Effects of an Educational Intervention on Nurse-Physician Collaboration and Compliance Rates with Quality Indicators

2.50
Hdl Handle:
http://hdl.handle.net/10755/148606
Type:
Presentation
Title:
Effects of an Educational Intervention on Nurse-Physician Collaboration and Compliance Rates with Quality Indicators
Abstract:
Effects of an Educational Intervention on Nurse-Physician Collaboration and Compliance Rates with Quality Indicators
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Clutter, Sara L., PhD, RN
P.I. Institution Name:Waynesburg University
Title:Assistant Professor of Nursing
[Invited Poster or Paper Session] Purpose: to investigate the influence of an educational intervention on knowledge of critical care nurses about collaboration and compliance, perceptions of collaboration, and compliance with discharge quality indicator. Method:  pretest-posttest design with a convenience sample of 88 RNs from four critical care settings. Knowledge was measured by a criterion-based, investigator-developed test. Collaboration was measured using the Collaboration and Satisfaction about Care Decisions instrument. Compliance with quality indicators was determined by comparing the number of met versus expected indicators for cardiac patients. Findings: 1. a difference between knowledge scores before and after the intervention (t = -16.207, p = .000). 2. no difference between collaboration scores (t = -.863, p = .392) or compliance rates of discharge quality indicators (t = .316, p = .754) before and after the intervention. 3. no relationship between collaboration and compliance (baseline: r = .134, p = .294; post-intervention: r = -.239, p = .114). 4. a difference in collaboration scores between nurses from intermediate care units (IMCU) and nurses from intensive care units (ICU) before (t = 3.209, p = .002) but not after the intervention (t = 1.064, p = .293). 5. no difference in knowledge scores between nurses from IMCUs and nurses from ICUs (Wilks' Lambda = .999, F [1, 51] = .049, p = .826). Conclusions: educational intervention improved knowledge about both collaboration and discharge quality indicators; however, this did not result in improved compliance with quality indicators. The increased knowledge resulted in improved perceptions of collaboration by IMCU but not ICU nurses. There was no relationship between perceptions of collaboration and compliance. Significance: Improvements in perceived collaboration between healthcare providers may lead to fewer medical errors. Participation in an educational intervention can improve perceptions of collaboration. Nurse educators may use this information to individualize education for critical care nurses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEffects of an Educational Intervention on Nurse-Physician Collaboration and Compliance Rates with Quality Indicatorsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148606-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Effects of an Educational Intervention on Nurse-Physician Collaboration and Compliance Rates with Quality Indicators</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Clutter, Sara L., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Waynesburg University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sclutter@waynesburg.edu</td></tr><tr><td colspan="2" class="item-abstract">[Invited Poster or Paper Session] Purpose: to investigate the influence of an educational intervention on knowledge of critical care nurses about collaboration and compliance, perceptions of collaboration, and compliance with discharge quality indicator. Method:&nbsp; pretest-posttest design with a convenience sample of 88 RNs from four critical care settings. Knowledge was measured by a criterion-based, investigator-developed test. Collaboration was measured using the Collaboration and Satisfaction about Care Decisions instrument. Compliance with quality indicators was determined by comparing the number of met versus expected indicators for cardiac patients. Findings: 1.&nbsp;a difference between knowledge scores before and after the intervention (t = -16.207, p = .000). 2.&nbsp;no difference between collaboration scores (t = -.863, p = .392) or compliance rates of discharge quality indicators (t = .316, p = .754) before and after the intervention. 3.&nbsp;no relationship between collaboration and compliance (baseline: r = .134, p = .294; post-intervention: r = -.239, p = .114). 4.&nbsp;a difference in collaboration scores between nurses from intermediate care units (IMCU) and nurses from intensive care units (ICU) before (t = 3.209, p = .002) but not after the intervention (t = 1.064, p = .293). 5.&nbsp;no difference in knowledge scores between nurses from IMCUs and nurses from ICUs (Wilks' Lambda = .999, F [1, 51] = .049, p = .826). Conclusions: educational intervention improved knowledge about both collaboration and discharge quality indicators; however, this did not result in improved compliance with quality indicators. The increased knowledge resulted in improved perceptions of collaboration by IMCU but not ICU nurses. There was no relationship between perceptions of collaboration and compliance. Significance: Improvements in perceived collaboration between healthcare providers may lead to fewer medical errors. Participation in an educational intervention can improve perceptions of collaboration. Nurse educators may use this information to individualize education for critical care nurses.</td></tr></table>en_GB
dc.date.available2011-10-26T09:47:43Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:47:43Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.