Posts Tagged ‘Adult Learning’

Evidenced Based Practice

Monday, April 19th, 2010

CMS, through OASIS C, is guiding the home health industry toward evidenced-based practices. These practices require the identification of a solid literature review with established clinical integrated expertise that includes the patient’s cultural, socioeconomic, and educational background.

An organized plan with expected outcomes is being mandated in this contemporary health industry. There is a need for information directed toward diagnosis, prognosis and disease prevention. Traditional sources; such as textbooks no longer meet the fast paced knowledge accumulation of today. Time treating patients has become expensive and limited. Current up to date, tested knowledge is vital to maintain diagnostic/practitioner skills and quality outcomes.

There are specific steps recommended to achieve evidenced-based practices:
1. Select a topic or a clinical question is asked:
Problem-focused such as identified through Quality improvement, benchmarking, and recurrent data
Knowledge-focused, based on research from conferences or journals
2. Form a Team
3. Have a well defined process for evidence retrieval . A common paradigm used today is PICO; a) who is the Population, b) what is the intended Intervention, c) is there a Comparison intervention or Control group, d) what is the desired outcome.
4. Classify the literature as either conceptual (theory and clinical articles) or data driven (systemic research reviews). The data is derived from clinical trials, meta analysis, and national rated articles.
5. The information should then be interpreted and critically evaluated as to application, validity, and expected outcome. Apply the evidence.
6. The decision to change practice considers the relevance of the evidence and the consistency in research findings, looking for ways to improve or modify the application. Qualitative research is being used more frequently in this regard.

To further encourage evidence based practice in home health care, CMS is seeking standardized tools to be used in the OASIS C Integrated Assessment. These tools, such as the Braden and Norton used for skin integrity assessment are readily recognizable, not only in home health but, in other levels of care in health care. Thus, if the patient is transferred to another care level, a reliability of skin assessment can be maintained because the tool is a recognizable standardized instrument.

Evidenced-based processes are also being encouraged because the patient population is requiring more from their health care practitioners, having increased knowledge, empowerment, and access to information, and expecting predictable outcomes from care.

Evidenced – based practice is not a new concept. It is documented in Daniel 1:6 in the Bible where “controlled trials” were used in comparing dietary benefits for families. In the 1700s, James Lind used randomized trials to show that scurvy could be prevented by citrus fruit. In the 1800s, Semmelweis studied the transmittal of puerperal fever, an infection occurring in females post partum. Semmelweis was able to document that physicians and medical students would perform aurtopsies, and in the same clothing (dirty aprons and all), frequently, merely wiping their bloody hands on their aprons, then perform gynecologic examinations on the new mothers. By instituting hand washing with chloride of lime prior to examining the females, the infection rate dropped over 80%. Evidence-based practice is soundly grounded in research.

The Agency for Healthcare Research and Quality, the National Guideline Clearinghouse, and the Evidence-based Medicine Resource Center are just a few organizations involved with the practices of EBP. Discipline specific associations impacting medicine, nursing, and the rehabilitation oriented therapies are also actively involved in research.

Evidence-based practice in nursing is seen with a new model called Guided Care Nursing (GON) being researched in Maryland, to examine seven chronic care interventions, including disease management, patient self management, case management, lifestyle modification and geriatric management. The nurses involved in the program have completed a specific educational program that looked to enhance their skills in these areas. Predictive modeling software was used to identify patients for the study. The study has been so positive further clinical trials have been funded..

Researchers at the University of California San Francisco Medical Center have undertaken a prospective study to look at incongruencies in practice standards across specific disease lines.

Evidence Based Practice is now being applied in the health care education and training setting. Data has been evaluated on over 109 medical schools in the country.

Government has a strong belief that evidence based practice will positively impact both on the quality and financial outcomes in health care. It is an exciting time in health care. It is truly the time for strong data driven practice.

Susan Carmichael
MS, RN, CHCQM, COS-C
Fellow of the American Institute for Healthcare Quality

Patient Teaching

Wednesday, February 17th, 2010

Home Health agencies should begin now to review processes and be certain that care delivered is “reasonable and necessary” and that each and every visit can withstand scrutiny by auditors/RAC or MAC auditors.  Of course, so much of care delivered involves patient teaching.  Recently, several colleagues (who are involved in QI) and I were discussing the least supported documented visits we see in home health. We unanimously agreed that visits involving patient teaching seem to be the weakest in documentation. We also realize that if we have noticed this weakness, it is only a matter of time before  the MACs and RACs see this also (if they haven’t noticed already).

Visits that are essentially patient teaching oriented must involve teaching that requires the skills of a nurse or therapist. The clinician may also teach the patient about an essentially unskilled service however, it must relate to their illness. Issues can arise if the clinician does not adequately document the connection between the patient’s skill deficit and the patient’s learning need. Additionally,  how the clinician addressed the need and the patient’s response is essential.

In the 1980s, Malcolm Knowles (called the father of adult education) identified that successful adult learning involves understanding that:

  1. Adults want to participate in identifying their needs for learning.
  2. Adults appreciate a sequence or clear outline of experiences/teachings needed to achieve the desired result.
  3. Adults learn better in a reduced stress environment with a supportive teacher/facilitator/educator.
  4. Adults learn better with appropriate learning techniques and instructional methods.
  5. Adults have improved learning experiences when they have the most appropriate material and resources necessary to produced the planned learning.
  6. Adults have greater learning success when they are motivated toward measureable desired outcomes.

So, just handing a patient a flyer about medications or diet isn’t necessarily teaching and it frequently doesn’t result in learning. So, in future blogs, let’s look at proven techniques for successful teaching, because reimbursement should be retained for the valuable skill of teaching.

Susan Carmichael
MS, RN, CHCQM, COS-C
Fellow of the American Institute for Healthcare Quality