NURS 8302 Discussion Measurement Systems And Methods

NURS 8302 Discussion Measurement Systems and Methods

The need to ensure that patients’ experiences in hospitals have improved has resulted in the development of numerous tools that play critical roles in measuring, tracking, and establishing improvement objectives. The importance of measuring patient experiences is supported by the fact that it is an important outcome for clinical safety and effectiveness. The management of the ACS Hospital will use qualitative and quantitative methodologies to assess patients’ experiences and perceptions of health care services. According to LaVella and Gallan (2014), these two methodologies are increasingly important in ensuring that health care facility administrations pay attention to patients’ perceptions. Patient forums, focus groups, interviews, unit-level or department/ward surveys, as well as informal feedback obtained through patient service organizations or advocacy groups, are the primary approaches used to measure patient experiences. Furthermore, for the purposes of evaluation, the hospital may use approaches such as website comments, formal complaints, and feedback on the performance of care providers.

In addition to the patient-reported outcomes and direct feedback mentioned above, the ACK Hospital could collect data on patient satisfaction by using administrative databases/ charts, performance measures, and staff observations (LaVella & Gallan, 2014). In addition, ethnographic and observational approaches such as patient health care process mapping or journey mapping, as well as unobtrusive observation, are used. Observing and rounding, shadowing, and video recording may also help the hospital analyze, track, and improve patient goals. The goals of the above measurements are to better understand patient satisfaction, patient perceptions, and patient preferences for hospital services such as communication with doctors, end-of-life care, and pain management by nurses during hospital visits.

The current health care setting’s goals were established in accordance with the aforementioned metrics. According to the organization’s mission and vision, ensuring that the quality of care services improves is a primary goal. Indeed, the hospital’s primary goal is to implement evidence-based practices in care in order to improve patient experiences and thus satisfaction. Furthermore, the hospital has established an online website where patients can provide anonymous feedback in accordance with Ilioudi, Lazakidou, and Tsironi (2013). According to the hospital, the goal of this study is to evaluate patient experiences and perceptions of the hospital’s services. An examination of these objectives reveals that the hospital staff works hard to achieve them. For example, the percentage of patients who were satisfied with pain management and doctor-patient communication increased by 20%. Furthermore, after the interaction of the measures, the average rating of the hospital services increased to 4.5 out of 5.00. These two phenomena suggest that the hospital is currently meeting the metrics.

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Even as the hospital strives to improve its internal services through various strategies, exposure to certain provocative emerging issues abounds. According to Weech-Maldonado et al. (2013), the emergence of The Consumer Assessment of Healthcare Providers and Systems (CAHPS®) as a tool for measuring patient satisfaction has resulted in certain conflicts between hospital settings and the tool. According to studies on the effectiveness of the CAHPS, certain patients provide contradictory responses to patient surveys regarding various parameters. As a result, there are some differences in patient satisfaction with hospital services between hospital-based surveys and the CAHPS survey. The use of CAHPS at the hospital, on the other hand, has allowed management to tailor their patient experience methodologies to become more accurate when used. Therefore, the CAHPS has led to positive improvements concerning the patient experience measuring and tracking tools in addition to ensuring that the hospital meets the set thresholds.

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References

Ilioudi, S., Lazakidou, A., & Tsironi, M. (2013). Importance of patient satisfaction measurement and electronic surveys : Methodology and potential benefits. International Journal of Health Research and Innovation, 1(1), 67-87.

LaVella, S., & Gallan, A. (2014). Evaluation and measurement of patient experience. Patient Experience Journal, 1(1), 28-36.

Weech-Maldonado, R., Carle, A., Weidmer, B., Hurtado, M., Ngo-Metzger, Q., & Hays, R. D. (2013). The Consumer Assessment of Healthcare Providers and Systems (CAHPS) cultural competence (CC) item set. Medical care, 50(9 Suppl 2), S22-31.

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You are a DNP-prepared nurse working at a hospital focused on improving patient satisfaction. After receiving care at your hospital, patients are provided a scorecard to survey their patient experience. The patient surveys range in questions from wait time to effectiveness of care, and these surveys provide your hospital with a scorecard indicating how the hospital is performing against these metrics. Upon reviewing the scorecards, you are able to highlight areas of improvement and areas of success, however, you find the responses are often difficult to analyze, as there are a wide range of responses, and there are many variables.

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The process of constructing a balanced scorecard for the tracking of patient satisfaction can be controversial. For example, a hospital’s patient satisfaction scorecard provides a snapshot of gathered data for the hospital, but the data may be out of context, which makes it difficult to identify specific problems. It is evident that both scorecards and dashboards have a place in the healthcare setting; however, will all organizations and accrediting bodies agree on the aspects of implementation, data analysis, and levels of effectiveness?

For this Discussion, you will explore key indicators involved with the use of scorecards and dashboards for tracking organizational performance. Reflect on a particular healthcare organization or nursing practice with an established scorecard or dashboard measuring patient experience.

To Prepare:

• Review the Learning Resources for this week, and reflect on how a healthcare organization or nursing practice setting uses scorecards and dashboards.
• Select any healthcare organization or nursing practice setting that has an established scorecard or dashboard measuring patient
  experience and improvement goals.
• Be sure to obtain an example of the scorecard or dashboard from the healthcare organization or nursing practice setting (you selected) for this Discussion.
• Reflect on how these measurement systems and measurement methods may impact organizational goal setting in the areas of overall performance and financial stability.
• Explore the key indicators involved with scorecards and dashboards, as well as the external quality standards to which they are compared.
• Reflect on what the metrics used in the balanced scorecards and dashboards might mean to your specific organization and/or nursing practice. Has your organization established goals for these or similar metrics and are they currently being met? Why, or why not?

By Day 3 of Week 5

Post a brief description of the healthcare organization or nursing practice setting you selected. Summarize the measures on the scorecard or dashboard in which patient experience of care is measured, tracked, and used to set improvement goals. Be specific. Explain whether goals at your organization are established, for these metrics you reviewed, and whether or not they are currently being met. Then, describe the potential impacts of meeting or not meeting these metrics for your healthcare organization, and explain why. Be specific and provide examples.

By Day 6 of Week 5

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or offering an alternative interpretation of the patient experience measures described by your colleague as they might relate to your specific practice or organization.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

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Week 5 Discussion Rubric

Post by Day 3 of Week 5 and Respond by Day 6 of Week 5

 

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Week 5 Discussion

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The chosen practice setting is made up of a nationwide company’s branch located in Anne Arundel County in Maryland. The Anne Arundel county’s practice section provides evidence-based and medically driven psychiatric and behavioral treatment to individuals across the lifespan using a digital approach that integrates an electronic health recording system (EHRs) into telehealth medicine. The Electronic health record system is combined with a telehealth platform that enhances virtual communication between the provider and the patient.

 

Dashboard Measurements

 

The electronic health record system (EHRS) used by prescribing and non-prescribingproviders within our practice setting provides a unified workflow that combines electronic health records, practice management, and patient engagement. Patients utilize the EHRS portal to communicate with providers virtually during a private session. The EHRS offers a smart portal that enables current patients to send and receive encrypted messages from their providers, requests medication refills, and communicate with the nursing practice setting. Following each patient and provider encounter, the EHRS generates patient feedback cumulatively and anonymously on the EHR and the company’s public dashboards for review by the quality assurance team for strategic plans for performance improvement in customer service, quality care, and practice growth. According to Kruglov, Strugar and Succi (2021), performance dashboards are effective at guiding organizations with measuring, monitoring and management of the organizations’ performance. The performance dashboard within the nursing practice setting’s electronic health record system consists of numerical stars for performance rating. The maximum number of stars to 5 is rated for excellence, while a minimum of zero rated for poor performance is generated post-encounter to statistically measure patient experience and feedback on provider’s professionalism, wait time, and bedside manner. Currently, with this dashboard monitoring and tracking system in place, the goals of the practice setting to improve customer experience and satisfaction are met at an overall reported average of 5-star rating. Murphy et al. (2021) imply that dashboards are key strategic indicators and performance components with outcomes that facilitate decision making aimed at improving patient safety and satisfaction.

 

Impact of Dashboard Measurements 

 

The tools within the EHRs offer a complete set of specialized tools for scheduling, charting, billing, and patient relationship management while unifying remote workflow elements. Some of the advantages of the EHRs include smart, automated processes and dashboards that help in reducing labor, improving information accuracy, and patient satisfaction. The generated post-encounter rating stars that reflect provider performance and patient experience are tracked, monitored, and reviewed monthly and quarterly by the quality assurance committee for performance improvement plans.

 

Reference

 

Kruglov, A., Strugar, D., & Succi, G. (2021). Tailored performance dashboards-an evaluation of the state of the art.

PeerJ. Computer science, 7, e625. https://doi.org/10.7717/peerj-cs.625

 

Murphy, D. R., Savoy, A., Satterly, T., Sittig, D. F., & Singh, H. (2021). Dashboards for visual

 

display of patient safety data: a systematic review. BMJ Health & Care Informatics, 28(1), e100437.

https://doi.org/10.1136/bmjhci-2021-100437

. The post is informative and interesting to read. However, I am surprised that your current work environment of air medical transport does not track the patient’s experience. Essentially, understanding patient experience is a major step in achieving patient-centered care. By considering different aspects of patient experience enables health care organizations to assess the level to which patients are given responsive and respectful care based on individual patient’s values, preferences, and needs (Larson et al., 2019). Therefore, it is imperative for your current environment to consider assessing patient experience together with other vital elements such as safety and effectiveness of care, which are critical in providing a full picture of quality of health care. As such, the organization can reintroduce standardized surveys to track patient experience (Zhang et al., 2020). In particular, the previously used CAHPS surveys program should be brought back. CAHPS surveys program is critical tool requests the patients to report the elements of their experience that are essential to them rather than asking them how satisfied they are with the care. The survey contains well-tested questions using reliable methodology which is essential in producing validated and standardized patient experience measures (Martino et al., 2017).

References

Larson, E., Sharma, J., Bohren, M. A., & Tunçalp, Ö. (2019). When the patient is the expert: measuring patient experience and satisfaction with care. Bulletin of the World Health Organization, 97(8), 563. doi: 10.2471/BLT.18.225201

Martino, S. C., Shaller, D., Schlesinger, M., Parker, A. M., Rybowski, L., Grob, R., … & Finucane, M. L. (2017). CAHPS and comments: how closed-ended survey questions and narrative accounts interact in the assessment of patient experience. Journal of patient experience, 4(1), 37-45. doi: 10.1177/2374373516685940

Zhang, Y., Li, Q., & Liu, H. (2020). From patient satisfaction to patient experience: A call to action for nursing in China. Journal of nursing management, 28(2), 450-456. https://doi.org/10.1111/jonm.12922

Content

Name: NURS_8302_Week5_Discussion_Rubric

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		Excellent 90–100	Good 80–89	Fair 70–79	Poor : 0–69
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		Points Range: 40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	Points Range: 35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	Points Range: 31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	Points Range: 0 (0%) – 30 (30%) Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting: Writing		Points Range: 6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	Points Range: 5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	Points Range: 4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	Points Range: 0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		Points Range: 9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	Points Range: 8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	Points Range: 7 (7%) – 7 (7%) Posts main Discussion by due date.	Points Range: 0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		Points Range: 9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	Points Range: 8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	Points Range: 7 (7%) – 7 (7%) Response is on topic and may have some depth.	Points Range: 0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		Points Range: 6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	Points Range: 5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	Points Range: 4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	Points Range: 0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		Points Range: 5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	Points Range: 4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	Points Range: 3 (3%) – 3 (3%) Posts by due date.	Points Range: 0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		Points Range: 9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	Points Range: 8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	Points Range: 7 (7%) – 7 (7%) Response is on topic and may have some depth.	Points Range: 0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		Points Range: 6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	Points Range: 5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	Points Range: 4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	Points Range: 0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		Points Range: 5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	Points Range: 4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	Points Range: 3 (3%) – 3 (3%) Posts by due date.	Points Range: 0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

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