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Subtitle Documentation and Recording Communication with the Healthcare Team

Documentation student outline

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Page 1: Documentation student outline

Subtitle

Documentation and RecordingCommunication with the Healthcare Team

Page 2: Documentation student outline

Document and Reporting

• Ensures quality of care• Regulatory agencies require it• Medicare reimbursement depends

upon it• Shows nursing action• Serves as a legal document

Page 3: Documentation student outline

Reporting

• Summary of activities, observations, and actions performed

• Objective and non-judgmental

Page 4: Documentation student outline

Reports

• Oral or written• Shift report• Verbal reports to physicians• Miscellaneous–Written lab reports– Dietary reports– Social workers notes– PT, OT, Speech therapies

Page 5: Documentation student outline

Types of Reports

• Change of shift– Oral, audiotape, rounds

• Telephone• Transfer• Incident– Any event not consistent with routine care of

client– Concise, objective– Not a part of the chart– Oral, audiotape, rounds

Page 6: Documentation student outline

Confidentiality

• Law protects any information gained by exam, observation, conversation, or treatment

• Information not discussed or shared with anyone not directly involved in patient’s care

• Nurses are legally and ethically obligated to keep patient information confidential

Page 7: Documentation student outline

Medical Records

• Permanent written communications• Continuing account of care status• Discussion, discharge planning,

conferences, consultations• All caregivers can benefit from

information and plan accordingly

Page 8: Documentation student outline

Purpose of Records

• Communication• Financial billing• Education• Assessment• Research• Auditing and monitoring• Legal documentation

Page 9: Documentation student outline

Documentation

• Anything written or printed that is relied upon as a record of proof for authorized persons

Page 10: Documentation student outline

Standards for Documentation

• Federal regulations-Medicare and Medicaid

• State and Federal regulations – JCAHO

• Professional standards – ANA• Facility policies- charting techniques

and responsibilities

Page 11: Documentation student outline

Legibility

• All charting should be easy to read• Reduces errors• May be used in court years after care

given

Page 12: Documentation student outline

Factual

• Descriptive, objective information• Decreases misinterpretation• Do not use “seems”, “appears”,

“apparently”, “good” “well”• Subjective information is

documented with client’s own words in quotations

• No opinions

Page 13: Documentation student outline

Complete and Concise

• Thorough, exact, brief, and NO blah, blah, blah blah

• Clear and succinct• Eliminate irrelevance• Short and to the point (long notes

difficult to read)• Too abbreviated gives impression of

being hurried and incomplete

Page 14: Documentation student outline

Timeliness

• Delay in reporting can result in serious omissions and delays in care

• Late entries may be interpreted as negligence• Certain things must be reported at time of

occurrence• Routine activities need not be charted

immediately • Military time used• No leaving until important information

recorded• Avoids errors and duplication of care

Page 15: Documentation student outline

Accurate

• Reliable and precise• Exact measurements when possible• Use only accepted abbreviations• Spell correctly

Page 16: Documentation student outline

More accuracy

• No charting for someone else• Student’s notes are countersigned by

person who assured care was given• Descriptive entries signed with full

name and status (first initial, last name, and title)

Page 17: Documentation student outline

Guidelines for Documentation and Reporting

• Certain abbreviations not acceptable• Abbreviations used

Page 18: Documentation student outline

Organization

• Logical format and order• Chronological flow of events

Page 19: Documentation student outline

Chart Components

• Data base– Assessment data

• Problems list• Care plan• Progress notes– Narrative– Flow sheets– Discharge planning summaries

Page 20: Documentation student outline

Documentation Methods

• Problem oriented medical record– S.O.A.P. or S.O.A.P.I.R– P.I.E.

• Source records• Charting by exception– Flow sheets

• Focused charting– D.A.R.

Page 21: Documentation student outline

Problem Oriented Medical Record

• Focus on patient’s problems• Follows the nursing process• Organized by problems or diagnoses• Coordinated care

Page 22: Documentation student outline

Advantages of POMR

• Easy to retrieve information and follow progress

• Easy to monitor for QA purposes• SOAP notes establish structure that

reflects what nurses do

Page 23: Documentation student outline

PIE Charting

• PIE• Daily assessment data appears on

flow sheets• Continuing problems documented

daily• Focuses exclusively on single client

problem

Page 24: Documentation student outline

Source Records

• Each discipline has a separate section of the chart for recording

• Can easily locate proper section• Examples: admission sheet,

physician's order sheet, history and physical, flow sheets, nurses notes, medication record

Page 25: Documentation student outline

Charting by exception

• Reduces repetition• Clearly defined standards of practice

and predetermined criteria• Nurses documents only significant

findings or exceptions• Preventive and wellness-focused

functions not documented

Page 26: Documentation student outline

Focus Charting - DAR

• Easily understood and adaptable to most settings

• Reflects analysis and conclusions• Does not indicate problem

assessment

Page 27: Documentation student outline

Standardized Care Plans

• Pre-printed and established guidelines for clients with similar problems

• Improved continuity• Less time to document• Inhibits unique or individualized

therapies

Page 28: Documentation student outline

Writing the Nursing Care Plan

• Prioritize problems– ABC’s–Maslow– Problems perceived by patient

Page 29: Documentation student outline

Formats

• 5 columns– Assessment data or defining characteristics– Diagnosis– Goals/outcomes– Interventions– Evaluation

• Concept Map– Same five components linked by rationales– Better indicates process of critical thinking

Page 30: Documentation student outline

Critical Pathways

• Documentation tool to integrate standards of care for multiple disciplines

• List problems, key interventions, expected outcomes, expected timelines

• Attempt to control and decrease length of stay

Page 31: Documentation student outline

Discharge Summaries

• Multidisciplinary involvement is required by HCFA

• Client leaves hospital in timely manner with the necessary resources

• Client signs original for chart and takes copy home

Page 32: Documentation student outline

Kardex

• Information• Medication• IV’s• Treatments• Diagnostic procedures• Allergies• Data • Problem list

Page 33: Documentation student outline

Computer Documentation

• Saves time in storage and retrieval• Information is permanent• Various departments can coordinate

information• Can be used at the bedside

Page 34: Documentation student outline

Protocol Charting

• Newest method• Primary use in outpatient care• Written for use as a references or

guide for care• Individualized, current, according to

intended purpose