teamwork, task mngmt, and situational awareness - HCP can learn & apply these skills, and use them to improve healthcare outcomes for pts and their families by preventing or mitigating pt/provider safety incidents
128
the domain of "safety, risk, and quality improvement" in the SCF is accomplished by..
- involving pts, their families, and other HCP in implementing evidence-based principles of system design and quality improvement
129
what is included under the domain of "optimize human & system factors" in the SCF (2)
- managing the dynamic and complex interaction between people & other factors in the healthare system to optimize pt safety - poorly designed systems should be addressed by system-lvl changes such as changing culture of healthcare enviro, automating a safety check, and forcing essential functions
130
what individual factors are included in the domain of "optimize human & system factors" in the SCF (8)
- knowledge - skills - experience - personal attributes - attitudes and biases - work-life balance - fatigue - other health factors of individual practitioners that constitute key elements of performance
131
what system/enviro factors are included in the domain of "optimize human & system factors" in the SCF (3)
- relationships between policies & procedures - work cultures - resource allocation in a wide variety of local, regional, national, and international organizational structures
132
what is included in domain of "recognize, respond to, and disclose pt safety incidents" in the SCF (6)
- recognize, respond, and report pt safety incidents to mitigate harm, ensure disclosure, and prevent recurrences - importance of culturally sensitive & timely disclosure & acknowledgement of pt's values, beliefs, and wishes - essential to provide factual reasons for what happened - recognize pt safety incidents and take responsibility to promptly respond w integrity, professionalism, empathy, and compassion to meet urgent needs/follow up as required for pts & their families - team must effectively address pt's immediate clinical needs/plan for further care - provide appropriate apology
133
what are 4 types of errors
- diagnostics - treatment - preventative - communication
134
what are integral to a culture of safety
- teamwork - communication
135
what helps create a culture of safety
- implementing formal processes for team handover
136
what are key contributing factors in the occurrence of pt safety incidents (2)
- communication breakdowns (~25%) - teamwork failures
137
harm is a term used by WHO and IHI as a reflection of...
- the pt experience
138
what are elements that support safe pt care (6)
- pt and their family as part of team - leadership that strives for optimum care delivery - culture of safety where one learns & feels safe to report & learn from pt safety incidents - support of pt safety from the top - honest disclosures r/t pt safety incidents - effective teamwork & communication which are taught and reinforced within the organization
139
define: pt handover
- temporary or permanent transfer of responsibility and accountability for some or all aspects of care for a pt or group of pts - transfer of essential info & responsibility of care from one care provider to another for the purpose of ensuring continuity in care & safety
140
what are barriers to safe & effective handovers (5)
- setting (busy work enviro and frequent interruptions) - time constraints - missing pt info - lack of standardized communication tools - lack of training about safe pt handovers
141
what are recommendations from WHO regarding pt handovers (6)
- use clear & common language - limit interruptions - avoid distractions (ex, charting, mixing meds) - allow enough time for tasks, handovers - encourage interactive questioning - give sufficient info
142
what is included in maintaining reliable med info
- communicate medication at every transition point in pt care - keep med list updated - drug name differenced need to be emphasized and clearly communicated - WHO recommends using TALL lettering for medication w similar names to differentiate (ex. MAGnolax vs MAOlox)
143
see video on slides for using "CUS"
...
144
when does the WRHA recommend a post-event safety huddle
- when a client safety issue occurs
145
what are the beenfits of a safety huddle
- assists the staff, family, and pt's physical and emotional needs
146
who can a safety huddle be initiated by? how long is recommended? recommended to follow?
- any team member - 10 min - follow ISBARR
147
describe disclosure to the pt/family after a safety issue occurs (6)
- disclose as close to the event as possible - recommend that 2 or more members disclose - express regret ("im sorry this happened" - inform family that a review will take place - stay open to questions - provide a name of contact person for future questions
NURS 4520: IPC
flashcards
Decks in class (5)
# Cards
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