Improving Teamwork Among Nurses and Physicians 2010

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<p>Improving Teamwork Among Nurses and PhysiciansDaniel OConnell, Ph.D. Seattle, WA danoconn@uw.edu 206 282-1007</p> <p>O'Connell 2010</p> <p>TEAMMultiple individuals with specific skills and roles, coordinating their activities towards a mutually understood and agreed upon aim the Red Socks the Transplant Team</p> <p>O'Connell 2010</p> <p>Keys to Teamwork</p> <p>Acceptance and respect for each members information and contribution</p> <p>Including the patient and family</p> <p>Limiting hierarchy to those issues required by scope of practice and responsibility Shared decisionmaking is preferred mode for resolving concerns Civility/collegiality is highly valued and defendedO'Connell 2010</p> <p>Impetus for Team Training</p> <p>Institute of Medicine 2000 </p> <p>Errors caused by communication and coordination failures Aviation style team training recommended Explicitly calls for teamwork training Communication cited in most sentinel events Team training/crew resource management emerged as solution to many aviation disasters</p> <p>JCAHO: Patient Safety Plan 2004 </p> <p>25 years of aviation experience</p> <p>And we are already having success with this in healthcare ER, OB, anesthesiaO'Connell 2010</p> <p>A Shift Across Industries</p> <p>Team training represented a move away from autocratic and individualistic styles of aircraft command to one that is more team based, with mutual interdependence and shared responsibility. In a safety context, the teams role is to avoid errors, trap them before they have consequences and minimize the consequences that do result</p> <p>Musson and Hemlreich (2004) Team training and resource management. Harvard Health Policy Review 5(1) Spring 25-35.O'Connell 2010</p> <p>Trading Autonomy for Reliability</p> <p>Standard work wherever possible</p> <p>Agreed upon protocols and processes</p> <p>Toyota Lean Production, High Reliability Orgs.)</p> <p>Plan, broadly shared and agreed upon Predict/anticipate Coordinate, Manage resources Recognize and Recover Review, Improve, Disseminate Best PracticeO'Connell 2010</p> <p>AD hoc teams</p> <p>Come together for limited time, for specific tasks and then are reformulated</p> <p>Flight crews, endo suite, OR, multiple clinicians managing a patients care Clear understanding of roles &amp; capabilities Standard operating procedures Briefing/huddle before each event allowing Anticipation and adjustment for specific challengesO'Connell 2010</p> <p>Requires </p> <p>Teamwork Solutions in Healthcare </p> <p>Establish the protocol or plan Communicate to all team members, hold briefings and ad hoc team meetings Team members ask for help in timely manner Check-backs for accurate understanding SBAR as example of information exchange in the team Cross-monitor actions of others Assertive communication skills a concern, clinical information or corrective action Team members accountable for technical and interpersonal behavior (emotional intelligence) Simulate/ practice emergency proceduresO'Connell 2010</p> <p>Establish Plan or Protocol</p> <p>Variation among providers/staff creates poor ability to anticipate and coordinate</p> <p>E.g., Problem of preference cards</p> <p>Need not wait for best practices in order to agree on standard practice Trade off of autonomy for reliability</p> <p>Team coordination depends on increased predictability</p> <p>Supplies, staffing, coordinating, anticipating, catching</p> <p>How will this best practice/agreed upon practice be negotiated and enforced? (ad hoc?, universal?)O'Connell 2010</p> <p>Communicate to all team members</p> <p>Situational awareness requires broader sharing of information/thought processes &amp; plans Anticipating additional resources that may be needed and priming them Value of the pre-procedure briefing/huddle to plan, anticipate, coordinate and apply to the specific situation in the moment Ex. Mini team meetings could be called by any member throughout the shiftO'Connell 2010</p> <p>Is Communication matched to purpose and timeliness?</p> <p>No communication:</p> <p>No/inadequate referral letter or consult note, discharge summary, progress note, briefing Progress note in chart, referral letter, consult note or one way briefing Conversation in real time intended to clarify, recognize anomalies, surface concerns and make shared decisionsO'Connell 2010</p> <p>Serial Monologue</p> <p>Real time dialogue</p> <p>Check backs for Accurate Understanding</p> <p>Receiver gives brief summary and speaker confirms, corrects</p> <p>Reduces chances of inaccuracy or inattention not being detected and corrected</p> <p>Formalized in the airline industry</p> <p>Key information repeated to assure accuracy and response between aircraft and tower</p> <p>Common in restaurant industry Uncommon in healthcareO'Connell 2010</p> <p>Standardized info exchange/briefingSBAR Situation Background Assessment RecommendationFrom Kaiser Permanente surgery programO'Connell 2010</p> <p>Cross-Monitoring Situational Awareness</p> <p>Be aware of the actions of others</p> <p>And comment when safety concerns arise!</p> <p>Make others aware of the steps they are planning/taking to increase effectiveness of cross-monitoring Requires trust, openness to feedback and flexibility about hierarchy and role</p> <p>Opposite of, Why dont you mind your own business?O'Connell 2010</p> <p>Red Flags</p> <p>Anomalies and concerns that are recognized before any adverse event </p> <p>5-7 evident before aircraft incidents RCAs in healthcare routinely find 5+ red flags preceding adverse event Anomalies, deviations from expected are so common that they are not remarkable</p> <p>Normalization of deviance</p> <p>O'Connell 2010</p> <p>Willingness to assert a position </p> <p>Why didnt you/I speak up? What is professional advocacy and assertiveness? </p> <p>Airlines learned that professional/appropriate assertiveness must be taught and reinforced SBAR with agreed upon escalators Stop the assembly line (Toyota Lean Production)</p> <p>Otherwise, correctable red flags and errors go uncorrected until harm is imminent</p> <p>O'Connell 2010</p> <p>Practice for emergencies</p> <p>Emergencies must be anticipated and prepared for in advance</p> <p>High risk/low incidence</p> <p>Adequate resources for emergenciesStaffing at a level that emergencies/urgencies can be handled safely Skills lab, hi/low fidelity enactments with discussion, feedback and correction Devil is in the detailsO'Connell 2010</p> <p>Simulation/practice for emergencies</p> <p>Choose the Middle Way</p> <p>Avoid extremes of Captain of the ship on the one hand, Mutiny on the Bounty on the otherAgreed upon protocols for discussing and resolving disagreements in the moment Agreed upon processes for reviewing situations afterwards</p> <p>Including both technical and interaction Issues</p> <p>O'Connell 2010</p> <p>Role of LeadershipUnderstand, believe in, model and influencethe performance of Team based attitudes, processes, behaviors and incentives</p> <p>O'Connell 2010</p> <p>Star Model of PerformanceRoles</p> <p>Systems</p> <p>Skills</p> <p>Performance</p> <p>Traits &amp; TalentsO'Connell 2010</p> <p>Motivations</p> <p>Hold team members appropriately accountable</p> <p>Behavior in teams includes </p> <p>Technical skills /clinical judgment Emotional intelligence (see next slides)</p> <p>Hire, train, reward, promote, transfer and dismiss to build these capabilities</p> <p>O'Connell 2010</p>

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