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Purpose: Within our ambulatory primary care clinics, planning for the ever-changing needs of our patients and communities is a priority of leadership and clinical education. Ambulatory care telephone triage is one of the organization's most rapidly growing and changing specialties. Our goal was to improve and expand telephone triage nurse knowledge through the implementation of a standardized triage core class for new and experienced triage nurses. This program would be the replacement for a multitude of individual processes that existed among the over 50 ambulatory primary care practices. Description: A literature review of evidence related to telephone triage nurses was conducted using the search terms “primary care triage,” “triage education,” and “telephone triage.” Based on these findings, a proposal was developed for a standardized triage nurse-training program. In November 2021, the triage core class was launched. Working with our ambulatory care and triage leadership, priority attendees were identified and an ongoing attendance schedule was established. This program promoted standardized, evidence-based education for all primary care telephone triage nurses and allowed them to enhance their skills, knowledge, and understanding of the significance that their role had on patient safety and satisfaction. The triage core class was initially rolled out as a 2.5-day in-person, biweekly class. Due to a number of COVID surges and creative hiring strategies, the class was converted to a 2-day virtual, biweekly class. Evaluation and outcome: Each attendee completed a pre-class “knowledge check” that surveyed their self-reported ability to demonstrate various tasks and skills critical to their ambulatory care telephone triage role. At the conclusion of class, attendees were notified that they would receive a post-class “knowledge check” with the same questions in the weeks following. This would provide their self-assessment after having an opportunity to apply and utilize the information learned in class. 81% of attendees responded to the post-class “knowledge check”. Responses to each of the 14 knowledge questions demonstrated an increase in the number of triage nurses who felt that they were able to demonstrate each item without assistance (between 10 to 39% increase). Additionally, triage core class attendees rated themselves using Benner’s novice to expert scale, with 53% of all new and experienced triage nurses rating themselves as competent to expert. This program provided an opportunity to close identified educational gaps, standardize the information shared with our triage nurses, identify future educational needs and opportunities, and facilitate the delivery of high-quality patient care in a telehealth setting. It also created an opportunity for resourceful education for staff spread amongst a wide geographical area, including those that work remotely. |
We all know the effects of the pandemic. The PACT (patient-aligned care team) model for patient care became “diseased.” Accessing care became limited due to CDC (Centers for Disease Control) workplace guidance and recommendations. Staffing was severely affected by shortages as PACT nurses left, exercised early retirement, or were reassigned to support the inpatient hospital resulting in PACT’s scrambling for coverage. This went on for 2 years. The outpatient CNL (clinical nurse leader) recognized the departure from the PACT model to address the needs of the patient caused by the pandemic defaulted to the team nursing model being utilized. Our CNL proactively conducted a “pulse check” with the results of this cohort survey showing the biggest challenges to using the PACT model included shortfalls to the scheduling, staffing, PACT panel size, unclear roles of staff, workload expectations perceived as unrealistic, lack of teamwork, and ineffective communication. Primary care and nursing administration responded to the results of the survey and conceptualized the development of a PACT hub of excellence aimed to improve the knowledge of staff on resuming the use of the PACT model. PHE started as a 120-day detail to create a process improvement and sustainment program for excellence in primary care. The goal is to provide one primary care subject matter expert at each of the major primary care clinics to act as the coach/educator for PACT. A curriculum for training was developed and named the PACT reboot to re-educate and reinvigorate PACT team members to use the PACT model for patient care. Training began in February and extended into August 2022; 22 classes were held, and 56 PACTs were trained, with a total of 314 PACT members attending the training in total. Longitudinal cohort surveys conducted showed 86% of the responding attendees were satisfied with the knowledge gained and felt they achieved the desired learning outcomes for the training. HEDIS (Healthcare Effectiveness Data and Information Set) performance measures for diabetes and Ischemic heart disease associated with the attending PACTs were reviewed by facility and comparing the PACT clinical performance scores pre- and post-training. The results reviewed reflected an improvement in the management related to chronic care. Reflecting this success, the PHE program was made permanent, and staffing was enhanced. Currently, a provider and additional nursing coach have been added to the program. PHE coaching of the PACTs in each clinic remains ongoing. A new employee “bootcamp” 5-day training has been developed to train new PACT employees on PACT processes. Information on the PHE presentations, training techniques, and the success of the program are shared with other PACT educators within the system network. |
Purpose of project: To promote joy at work for clinical nursing staff and explore the impact of appreciative inquiry (AI) techniques approaches on satisfaction and engagement by applying evidence-based practice. Methodology: A mixed method design was used in ambulatory care clinical settings. Data were collected using Pulse surveys, three open-ended feedback questions, and the NDNQI annual employee engagement survey (EES) in 2020 and 2021. Descriptive statistics and a paired t-test were analyzed; in addition, excerpted comments from the feedback answers supported the data of AI workshops impact. Results: Although results did not indicate statistical significance from the paired t-test, the AI workshops impacted non-RN staff significantly. All participants indicated that the AI workshops were helpful in increasing their joy at work. 50% of participants answered that AI workshops generated positive energy in the team, and they felt more joy at work, although the other half indicated not measurable increase of joy at work due to lost members. The 2021 engagement indicator (3.62 out of a 5-point scale) in the clinic showed slightly decreased (0.3) to the engagement indicator compared from 2020 (3.92 out of a 5-point scale). Implication for practice: The results of the study added new knowledge to nursing science in nursing staff management as it specifically relates to promoting joy at work in nursing staff and transformational leadership in nurse managers. Nurse managers can utilize this project in similar healthcare settings. The project also provided an alternative way in creating a positive work environment through changing practices and improving satisfaction, engagement, and reducing turnover as outcomes. |