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P063 - Integrating Health System Clinics: Aligning Ambulatory Care Clinical Services to Enhance Patient Experience, Increase Efficiency, Improve Clinical Outcomes, and Elevate Team Engagement
Amy Brewer, MSN, RN, Director of Ambulatory Nursing, UT Southwestern Medical Center    |     Anthonia Eby, MBA, RN, NEA-BC, FACHE    |     Anny Sandoval, MBA, MSN, RN

Updated: 04/22/25

Updated: 04/22/25
An integrated health system aims to organize clinical services across the continuum of care for patients. This patient-focused model enhances experience, clinical outcomes, and operational efficiency. A large urban academic medical center with over 100 clinics has a divided ambulatory care oversight model consisting of academic department vs. health system ambulatory care clinics. The health system can better connect and manage the entire ambulatory care portfolio to drive performance improvements and increase staff engagement and role satisfaction while reducing the cost of care.
In May 2024, a multidisciplinary work group consisting of health system nursing and operational executives and project managers began the journey to integration. The aim of this substantial project was to achieve alignment, optimization, and cost reduction while increasing support, streamlining resources, and improving staff and faculty engagement for internal medicine service line ambulatory care clinics.
With a five-month runway to integration, the work group performed strategic assessments of staffing, clinical operations, provider productivity, and team engagement. Understanding and validating the scope of work was a key first step in the process. Initial assessments revealed the clinical teams were receptive to integration; however, the workgroup understood the importance of enhanced communication and increased clinical collaboration between health system leadership and key stakeholders within the academic departments.
The health system provided strengthened infrastructure to support next steps for integration. A roadmap, initiatives, and projects focused on optimizing clinical workflows and performance excellence were developed to reduce both clinical and operational variation while increasing patient access, efficiency, and safety. Also, there was a renewed focus on engagement and overall role satisfaction.
As a result of the assessments, staffing ratios were redistributed, ensuring the clinical team was working at top of license and scope. Development and implementation of standing medical orders (SMOs) helped to streamline and optimize clinical workflows, allowing for reduced clinic waiting times and increased satisfaction for patients. Clear provider productivity expectations increased appointment access and accountability for performance.
Early post-implementation data and feedback reveal the aim of integration was achieved and process improvements are ongoing. The team’s report improved staffing support, more efficient workflows, greater resource allocation, increased patient satisfaction, and stronger team morale. Longer-term outcomes to be measured are improved clinical outcomes and overall reductions in the cost of care. With continued positive feedback and outcomes, health system integration will be expanded to additional ambulatory care clinics.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P064 - Improving Patient Experience with Epic Text Message System
Leslie Haymes, BSN, RN, CPAN

Updated: 04/22/25

Updated: 04/22/25
A positive patient experience is closely linked to better patient outcomes, increased employee satisfaction, and financial benefits for healthcare organizations. As healthcare systems across the country increasingly prioritize patient-centered care, enhancing the patient and family experience has become a central focus. In the perioperative setting, continuous communication with patients’ family members is a critical component of this approach. Providing timely updates not only keeps family members informed about the surgical process but also alleviates anxiety and fosters a deeper sense of involvement and support, which is essential for both patients and their loved ones. Recognizing the importance of this, we implemented a real-time messaging system to improve consistency, efficiency, and patient-family engagement communication.
In February 2023, the Outpatient and Ambulatory Surgery Consumer Assessment of Healthcare Providers and Systems (OAS CAHPS) score for the domain focusing on recovery instructions was 87.5. Noting an opportunity to strengthen this aspect of care, we introduced the family member texting system to provide automatic surgical updates directly to designated family members. This digital platform allows the perioperative team to maintain ongoing communication with families, ensuring they are informed and engaged throughout the surgical process. Family members receive customized text messages about critical aspects such as coordination of escort arrival, pharmacy information, and updates on the patient’s recovery progress. This proactive communication fosters a collaborative approach to care and helps family members feel more involved in the recovery journey.
The implementation of the texting system began in March 2023 with an educational in-service provided to all preoperative nurses. Super users were identified to ensure adequate support during the go-live phase, and enrolling designated family members for text updates became a standard part of the preoperative interview process. By integrating the system into our workflow, we created a seamless, family-centered communication channel that is responsive to the needs of both patients and their families.
Following the implementation, we monitored OAS CAHPS scores for the recovery instruction domain over the next several months. In April, May, and June 2023, scores were 96.8, 89.5, and 93.2, respectively, surpassing the pre-implementation score. This improvement in scores reflects an increase in both patient and family satisfaction, indicating the system’s positive impact on the patient-family experience. Additionally, feedback from patients and family members has been overwhelmingly positive with many expressing their appreciation for the reassurance and support the system provided.
Based on the success of this initiative, the family member texting system has been recognized as a best practice and is now recommended as part of a broader, cross-campus patient and family experience initiative. This approach not only enhances communication but also reinforces our commitment to patient- and family-centered care, ensuring that loved ones remain engaged and supported throughout the surgical experience.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P065 - Nurturing Competence and Confidence: Transforming Oncology Nursing Education
Leizel Solon, RN

Updated: 04/22/25

Updated: 04/22/25
Background: At UC Davis Health Comprehensive Cancer Center, the adult infusion department serves as a vital hub for outpatient care, providing innovative cancer-directed therapies, clinical trials, and non-oncology treatments to the Sacramento region. Since 2021, we have onboarded 32 novice oncology nurses through a structured transition to oncology program. As complex treatments shift to ambulatory care settings, our infusion nurses face increased patient volume and complexity. To navigate this evolving landscape, we launched the UBR (unit-based resource) program. This initiative emphasizes competency-based education and the implementation of evidence-based practices (EBP) to ensure safe patient outcomes. By fostering a culture of peer support and collaboration, UBR empowers nurses at all levels to grow through inquiry and knowledge, enhancing care quality.
Method: The UBR program integrates a dynamic unit-based resource model, utilizing a Microsoft Teams site as a central hub for accessible educational resources. This platform facilitates on-demand, self-directed learning, empowering nurses to engage with content at their own pace. Key strategies include targeted mini-huddles, interactive presentations, hands-on simulations, and comprehensive policy reviews delivered by nurses who actively identify and address the educational gaps within our unit. The program promotes peer-to-peer communication and nurse-led education, creating a safe environment for inquiry where there are “no dumb questions.” This competency-based approach builds confidence and competence in novice nurses while fostering mutual support among all staff.
Results: Survey results highlight the transformative impact of the UBR program. Participants reported increased confidence and competence in their roles, contributing to a remarkable retention rate of 99% among our 51 RNs. Pre- and post-survey data reveal a 35% increase in familiarity with drug-specific therapies and a 45% boost in teaching confidence. These outcomes demonstrate the program’s effectiveness in equipping nurses to deliver safe, high-quality patient care while fostering an environment of peer growth and support.
Conclusion: The UBR program represents a forward-thinking approach to nursing education, focusing on evidence-based practices and continuous professional development. By prioritizing competency-based education and shared governance, UBR empowers nurses to improve patient outcomes and reinforces our adult infusion department’s commitment to excellence in oncology care. This initiative illustrates the power of structured, collaborative educational programs in cultivating and retaining exceptional oncology nursing talent, ensuring our team is well prepared to meet the challenges of modern health care. Future efforts will explore expanding the program’s reach and refining educational strategies.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P066 - Improving Access of Prenatal Breastfeeding Education via Telehealth Class
Jany Garcia, BSN, RN, AMB-BC, CLC    |     Thriscia Goettlich, BSN, RN, CLC

Updated: 04/22/25

Updated: 04/22/25
Prenatal breastfeeding education is an evidence-based practice that increases the knowledge of mothers regarding breastfeeding and supports both the initiation and continuation of breastfeeding. Access to prenatal breastfeeding education within the community helps prepare and influence expectant mothers' intentions to breastfeed. The use of telehealth for prenatal breastfeeding education and support has been shown to effectively improve breastfeeding exclusivity.
This project aims to enhance access to prenatal breastfeeding education by providing classes in both English and Spanish through innovative technology via telehealth. It was implemented using the plan-do-study-act (PDSA) method, incorporating a referral process for prenatal patients during their appointments to the telehealth classes documented in the electronic medical record (EMR). Attendance rates were measured against the number of patients scheduled for the classes.
The goal was successfully met for the Spanish class offerings during specific months, where the attendance rate for Spanish-speaking patients indicated a higher show rate compared to English-speaking patients in a community predominantly composed of Spanish speakers. The referral process for the telehealth classes is driven by nurses, and collaboration with nurses in the outpatient setting is essential for sustaining and increasing patient referrals.
Key learning outcomes include recognizing the importance of collaboration among nurses and healthcare providers to enhance and maintain referrals to the telehealth classes.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P067 - Bridging the Gap: Student Nurse to Licensed Practical Nurse in the Ambulatory Care Setting
Sandra Guerrero, MSN, RN, AMB-BC, CNL, Primary Care Assistant Nurse Manager, Veterans Health Administration    |     Cayla Hernandez, LPN

Updated: 04/22/25

Updated: 04/22/25
Recruiting licensed practical nurses (LPNs) has become increasingly challenging due to a competitive workforce. Many employers struggle with retention, particularly for new graduate nurses entering practice. Recognizing the need for structured support, a program was designed to help new graduate LPNs meet the demands of ambulatory care, where skills in task prioritization, time management, and clinical judgment are essential.
To address this need, a one-year new graduate LPN program was developed and tailored to the unique requirements of LPNs serving a diverse patient population. Inspired by the established registered nurse (RN) transition-to-practice program (TTP), this initiative includes an extended orientation, assignment to a primary preceptor, and continuous support from program facilitators and peers. The program is divided into three phases: phase I orientation, phase II preparation for independent practice, and phase III independent practice. The program includes regular check-ins with facilitators and group education sessions that offer diverse continuing education modalities. By fostering a supportive environment, the program aims to improve job satisfaction, retention, and self-confidence among the new graduate LPNs. Participants develop essential skills in task prioritization, time management, and clinical judgment through critical-thinking exercises and real-world scenarios, all while gradually building self-confidence. Self-confidence levels are monitored through monthly surveys distributed to participants.
Early results show promising retention rates and increased confidence among participants, demonstrating the program’s effectiveness. This structured approach could serve as a model for other facilities seeking to support and retain new graduate LPNs retention in ambulatory care.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P068 - Using Scripting to Alter the Impact on Clinic Staff of Aggressive Patient Behavior Over the Phone
Barbara Albertson, MN, RN, AMB-BC    |     Julie Barnett, BSN, RN    |     Richard Hart, BA, BSN, RN, AMB-BC    |     Brandi Jenkins, BSN, RN

Updated: 04/22/25

Updated: 04/22/25
Purpose: To measure the impact on clinical staff experience and handling of uncivil or verbally aggressive behavior by patients or caregivers over the phone when using scripted phrases to deescalate the call.
Description: The ambulatory care nursing practice council at an academic medical center identified cyber incivility and verbal violence over the telephone as issues negatively impacting clinical staff. A survey of nurses, medical assistants, and non-clinical staff who interact with patients or caregivers by phone demonstrated that experience with uncivil or aggressive behavior is widespread and affects workplace well-being, attitudes toward work, sick leave usage, and willingness to stay in the job. The organization has previously provided resources and training focused on workplace violence when the patient is physically present in the setting, but there is a gap in resources for ambulatory care staff who provide significant amounts of patient care over the phone. Responding to aggressive behavior in the moment can be anxiety provoking and can rapidly escalate, especially when staff have varying degrees of experience or comfort in dealing with it. Staff are already trained to use scripting embedded within the electronic health record, commonly used to provide prompts to ensure complete documentation. The practice council developed a tool using scripted phrases to support staff in de-escalation of telephone verbal aggression and disengaging the caller when appropriate. Training in the use of de-escalation scripting has been provided to staff in primary care and specialty clinics. We are re-surveying staff to measure whether the availability and use of the scripting has an impact on the type of interventions used in responding to telephone verbal aggression or incivility and the emotional impact on staff who receive such phone calls.
Our work was inspired by the sharing of work done in this area by nurse researchers at UC Health, as presented at the 2023 AAACN Annual Conference. In developing our tool, we have worked with our patient advisory council, risk management partners, and experts in behavioral health.
Evaluation/outcome(in progress): Evaluation areas include comparison of interventions used by staff during uncivil or verbally aggressive phone calls before and after training on use of de-escalation scripting and whether availability of the scripting has an impact on staff well-being, including attitudes toward work, sick leave usage, and willingness to stay in the job.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P069 - The PETE Initiative: Improving Reliability and Boosting Confidence in Emergency Response
Donnya Mogensen, PhD, RN, ACM, NPD-BC

Updated: 05/18/25

Updated: 05/18/25
Data reveals a concerning pattern of delays in escalating care for patients requiring higher-level medical attention. The ambulatory care division is responsible for a variety of complex patient populations within a large pediatric healthcare system undergoing expansion. This growth drives variability and confusion of expected code response at various locations based on setting, services, scope of practice, training, and equipment. These delays require innovation to standardize code blue response for locations where varying levels of healthcare workers with diverse levels of training without a code team when responding to medical emergencies.
Ambulatory care clinical practice specialists (CPS) and clinical educational specialists (CES) lead multidisciplinary teams of clinical and operational staff in standalone network of care (NOC) locations using quality improvement methodology to eliminate confusion through development of a standardized process and training to emergency response.
An analysis of the current state is conducted through staff surveys, policy appraisal, conducting of site visits, observation of real time and simulation events, staff discussions, incident report reviews, and inventory of supplies. Baseline data reveal both knowledge and skill gaps where less than 50% of 176 respondents reported feeling “very confident” or “somewhat confident” in knowing their role, properly utilizing equipment, and calling a code, which confirms a need for a standardized approach to recognize, activate, respond, and evaluate code response across the system.
To address knowledge gaps related to when to activate a code blue, understanding the variety and complexity of patient situations, an acronym PETE (people, expertise, time, and equipment) provides crucial questions to ask. Does the team have the necessary people, expertise, time, and equipment to provide care? If any answers are no, a code blue is activated. The expectations for team members who respond are clarification of roles and utilization of closed loop communication. A designated leader ensures the important tasks are complete and provides a level of consistency.
Literature supports using simulation training to increase confidence through emergency response. Recognizing the need for a standardized and evidence-based approach, a multimodal curriculum is established. Annual education integrates various strategies including competency on the fly, low-fidelity simulation, and “train the trainer” skills validation. Prior to attending a mock code and skills validation, the learner completes an online module. In-person simulations for multidisciplinary team members, hands-on equipment, use-relevant scenarios, and essential debriefing solidify confidence in code response.
Survey two results during the intervention period shows an improvement to 73% of 176 respondents reports feeling “very confident” or “somewhat confident” in knowing their role, utilizing equipment, and calling a code. Survey three after intervention reveals that 90% of team member respondents reported feeling “very confident” or “somewhat confident” in knowing their role, using equipment, and calling a code.
Ambulatory care teams caring for complex patient populations in a fast-growing healthcare system collaborate to create a standardized approach to recognize, activate, and respond to emergencies. A multimodal curriculum includes low-fidelity simulation to train more than 600 staff, resulting in a significant increase in staff confidence when responding to emergencies.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P070 - Enhancing Escalation Skills in Medical Emergencies: The Role of Tabletop Simulations
Lori Akins, MSN, RN, NPD-BC, CPN    |     Afra Evans, MSN, RN, NPD-BC, CCM    |     Elaine Gage, MSN, RN, CPN-BC    |     Ashley Utley, BSN, RN, CPN    |     Thao Vu, MPH, BSN-RN, CPN, NPD-BC

Updated: 04/22/25

Updated: 04/22/25
Purpose: The purpose of implementing tabletop simulations was to develop a more effective training model that would incorporate microburst learning sessions to enhance preparedness of team members in the ambulatory care clinical setting. These sessions, centered on medical emergency processes, enabled clinical nurses and multidisciplinary staff members to integrate crucial escalation responses into their workflows. Furthermore, the simulation experiences engaged key personnel to promote a collaborative working environment and clarify roles and responsibilities.
Description: Prior to introducing emergency preparedness tabletop simulations, clinical nurses raised concerns that the current training provided was not applicable to clinical practices, as it did not account for procedural differences. The variations in medical emergencies across the clinical areas spurred the adoption of tabletop simulation as an educational experience, enabling clinic participants to practice their knowledge of escalation procedures. The delivery of education was held in actual clinical environments, which enabled staff to engage in realistic scenarios and apply their understanding of organizational policies and clinical escalation processes. Structured around pre-incident, incident, and recovery phases, the simulation experiences created a space for exploring different strategies and solutions. Clinical educators collaborated with the simulation department and life support services to establish quarterly tabletop simulation rotations at each clinical site.
Evaluation/outcome: Qualitative data was obtained via feedback from rounding huddles and post-activity surveys. The key themes identified from self-reported preparedness included effective communication, staff empowerment to take appropriate actions, and interdisciplinary collaboration during medical emergencies. Learning outcomes were measured by improvements in knowledge, confidence, and understanding of protocols. Behavioral changes were tracked through performance in both simulations and actual emergencies. Ultimately, the initiative resulted in enhanced patient safety, more accurate responses, and consistent adherence to escalation procedures.
Consistent completion of tabletop simulation sessions is necessary to foster continuous improvement in critical-thinking and communication skills, which are vital for effective interdisciplinary collaboration during escalations. The simulations sessions helped refine escalation processes and improve staff responsiveness to future emergency situations, providing a means of improving decision-making abilities. Tabletop simulation sessions were successful in providing an engaging and interactive approach to strengthen knowledge escalation in the unique clinical environment of ambulatory care services.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P071 - Enhancing Vaccine Compliance through Culturally Sensitive Outreach: HPV and Hepatitis B Vaccination in Metro Atlanta
Makayla Francois, BSNc    |     Gina Papa, DNP, MSN, BSN, FNP-BC, APRN, RN

Updated: 04/22/25

Updated: 04/22/25
Purpose: This project aimed to increase vaccine adherence among vulnerable populations by assessing health competencies and vaccine awareness among metro Atlanta residents, particularly those receiving harm reduction services from the Georgia Harm Reduction Coalition (GHRC) or employed by the organization. The focus was on two vaccines, human papillomavirus (HPV) and hepatitis B, targeting marginalized communities, primarily African-American individuals, many of whom are housing insecure and use drugs or alcohol. This underscores the need for culturally sensitive outreach and education.
Marginalized racial and ethnic populations in the US experience higher morbidity and mortality rates from HPV, with research showing that vaccine communication between healthcare providers and patients in these communities is often inadequate. Additionally, adherence to and completion rates for the hepatitis B vaccine are particularly low among black or Hispanic populations, those with lower socio-economic status, and individuals with comorbidities.
This initiative, developed by nursing students under a federal grant to increase access to care in underserved populations, applied an evidence-based, values-driven model to facilitate conversations with vaccine-hesitant individuals. Instead of focusing solely on scientific data, the project emphasized respectful, honest, and responsible communication to empower individuals to make informed decisions about their health.
Description: The project used the values driven model to facilitate conversations with vaccine-hesitant individuals, key informant interviews done using motivational interviewing, and a community survey to gather insights into participants' beliefs and experiences. The survey assessed prior knowledge of the vaccines, vaccination history, reasons for hesitancy, and risk behaviors such as condomless sex and needle sharing. This approach built trust between health professionals and community members while deepening understanding of the community’s health knowledge and attitudes toward vaccines.
Evaluation/outcome: Preliminary results showed that 87% of participants had heard of the HPV or hepatitis B vaccines, but only 15.8% had received the hepatitis B vaccine and 10.5% had received the HPV vaccine. Vaccine hesitancy was linked to misinformation, fear of side effects, and limited healthcare access. Additionally, 58% of respondents engaged in behaviors that increased their risk of contracting these viruses, such as condomless sex.
After the survey, nursing students educated community members on the importance of these vaccines for health and prevention. Responses revealed a clear demand for more information and community engagement, highlighting a gap in effective communication. Participants expressed confusion about vaccine necessity and safety, underscoring the need for targeted education.
Following discussions, students asked participants about their interest in receiving the vaccines at GHRC’s health fair. Participants showed 79% interest in the hepatitis B vaccine and 58% in the HPV vaccine. The community health fair, featuring interactive discussions, educational materials, and free onsite vaccinations, increased vaccination rates. The project fostered trust, improved vaccine knowledge, and identified key barriers to vaccination, emphasizing the need for culturally competent education, accessible healthcare, and sustained community engagement to reduce vaccine hesitancy and improve public health outcomes in vulnerable populations.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P072 - The 10-Hour Schedule: The Journey to Creating a Work-Life Person-Centered Care Balance
Jenny Uguru, DNP, RN, NEA-BC, NPD-BC, AMB-BC, CLC, GRN, Director of Nursing, NYC Health Hospitals/Woodhull

Updated: 04/22/25

Updated: 04/22/25
Purpose: Burnout and compassion fatigue, compounded by national staffing shortages, increasing workloads, personal and professional demands, and national safety incidents (workplace violence) are currently plaguing the nursing workforce and environments. These issues negatively impact recruitment and retention efforts, further worsening the shortages. They have resulted in a call to action to innovate workflows and schedules and provide work-life balance for nursing staff. Crabtree-Nelson et al. (2022) identifies the consideration and use of innovative workflows and schedules to combat burnout, fatigue, and compassion. Additionally, person-centered care improves the patient experience and has been directly linked to access to care and health equity efforts. Meeting patients where they are and providing them access based on their own schedules also enhances trusting nurse-patient partnerships and supports adherence to self-care regimens. A panel of stakeholders reported actionable priorities to improve access to care and continuity, including care coordination and optimized visit schedules. Finally, elevating nurses to work at the top of their license while supporting their professional growth and development also produces a need to evaluate team-based schedules with extended hours. In fact, flexible work schedules which include shorter work weeks and a scheduled day off have been shown to directly influence recruitment, retention, performance, and productivity and have been linked to positive work and family life balance.
Description: The nursing leadership team provided a justification to executive leadership for the proposed schedule change, obtained nursing staff buy-in to update team schedules, and collaborated with provider leadership for simultaneous updates to provider schedules. The RN and provider team schedules changed to 10-hour days, which provided extended hour coverage and increased both access to care and continuity. The entire care team worked the same schedule, had the same administrative time to complete patient-centered medical home (PCMH) requirements (pre-visit planning, care planning, and patient portal/ lab follow-ups), chronic disease follow-ups, and time for wellness activities. The care team worked the same Saturday schedule and had the same scheduled day off during the week. Due to the success of the care team schedules, the chronic disease RN schedule was also updated to 10-hour shifts to mirror their assigned care teams.
Evaluation/outcome: Improved collaboration and cohesiveness between care team members improved quality of care and care outcomes, as evidenced by meeting and exceeding chronic disease SMART targets and successful implementation of evidence-based projects. Increased access to care, continuity of care, and improved health equity with extended hours and care by the patient’s care team. Provided time and opportunity for team-based learning such as PCMH and team-building exercises, enhancing communication and collaboration between team members. Supported personal and professional growth and development, as evidenced by nursing and ancillary staff enrollment in academic programs. Decreased absenteeism. Enhanced desirability to work in a practice setting which provides work-life balance as verbalized by RN applicants and incumbent staff members.
Learning outcomes: At the end of the presentation, the learner will understand the impact of burnout, compassion fatigue, and workplace demands on nursing staff and care quality; identify one innovative measure which can be implemented to support work-life balance; and identify one positive person-centered outcome of innovative workflows.

Learning Objective:

  • After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

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