Narrowing the Healthcare Quality Chasm Paper

Narrowing the Healthcare Quality Chasm Paper

March 2001 I N S T I T U TE OF M E D I C I N E Shaping the Future for Health CROSSING THE Q UALITY CHASM: A

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NEW HEALTH SYSTEM FOR THE 21ST CENTURY T he U.S. health care delivery system does not provide consistent, highquality medical care to all people. Americans should be able to count on receiving care that meets their needs and is based on the best scien­ tific knowledge–yet there is strong evidence that this frequently is not the case. Health care harms patients too frequently and routinely fails to deliver its potential benefits. Indeed, between the health care that we now have and the health care that we could have lies not just a gap, but a chasm. A number of factors have combined to create this chasm. Medical sci­ ence and technology have advanced at an unprecedented rate during the past half-century. In tandem has come growing complexity of health care, which today is characterized by more to know, more to do, more to manage, more to watch, and more people involved than ever before. Faced with such rapid changes, the nation’s health care delivery system has fallen far short in its ability to translate knowledge into practice and to apply new technology safely and appropriately. And if the system cannot consistently deliver today’s science and technology, it is even less prepared to respond to the ex­ traordinary advances that surely will emerge during the coming decades. The public’s health care needs have changed as well. Americans are living longer, due at least in part to advances in medical science and techno l­ ogy, and with this aging population comes an increase in the incidence and prevalence of chronic conditions. Such conditions, including heart disease, diabetes, and asthma, are now the leading cause of illness, disability, and death. But today’s health system remains overly devoted to dealing with acute, episodic care needs. There is a dearth of clinical programs with the multidisciplinary infrastructure required to provide the full complement of services needed by people with common chronic conditions. The health care delivery system also is poorly organized to meet the challenges at hand. The delivery of care often is overly complex and uncoor­ dinated, requiring steps and patient “handoffs” that slow down care and decrease rather than improve safety. These cumbersome processes waste resources; leave unaccountable voids in coverage; lead to loss of information; Faced with such rapid changes, the nation’s health care delivery system has fallen far short in its ability to translate knowledge into practice and to ap­ ply new technology safely and appro­ priately. CARE SYSTEM Supportive payment and regulatory en­ vironment Organizations that facilitate the work of patientcentered teams High perform­ ing patientcentered teams Outcomes: • Safe • Effective • Efficient • Personalized • Timely • Equitable REDESIGN IMPERATIVES: SIX CHALLENGES • Reengineered care processes • Effective use of information technologies • Knowledge and skills management • Development of effective teams • Coordination of care across patientconditions, services, sites of care over time and fail to build on the strengths of all health professionals involved to ensure that care is appropriate, timely, and safe. Organizational problems are particularly apparent regarding chronic conditions. The fact that more than 40 percent of people with chronic conditions have more than one such condition argues strongly for more sophisticated mechanisms to coordinate care. Yet health care organizations, hospitals, and physician groups typically operate as separate “silos,” acting without the benefit of complete information about the patient’s condition, medical history, services provided in other settings, or medications provided by other clinicians. Making change possible. Strategy for Reinventing the System Advances must begin with all health care con­ stituencies… committing to a national statement of purpose… Bringing state-of-the-art care to all Americans in every community will require a fundamental, sweeping redesign of the entire health system, according to a report by the Institute of Medicine (IOM), an arm of the National Academy of Sciences. Crossing the Quality Chasm: A New Health System for the 21st Century, prepared by the IOM’s Committee on the Quality of Health Care in America and released in March 2001, concludes that merely making incremental improvements in current systems of care will not suffice. The committee already has spoken to one urgent care problem–patient safety–in a 1999 report titled To Err is Human: Building a Safer Health System. Concluding that tens of thousands of Americans die each year as a result of pre­ ventable mistakes in their care, the report lays out a comprehensive strategy by which government, health care providers, industry, and consumers can reduce medical errors. Crossing the Quality Chasm focuses more broadly on how the health sys­ tem can be reinvented to foster innovation and improve the delivery of care. Toward this goal, the committee presents a comprehensive strategy and action plan for the coming decade. Six Aims for Improvement Advances must begin with all health care constituencies–health professionals, federal and state policy makers, public and private purchasers of care, regulators, organization managers and governing boards, and consumers–committing to a 2 national statement of purpose for the health care system as a whole. In making this commitment, the parties would accept as their explicit purpose “to continually reduce the burden of illness, injury, and disability, and to improve the health and functioning of the people of the United States.” The parties also would adopt a shared vision of six specific aims for improvement. These aims are built around the core need for health care to be: • Safe: avoiding injuries to patients from the care that is intended to help them. • Effective: providing services based on scientific knowledge to all who could benefit, and refraining from providing services to those not likely to benefit. • Patient-centered: providing care that is respectful of and responsive to in­ dividual patient preferences, needs, and values, and ensuring that patient values guide all clinical decisions. • Timely: reducing waits and sometimes harmful delays for both those who receive and those who give care. • Efficient: avoiding waste, including waste of equipment, supplies, ideas, and energy. • Equitable: providing care that does not vary in quality because of personal characteristics such as gender, ethnicity, geographic location, and socioeconomic status. A health care system that achieves major gains in these six areas would be far better at meeting patient needs. Patients would experience care that is safer, more reliable, more responsive to their needs, more integrated, and more available, and they could count on receiving the full array of preventive, acute, and chronic services that are likely to prove beneficial. Clinicians and other health workers also would benefit through their increased satisfaction at being better able to do their jobs and thereby bring improved health, greater longevity, less pain and suffering, and increased personal productivity to those who receive their care. A health care sys­ tem that achieves major gains in these six areas would be far better at meeting patient needs. Ten Rules for Redesign To help in achieving these improvement aims, the committee deemed that it would be neither useful nor possible to specify a blueprint for 21st-century health care delivery systems. Imagination abounds at all levels, and all promising routes for innovation should be encouraged. At the same time, the committee formu­ lated a set of ten simple rules, or general principles, to inform efforts to redesign the health system. These rules are: 1. Care is based on continuous healing relationships. Patients should re­ ceive care whenever they need it and in many forms, not just face-to-face visits. This implies that the health care system must be responsive at all times, and ac­ cess to care should be provided over the Internet, by telephone, and by other means in addition to in-person visits. 2. Care is customized according to patient needs and values. The system should be designed to meet the most common types of needs, but should have the capability to respond to individual patient choices and preferences. 3. The patient is the source of control. Patients should be given the nec3 …the health care system must be responsive at all times, and access to care should be provided over the Internet, by tele­ phone, and by other means in addition to inperson visits. Reducing risk and ensuring safety require greater a t­ tention to systems that help prevent and mitigate er­ rors. essary information and opportunity to exercise the degree of control they choose over health care decisions that affect them. The system should be able to accom­ modate differences in patient preferences and encourage shared decision making. 4. Knowledge is shared and information flows freely. Patients should have unfettered access to their own medical information and to clinical knowl­ edge. Clinicians and patients should communicate effectively and share informa­ tion. 5. Decision making is evidence-based. Patients should receive care based on the best available scientific knowledge. Care should not vary illogically from clinician to clinician or from place to place. 6. Safety is a system property. Patients should be safe from injury caused by the care system. Reducing risk and ensuring safety require greater attention to systems that help prevent and mitigate errors. 7. Transparency is necessary. The system should make available to pa­ tients and their families information that enables them to make informed decisions when selecting a health plan, hospital, or clinical practice, or when choosing among alternative treatments. This should include information describing the system’s performance on safety, evidence-based practice, and patient satisfaction. 8. Needs are anticipated. The system should anticipate patient needs, rather than simply react to events. 9. Waste is continuously decreased. The system should not waste resources or patient time. 10. Cooperation among clinicians is a priority. Clinicians and institutions should actively collaborate and communicate to ensure an appropriate exchange of information and coordination of care. Taking the First Steps To initiate the pro­ cess of change, Congress should establish a Health Care Quality Inno­ vation Fund To initiate the process of change, Congress should establish a Health Care Quality Innovation Fund–roughly $1 billion for use over three to five years to help pro­ duce a public-domain portfolio of programs, tools, and technologies of widespread applicability, and to help communicate the need for rapid and significant change throughout the health system. Some of the projects funded should be tar­ geted at achieving the six aims of improvement. The committee also calls for immediate attention on developing care proc­ esses for the common health conditions, most of them chronic, that afflict great numbers of people. The federal Agency for Healthcare Research and Quality (AHRQ) should identify 15 or more common priority conditions. (The agency has requested guidance from the IOM on selection of these conditions, and the Institute expects to issue its report in September 2002.) The AHRQ then should work with various stakeholders in the health community to develop strategies and action plans to improve care for each of these priority conditions over a five-year period. 4 Changing the Environment Redesigning the health care delivery system also will require changing the struc­ tures and processes of the environment in which health professionals and organi­ zations function. Such changes need to occur in four main areas: • Applying evidence to health care delivery. Scientific knowledge about best care is not applied systematically or expeditiously to clinical practice. It now takes an average of 17 years for new knowledge generated by randomized controlled trails to be incorporated into practice, and even then application is highly uneven. The committee therefore recommends that the Department of Health and Human Services establish a comprehensive program aimed at making scientific evidence more useful and more accessible to clinicians and patients. It is critical that leadership from the private sector, both professional and other health care leaders and consumer representatives, be involved in all aspects of this effort to ensure its applicability and acceptability to clinicians and patients. The infrastructure developed through this public-private partnership should focus initially on priority conditions. Efforts should include analysis and synthesis of the medical evidence, delineation of specific practice guidelines, identification of best practices in the design of care processes, dissemination of the evidence and guidelines to the professional communities and the general public, development of support tools to help clinicians and patients in applying evidence and making decisions, establishment of goals for improvement in care processes and outcomes, and development of measures for assessing quality of care. • Using information technology. Information technology, including the Internet, holds enormous potential for transforming the health care delivery sys­ tem, which today remains relatively untouched by the revolution that has swept nearly every other aspect of society. Central to many information technology ap­ plications is the automation of patient-specific clinical information. Such infor­ mation typically is dispersed in a collection of paper records, which often are poorly organized, illegible, and not easy to retrieve, making it nearly impossible to manage various illnesses, especially chronic conditions, that require frequent monitoring and ongoing patient support. Many patients also could have their needs met more quickly and at a lower cost if they could communicate with health professionals through e-mail. In addition, the use of automated systems for or­ dering medications can reduce errors in prescribing and dosing drugs, and com­ puterized reminders can help both patients and clinicians identify needed services. The challenges of applying information technology should not be underestimated, however. Health care is undoubtedly one of the most, if not the most, complex sectors of the economy. Sizable capital investments and multiyear commitments to building systems will be needed. Widespread adoption of many information technology applications also will require behavioral adaptations on the part of large numbers of clinicians, organizations, and patients. Thus, the committee calls for a nationwide commitment of all stakeholders to building an information infrastructure to support health care delivery, consumer health, qua l­ ity measurement and improvement, public accountability, clinical and health services research, and clinical education. This commitment should lead to the elimination of most handwritten clinical data by the end of the decade. 5 It is critical that leadership from the private sector, both professional and other health care leaders and consumer repre­ sentatives, be in­ volved in all as­ pects of this ef­ fort… Information tech­ nology…holds enormous poten­ tial for transform­ ing the health care delivery system… Clinicians should be adequately compensated for taking good care of all types of pa­ tients… …the importance of adequately preparing the workforce to make a smooth transi­ tion into a thor­ oughly revamped health care sys­ tem cannot be un­ derestimated. Now is the right time to begin work on reinventing the nation’s health care delivery sys­ tem. • Aligning payment policies with quality improvement. Although pay­ ment is not the only factor that influences provider and patient behavior, it is an important one. The committee calls for all purchasers, both public and private, to carefully reexamine their payment policies to remove barriers that impede quality improvement and build in stronger incentives for quality enhancement. Clinicians should be adequately compensated for taking good care of all types of patients, neither gaining nor losing financially for caring for sicker patients or those with more complicated conditions. Payment methods also should provide an opportu­ nity for providers to share in the benefits of quality improvement, provide an op­ portunity for consumers and purchasers to recognize quality differences in health care and direct their decisions accordingly, align financial incentives with the im­ plementation of care processes based on best practices and the achievement of better patient outcomes, and enable providers to coordinate care for patients across settings and over time. To assist purchasers in their redesign of payment policies, the federal go v­ ernment, with input from the private sector, should develop a program to identify, pilot test, and evaluate various options for better aligning payment methods with quality improvement goals. Examples of possible means of achieving this end include blended methods of payment designed to counter the disadvantages of one payment method with the advantages of another, multiyear contracts, payment modifications to encourage use of electronic interaction among clinicians and between clinicians and patients, and bundled payments for priority conditions. • Preparing the workforce. Health care is not just another service in­ dustry. Its fundamental nature is characterized by people taking care of other people in times of need and stress. Stable, trusting relationships between a patient and the people providing care can be critical to healing or managing an illness. Therefore, the importance of adequately preparing the workforce to make a smooth transition into a thoroughly revamped health care system cannot be un­ derestimated. Three approaches can be taken to support the workforce in this transition. One approach is to redesign the way health professionals are trained to emphasize the six aims for improvement, which will mean placing more stress on teaching evidence-based practice and providing more opportunities for interdisciplinary training. Second is to modify the ways in which health professionals are regu­ lated and accredited to facilitate needed changes in care delivery. Third is to use the liability system to support changes in care delivery while preserving its role in ensuring accountability among health professionals and organizations. All of these approaches likely will prove valuable, but key questions remain about each. The federal government and professional associations need to study these ap­ proaches to better ascertain how they can best contribute to ensuring the strong workforce that will be at the center of the health care system of the 21st century. No Better Time Now is the right time to begin work on reinventing the nation’s health care deliv­ ery system. Technological advances are making it possible to accomplish things today that were impossible only a few years ago. Health professionals and or6 ganizations, policy makers, and patients are becoming all too painfully aware of the shortcomings of the nation’s current system and of the importance of finding radically new and better approaches to meeting the health care needs of all Americans. Although Crossing the Quality Chasm does not offer a simple pre­ scription–there is none–it does provide a vision of what is possible and the path that can be taken. It will not be an easy road, but it will be most worthwhile. � � � For More Information… Copies of Crossing the Quality Chasm: A New Health System for the 21st Century are available for sale from the National Academy Press; call (800) 624-6242 or (202) 3343313 (in the Washington metropolitan area), or visit the NAP home page at www.nap.edu. The full text of this report is available at http://www.nap.edu/books/0309072808/html/ Support for this project was provided by: the Institute of Medicine; the National Research Council; The Robert Wood Johnson Foundation; the California Health Care Foundation; the Commonwealth Fund; and the Department of Health and Human Services’ Health Care Finance Administration, Public Health Service, and Agency for Healthcare Research and Quality. The views presented in this report are those of the Institute of Medi­ cine Committee on the Quality of Health Care in America and are not necessarily those of the funding agencies. The Institute of Medicine is a private, nonprofit organization that provides health policy advice under a congressional charter granted to the National Academy of Sciences. For more information about the Institute of Medicine, visit the IOM home page at www.iom.edu. Copyright ©2000 by the National Academy of Sciences. All rights reserved. Permission is granted to reproduce this document in its entirety, with no additions or al­ terations � � � COMMITTEE ON QUALITY OF HEALTH CARE IN AMERICA WILLIAM C. RICHARDSON (Chair), President and CEO, W.K. Kellogg Foundation, Battle Creek, MI DONALD M. BERWICK, President and CEO, Institute for Healthcare Improvement, Boston, MA J. CRIS BISGARD, Director, Health Services, Delta Air Lines, Inc., Atlanta, GA LONNIE R. BRISTOW, Former President, American Medical Association, Walnut Creek, CA CHARLES R. BUCK, Program Leader, Health Care Quality and Strategy Initiatives, General Electric Company, Fairfield, CT CHRISTINE K. CASSEL, Professor and Chairman, Department of Geriatrics and Adult Development, The Mount Sinai School of Medicine, New York, NY 7 MARK R. CHASSIN, Professor and Chairman, Department of Health Policy, The Mount Sinai School of Medicine, New York, NY MOLLY JOEL COYE, Senior Fellow, Institute for the Future, and President, Health Technology Center, San Francisco, CA DON E. DETMER, Dennis Gillings Professor of Health Management, University of Cambridge, UK JEROME H. GROSSMAN, Chairman and CEO, Lion Gate Management Corporation, Boston, MA BRENT JAMES, Executive Director, Intermountain Health Care Institute for Health Care Delivery Research, Salt Lake City, UT DAVID McK. LAWRENCE, Chairman and CEO, Kaiser Foundation Health Plan, Inc., Oakland, CA LUCIAN L. LEAPE, Adjunct Professor, Harvard School of Public Health, Boston, MA ARTHUR LEVIN, Director, Center for Medical Consumers, New York, NY RHONDA ROBINSON-BEALE, Executive Medical Director, Managed Care Manage­ ment and Clinical Programs, Blue Cross Blue Shield of Michigan, Southfield JOSEPH E. SCHERGER, Associate Dean for Primary Care, University of California, Irvine College of Medicine ARTHUR SOUTHAM, President and CEO, Health Systems Design, Oakland, CA MARY WAKEFIELD, Director, Center for Health Policy, Research, and Ethics, George Mason University, Fairfax, VA GAIL L. WARDEN, President and CEO, Henry Ford Health System, Detroit, MI Study Staff JANET M. CORRIGAN, Director, Quality of Health Care in America Project Director, Board on Health Care Services, MOLLA S. DONALDSON, Project Codirector LINDA T. KOHN, Project Codirector SHARI K. MAGUIRE, Research Assistant KELLY C. PIKE, Senior Project Assistant Auxiliary Staff MIKE EDINGTON, Managing Editor JENNIFER CANGCO, Financial Advisor Consultant RONA BRIER, Brier Associates, Inc. � � � 8
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NRS433 GCU Social Factors Among Teens with Eating Disorders

NRS433 GCU Social Factors Among Teens with Eating Disorders

Running head: EATING DISORDER AMONG TEENAGERS Eating Disorder among Teenagers Ana Trana Grand Canyon

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University 02/03/2019 1 EATING DISORDER AMONG TEENAGERS 2 Eating Disorder among Teenagers PICOT statement Eating disorders have been estimated to occur in every 10 of 100 young women including teenage girls in the United Stated states (AACAP, 2018). They are psychological disorders caused by the distortion of body image and results in extreme disturbance to eating patterns inducing stress and poor nutritional behaviors. While they also occur among teenage boys, teenage girls are often the most vulnerable. The project will aim at understanding eating disorders among teenagers by answering the following PICOT questions 1) What causes eating disorders and why are teenagers the most susceptible? 2) Can social networks and the media be utilized to impact positive body image to tackle eating disorders effectively? 3) If the prevalence and effects the same for both gender? 4) Will effective tackling of eating disorders improve the psychological well-being of teenagers? 5) How long will it take to reconstruct and impact positive lessons about body image to counter eating disorders? Suggested PICOT content: P- Teenage eating disorders I – Social networks that impact body image C- Compared to no social network with eating disorder eliminated. O- Positive body image T- Data collecting of one year. Need a rewritten statement using suggested PICOT for final paper Week 5.cac Qualitative and qualitative resources for the research Fogelkvist, M., Parling, T., Kjellin, L., & Gustaf, S. A. (2016, December 12). A qualitative analysis of participants’ reflections on body image during participation in a randomized controlled trial of acceptance and commitment therapy. Journal of Eating Disorders, 4(29). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-016-0120-4 The research is a qualitative study that seeks to understand participants’ perceptions of body image. It asserts that negative body image is the primary risk factors for the development and relapse of eating disorders. The authors conclude that intervention strategies need to address the unique constructs of the patient. Boon, E., Zainal, K. A., & Touyz, S. W. (2017). Perceptions of eating disorder diagnoses and body image issues in four male cases in Singapore. Journal of Eating Disorders, 5(33). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337017-0159-x EATING DISORDER AMONG TEENAGERS 3 The article is qualitative research on male eating disorders; it investigates both homosexual and heterosexual males exposed to fatphobia, fear of gaining weight and body image dissatisfaction. Homosexuality was cited as a high-risk factor for eating disorders and a strong deterrent to recovery. The research concludes that both groups sought treatment due to parental wishes or psychiatric comorbidities. Patel, K., Tchanturia, K., & Harrison, A. (2016). An exploration of social functioning in young people with eating disorders: A qualitative study. PloS one, 11(7), e0159910. Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0159910 The study utilizes a qualitative methodology to investigate the challenges people with eating disorders face in social functioning, recognizing and controlling emotions. The research investigates six aspects; self-monitoring, social sensitivity, belonging to a group, hospitalization, service provision and limited coping strategies to understand these social challenges. It notes that successful recoveries were attached to social support and interactions. Leonidas, C., & dos Santos, M. A. (2014, May 21). Social support networks and eating disorders: an integrative review of the literature. Neuropsychiatric disease and treatment, 10. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4039404/ The article is quantitative research that extracts data from 24 articles to analyze information on the significance of social networks and social support for patients with eating disorders. The finding indicates the family social networks were most explored with little to no literature on other social networks. The article concludes on the need to invest in broadening the social networks to understand and assess effects on patients with eating disorders. Voelker, D. K., Reel, J. J., & Greenleaf, C. (2015, August 25). Weight status and body image perceptions in adolescents: current perspectives. Adolescent health, medicine, and therapeutics, 6, 149–158. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554432/ The research is a quantitative study on the adolescent stage where a teenager either form positive or negative body image. The authors connote that the media and peers can influence and pressurize body perceptions, they focus on assessing the magnitude weight-related bullying, body perceptions and dissatisfactions may contribute to negative body image during the adolescent stage. Salafia, E. B., Jones, M. E., Haugen, E. C., & Schaefer, M. K. (2015, September 15). Perceptions of the causes of eating disorders: a comparison of individuals with and without eating disorders. Journal of Eating Disorders, 3(32). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-015-0069-8 The study involves a quantitative methodology to assess perceptions on what causes eating disorders among patients and those without the condition. Majority of those without eating disorders attributed the condition to media while those with the condition were not sure of media’s effect. The difference is used to formulate educational programs for both groups. EATING DISORDER AMONG TEENAGERS 4 References AACAP. (2018, March). Eating Disorders in Teens. Retrieved from www.aacap.org: https://www.aacap.org/aacap/families_and_youth/facts_for_families/FFFGuide/Teenagers-With-Eating-Disorders-002.aspx Boon, E., Zainal, K. A., & Touyz, S. W. (2017). Perceptions of eating disorder diagnoses and body image issues in four male cases in Singapore. Journal of Eating Disorders, 5(33). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337017-0159-x Fogelkvist, M., Parling, T., Kjellin, L., & Gustaf, S. A. (2016, December 12). A qualitative analysis of participants’ reflections on body image during participation in a randomized controlled trial of acceptance and commitment therapy. Journal of Eating Disorders, 4(29). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-016-0120-4 Leonidas, C., & dos Santos, M. A. (2014, May 21). Social support networks and eating disorders: an integrative review of the literature. Neuropsychiatric disease and treatment, 10. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4039404/ Patel, K., Tchanturia, K., & Harrison, A. (2016). An exploration of social functioning in young people with eating disorders: A qualitative study. PloS one, 11(7), e0159910. Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0159910 Salafia, E. B., Jones, M. E., Haugen, E. C., & Schaefer, M. K. (2015, September 15). Perceptions of the causes of eating disorders: a comparison of individuals with and without eating disorders. Journal of Eating Disorders, 3(32). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-015-0069-8 Voelker, D. K., Reel, J. J., & Greenleaf, C. (2015, August 25). Weight status and body image perceptions in adolescents: current perspectives. Adolescent health, medicine, and therapeutics, 6, 149–158. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554432/ EATING DISORDER AMONG TEENAGERS 5 Faculty feedback 2-4-19 cac Ana, the PICOT statement and a review of the literature assignment on teenage eating disorders that met most of following criteria: 1) PICOT statement and components. Good start with the essential questions. Suggested PICOT content. T is for the time data will be collected. (Six months to a year.) Great topic. cac 2) Qualitative and Quantitative Research studies: Abstract on each article. Type of research noted on the research articles. 4) Organization, Format and Abstract: Well presented. 5) Six references (2014-2017) most listed and cited in APA format. Good selection. Reference page present. Thank You Ana, you demonstrated basic understanding of PICOT and the importance of EB research data that is peer reviewed. Type of research identified. Need tweaking of PICOT later. cac Please connect if you have questions. cac
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Part 3 Proposal

Part 3 Proposal

Please respond with a paragraph to the following post, add citations and references:

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The type of communication that would be utilized to present my ideology on the manner in which patient care can be improved within the upper-level management would include the use of research and its findings. First and foremost, the inclusion of research and its findings would communicate clearly and concisely the areas that need to be addressed in improving patient care, an element that would be used in influencing decisions. The research findings need to be translated to non-researchers within the upper management for understanding. Researchers therefore bring together a wide array of evidences from several research studies that strengthen the research ideas aimed at improving patient care. The research findings and ideas are translated in the production of programmatically useful information (Clochesy et al, 2015). To achieve this goal, the researchers need to communicate the results of the findings through multiple channels in a bid to reach an audience, with the ideology aimed at repeating the same message severally with the aim of increasing the probability of resource utilization. For instance, if communication is done on the same idea, final report summaries, national workshops, program briefs, announcements and international conferences. This therefore, gives a greater chance for other individuals to determine the ideas raised for consideration. Additionally, the results of the findings and ideas can be shared among individuals and specialist organizations who effectively synthesize the information, hence promoting communication.

Reference

Clochesy, J. M., Dolansky, M. A., Hickman Jr., R. L., Gittner, L. S., & Hickman, R. J. (2015). Enhancing Communication between Patients and Healthcare Providers: SBAR3. Journal Of Health & Human Services Administration, 38(2), 237-252.Retrirved From: http://search.ebscohost.com/login.aspx?direct=true…

Critical Thinking Reading Summary and Study Evaluation

Critical Thinking Reading Summary and Study Evaluation

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BSN Capella Nursing Research And Informatics

BSN Capella Nursing Research And Informatics

Running head: EFFECTIVE USE OF PATIENT CARE TECHNOLOGIES Effective use of Patient-Care technologies Sarai

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Artires Capella University Nursing Research and Informatics February 2019 1 EFFECTIVE USE OF PATIENT CARE SERVICES 2 Effective use of Patient-Care technologies The advancement in medical technology has played an essential role in improving the quality medical care across the world. The technology has not only improved the quality of care but also contributed to the management of costs, making medical care affordable to patients. While appreciating the tremendous contributions that various forms of technology have had the provision of care services, there are devastating setbacks that the technologies have created, thereby castigating the benefits of technology to advanced care services. One of the areas of care services that have suffered due to the mistakes in handling the technologies is acute care. Lack of knowledge on the proper use of the technologies has contributed significantly to life-threatening errors by medical practitioners. The development of procedure leading to the effective use of the technologies is critical to the improvement of the quality of acute care services. Sharing of patient information is one of the most critical aspects of medical care technology in an acute care setting. Due to the complexity of the care service in this healthcare sector, there is a need to share information between among the primary care provider, patients, specialists and hospital physicians. As a result of this fact, there is a significant number of people who use the systems. In many situations, there are technology system complications because of mistakes that the uses make when handling the systems. For effective use of technology in acute care services, all the users need to know the procedures and processes applicable to the use of the technologies. Some of the users are not aware of even the most fundamental issues such as personal password management in many instances. The problems with the use of medical technologies in acute care services are that many individuals are using the technologies and not all these users have the same level of knowledge regarding the use of the technologies. Moreover, as technologies evolve, the users of EFFECTIVE USE OF PATIENT CARE SERVICES 3 the new technologies do not get appropriate training on the use of the emerging technologies (Institute for health Improvement, n.d). That makes it incredibly important to make sure that all users of acute cate technologies get competitive training in line with the new technologies. In acute care management, there are many forms of technologies that apply to the processes of enhancing the quality of care services. One of the most recent technological developments that are useful in acute care services is Electronic Health Records (EHR). A wide range of professionals handles acute care patients. Since each professional needs to have the records for different purposes, the introduction of electronic health records is an essential advancement towards better management of the patient records. There are also surgical and survive line technologies that are applicable in acute care management. Smartphones, tablets, and applications are some of the most recent medical care technologies, which apply to acute care services. With these technologies, it is possible for the patient and care providers can keep in touch with different locations and address any medical concern that may arise. Effective management of these technologies is essential in making sure that acute care patients receive services that meet the desired quality levels. Change management is perhaps one of the most challenging tasks that organizations may face with regards to the use of technology. Since there are some forms of technologies that are complex and it is difficult to train the users in a short duration, it behooves the management to create strategies to manage change and align the competencies of the employees to the demands of the new technologies. The initial approach to managing change and make technology useful to the provision of acute care serviced is to conduct continuous training services to users of medical technologies in the organization (California HealthCare Foundation, 2015). Secondly, since technologies are changing each day, it is essential to adjust the training curriculum to reflect the EFFECTIVE USE OF PATIENT CARE SERVICES 4 emerging medical technologies. Continuing to use the old training curriculum in the face of changing technologies is not likely to help in the creation of technological awareness that may be desired. When change comes to any organization, there is always an element of resistance that may derail the entire process of technology implementation. There are many organizations in which employee resistance to change caused massive challenges that ultimately hindered ab effective realization of the objectives of the technologies. One of the primary reasons for these eventualities is the failure of the authorities to align the technologies to the strength and technical competence of the employees (The TIGER Inititive, n.d). Preempting change resistance among professional and putting adequate measures to respond to them is one of the critical roles of change management in an organization. In acute care, the services are so delicate that a rejection of the technologies may have a tremendous effect on the provision of care services, a situation that an organization may not like the line to be exposed to. To address this problem, it is necessary to involve the medical services providers in the process of acquisition of new technologies. Consulting physicians in the choice of technology to be used is essential; in deterring any possible resistance that may arise (National League of Nursing, n.d). Besides, assuring all the personnel that the technology would not inhibit their performance but enhance their effectiveness in care provision is likely to persuade the professionals to embrace the new technologies. The level of technological development in acute cate has been on the rise with each passing day. Currently, the technologies that are applicable in this area of care services has improved tremendously and has been responsible for the improvement of the quality of acute care services. One of the areas in which technology has improved massively is communication EFFECTIVE USE OF PATIENT CARE SERVICES 5 among the parties involved in the provision of care. From patients, primary care providers and another professional, the development of communication technologies such as smartphones, apps, and electronic health records, there is a sufficient level of evidence that the level of technological advancement in acute care services is impressive. The major problem in the use of technologies in the provision of care services is the mismatch between the technologies and users. It is emerging that there is a significant number of technology users who do not have even the most rudimentary understanding of the application of such technologies. For example, many patients do not have an understanding of the manner in which they may use the technologies. Even some of the physicians do not have the operational awareness of technologies. The failure to address these challenges will be catastrophic. Since some of the medical service providers do not know the application or these technologies, they may delay addressing emergencies, and that may put the lives of the patients at risk. Fatalities may result when the management fails to address this technical incompleteness. To address this challenge, it is recommended for the Information Technology department to continually carry out training services to the users of the technologies to make them competent. EFFECTIVE USE OF PATIENT CARE SERVICES References California HealthCare Foundation. (2015). Nursing 2.0: Improving care through technology. Retrieved from http://www.chcf.org/publications/2015/06/nursing-t… Institute for Healthcare Improvement. (n.d.). Retrieved from http://www.ihi.org/Pages/default.aspx National League for Nursing. (n.d.). Retrieved from http://www.nln.org/ The TIGER Initiative. (n.d.). Informatics competencies for every practicing nurse: Recommendations from the TIGER Collaborative. 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Chapter 8 Clarifying Quantitative Research Designs Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 1

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Research Design   Blueprint or detailed plan for conducting a study Purpose, review of literature, and framework provide the basis for the design Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 2 Study Purpose       To describe variables To examine relationships To determine differences To test a treatment To provide a base of evidence for practice A combination of above Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 3 Design Characteristics    Maximizes control over factors to increase validity of the findings Guides the researcher in planning and implementing a study Not specific to a particular study, but linked to other steps of the research process Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 4 Concepts Relevant to Design       Causality Multicausality Probability Bias Control Manipulation Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 5 Causality    There is a cause-and-effect relationship between the variables. The simplest view is one independent variable causing a change in one dependent variable. Independent variable (X) causes Y (a change in the dependent variable). Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 6 Multicausality   There is a cause-and-effect relationship between interrelating variables. There are multiple independent variables causing a change in the dependent variable. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 7 Diagram of Causality and Multicausality Causality: A B Pressure Ulcer Multicausality: Years smoking High-fat diet Limited exercise Heart disease Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 8 Probability     The likelihood of accurately predicting an event Variations in variables occur. Is there relative causality? Therefore, what is the likelihood that a specific cause will result in a specific effect? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 9 Bias    The slanting of findings away from the truth Bias distorts the findings. Research designs should be developed to reduce the likelihood of bias or to control for it. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 10 Potential Causes of Bias in Designs         Researchers Components of the environment and/or setting Individual subjects and/or sample How groups were formed Measurement tools Data collection process Data and duration of study (maturation) Statistical tests and analysis interpretation Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 11 Control     Implemented throughout the design Improved accuracy of findings Increased control in quasi-experimental research Greatest in experimental research Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 12 Manipulation     Implementation of a treatment or intervention The independent variable is controlled. Must be careful to avoid introduction of bias into the study Usually done only in quasi-experimental and experimental designs Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 13 Elements of a Strong Design      Controlling environment: selection of study setting Controlling equivalence of subjects and groups Controlling treatment (Tx) Controlling measurement Controlling extraneous variables Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 14 Critiquing a Study Design    Was the type of design identified? Was the study design linked to the purpose and/or objectives, questions, or hypotheses? Were all variables manipulated or measured? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 15 Critiquing a Study Design (cont’d)    If the study included a treatment, was it clearly described and consistently implemented? Were extraneous variables identified and controlled? What were threats to design validity in study? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 16 Critiquing a Study Design (cont’d)   Was a pilot study performed? What was reason for pilot and the outcome? ➢ ➢ ➢ Study feasibility Refine design or treatment Examine validity and reliability of measurement methods Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 17 Critiquing a Study Design (cont’d)     How adequate was the manipulation? What elements should have been manipulated to improve the validity of the findings? Based on your assessment of the adequacy of the design, how valid are the findings? Is there another reasonable (valid) explanation (rival hypothesis) for the study findings other than that proposed by the researcher? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 18 Critiquing a Study Design (cont’d)     Identify elements controlled in the study. Identify possible sources of bias. Are there elements that could have been controlled to improve the study design? What elements of the design were manipulated and how were they manipulated? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 19 Types of Quantitative Research Designs     Descriptive study designs Correlational study designs Quasi-experimental study designs Experimental study designs Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 20 Diagramming the Design     Clarifies variables to be measured or manipulated Indicates focus of study: description, relationships, differences, and/or testing a treatment Identifies data collection process: time for study, treatment implementation, measurement of variables Provides direction to data analysis Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 21 Descriptive Study Designs    Typical descriptive design Comparative descriptive design Case study design Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 22 Typical Descriptive Design    Most commonly used design Examines characteristics of a single sample Identifies phenomenon, variables, conceptual and operational definitions, and describes definitions Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 23 Comparative Descriptive Design   Examines differences in variables in two or more groups that occur naturally in a setting Results obtained from these analyses are frequently not generalizable to a population Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 24 Case Study Design      Exploration of single unit of study (i.e., family, group, or community) Even though sample is small, number of variables studied is large. Design can be source of descriptive information to support or invalidate theories. It has potential to reveal important findings that can generate new hypotheses for testing. There is no control. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 25 Correlational Design    Descriptive correlational design Predictive correlational design Model testing design Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 26 Determining Type of Correlational Design Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 27 Descriptive Correlational Design   Describes variables and relationships between variables There is no attempt to control or manipulate the situation. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 28 Predictive Correlational Design     Predicts value of one variable based on values obtained for other variables Independent and dependent variables are defined. Independent variables most effective in prediction are highly correlated with dependent variables Required development of theory-based mathematical hypothesis proposing variables expected to effectively predict dependent variable Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 29 Model Testing Design     Tests accuracy of hypothesized causal model (middle-range theory) All variables are relevant to the model being measured. A large, heterogeneous sample is required. All paths expressing relationships between concepts are identified. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 30 Advantages of Experimental Designs    More controls: design and conduct of study Increased internal validity: decreased threats to design validity Fewer rival hypotheses Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 31 Essential Elements of Experiments Random assignment of subjects to groups Researcher-controlled manipulation of independent variable 3. Researcher control of experimental situation and setting, including control/comparison group 4. Control of variance 1. 2. • • • Clearly spelled out sampling criteria Precisely defined independent variable Carefully measured dependent variable Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 32 Quasi-experimental Design    Untreated control group design with pretest and posttest Nonequivalent dependent variables design Removed-treatment design with pretest and posttest Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 33 Advantages of Quasi-experimental Design    More practical: ease of implementation More feasible: resources, subjects, time, setting More readily generalized: comparable to practice Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 34 Study Groups     Groups in comparative descriptive studies Control group Comparison group Equivalent vs. nonequivalent groups Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 35 Randomized Clinical Trial     The design uses large number of subjects to test a treatment’s effect and compare results with a control group who did not receive the treatment. The subjects come from a reference population. Randomization of subjects is essential. Usually multiple geographic locations are used. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 36 Experimental Interventions    Interventions should result in differences in posttest measures between the treatment and control or comparison groups. Intervention could be physiological, psychosocial, educational, or a combination. Nursing is developing a classification system for interventions. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 37 Critiquing Guidelines for Interventions     Was the experimental intervention described in detail? Was justification from the literature provided for development of the intervention, and what is the current knowledge? Was a protocol developed to ensure consistent implementation of the treatment? Did the study report who implemented the treatment? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 38 Critiquing Guidelines for Interventions (cont’d)   Was any control group intervention described? Was an intervention theory provided to explain conclusions? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 39 Mapping the Design   O = Observation or measurement T = Treatment Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 40 Two-Group Experimental Design Experimental group Control or comparison group Pretest Treatment Posttest O1 T O2 O1 Copyright © 2011 by Saunders, an imprint of Elsevier Inc. O2 41 Quasi-experiment with Several Posttests Posttests Pretest Treatment Experimental group Control or comparison group O1 O1 T 1 Mo 2 Mo 3 4 Mo Mo O2 O3 O4 O5 O2 O3 O4 O5 Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 42 Replication Research     Replication or repeating a study to confirm original findings Establishes credibility for the findings Provides support for theory development Encouraged for novice or new researchers ➢ First clinical research project Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 43 Chapter 2 Introduction to the Quantitative Research Process Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 1 Quantitative Research     Formal, objective, rigorous, systematic process for generating information Describes new situations, events, or concepts Examines relationships among variables Determines the effectiveness of treatments Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 2 Quantitative Research (cont’d)     Descriptive Correlational Quasi-experimental Experimental Increased control with type of study Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 3 Descriptive Research    Exploration and description of phenomena in real-life situations New meaning is discovered and the description of concepts is accomplished Helps to identify relationships Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 4 Correlational Research     Looks at the relationship between two or more variables Determines the strength and type of relationships Explains what is seen No cause and effect Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 5 Quasi-experimental Research     Examines cause-and-effect relationships Less control by researcher than true experimental designs Samples are not randomly selected. All variables in the study cannot be controlled by the researcher. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 6 Experimental Research    Looks at cause-and-effect relationships Highly controlled, objective, systematic studies Involves the measurement of independent and dependent variables Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 7 Experimental Research (cont’d)  Main characteristics: ➢ ➢ ➢ Controlled manipulation of at least one independent variable Uses experimental and control groups Random assignment of the sample to the experimental and control groups Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 8 Concepts Relevant to Quantitative Research       Basic research Applied research Rigor Control Extraneous variables Sampling Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 9 Basic Research    Research for the sake of research Research to find out the truth Investigating “what is” Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 10 Applied Research    Attempts to solve real problems in clinical practice Concerns what effects the intervention may have on patients Applies findings in the real world on real patients Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 11 Rigor in Quantitative Research     Striving for excellence in research and adherence to detail Precise measurement tools, a representative sample, and a tightly controlled study design Logical reasoning is essential. Precision, accuracy, detail, and order required Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 12 Control in Quantitative Research   Rules are followed to decrease the possibility of error, and are the design of the study. Different levels of control depending on study ➢ ➢ Quasi-experimental studies partially controlled regarding selection of subjects Experimental studies highly controlled because of precision of sample selection Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 13 Extraneous Variables in Quantitative Research    These occur in all research studies. They may interfere with the hypothesized relationships between variables. The influence of extraneous variables can be decreased through sample selection and the use of defined research settings. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 14 Sampling in Quantitative Research   Process of selecting subjects who are representative of the population Random sampling ➢ ➢  Each member has an equal chance of being selected. Has the most control Convenience sampling ➢ Whoever is available Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 15 Settings in Quantitative Research     The location where studies take place Must be defined in advance Involved in the rigor and control of the study Types of research settings: ➢ ➢ ➢ Natural or field settings Partially controlled settings Highly controlled or laboratory settings Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 16 Control in Quantitative Research Type of Quantitative Research Researcher Control Research Setting Descriptive Uncontrolled Natural or partially controlled Correlational Uncontrolled or partially controlled Natural or partially controlled Quasi-experimental Partially controlled Partially controlled Experimental Highly controlled Laboratory Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 17 Problem-Solving Process    Data collection Problem definition Plan ➢ ➢   Setting goals Identifying solutions Implementation Evaluation and revision Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 18 Steps of the Quantitative Research Process      Research problem and purpose Literature review Study framework Objectives, questions, or hypotheses Study variables Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 19 Steps of the Quantitative Research Process (cont’d)   Assumptions Limitations ➢ ➢    Methodological Theoretical Research design Population and sample Methods of measurement Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 20 Steps of the Quantitative Research Process (cont’d)    Data collection and analysis Research outcomes Communication of findings Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 21 Research Problem and Purpose  Research problem is an area of concern needing research for nursing practice. ➢  The problem identifies, describes, or predicts the research situation. Research purpose comes from the problem and identifies the specific goal or aim of the study. ➢ The purpose includes variables, population, and setting for the study. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 22 Literature Review   Collecting pertinent literature to give in-depth knowledge about the problem Understanding what knowledge exists to make changes in practice Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 23 Study Framework   Framework is the abstract, theoretical basis for a study that enables the researcher to link the findings to nursing’s body of knowledge. Theory is an integrated set of defined concepts and relational statements that present a view of a phenomenon and can be used to describe, explain, predict, or control phenomena. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 24 Research Objectives, Questions, and Hypotheses   All identify relationship between variables and indicate population to be studied Narrower in focus than the purpose and often specify only one or two research variables Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 25 Study Variables  Variables are concepts that are measured, manipulated, or controlled in a study. ➢ ➢   Concrete variables: temperature, weight Abstract variables: creativity, empathy Conceptual definition: gives meaning to a concept Operational definition: variable can be measured using this description Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 26 Example of Definitions: Physical Symptoms  Conceptual definition ➢ Physical symptoms are “behavioral manifestations that result directly from the traumagenic dynamics of child sexual abuse.” (Hulme & Grove, 1994, p. 522)  Operational definition ➢ ASI questionnaire was used to measure physical symptoms Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 27 Assumptions     Statements are taken for granted or are considered true. Assumptions are often unrecognized in thinking and behavior. Sources of assumptions are universally accepted truths. They are often embedded in the philosophical base of the study’s framework. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 28 Limitations   Restrictions in a study that may decrease the credibility and generalizability of the findings Theoretical limitations ➢ ➢  Restrict the generalization of the findings Reflected in the framework and definitions Methodological limitations ➢ Restrict the population to which the findings can be generalized ➢ May result from an unrepresentative sample or weak design Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 29 Research Design    Blueprint for conducting the study Maximizes control over factors that could interfere with the study’s desired outcome Directs the selection of the population, sampling, methods of measure, plans for data collection, and analysis Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 30 Population and Sample Population   Sample All elements that meet certain criteria for inclusion in study Example: all women students in higher education   A subset of the population that is selected for study Example: women students in three state universities in the Southwest (Hulme & Grove, 1994) Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 31 Methods of Measurement     Assigning numbers to objects Application of rules to development of a measurement device or instrument Data are gathered at the nominal, ordinal, interval, or ratio level of measurement. Must examine reliability and validity of measurement tool ➢ ➢ Reliability: consistency of the tool Validity: does it measure what it is supposed to measure? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 32 Data Collection     Precise, systematic gathering of information for the study Consent must be obtained from the sample. Researchers use observation, interviews, questionnaires, or scales to gather information. Described under the “procedures” section of a research article Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 33 Data Analysis   Reduce, organize, and give meaning to data Descriptive and inferential analysis of data Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 34 Results   Descriptions of findings after data were analyzed Usually organized by research objectives, questions, or hypotheses Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 35 Research Outcomes     Interprets data findings in meaningful manner Involves forming conclusions and considering implications for nursing Suggests future studies Generalizes the findings Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 36 Research Reports and Communication of Findings   Summarizes major elements of a study and identifies contributions of study to nursing knowledge Presented at professional meetings and conferences and published in journals and books Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 37 Content of Research Reports       Abstract—summary of study in 100 to 250 words Introduction—problem, purpose, literature, framework, and hypothesis Methods—design, sample, setting, tool Results—data analysis procedures Discussion—findings, conclusions, implications Reference list—all sources cited Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 38 Skimming a Research Report     Quickly review source for broad overview. Read title, author’s name, abstract, introduction, and discussion. Examine conclusions and implications. Give preliminary judgment of study. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 39 Comprehending a Research Report    Type of study conducted—highlight key points Knowledge available on topic Expertise of researcher ➢  Replication versus original research Funding resources of researcher ➢ ➢ Amount of funding Sources of funding Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 40 Analyzing a Research Report    Examine parts of report in depth for accuracy, completeness, uniqueness of information, and organization. Was research process logically presented? Examine discussion section for critical arguments. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 41 Initial Research Report Critique      What type of study was conducted? What was the setting for the study? Were steps for the research process clearly identified? Were any of steps missing? Did the steps logically link together? Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 42 Chapter 3 Introduction to the Qualitative Research Process Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 1 Qualitative Research     A systematic, subjective approach used to describe life experiences and give them meaning Useful in understanding human experiences such as pain, caring, powerlessness, and comfort Focuses on understanding the whole Consistent with holistic philosophy of nursing Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 2 Frameworks for Qualitative Studies    The goal of qualitative research is not hypothesis testing. Frameworks are used in a different sense in qualitative research. Each type of qualitative research is guided by a particular philosophical stance. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 3 Data from Qualitative Studies   Are subjective Incorporate perceptions and beliefs of researcher and participants Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 4 Four Approaches to Qualitative Research     Phenomenological: Describes and captures the “lived experience” of study participants Grounded theory: Explores how people define reality and how their beliefs are related to actions Ethnographic: Seeks to understand people (ways of living, believing, adapting, etc.) Historical research: Searches throughout history for generalities Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 5 Methods Similar in Qualitative and Quantitative Research       Select topic. State problem or question. Justify significance of study. Design study. Identify and gain access to data sources. Select study subjects. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 6 Methods Unique to Qualitative Research       Selection of subjects Researcher-participant relationship Data collection methods Data management Data analysis Interpretation Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 7 Selection of Subjects (Participants)    Subjects are referred to as participants. May volunteer to be involved in study May be selected by researcher because of their particular knowledge, experience, or views related to study Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 8 Purposive Sampling Methods    May select individuals typical in relation to the phenomenon under study May seek out individuals different in some way from other participants to get diverse perspectives Snowballing technique is commonly used. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 9 Sample Size  Decisions regarding sample size differ from quantitative studies. ➢ ➢ ➢ ➢ Based on needs related to study purpose Number of subjects is usually smaller Case studies with only one subject may be used Six to 10 subjects not unusual Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 10 Characteristics of ResearcherParticipant Relationships    Participants are treated as colleagues rather than subjects. The researcher must have the support and confidence of participants to the complete study. Maintaining relationships is of utmost importance. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 11 Data Collection Methods: Observation       What is going on here? Look and listen carefully. Note routine activities. Focus on details. Note processes as well as discrete events. Note unexpected events. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 12 Data Collection Methods: Interviews      Open-ended format Researcher defines focus. No fixed sequence of questions Questions tend to change as researcher gains insights from previous interviews and/or observations. Respondents are encouraged to raise issues not addressed by researcher. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 13 Data Collection Methods: Text     May be written by participants on a particular topic at request of researcher Narratives may be solicited by mail rather than in person. Text developed for other purposes, such as patient records or procedure manuals, can be accessed for qualitative analysis. Published text (books, newspapers, etc.) Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 14 Data Management Characteristics   Qualitative data analysis occurs concurrently with data collection rather than sequentially, as in quantitative research. The researcher is simultaneously gathering data, managing a growing bulk of collected data, and interpreting the meaning of data. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 15 Goals of Description  Become familiar with data. ➢ ➢ ➢ ➢  Read and reread notes and transcripts. Recall observations and experiences. Listen to audiotapes. View videotapes. Become immersed in data. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 16 Types of Descriptive Analysis     Reflexive thought Bracketing Data reduction Coding Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 17 Reflexive Thought   Researcher explores personal feelings and experiences that may influence study and integrates this understanding into study. Requires conscious awareness of self Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 18 Bracketing   Used in some phenomenological research to help researcher avoid misinterpreting phenomenon as it is being experienced by participants Bracketing is suspending or laying aside what researcher knows about experience being studied. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 19 Data Reduction    Analysis focuses on reducing large volume of acquired data to facilitate examination. Researcher begins to attach meaning to elements of data. Researcher discovers classes of things, persons, events, and properties. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 20 Coding    Way of indexing or identifying categories in data Codes may be placed in data at time of data collection, when entering data into computer, and during later examination of data. Data segments can then be retrieved by coding category. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 21 Data Displays    Are equivalent to summary tables used in quantitative studies Allow researcher to convey succinctly main ideas of study Codes used to organize the display Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 22 Types of Data Analysis     Coding Memos Storytelling Narrative analysis Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 23 Coding  Coding, used earlier for description, also can be used to expand, transform, and reconceptualize data, providing opportunities for more diverse analyses. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 24 Memos    Used to record insights or ideas related to notes, transcripts, or codes Moves researcher toward theorizing and is conceptual rather than factual May link data or use specific piece of data as an example of conceptual idea Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 25 Storytelling    Can be instructive in understanding a phenomenon of interest Includes a sequence of events with a beginning, middle, and an end Stories have their own logic and are temporal. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 26 Narrative Analysis    A qualitative means of formally analyzing stories Researcher unpacks story structure. Can be used to determine how people tell stories ➢ ➢ ➢ ➢ How they shape the events How they make a point How they “package” events and react to them How they communicate their stories to audiences Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 27 Interpretation of Qualitative Results     The researcher offers his or her interpretation of what is going on. The focus is on understanding and explaining beyond that which can be stated with certainty. May focus on usefulness of findings for clinical practice. Researcher develops hunches about relationships that can be used to formulate tentative propositions. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 28 Rigor in Qualitative Research   Rigor needs to be defined differently in qualitative research because desired outcome is different. Evaluation of rigor is based, in part, on logic of emerging theory and clarity with which it sheds light on phenomenon studied. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 29 Characteristics of Rigor     Openness Scrupulous adherence to a philosophical perspective Thoroughness in collecting data Consideration of all data in subjective theory development phase Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 30 Causes for Lack of Rigor       Inconsistency in adhering to philosophy of approach being used Failure to get away from older ideas Poorly developed methods Insufficient time spent collecting data Poor observations Failure to give careful consideration to all data Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 31 Description of Decision Trails   Strategies by which other researchers, using the same data, can follow logic of original researcher and arrive at same conclusions Requires researcher to establish rules for categorizing data, arriving at ratings, or making judgments Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 32 Requirements for Decision Trails   A record is kept of all decision rules used in data analysis to support the study’s conclusions and emerging theory. All raw data are stored and available for review, if requested. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 33 Opposition to Decision Trails   Some qualitative researchers are concerned that data analysis would become too mechanistic. Some qualitative researchers are opposed to the expectation that other researchers will reach the same conclusions when each researcher’s work is unique. Copyright © 2011 by Saunders, an imprint of Elsevier Inc. 34 Understanding Nursing Research Building an Evidence-Based Practice SIXTH EDITION Susan K. Grove, PhD, RN, ANP-BC, GNP-BC Professor Emerita, College of Nursing, The University of Texas at Arlington, Arlington, Texas Adult Nurse Practitioner, Family Practice, Grand Prairie, Texas Jennifer R. Gray, PhD, RN, FAAN George W. and Hazel M. Jay Professor, College of Nursing, Associate Dean, College of Nursing, The University of Texas at Arlington, Arlington, Texas Nancy Burns, PhD, RN, FCN, FAAN Professor Emerita, College of Nursing, The University of Texas at Arlington, Arlington, Texas Faith Community Nurse, St. Matthew Cumberland Presbyterian Church, Burleson, Texas Table of Contents Cover image Title page Inside Front Cover Copyright Contributor and Reviewers Dedication Preface Acknowledgments Chapter 1: Introduction to Nursing Research and Evidence-Based Practice What is Nursing Research? What is Evidence-Based Practice? Purposes of Research for Implementing an Evidence-Based Nursing Practice Historical Development of Research in Nursing Acquiring Knowledge in Nursing Acquiring Knowledge Through Nursing Research Understanding Best Research Evidence for Practice What Is Your Role in Nursing Research? Key Concepts Chapter 2: Introduction to Quantitative Research What is Quantitative Research? Problem-Solving and Nursing Processes: Basis for Understanding the Quantitative Research Process Identifying the Steps of the Quantitative Research Process Reading Research Reports Practice Reading Quasi-Experimental and Experimental Studies Key Concepts Chapter 3: Introduction to Qualitative Research Values of Qualitative Researchers Rigor in Qualitative Research Qualitative Research Approaches Qualitative Research Methodologies Data Collection Methods Data Management Data Analysis Key Concepts Chapter 4: Examining Ethics in Nursing Research Historical Events Influencing the Development of Ethical Codes and Regulations Protecting Human Rights Understanding Informed Consent Understanding Institutional Review Examining the Benefit-Risk Ratio of a Study Understanding Research Misconduct Examining the Use of Animals in Research Key Concepts Chapter 5: Research Problems, Purposes, and Hypotheses What Are Research Problems and Purposes? Identifying the Problem and Purpose in Quantitative, Qualitative, and Outcomes Studies Determining the Significance of a Study Problem and Purpose Examining the Feasibility of a Problem and Purpose Examining Research Objectives, Questions, and Hypotheses in Research Reports Understanding Study Variables and Research Concepts Key Concepts Chapter 6: Understanding and Critically Appraising the Literature Review Purpose of the Literature Review Sources Included in a Literature Review Critically Appraising Literature Reviews Reviewing the Literature Key Concepts Chapter 7: Understanding Theory and Research Frameworks What is a Theory? Understanding the Elements of Theory Levels of Theoretical Thinking Examples of Critical Appraisal Key Concepts Chapter 8: Clarifying Quantitative Research Designs Identifying Designs Used in Nursing Studies Descriptive Designs Correlational Designs Understanding Concepts Important to Causality in Designs Examining the Validity of Studies Elements of Designs Examining Causality Quasi-Experimental Designs Experimental Designs Randomized Controlled Trials Introduction to Mixed-Methods Approaches Key Concepts Chapter 9: Examining Populations and Samples in Research Understanding Sampling Concepts Representativeness of a Sample in Quantitative and Outcomes Research Probability Sampling Methods Nonprobability Sampling Methods Commonly Used in Quantitative Research Sample Size in Quantitative Studies Sampling in Qualitative Research Sample Size in Qualitative Studies Research Settings Key Concepts Chapter 10: Clarifying Measurement and Data Collection in Quantitative Research Concepts of Measurement Theory Accuracy, Precision, and Error of Physiological Measures Use of Sensitivity, Specificity, and Likelihood Ratios to Determine the Quality of Diagnostic AND Screening Tests Measurement Strategies in Nursing Data Collection Process Key Concepts Chapter 11: Understanding Statistics in Research Understanding the Elements of the Statistical Analysis Process Understanding Theories and Concepts of the Statistical Analysis Process Using Statistics to Describe Determining the Appropriateness of Inferential Statistics in Studies Using Statistics to Examine Relationships Using Statistics to Predict Outcomes Using Statistics to Examine Differences Interpreting Research Outcomes Key Concepts Chapter 12: Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice When are Critical Appraisals of Studies Implemented in Nursing? What are the Key Principles for Conducting Intellectual Critical Appraisals of Quantitative and Qualitative Studies? Understanding the Quantitative Research Critical Appraisal Process Example of a Critical Appraisal of a Quantitative Study Understanding the Qualitative Research Critical Appraisal Process Example of a Critical Appraisal of a Qualitative Study Key Concepts Chapter 13: Building an Evidence-Based Nursing Practice Benefits and Barriers Related to Evidence-Based Nursing Practice Searching for Evidence-Based Sources Critically Appraising Research Syntheses Developing Clinical Questions to Identify Existing Research-Based Evidence for Use in Practice Models to Promote Evidence-Based Practice in Nursing Implementing Evidence-Based Guidelines in Practice Introduction to Evidence-Based Practice Centers Introduction to Translational Research Key Concepts Chapter 14: Outcomes Research Theoretical Basis of Outcomes Research Nursing-Sensitive Outcomes Origins of Outcomes and Performance Monitoring Federal Government Involvement in Outcomes Research Advanced Practice Nursing Outcomes Research Outcomes Research and Nursing Practice Methodologies for Outcomes Studies Statistical Methods for Outcomes Studies Critical Appraisal of Outcomes Studies Key Concepts Glossary Index Inside Back Cover Inside Front Cover Copyright 3251 Riverport Lane St. Louis, Missouri 63043 UNDERSTANDING NURSING RESEARCH: BUILDING AN EVIDENCE-BASED PRACTICE, EDITION SIX ISBN: 978-1-4557-7060-1 Copyright © 2015, 2011, 2007, 2003, 1999, 1995 by Saunders, an imprint of Elsevier Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher ’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions. This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. International Standard Book Number: 978-1-4557-7060-1 Executive Content Strategist: Lee Henderson Content Development Manager: Billie Sharp Content Development Specialist: Charlene Ketchum Publishing Services Manager: Deborah L. Vogel Project Manager: Bridget Healy Design Direction: Maggie Reid Printed in China Last digit is the print number: 9 8 7 6 5 4 3 2 1 Contributor and Reviewers Contributor Diane Doran, RN, PhD, FCAHS, Professor Emerita, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario Revised Chapter 14 Reviewers Lisa D. Brodersen, EdD, MA, RN , Professor, Coordinator of Institutional Research and Effectiveness, Allen College, Waterloo, Iowa Sara L. Clutter, PhD, RN , Associate Professor of Nursing, Waynesburg University, Waynesburg, Pennsylvania Jacalyn P. Dougherty, PhD, RN , Nursing Research Consultant, JP Dougherty LLC, Aurora, Colorado Joanne T. Ehrmin, RN, COA-CNS, PhD, MSN, BSN , Professor, University of Toledo, College of Nursing, Toledo, Ohio Betsy Frank, PhD, RN, ANEF , Professor Emerita, Indiana State University College of Nursing, Health, and Human Services, Terre Haute, Indiana Tamara Kear, PhD, RN, CNS, CNN , Assistant Professor of Nursing, Villanova University, Villanova, Pennsylvania Sharon Kitchie, PhD, RN , Adjunct Instructor, Keuka College, Keuka Park, New York Madelaine Law rence, PhD, RN , Associate Professor, University of North Carolina at Wilmington, Wilmington, North Carolina Robin Moyers, PhD, RN-BC, Nurse Educator, Carl Vinson VA Medical Center, Dublin, Georgia Sue E. Odom, DSN, RN , Professor of Nursing, Clayton State University, Morrow, Georgia Teresa M. O’Neill, PhD, APRN, RNC, Professor, Our Lady of Holy Cross College, New Orleans, Louisiana Sandra L. Siedlecki, PhD, RN, CNS, Senior Nurse Scientist, Cleveland Clinic, Cleveland, Ohio Sharon Souter, PhD, RN, CNE, Dean and Professor, University of Mary Hardin Baylor, Belton, Texas Molly J. Walker, PhD, RN, CNS, CNE, Professor, Angelo State University, San Angelo, Texas Cynthia Ward, DNP, RN-BC, CMSRN, ACNS-BC, Surgical Clinical Nurse Specialist, Carilion Roanoke Memorial Hospital, Roanoke, Virginia Angela Wood, PhD, RN, Certified High-Risk Prenatal Nurse, Associate Professor and Chair, Department of Nursing, Carson-Newman University, Jefferson City, Tennessee Fatma A. Youssef, RN, DNSc, MPH , Professor Emerita, Marymount University, School of Health Professions, Arlington, Virginia Dedication To all nurses who change the lives of patients through applying the best research evidence. —Susan, Jennifer, and Nancy To my husband Jay Suggs who has provided me endless love and support during my development of research textbooks over the last 30 years. —Susan To my husband Randy Gray who is my love and my cheerleader. —Jennifer To my husband Jerry who has supported all of my academic endeavors through 58 years of marriage. —Nancy Preface Research is a major force in nursing, and the evidence generated from research is constantly changing practice, education, and health policy. Our aim in developing this essentials research text, Understanding Nursing Research: Building an Evidence-Based Practice, is to create an excitement about research in undergraduate students. The text emphasizes the importance of baccalaureate-educated nurses being able to read, critically appraise, and synthesize research so this evidence can be used to make changes in practice. A major goal of professional nursing and health care is the delivery of evidence-based care. By making nursing research an integral part of baccalaureate education, we hope to facilitate the movement of research into the mainstream of nursing. We also hope this text increases student awareness of the knowledge that has been generated through nursing research and that this knowledge is relevant to their practice. Only through research can nursing truly be recognized as a profession with documented effective outcomes for the patient, family, nurse provider, and healthcare system. Because of this expanded focus on evidence-based practice (EBP), we have subtitled this edition Building an Evidence-Based Practice. Developing a sixth edition of Understanding Nursing Research has provided us with an opportunity to clarify and refine the essential content for an undergraduate research text. The text is designed to assist undergraduate students in overcoming the barriers they frequently encounter in understanding the language used in nursing research. The revisions in this edition are based on our own experiences with the text and input from dedicated reviewers, inquisitive students, and supportive faculty from across the country who provided us with many helpful suggestions. Chapter 1, Introduction to Nursing Research and Evidence-Based Practice, introduces the reader to nursing research, the history of research, and the significance of research evidence for nursing practice. This chapter has been revised to include the most relevant types of research synthesis being conducted in nursing—systematic review, metaanalysis, meta-synthesis, and mixed-methods systematic review. The discussion of research methodologies and their importance in generating an evidence-based practice for nursing has been updated and expanded to include the exploratory-descriptive qualitative research method. A discussion of the Quality and Safety Education for Nursing (QSEN) competencies and their link to research has been included in this edition. Selected QSEN competencies are linked to the findings from studies presented as examples throughout the text to increase students’ understanding of the importance in delivering quality, safe health care to patients and families. Chapter 2, Introduction to Quantitative Research, presents the steps of the quantitative research process in a concise, clear manner and introduces students to the focus and findings of quantitative studies. Extensive, recent examples of descriptive, correlational, quasi-experimental, and experimental studies are provided, which reflect the quality of current nursing research. Chapter 3, Introduction to Qualitative Research, describes five approaches to qualitative research and the philosophies upon which they are based. These approaches include phenomenology, grounded theory, ethnography, exploratory-descriptive qualitative, and historical research. Data collection and analysis methods specific to qualitative research are discussed. Guidelines for reading and critically appraising qualitative studies are explained using examples of published studies. Chapter 4, Examining Ethics in Nursing Research, provides an extensive discussion of the use of ethics in research and the regulations that govern the research process. Detailed content and current websites are provided to promote students’ understanding of the Health Insurance Portability and Accountability Act (HIPAA), the U.S. Department of Health and Human Services Protection of Human Subjects, and the Federal Drug Administration regulations. Guidelines are provided to assist students in critically appraising the ethical discussions in published studies and to participate in the ethical review of research in clinical agencies. Chapter 5, Research Problems, Purposes, and Hypotheses, clarifies the difference between a problem and a purpose. Example problem and purpose statements are included from current qualitative, quantitative, and outcome studies. Detailed guidelines are provided with examples to direct students in critically appraising the problems, purposes, hypotheses, and variables in studies. Chapter 6, Understanding and Critically Appraising the Literature Review, begins with a description of the content and quality of different types of publications that might be included in a review. Guidelines for critically appraising published literature reviews are explored with a focus on the differences in the purpose and timing of the literature review in quantitative and qualitative studies. The steps for finding appropriate sources, reading publications, and synthesizing information into a logical, cohesive review are presented. Chapter 7, Understanding Theory and Research Frameworks, briefly describes grand, middle range, physiological, and scientific theories as the bases for study frameworks. The purpose of a research framework is discussed with the acknowledgement that the framework may be implicit. Guidelines for critically appraising the study framework are presented as well. The guidelines are applied to studies with frameworks derived from research findings and from different types of theories. Chapter 8, Clarifying Quantitative Research Designs, addresses descriptive, correlational, quasi-experimental, and experimental designs and criteria for critically appraising these designs in studies. The major strengths and threats to design validity are summarized in a table and discussed related to current studies. This chapter has been expanded to include an introduction to randomized controlled trials (RCT) and mixed-methods approaches being conducted by nurses. Chapter 9, Examining Populations and Samples in Research, provides a detailed discussion of the concepts of sampling in research. Different types of sampling methods for both qualitative and quantitative research are described. Guidelines are included for critically appraising the sampling criteria, sampling method, and sample size of quantitative and qualitative studies. Chapter 10, Clarifying Measurement and Data Collection in Quantitative Research, has been updated to reflect current knowledge about measurement methods used in nursing research. Content has been expanded and uniquely organized to assist students in critically appraising the reliability and validity of scales; precision and accuracy of physiologic measures; and the sensitivity, specificity, and likelihood ratios of diagnostic and screening tests. Chapter 11, Understanding Statistics in Research, focuses on the theories and concepts of the statistical analysis process and the statistics used to describe variables, examine relationships, predict outcomes, and examine group differences in studies. Guidelines are provided for critically appraising the results and discussion sections of nursing studies. The results from selected studies are critically appraised and presented as examples throughout this chapter. Chapter 12, Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice, summarizes and builds on the critical appraisal content provided in previous chapters and offers direction for conducting critical appraisals of quantitative and qualitative studies. The guidelines for critically appraising qualitative studies have been significantly revised and simplified. This chapter also includes a current qualitative and quantitative study, and these two studies are critically appraised using the guidelines provided in this chapter. Chapter 13, Building an Evidence-Based Nursing Practice, has been significantly updated to reflect the current trends in health care to provide evidence-based nursing practice. Detailed guidelines are provided for critically appraising the four common types of research synthesis conducted in nursing (systematic review, meta-analysis, metasynthesis, and mixed-method systematic review). These guidelines were used to critically appraise current research syntheses to assist students in examining the quality of published research syntheses and the potential use of research evidence in practice. The chapter includes theories to assist nurses and agencies in moving toward EBP. Translational research is introduced as a method for promoting the use of research evidence in practice. Chapter 14, Introduction to Outcomes Research, was significantly revised by Dr. Diane Doran, one of the leading authorities in the conduct of outcomes research. The goal of this chapter is to increase students’ understanding of the impact of outcomes research on nursing and health care. Content and guidelines are provided to assist students in reading and critically appraising the outcomes studies appearing in the nursing literature. The sixth edition is written and organized to facilitate ease in reading, understanding, and critically appraising studies. The major strengths of the text are as follows: • State-of-the art coverage of EBP—a topic of vital importance in nursing. • Balanced coverage of qualitative and quantitative research methodologies. • Rich and frequent illustration of major points and concepts from the most current nursing research literature from a variety of clinical practice areas. • Study findings implications for practice and link to QSEN competencies were provided. • A clear, concise writing style that is consistent among the chapters to facilitate student learning. • Electronic references and websites that direct the student to an extensive array of information that is important in reading, critically appraising, and using research knowledge in practice. This sixth edition of Understanding Nursing Research is appropriate for use in a variety of undergraduate research courses for both RN and general students because it provides an introduction to quantitative, qualitative, and outcomes research methodologies. This text not only will assist students in reading research literature, critically appraising published studies, and summarizing research evidence to make changes in practice, but it also can serve as a valuable resource for practicing nurses in critically appraising studies and implementing research evidence in their clinical settings. Learning Resources to Accompany Understanding Nursing Research, 6th Edition The teaching/learning resources to accompany Understanding Nursing Research have been expanded for both the instructor and student to allow a maximum level of flexibility in course design and student review. Evolve Instructor Resources A comprehensive suite of Instructor Resources is available online at http://evolve.elsevier.com/Grove/understanding/ and consists of a Test Bank, PowerPoint slides, an Image Collection, Answer Guidelines for the Appraisal Exercises provided for students, and new TEACH for Nurses Lesson Plans, which replace and enhance the Instructor’s Manual provided for previous editions. Test Bank The Test Bank consists of approximately 550 NCLEX® Examination–style questions, including approximately 10% of questions in alternate item formats. Each question is coded with the correct answer, a rationale from the textbook, a page cross-reference, and the cognitive level in the new Bloom’s Taxonomy (with the cognitive level from the original Bloom’s Taxonomy in parentheses). The Test Bank is provided in ExamView and Evolve LMS formats. PowerPoint Slides The PowerPoint slide collection contains approximately 800 slides, now including seamlessly integrated Audience Response System Questions, images, and new Unfolding Case Studies. The PowerPoints have been simplified and converted into bulleted-list format (using less narrative). Content details in the slides have been moved as appropriate into the Notes area of the slides. New Unfolding Case Studies focus on practical EBP/PICO questions, such as a nurse on a unit needing to perform a literature search or to identify a systematic review or meta-analysis. PowerPoint presentations are fully customizable. Image Collection The electronic Image Collection consists of all images from the text. This collection can be used in classroom or online presentations to reinforce student learning. New TEACH for Nurses Lesson Plans TEACH for Nurses is a robust, customizable, ready-to-use collection of chapter-bychapter Lesson Plans that provide everything you need to create an engaging and effective course. Each chapter includes the following: • Objectives • Teaching Focus • Key Terms • Nursing Curriculum Standards QSEN/NLN Competencies Concepts BSN Essentials • Student Chapter Resources • Instructor Chapter Resources • Teaching Strategies • In-Class/Online Case Study Evolve Student Resources The Evolve Student Resources include interactive Review Questions, a Research Article Library consisting of 10 full-text research articles, Critical Appraisal Exercises based on the articles in the Research Article Library, and new Printable Key Points. • The interactive Review Questions (approximately 25 per chapter) aid the student in reviewing and focusing on the chapter material. • The Research Article Library is an updated collection of 10 research articles, taken from leading nursing journals. • The Critical Appraisal Exercises are a collection of application exercises, based on the articles in the Research Article Library, that help students learn to appraise and apply research findings. Answer Guidelines are provided for the instructor. • New Printable Key Points provide students with a convenient review tool. Study Guide The companion Study Guide, written by the authors of the main text, provides both timetested and innovative exercises for each chapter in Understanding Nursing Research, 6th Edition. Included for each chapter are a brief Introduction, a Key Terms exercise, Key Ideas exercises, Making Connections exercises, Exercises in Critical Analysis, and Going Beyond exercises. An integral part of the Study Guide is an appendix of three published research studies, which are referenced throughout. These three recently published nursing studies (two quantitative studies and one qualitative study) can be used in classroom or online discussions, as well as to address the Study Guide questions. The Study Guide provides exercises that target comprehension of concepts used in each chapter. Exercises — including fill-in-the-blank, matching, and multiple-choice questions — encourage students to validate their understanding of the chapter content. Critical Appraisal Activities provide students with opportunities to apply their new research knowledge to evaluate the quantitative and qualitative studies provided in the back of the Study Guide. New to this edition are the following features: an increased emphasis on evidencebased practice; new Web-Based Activities, an increased emphasis on high-value learning activities, reorganized back-matter for quick reference, and quick-reference printed tabs. • Increased emphasis on evidence-based practice: This edition of the Study Guide features an expanded focus on evidence-based practice (EBP) to match that of the revised textbook. This focus helps students who are new to nursing research see the value of understanding the research process and applying it to evidence-based nursing practice. • Web-Based Activities: Each chapter now includes a Web-Based Activity section, to teach students to use the Internet appropriately for scholarly research and EBP. • Increased high-value learning activities: The use of crossword puzzles has been reduced to allow room for the addition of learning activities with greater learning value. • Back matter reorganized for quick reference: The “Answers to Study Guide Exercises” has been retitled “Answer Key” and not numbered as an appendix. Each of the three published studies are now separate appendix (three appendices total), rather than a single appendix. This simplifies cross referencing in the body of the Study Guide. • Quick-reference printed tabs: Quick-reference printed tabs have been added to differentiate the Answer Key and each of the book’s three published studies (four tabs total), for improved navigation and usability. Acknowledgments Developing this essentials research text was a 2-year project, and there are many people we would like to thank. We want to extend a very special thank you to Dr. Diane Doran for her revision of Chapter 14 focused on outcomes research. We are very fortunate that she was willing to share her expertise and time so that students might have the most current information about outcomes research. We want to express our appreciation to the Dean and faculty of The University of Texas at Arlington College of Nursing for their support and encouragement. We also would like to thank other nursing faculty members across the world who are using our book to teach research and have spent valuable time to send us ideas and to identify errors in the text. Special thanks to the students who have read our book and provided honest feedback on its clarity and usefulness to them. We would also like to recognize the excellent reviews of the colleagues, listed on the previous pages, who helped us make important revisions in the text. In conclusion, we would like to thank the people at Elsevier who helped produce this book. We thank the following individuals who have devoted extensive time to the development of this sixth edition, the instructor’s ancillary materials, student study guide, and all of the web-based components. These individuals include: Lee Henderson, Billie Sharp, Charlene Ketchum, Bridget Healy, Jayashree Balasubramaniam, and Vallavan Udayaraj. Susan K. Grove PhD, RN, ANP-BC, GNP-BC Jennifer R. Gray PhD, RN, FAAN Nancy Burns PhD, RN, FCN, FAAN C H AP T E R 1 Introduction to Nursing Research and Evidence-Based Practice CHAPTER OVERVIEW What Is Nursing Research? What Is Evidence-Based Practice? Purposes of Research for Implementing an Evidence-Based Nursing Practice Description Explanation Prediction Control Historical Development of Research in Nursing Florence Nightingale Nursing Research: 1900s through the 1970s Nursing Research: 1980s and 1990s Nursing Research: in the Twenty-First Century Acquiring Knowledge in Nursing Traditions Authority Borrowing Trial and Error Personal Experience Role Modeling Intuition Reasoning Acquiring Knowledge through Nursing Research Introduction to Quantitative and Qualitative Research Introduction to Outcomes Research Understanding Best Research Evidence for Practice Strategies Used to Synthesize Research Evidence Levels of Research Evidence Introduction to Evidence-Based Guidelines What Is Your Role in Nursing Research? Key Concepts References Learning Outcomes After completing this chapter, you should be able to: 1. Define research, nursing research, and evidence-based practice. 2. Describe the purposes of research in implementing an evidence-based practice for nursing. 3. Describe the past and present activities influencing research in nursing. 4. Discuss the link of Quality and Safety Education for Nurses (QSEN) to research. 5. Apply the ways of acquiring nursing knowledge (tradition, authority, borrowing, trial and error, personal experience, role modeling, intuition, reasoning, and research) to the interventions implemented in your practice. 6. Identify the common types of research—quantitative, qualitative, or outcomes— conducted to generate essential evidence for nursing practice. 7. Describe the following strategies for synthesizing healthcare research: systematic review, meta-analysis, meta-synthesis, and mixed-methods systematic review. 8. Identify the levels of research evidence available to nurses for practice. 9. Describe the use of evidence-based guidelines in implementing evidence-based practice. 10. Identify your role in research as a professional nurse. Key Terms Authority, p. 16 Best research evidence, p. 3 Borrowing, p. 16 Case study, p. 11 Clinical expertise, p. 4 Control, p. 8 Critical appraisal of research, p. 27 Deductive reasoning, p. 18 Description, p. 6 Evidence-based guidelines, p. 25 Evidence-based practice (EBP), p. 3 Explanation, p. 7 Gold standard, p. 25 Inductive reasoning, p. 18 Intuition, p. 18 Knowledge, p. 15 Mentorship, p. 18 Meta-analysis, p. 22 Meta-synthesis, p. 23 Mixed-methods systematic review, p. 23 Nursing research, p. 3 Outcomes research, p. 21 Personal experience, p. 17 Prediction, p. 7 Premise, p. 18 Qualitative research, p. 20 Qualitative research synthesis, p. 23 Quality and Safety Education for Nurses (QSEN), p. 15 Quantitative research, p. 19 Reasoning, p. 18 Research, p. 3 Role modeling, p. 17 Systematic review, p. 22 Traditions, p. 16 Trial and error, p. 17 Welcome to the world of nursing research. You may think it strange to consider research a world, but it is a truly new way of experiencing reality. Entering a new world means learning a unique language, incorporating new rules, and using new experiences to learn how to interact effectively within that world. As you become a part of this new world, you will modify and expand your perceptions and methods of reasoning. For example, using research to guide your practice involves questioning, and you will be encouraged to ask such questions as these: • What is the patient’s healthcare problem? • What nursing intervention would effectively manage this problem in your practice? • Is this nursing intervention based on sound research evidence? • Would another intervention be more effective in improving your patient’s outcomes? • How can you use research most effectively in promoting an evidence-based practice (EBP)? Because research is a new world to many of you, we have developed this text to facilitate your entry into and understanding of this world and its contribution to the delivery of quality, safe nursing care. This first chapter clarifies the meaning of nursing research and its significance in developing an evidence-based practice (EBP) for nursing. This chapter also explores the research accomplishments in the profession over the last 160 years. The ways of acquiring knowledge in nursing are discussed, and the common research methodologies used for generating research evidence for practice (quantitative, qualitative, and outcomes research) are introduced. The critical elements of evidencebased nursing practice are introduced, including strategies for synthesizing research evidence, levels of research evidence or knowledge, and evidence-based guidelines. Nurses’ roles in research are described based on their level of education and their contributions to the implementation of EBP. What is Nursing Research? The word research means “to search again” or “to examine carefully.” More specifically, research is a diligent, systematic inquiry, or study that validates and refines existing knowledge and develops new knowledge. Diligent, systematic study indicates planning, organization, and persistence. The ultimate goal of research is the development of an empirical body of knowledge for a discipline or profession, such as nursing. Defining nursing research requires determining the relevant knowledge needed by nurses. Because nursing is a practice profession, research is essential to develop and refine knowledge that nurses can use to improve clinical practice and promote quality outcomes (Brown, 2014; Doran, 2011). Expert researchers have studied many interventions, and clinicians have synthesized these studies to provide guidelines and protocols for use in practice. Practicing nurses and nursing students, like you, need to be able to read research reports and syntheses of research findings to implement evidencebased interventions in practice and promote positive outcomes for patients and families. For example, extensive research has been conducted to determine the most effective technique for administering medications through an intramuscular (IM) injection. This research was synthesized and used to develop evidence-based guidelines for administering IM injections (Cocoman & Murray, 2008; Nicoll & Hesby, 2002). Nursing research is also needed to generate knowledge about nursing education, nursing administration, healthcare services, characteristics of nurses, and nursing roles. The findings from these studies influence nursing practice indirectly and add to nursing’s body of knowledge. Research is needed to provide high-quality learning experiences for nursing students. Through research, nurses can develop and refine the best methods for delivering distance nursing education and for using simulation to improve student learning. Nursing administration and health services studies are needed to improve the quality, safety, and cost-effectiveness of the healthcare delivery system. Studies of nurses and nursing roles can influence nurses’ quality of care, productivity, job satisfaction, and retention. In this era of a nursing shortage, additional research is needed to determine effective ways to recruit individuals and retain them in the profession of nursing. This type of research could have a major impact on the quality and number of nurses providing care to patients and families in the future. In summary, nursing research is a scientific process that validates and refines existing knowledge and generates new knowledge that directly and indirectly influences nursing practice. Nursing research is the key to building an EBP for nursing (Brown, 2014). What is Evidence-Based Practice? The ultimate goal of nursing is an evidence-based practice that promotes quality, safe, and cost-effective outcomes for patients, families, healthcare providers, and the healthcare system (Brown, 2014; Craig & Smyth, 2012; Melnyk & Fineout-Overholt, 2011). Evidence-based practice (EBP) evolves from the integration of the best research evidence with clinical expertise and patients’ needs and values (Institute of Medicine [IOM], 2001; Sackett, Straus, Richardson, Rosenberg, & Haynes, 2000). Figure 1-1 identifies the elements of EBP and demonstrates the major contribution of the best research evidence to the delivery of this practice. The best research evidence is the empirical knowledge generated from the synthesis of quality study findings to address a practice problem. Later, this chapter discusses the strategies used to synthesize research, levels of best research evidence, and sources for this evidence. A team of expert researchers, healthcare professionals, and sometimes policy makers and consumers will synthesize the best research evidence to develop standardized guidelines for clinical practice. For example, a team of experts conducted, critically appraised, and synthesized research related to the chronic health problem of hypertension (HTN) to develop an EBP guideline. Research evidence from this guideline is presented as an example later in this section. FIG 1-1 Model of Evidence-Based Practice (EBP). Clinical expertise is the knowledge and skills of the healthcare professional who is providing care. The clinical expertise of a nurse depends on his or her years of clinical experience, current knowledge of the research and clinical literature, and educational preparation. The stronger the nurse’s clinical expertise, the better is his or her clinical judgment in using the best research evidence in practice (Brown, 2014; Craig & Smyth, 2012). EBP also incorporates the needs and values of the patient (see Figure 1-1). The patient’s need(s) might focus on health promotion, illness prevention, acute or chronic illness management, rehabilitation, and/or a peaceful death. In addition, patients bring values or unique preferences, expectations, concerns, and cultural beliefs to the clinical encounter. With EBP, patients and their families are encouraged to take an active role in the management of their health. It is the unique combination of the best research evidence being applied by expert nurse clinicians in providing quality, safe, and costeffective care to a patient and family with specific health needs and values that results in EBP. Extensive research is needed to develop sound empirical knowledge for synthesis into the best research evidence needed for practice. Findings from a single study are not enough evidence for determining the effectiveness of an intervention in practice. Research evidence from multiple studies are synthesized to develop guidelines, standards, protocols, algorithms (clinical decision trees), or policies to direct the implementation of a variety of nursing interventions. As noted earlier, a national guideline has been developed for the management of hypertension, The Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure (JNC 7). The complete JNC 7 guideline for the management of high blood pressure is available online at www.nhlbi.nih.gov/guidelines/hypertension (National Heart, Lung, and Blood Institute [NHLBI], 2003). In January of 2014, the American Society of Hypertension (ASH) and the International Society of Hypertension (ISH) published new clinical practice guidelines for the management of hypertension in the community (Weber et al, 2014). The JNC 7 guideline and the ASH and ISH clinical practice guideline identified the same classification system for blood pressure (Table 11). These guidelines include the classification of blood pressure as normal, prehypertension, hypertension stage 1, and hypertension stage 2. Both guidelines also recommend life style modifications (balanced diet, exercise program, normal weight, and nonsmoker) and cardiovascular disease (CVD) risk factors (hypertension, obesity, dyslipidemia, diabetes mellitus, cigarette smoking, physical inactivity, microalbuminuria, and family history of premature CVD) education. You need to use an evidence-based guideline in monitoring your patients’ blood pressure (BP) and educating them about lifestyle modifications to improve their BP and reduce their CVD risk factors (NHLBI, 2003; Weber et al., 2014). Table 1-1 Classification of Blood Pressure with Nursing Interventions for Evidence-Based Practice (EBP) * Treatment is determined by the highest BP category, systolic or diastolic. † Treat patients with chronic kidney disease or diabetes to BP goal of < 130/80 mm Hg. ‡ Lifestyle modification—balanced diet, exercise program, normal weight, and nonsmoker. § CVD risk factors—hypertension; obesity (body mass index ≥ 30 kg/m 2), dyslipidemia, diabetes mellitus, cigarette smoking, physical inactivity, microalbuminuria, estimated glomerular filtration rate < 60 mL/min, age (> 55 years for men, > 65 years for women), and family history of premature CVD (men < 55 years, women < 65 years). Adapted from National Heart, Lung, and Blood Institute. (2003). The seventh report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure (JNC 7). Retrieved June 18, 2013 from, www.nhlbi.nih.gov/guidelines/hypertension/; and Weber, M. A., Schiffrin, E. L., White, W. B., Mann, S., Lindholm, L. H., Kenerson, J. G., et al. (2014). Clinical practice guidelines for the management of hypertension in the community: A statement by the American Society of Hypertension and the International Society of Hypertension. Journal of Hypertension, 32(1), 4-5. The Eighth Joint National Committee (JNC 8) published “2014 Evidence-Based Guideline for the Management of High Blood Pressure in Adults” in December of 2013 (James et al. 2013). However, these guidelines currently lack the recognition of any national organization. Additional work is needed to ensure that the guidelines are approved by the NHLBI, ASH, the American Heart Association (AHA), and/or the American College of Cardiology (ACC). For this textbook, the evidence-based guidelines for management of hypertension presented in Table 1-1 are recommended for students and nurses to use in caring for their patients (Weber et al., 2014). Figure 1-2 provides an example of the delivery of evidence-based nursing care to African American women with high BP. In this example, the best research evidence is classification of BP and education on lifestyle modification (LSM) and CVD risk factors based on the ASH (Weber et al., 2014) and JNC 7 (NHLBI, 2003) guidelines for management of high BP (see Table 1-1). These guidelines, developed from the best research evidence related to BP, LSM, and CVD risks monitoring and education, is translated by registered nurses and nursing students to meet the needs and values of African American women with high BP. The quality outcome of EBP in this example is women with a BP less than 140/90 mm Hg or referral for medication treatment (see Figure 1-2). A detailed discussion of how to locate, critically appraise, and use national standardized guidelines in practice is found in Chapter 13. FIG 1-2 Evidence-based practice for African American women with high blood pressure (BP). Purposes of Research for Implementing an Evidence-Based Nursing Practice Through nursing research, empirical knowledge can be developed to improve nursing care, patient outcomes, and the healthcare delivery system. For example, nurses need a solid research base to implement and document the effectiveness of selected nursing interventions in treating particular patient problems and promoting positive patient and family outcomes. Also, nurses need to use research findings to determine the best way to deliver healthcare services to ensure that the greatest number of people receive quality, safe care. Accomplishing these goals will require you to locate EBP guidelines or to appraise critically, synthesize, and apply research evidence that provides a description, explanation, prediction, and control of phenomena in your clinical practice. Description Description involves identifying and understanding the nature of nursing phenomena and, sometimes, the relationships among them (Chinn & Kramer, 2011). Through research, nurses are able to (1) describe what exists in nursing practice; (2) discover new information; (3) promote understanding of situations; and (4) classify information for use in the discipline. Some examples of clinically important research evidence that have been developed from research focused on description include: • Identification of the incidence and spread of infection in healthcare agencies • Identification of the cluster of symptoms for a particular disease • Description of the responses of individuals to a variety of health conditions and aging • Description of the health promotion and illness prevention strategies used by a variety of populations • Determination of the incidence of a disease locally (e.g., incidence of West Nile virus in Texas), nationally, and internationally (e.g., spread of bird flu). Rush, Watts, and Janke (2013, p. 10) have conducted a qualitative study to describe “rural and urban older adults’ perspectives of strength in their daily lives.” (The types of research conducted in nursing—quantitative, qualitative, and outcomes—are discussed later in this chapter.) They noted the following in this study: “Nurses’ strength enhancement efforts should raise older adults’ awareness that strength is not an unlimited resource but needs to be constantly replenished…. Older adult participants described changes in strength that ranged from fluctuating daily changes to insidious, gradual declines and to drastic and unexpected losses…. Older adults’ strategies for staying strong were consistent with their more holistic views of strength but may not be approaches nurses typically take into account. Although nurses need to give continued emphasis to promoting physical activity, they must also give equal attention to encouraging mental and social activities because of the important role they play for older adults staying strong.” Rush et al., 2013, p. 15 The findings from this study provided nurses with descriptions of older adults’ perspectives of strength and the strategies that they use to stay strong. You can use the findings from this study to encourage physical, mental, and social activities to assist older adults in staying strong. This type of research, focused on description, is essential groundwork for studies to provide explanations, predictions, and control of nursing phenomena in practice. Explanation Explanation clarifies the relationships among phenomena and identifies possible reasons why certain events occur. Research focused on explanation provides the following types of evidence essential for practice: • Determination of assessment data (subjective data from the health history and objective data from the physical examination) that need to be gathered to address a patient’s health need • The link of assessment data to a diagnosis • The link of causative risk factors or causes to illness, morbidity, and mortality • Determination of the relationships among health risks, health behaviors, and health status • Determination of links among demographic characteristics, disease status, psychosocial factors, and patients’ responses to treatment. For example, Manojlovich, Sidani, Covell, and Antonakos (2011) conducted an outcomes study to examine the links or relationships between a “nurse dose” (nurse characteristics and staffing) and adverse patient outcomes. The nurse characteristics examined were education, experience, and skill mix. The staffing variables included fulltime employees, registered nurse (RN)-to-patient ratio, and RN hours per patient day. The adverse outcomes examined were methicillin-resistant Staphylococcus aureus (MRSA) infections and reported patient falls for a sample of inpatient adults in acute care units. The researchers found that the nurse characteristics and staffing variables were significantly correlated with MRSA infections and reported patient falls. Therefore the nursing characteristics and staffing were potential predictors of the incidence of MRSA infections and patient falls. This study illustrates how explanatory research can identify relationships among nursing phenomena that can be the basis for future research focused on prediction and control. Prediction Through prediction, one can estimate the probability of a specific outcome in a given situation (Chinn & Kramer, 2011). However, predicting an outcome does not necessarily enable one to modify or control the outcome. It is through prediction that the risk of illness or injury is identified and linked to possible screening methods to identify and prevent health problems. Knowledge generated from research focused on prediction is critical for EBP and includes the following: • Prediction of the risk for a disease or injury in different populations • Prediction of behaviors that promote health and prevent illness • Prediction of the health care required based on a patient’s need and values Lee, Faucett, Gillen, Krause, and Landry (2013) conducted a quantitative study to examine the factors that were perceived by critical care nurses (CCNs) to predict the risk of musculoskeletal (MSK) injury from work. They found that greater physical workload, greater job strain, more frequent patient-handling tasks, and lack of a lifting team or devices were predictive of the CCNs’ perceptions of risk of MSK injury. They recommended that “occupational health professionals, nurse managers, and nursing organizations should make concerted efforts to ensure the safety of nurses by providing effective preventive measures. Improving the physical and psychosocial work environment may make nursing jobs safer, reduce the risk of MSK injury, and improve nurses’ perceptions of job safety” (Lee et al., 2013, p. 43). This predictive study isolated independent variables (physical workload, job strain, patient-handling tasks, and lack of lifting devices or teams) that were predictive of MSK injuries in CCNs. The variables identified in predictive studies require additional research to ensure that their manipulation or control results in quality outcomes for patients, healthcare professionals, and healthcare agencies (Creswell, 2014; Doran, 2011; Kerlinger & Lee, 2000). Control If one can predict the outcome of a situation, the next step is to control or manipulate the situation to produce the desired outcome. In health care, control is the ability to write a prescription to produce the desired results. Using the best research evidence, nurses could prescribe specific interventions to meet the needs of patients and their families (Brown, 2014; Craig & Smyth, 2012). The results of multiple studies in the following areas have enabled nurses to deliver care that increases the control over the outcomes desired for practice: • Testing interventions to improve the health status of individuals, families, and communities • Testing interventions to improve healthcare delivery • Synthesis of research for development into EBP guidelines • Testing the effectiveness of EBP guideline in clinical agencies Extensive research has been conducted in the area of safe administration of IM injections. This research has been critically appraised, synthesized, and developed into evidence-based guidelines to direct the administration of medications by an IM route to infants, children, and adults in a variety of practice settings (Cocoman & Murray, 2008; Nicoll & Hesby, 2002). The EBP guideline for IM injections is based on the best research evidence and identifies the appropriate needle size and length to use for administering different types of medications, the safest injection site (ventrogluteal) for many medications, and the best injection technique to deliver a medication, minimize patient discomfort, and prevent physical damage (Cocoman & Murray, 2008; Greenway, 2004; Nicoll & Hesby, 2002; Rodger & King, 2000). Using the evidence-based knowledge for administering IM injections helps control the achievement of the following outcomes in practice: (1) adequate administration of medication to promote patient health; (2) minimal patient discomfort; and (3) no physical damage to the patient. Broadly, the nursing profession is accountable to society for providing quality, safe, and cost-effective care for patients and families. Therefore the care provided by nurses must be constantly evaluated and improved on the basis of new and refined research knowledge. Studies that document the effectiveness of specific nursing interventions make it possible to implement evidence-based care that will produce the best outcomes for patients and their families. The quality of research conducted in nursing affects not only the quality of care delivered, but also the power of nurses in making decisions about the healthcare delivery system. The extensive number of clinical studies conducted in the last 50 years has greatly expanded the scientific knowledge available to you for describing, explaining, predicting, and controlling phenomena within your nursing practice. Historical Development of Research in Nursing The development of research in nursing has changed drastically over the last 160 years and holds great promise for the twenty-first century. Initially, nursing research evolved slowly, from the investigations of Nightingale in the nineteenth century to the studies of nursing education in the 1930s and 1940s and the research of nurses and nursing roles in the 1950s and 1960s. From the 1970s through the 2010s, an increasing number of nursing studies that focused on clinical problems have produced findings that directly affected practice. Clinical research continues to be a major focus today, with the goal of developing an EBP for nursing. Reviewing the history of nursing research enables you to identify the accomplishments and understand the need for further research to determine the best research evidence for use in practice. Table 1-2 outlines the key historical events that have influenced the development of research in nursing. Table 1-2 Historical Events Influencing the Development of Research in Nursing Year 1850 1900 1923 1929 1932 1950 1952 1953 1955 1957 Event Florenc e Nightingale is rec ognized as the first nurse researc her. America n Journa l of Nursing is published. Teac hers College at Columbia University offers the first educ ational doc toral program for nurses. First Master’s in Nursing Degree is offered at Yale University. Assoc iation of Collegiate S c hools of Nursing is organized to promote c onduc t of researc h. Americ an Nurses Assoc iation (ANA) publishes study of nursing func tions and ac tivities. First researc h journal in nursing, Nursing Resea rch, is published. Institute of Researc h and S ervic e in Nursing Educ ation is established. Americ an Nurses Foundation is established to fund nursing researc h. S outhern Regional Educ ational Board (S REB), Western Interstate Commission on Higher Educ ation (WICHE), Midwestern Nursing Researc h S oc iety (MNRS ), and New England Board of Higher Educ ation (NEBHE) are established to support and disseminate nursing researc h. 1963 Interna tiona l Journa l of Nursing Studies is published. 1965 ANA sponsors the first nursing researc h c onferenc es. 1967 S igma Theta Tau International Honor S oc iety of Nursing publishes Ima ge, emphasizing nursing sc holarship; now Journa l of Nursing Schola rship. 1970 ANA Commission on Nursing Researc h is established. 1972 Coc hrane published Effectiveness a nd Efficiency, introduc ing c onc epts relevant to evidenc e-based prac tic e (EBP). ANA Counc il of Nurse Researc hers is established. 1973 First Nursing Diagnosis Conferenc e is held, whic h evolved into North Americ an Nursing Diagnosis Assoc iation (NANDA). 1976 S tetler/Marram Model for Applic ation of Researc h Findings to Prac tic e is published. 1978 Resea rch in Nursing & Hea lth and Adva nces in Nursing Science are published. 1979 Western Journa l of Nursing Resea rch is published. 1980s- S ac kett and c olleagues developed methodologies to determine “best evidenc e” for prac tic e. 1990s 1982- Conduc t and Utilization of Researc h in Nursing (CURN) Projec t is published. 1983 1983 Annua l Review of Nursing Resea rch is published. 1985 National Center for Nursing Researc h (NCNR) is established to support and fund nursing researc h. 1987 Schola rly Inquiry for Nursing Pra ctice is published. 1988 Applied Nursing Resea rch and Nursing Science Qua rterly are published. 1989 Agenc y for Healthc are Polic y and Researc h (AHCPR) is established and publishes EBP guidelines. 1990 Nursing Dia gnosis, offic ial journal of NANDA, is published; now Interna tiona l Journa l of Nursing Terminologies a nd Cla ssifica tions. ANA established the Americ an Nurses Credentialing Center (ANCC), whic h implemented the Magnet Hospital Designation Program for Exc ellenc e in Nursing S ervic es. 1992 Hea lthy People 2000 is published by U.S . Department of Health and Human S ervic es (U.S . DHHS ). Clinica l Nursing Resea rch is published. 1993 NCNR is renamed the National Institute of Nursing Researc h (NINR) to expand funding for nursing researc h. Journa l of Nursing Mea surement is published. Coc hrane Collaboration is initiated, providing systematic reviews and EBP guidelines (http://www.c oc hrane.org). 1994 Qua lita tive Hea lth Resea rch is published. 1999 AHCPR is renamed Agenc y for Healthc are Researc h and Quality (AHRQ). 2000 Hea lthy People 2010 is published by U.S . DHHS . Biologica l Resea rch for Nursing is published. 2001 S tetler publishes her model Steps of Resea rch Utiliza tion to Fa cilita te Evidence-Ba sed Pra ctice. Institute of Medic ine (IOM) report Crossing the Qua lity Cha sm: A New Hea lth System for the 21st Century published, foc using on key healthc are issues of quality and safety. 2002 The Joint Commission revises ac c reditation polic ies for hospitals supporting evidenc e-based health c are. NANDA bec omes international—NANDA-I. 2003 IOM report Hea lth Professions Educa tion: A Bridge to Qua lity published, identifying six c ompetenc ies essential for educ ation of nurses and other health professionals. 2004 Worldviews on Evidence-Ba sed Nursing is published. 2005 Quality and S afety Educ ation for Nurses (QS EN) initiative for development of c ompetenc ies for prelic ensure and graduate educ ation is developed. 2006 Americ an Assoc iation of Colleges of Nursing (AACN) position statement on nursing researc h is published. 2007 QS EN website (http://qsen.org) is launc hed, featuring teac hing strategies and resourc es to fac ilitate the attainment of the QS EN c ompetenc ies. 2010 IOM report The Future of Nursing: Lea ding Cha nge rec ommends that 80% of the nursing workforc e be prepared at the bac c alaureate level by the year 2020. 2011 NINR c urrent strategic plan published. Americ an Nurses Assoc iation (ANA) c urrent researc h agenda is developed. 2013 Current QS EN c ompetenc ies for prelic ensure nurses available online at http://qsen.org/c ompetenc ies/pre-lic ensure-ksas. 2013 Hea lthy People 2020 available at U.S . DHHS website, http://www.healthypeople.gov/2020/topic sobjec tives2020/default.aspx. AHRQ c urrent mission and funding priorities available online (http://www.ahrq.gov/). NINR c urrent mission and funding opportunities available online (http://www.ninr.nih.gov/). Florence Nightingale Nightingale (1859) is recognized as the first nurse researcher, with her initial studies focused on the importance of a healthy environment in promoting patients’ physical and mental well-being. She studied aspects of the environment, such as ventilation, cleanliness, purity of water, and diet, to determine the influence on patients’ health, which continue to be important areas of study today (Herbert, 1981). Nightingale is also noted for her data collection and statistical analyses, especially during the Crimean War. She gathered data on soldier morbidity and mortality rates and the factors influencing them and presented her results in tables and pie charts, a sophisticated type of data presentation for the period (Palmer, 1977). Nightingale was the first woman elected to the Royal Statistical Society (Oakley, 2010) and her research was highlighted in Scientific American (Cohen, 1984). Nightingale’s research enabled her to instigate attitudinal, organizational, and social changes. She changed the attitudes of the military and society about the care of the sick. The military began to view the sick as having the right to adequate food, suitable quarters, and appropriate medical treatment, which greatly reduced the mortality rate (Cook, 1913). Nightingale improved the organization of army administration, hospital management, and hospital construction. Because of Nightingale’s research evidence and influence, society began to accept responsibility for testing public water, improving sanitation, preventing starvation, and decreasing morbidity and mortality rates (Palmer, 1977). Nursing Research: 1900s through the 1970s The American Journal of Nursing was first published in 1900 and, late in the 1920s and 1930s, case studies began appearing in this journal. A case study involves an in-depth analysis and systematic description of one patient or group of similar patients to promote understanding of healthcare interventions. Case studies are one example of the practice-related research that has been conducted in nursing over the last century. Nursing educational opportunities expanded, with Teachers College at Columbia University offering the first educational doctoral program for nurses in 1923 and Yale University offering the first master ’s degree in nursing in 1929. In 1950 the American Nurses Association (ANA) initiated a 5-year study on nursing functions and activities. In 1959 the findings from this study were used to develop statements on functions, standards, and qualifications for professional nurses. During that time, clinical research began expanding as nursing specialty groups, such as community health, psychiatricmental health, medical-surgical, pediatrics, and obstetrics, developed standards of care. The research conducted by the ANA and specialty groups provided the basis for the nursing practice standards that curre…
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NSG468 Wk4 UOPX Root Cause Analysis

NSG468 Wk4 UOPX Root Cause Analysis

Root Cause Analysis Worksheet NSG/468 Version 1 1 The Case Study A previously healthy 50-year-old man was

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hospitalized while recovering from an uncomplicated spine surgery. Although he remained in moderate pain, clinicians planned to transition him from intravenous to oral opioids prior to discharge. The patient experienced nausea with pills but told the bedside nurse he had taken liquid opioids in the past without difficulty. The nurse informed the physician that the patient was having significant pain, and liquid opioids had been effective in the past. When the physician searched for liquid oxycodone in the computerized prescriber order entry (CPOE) system, multiple options appeared on the list—two formulations for tablets and two for liquid (the standard 5 mg per 5 mL concentration and a more concentrated 20 mg per mL formulation). At this hospital, the CPOE system listed each choice twice, one entry with the generic name and one entry with a brand name. In all, the physician saw eight different choices for oxycodone products. The physician chose the concentrated oxycodone liquid product, and ordered a 5-mg dose. All medication orders at the hospital had to be verified by a pharmacist. The pharmacist reviewing this order recognized that the higher concentration was atypical for inpatients but assumed it was chosen to limit the volume of fluid given to the patient. The pharmacist verified the order and, to minimize the risk of error, added a comment to both the electronic medication administration record (eMAR) and the patient-specific label that the volume to be given was 0.25 mL (5 mg). For added safety, the pharmacist personally retrieved, labeled, and delivered the drug and a calibrated syringe to the bedside nurse to clarify that this was a high concentration formulation for which the volume to administer was 0.25 mL (a smaller volume than would typically be Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ Root Cause Analysis Worksheet NSG/468 Version 1 2 delivered). Shortly thereafter, the nurse went to the bedside to administer the drug to the patient for his ongoing pain. She gave the patient 2.5 mL (50 mg) of liquid oxycodone, a volume that she was more used to giving, and then left for her break. A covering nurse checked on the patient and found him unconscious—a code blue was called. The patient was given naloxone (an agent that reverses the effect of opioids), and he responded well. He was transferred to the intensive care unit for ongoing monitoring and a continuous infusion of naloxone to block the effect of the oxycodone. By the following morning, the patient had returned to his baseline with no apparent adverse effects. The Commentary Medication errors in the hospital are all too common. Although it may seem that the only error in this case was the nurse giving the wrong amount of medication to the patient, many latent errors contributed to harm reaching the patient. Medication errors are rarely caused by failure of a single element or the fault of a single practitioner.(1) For example, in a root cause analysis (RCA) of a fatal medication error in which a nurse administered the wrong medication by intravenous route, an external review found four main proximate causes and multiple performance-shaping factors that contributed to the event.(2) To prevent similar errors from occurring, the reviewers identified more than 15 suggested changes that spanned the medication use system at the hospital.(2) Because medication errors are often multifactorial, analysis of errors should always identify Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ Root Cause Analysis Worksheet NSG/468 Version 1 weaknesses in the system and corrective plans should include risk reduction strategies that span multiple processes. Systems Approach to Medication Errors The goal of a system-based analysis of errors is to discover underlying system failures that are amenable to correction. In their landmark study using a systems analysis of adverse drug events, Leape and colleagues identified several domains where underlying problems occurred. These domains included lack of information about the patient, drug stocking and delivery problems, and inadequate standardization.(3) Similarly, the Institute for Safe Medication Practices (ISMP) has identified 10 key system elements that have the greatest influence on safe medication use (Table 1).(4) Although other categorizations also exist, this commentary will use ISMP’s model to analyze the case. Readers who also wish to analyze errors in this manner can use a worksheet available on ISMP’s Web site (http://www.ismp.org/tools/AssessERR.pdf). Developing Effective Risk Reduction Strategies Identifying errors in the system may indicate where changes need to be made. There are two objectives of safe system design: (i) to make it difficult for individuals to make mistakes and (ii) to permit the detection and correction of errors before harm occurs.(3) However, designing effective strategies to make the system safer is difficult. It is easy to implement low leverage strategies (“weak” interventions) as a quick fix for an error. For example, a simple response to this case would be to tell the nurse to read the medication label and electronic medication administration record (eMAR) more carefully, the pharmacist to give better instructions, and the physician to be more careful when using the CPOE system. Such strategies are unlikely to prevent an error from occurring again as they rely on humans to avoid mistakes. Instead, higher leverage strategies (“strong” interventions) that prevent human errors from propagating through the system should be implemented. Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ 3 Root Cause Analysis Worksheet NSG/468 Version 1 In the rank order of error-reduction strategies (Table 2), high leverage strategies create lasting change in the system. Fail-safes, constraints, and forcing functions are types of strategies that improve the system with minimal reliance on human vigilance and memory. On the other hand, providing education and information and drafting rules and policies are easy to implement but often rely on human vigilance. These low leverage strategies are likely to only be effective if combined with interventions that target systems issues.(5,6) System-Based Analysis A robust system-based analysis of this error might discover failures that are amenable to higher leverage solutions to prevent future occurrence. Rigorous analysis of medications errors should use the ISMP model and examine the 10 key system elements (Table 1). Applying the framework in the analysis of this case reveals a substantial number of failures and areas for clear system improvement. Patient Information Both the pharmacist and the physician in this case were likely unaware of key patient information which may have contributed to the error. For example, the physician may not have known the patient’s opioid-use history, such as which liquid opioid he used in the past, and thus could not reorder that specific medication and dose. It appears the pharmacist was not directly aware of the patient’s opioid use in the past and assumed the patient was a candidate for concentrated oxycodone. To prevent similar gaps in the future, the institution should ensure that information about a patient’s diagnoses, allergies and adverse reactions to medications (including the inability to tolerate specific formulations of medications), and patient-monitoring information is readily available to all practitioners. Drug Information Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ 4 Root Cause Analysis Worksheet NSG/468 Version 1 5 All three practitioners lacked pertinent drug information to make safe decisions. The physician was unaware that liquid oxycodone comes in two concentrations, the pharmacist did not know that the concentrated product was not appropriate for an opioid-naïve patient, and the nurse, who was unfamiliar with the concentrated formulation, did not realize that the volume to be administered was indeed much less than to what she was accustomed. Multiple steps can be taken to prevent these knowledge gaps in the future. Up-to-date drug information should be available to all practitioners, and practitioners should know how to use these references. High-alert medications, such as concentrated oxycodone, should have additional safeguards that guide practitioners to their appropriate use. For example, a pain order set, guideline, or protocol could be used to identify when a patient is ready for escalation to more potent pain medications. Finally, restrict prescribing of certain medications, especially those that are used rarely, to specialized practitioners who are familiar with their use (e.g., a pain specialist in this case). Communication of Drug Information Not only were there issues with knowledge about the drug, but the lack of clear communication of drug information also contributed to the error. The list of choices that resulted when oxycodone was searched in the CPOE system was confusing. Even though there were four distinct oxycodone products, eight were listed due to duplication. Furthermore, the concentrated liquid was not sufficiently distinct from the regular product on that list. Unfortunately, the pharmacist and prescriber did not communicate on the intended plan for the patient to clear up the confusion. In response, the institution should ensure that when new products are added to a hospital’s formulary and built into the CPOE system and all aspects of the user interface should be examined. If medications are restricted to certain patient populations, that restriction should be reflected in the CPOE system. For example, if concentrated oxycodone is restricted to ordering by pain specialists, this drug should not Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ Root Cause Analysis Worksheet NSG/468 Version 1 be available on the list of medications available to general practitioners in the CPOE system. There should be clear lines of communication between all practitioners. If a pharmacist or nurse has concerns about the appropriateness of a medication order, he should feel comfortable and obligated to question the prescriber. Drug Standardization, Storage, and Distribution The manner in which the medications were stored and distributed contributed to the error in this case as well. For distribution, the pharmacist dispensed the entire bottle of oxycodone, and the nurse was required to measure out the patient-specific dose. Ideally, medications should be dispensed from the pharmacy in the most ready-to-use form, which minimizes manipulation by the nurse. Pharmacies should dispense liquid medications that come in bulk bottles in unit-dose cups or oral syringes for those with standardized dosages or in oral syringes with the patient-specific dose already drawn into the syringe for the nurse. Staff Competency and Education Knowledge gaps in the safe use of opioids may have also contributed to this error. It is not clear if the physician, pharmacist, and nurse had adequate training on the optimal use of opioids for acute pain. According to an opioid knowledge assessment conducted by the Pennsylvania Hospital Engagement Network Adverse Drug Event Collaboration, practitioners of all levels had a weak understanding of important aspects of safe opioid use. The study suggests that organizations educate and assess staff understanding regarding effects of opioids on sedation and respiratory depression, differences between opioid-naïve and opioid-tolerant patients, indications for long-acting opioids, equianalgesic dosing among opioids, and required monitoring.(7) Patient Education Although it is not discussed directly in the case, the patient may not have been aware of the medication he was taking. Furthermore, he may not have been able to request the same opioid he tolerated in the past because he Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ 6 Root Cause Analysis Worksheet NSG/468 Version 1 7 did not know the name. To help them prevent errors, patients and families should be empowered to detect medication errors by encouraging them to ask questions about their medications and the purpose of their medications and by explaining the safeguards that are being used to ensure they are receiving the right medication and dose. Quality Processes and Risk Management Lastly, more robust quality control processes may reduce the likelihood of this type of error. For example, the nurse did not have another practitioner independently double-check the medication before administering it. Although they should not be the only safeguard and should be used judiciously, independent double checks (the procedure in which two clinicians independently check each component of prescribing, dispensing, and administering a medication) can detect up to 95% of errors.(8) While the case does not detail the hospital’s processes surrounding identifying, reporting, and analyzing medication errors, all organizations should actively cultivate a culture in which error reporting is encouraged and non-punitive and leads to meaningful change. Using errors and near misses to identify systems issues should be done in an interdisciplinary manner. Proactive risk assessment tools, such as failure mode and effects analysis (FMEA), will help institutions ensure that new medications, processes, and services are implemented safely. Conclusion This case highlights the different system weaknesses that together resulted in an error harming the patient. Although it would be easy to fault the individuals involved, the absence of prescribing criteria for and restriction of concentrated oxycodone, the lack of a standard dispensing practice that minimizes nursing manipulation, and the need for staff education and guidance on such high-alert medications, among other factors, contributed to this event. To ensure all gaps in the system are addressed, a rigorous analysis using a model, such as ISMP’s Key Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ Root Cause Analysis Worksheet NSG/468 Version 1 8 Elements of the Medication-Use System that is used here, should be employed. Furthermore, when designing changes, hospitals should adopt high leverage risk reduction strategies as much as possible. For example, instead of telling the nurse to read the label more carefully next time, the manipulation of the medication can be taken out of the nurse’s responsibility. Although the patient did not experience any lasting adverse consequences in this case, adopting strategies that address system weaknesses will decrease the risk that an error of this type will reach another patient. Take-Home Points • Medication errors are multifactorial; they are rarely due to only one failure mode or individual. • When analyzing medication errors, employ a systems approach by identifying weaknesses throughout the medication use system. • When choosing risk reduction strategies to implement, focus on those that do not rely on human vigilance or memory. • Use proactive risk assessment tools whenever new medications, processes, and services are implemented to prevent errors. Part I University of Phoenix Material Medication Mishap Root Cause Analysis Worksheet Complete the table below to analyze the Week 4 case study. The analysis questions in the table have been adapted from The Joint Commission’s Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ Root Cause Analysis Worksheet NSG/468 Version 1 Root Cause Analysis and Action Plan Framework you reviewed in this week’s learning activity. Analysis Questions Considerations Root Cause Analysis Findings Root Cause (Y/N) What was the intended process flow? List the relevant process steps as defined by the policy, procedure, protocol, or guidelines in effect at the time of the event. Were there any steps in the process that did not occur as intended? Explain in detail any deviation from the intended processes. What human factors were relevant to the outcome? Staff-related human performance factors such as fatigue, distraction, etc. How did the equipment performance affect the outcome? Consider all medical equipment and devices. What controllable environmental factors directly affected this outcome? Consider things such as overhead paging that cannot be heard or safety or security risks. What uncontrollable external factors influenced this outcome? Factors the organization cannot change Were there any other factors that directly influenced this outcome? Internal factors What are the other areas in the organization where this could happen? List where the potential exists for similar circumstances. Was the staff properly qualified and currently competent for their responsibilities at the time of the event? Evaluate processes in place to ensure staff is competent and qualified. N/A N/A How did actual staffing compare with ideal levels? Include ideal staffing ratios and actual staffing ratios along with unit census. N/A N/A What is the plan for dealing with staffing contingencies? What the organization does during a staffing crisis N/A N/A Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ 9 Root Cause Analysis Worksheet NSG/468 Version 1 Analysis Questions Considerations Were such contingencies a factor in this event? If alternative staff used, verify competency and environmental familiarity. Did staff performance during the event meet expectations? To what extent did staff perform as expected within or outside of the processes? To what degree was all the necessary information available when needed? Accurate? Complete? Unambiguous? Patient assessments were complete, shared and accessed by members of the treatment team To what degree was the communication among participants adequate for this situation? Analysis of factors related to team communication and communication methods Was this the appropriate physical environment for the processes being carried out for this situation? Proactively manage the patient care environment. What systems are in place to identify environmental risks? Were environmental risk assessments in place? What emergency and failure-mode responses have been planned and tested? What safety evaluations and drills have been conducted? How does the organization’s culture support risk reduction? Does the overall culture encourage change, suggestions, and warnings from staff regarding risky situations or problematic areas? What are the barriers to communication of potential risk factors? Describe specific barriers to effective communication among caregivers. How is the prevention of adverse outcomes communicated as a high priority? Describe the organization’s adverse outcome procedures. How can orientation and in-service training be revised to reduce the risk of such events in the future? Describe how orientation and ongoing education needs of the staff are evaluated. Root Cause Analysis Findings Root Cause (Y/N) N/A N/A N/A N/A N/A N/A Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ 10 Root Cause Analysis Worksheet NSG/468 Version 1 Analysis Questions Considerations Was available technology used as intended? Such as: CT scanning equipment, electronic charting, medication delivery system, tele-radiology services How might technology be introduced or redesigned to reduce risk in the future? Describe any future plans for implementation or redesign. Root Cause Analysis Findings Root Cause (Y/N) Part II Read the Multifactorial Medication Mishap case study and the commentary that follows. Complete the root cause analysis worksheet to analyze the case. Write a 525 word APA formatted, cite-reference summary in which you: • • • Explain why a root cause analysis was appropriate for this situation. Analyze the impact of using tools like RCA, FMEA, and PDSA on the quality and safety of patient care. Summary section: Explain what you have learned. Cite a minimum of two peer-reviewed or evidence-based sources published within the last five years to support your summary in an APAformatted reference page. Source: The Joint Commission ROOT CAUSE ANALYSIS AND ACTION PLAN FRAMEWORK TEMPLATE. Revised 3/22/13. Accessed 10/07/2015: http://www.jointcommission.org/framework_for_conducting_a_root_cause_analysis_and_action_plan/ 11
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Clinical Decision Making

Clinical Decision Making

CIN: Computers, Informatics, Nursing & Vol. 31, No. 10, 477–495 & Copyright B 2013 Wolters Kluwer Health |

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Lippincott Williams & Wilkins C O N T I N U I N G E D U C A T I O N 2.4 ANCC Contact Hours Features of Computerized Clinical Decision Support Systems Supportive of Nursing Practice A Literature Review SEONAH LEE, PhD, MSN, RN According to the Institute of Medicine,1 the development and implementation of more sophisticated information systems are essential not only to enhance quality and efficiency of patient care but also to support clinical decision making. Clinical decision support becomes more and more a core function of health information systems to eliminate preventable medical errors,2 and the investments in decision support technologies targeted at nursing practice have increased.3 A computerized clinical decision support system (CDSS) refers to any electronic system designed to aid directly in clinical decision making. To generate patientspecific recommendations, CDSSs use the characteristics of individual patients; these recommendations are then presented to nurses for consideration.4,5 The knowledge base embedded in CDSSs contains the rules and logic statements that encapsulate knowledge required for clinical decisions so that it generates tailored recommendations for individual patients.6 With this, CDSSs assist nurses in completing the knowledge base rule–driven decision making or standardized rule-driven decision making,7 instead of using their own biases and intuition.8–10 On the one hand, CDSSs applied to nursing care are an expansion of the CDSS prototype defined above. For example, CDSSs for nursing care provide prebuilt forms for data entry of patient assessment, care plans, or outcome evaluation on given nursing interventions.8 Although it is not the case of recommendations automatically generated by the algorithm, the predesigned forms help decision making for nurses because these present the full scope of components that should be included for This study aimed to organize the system features of decision support technologies targeted at nursing practice into assessment, problem identification, care plans, implementation, and outcome evaluation. It also aimed to identify the range of the five stage-related sequential decision supports that computerized clinical decision support systems provided. MEDLINE, CINAHL, and EMBASE were searched. A total of 27 studies were reviewed. The system features collected represented the characteristics of each category from patient assessment to outcome evaluation. Several features were common across the reviewed systems. For the sequential decision support, all of the reviewed systems provided decision support in sequence for patient assessment and care plans. Fewer than half of the systems included problem identification. There were only three systems operating in an implementation stage and four systems in outcome evaluation. Consequently, the key steps for sequential decision support functions were initial patient assessment, problem identification, care plan, and outcome evaluation. Providing decision support in such a full scope will effectively help nurses’ clinical decision making. By organizing the system features, a comprehensive picture of nursing practice– oriented computerized decision support systems was obtained; however, the development of a guideline for better systems should go beyond the scope of a literature review. KEY WORDS Computerized clinical decision support systems & Features & Nursing care & Sequential decision support related nursing care activities. Thus, CDSSs for nursing care in this study include all the CDSS prototypes and the expanded versions. Author Affiliation: College of Nursing, University of Missouri-St. Louis, Missouri. The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Corresponding author: Seonah Lee, PhD, MSN, RN, College of Nursing, University of Missouri-St. Louis, One University Boulevard, St. Louis, MO 63121 (ah7909@hotmail.com). DOI: 10.1097/01.NCN.0000432127.99644.25 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 477 Because using CDSSs to support nurses’ decision making is widespread, it is worth capturing which features of CDSSs were empirically effective for optimum decision support for frontline nurses. Currently, there are studies on CDSSs used to improve the clinical practice of nurses; however, system features addressing particular nursing care activities have been dispersed in individual reports. Nursing does not have the well-organized knowledge base on the features of nursing practice–oriented CDSSs in real practice settings. The purpose of this study was to organize the features of CDSSs useful for nursing practice through a literature review, especially using the categories of assessment, problem identification (ie, diagnosis), care plans, implementation, and outcome evaluation. The current decision support technologies typically operate in these five stages. A certain CDSS helps decision making in a single stage, while other CDSSs help decision making in two or more stages. However, because of a lack of empirical investigations, it has not been clear whether a CDSS providing decision support in all the stages from assessment to outcome evaluation was more clinically useful than a CDSS operating, for example, in only a single stage of assessment. If there are evidential data to answer this question, the evidence should be included as an important feature for better decision support. As a preliminary to conducting an empirical study to address the question above, the first priority was in conducting a literature review to identify to the extent of sequential decision support provided by CDSSs in the stages from assessment to outcome evaluation. In this study, the sequential decision support, which is another important concept, is one of the CDSS features. METHODS Studies Eligible for Review To obtain the most relevant studies, studies eligible for inclusion were primary studies on CDSSs used for nursing practice and designed to contain at least two aspects of assessment, problem identification, care plans, implementation, and outcome evaluation. Studies published in peerreviewed journals and in English were included. On the other hand, studies were excluded if they were studies on a nonelectronic decision support system such as a paperbased system, studies not providing a description on a CDSS, and studies providing only a technical description of a CDSS application (ie, testing algorithms of an application). Review studies on CDSSs were also excluded. Data Sources Databases of MEDLINE, CINAHL, and EMBASE were searched up to 2012 by using the search terms computer478 assisted decision support system, automated decision support, computerized evidence-based decision making, computerized evidence-based practice, and evidence, decision support system, having nursing in common. Conference proceedings and the reference lists of all included articles were reviewed to identify additional primary studies. Study Selection The author reviewed titles and abstracts of identified references and rated each article as ‘‘potentially relevant’’ or ‘‘not relevant’’ by using the inclusion and exclusion criteria. The author reviewed the full texts of potentially relevant primary studies and again rated each article as ‘‘potentially relevant’’ or ‘‘not relevant’’ using a screening checklist. Thus, the final selection of studies for review was made. A screening checklist was to check the presence or absence of and appropriateness of data that should be extracted from studies. Its content is identical to a data extraction form for double-checking (see ‘‘Data Extraction’’ section). Use of the checklist prevented important data from inadvertently being omitted. Before actual use of the checklist, the author piloted it on a sample of three articles to address the issues of arranging the checklist items in user-friendly sequence and completing the checklist.11 Data Extraction The author extracted necessary information from each of the finally selected articles by using a data extraction form. The form was to record study purpose, study design, data collection methods, study settings and participants, nursing care areas addressed by the use of a CDSS, functions of a CDSS, study results, and features of a CDSS. The functions of a CDSS were categorized into assessment, problem identification, care plans, implementation, and outcome evaluation. A CDSS was considered having the functions of the stages from assessment to outcome evaluation: when a CDSS had preformulated forms for data entry that are embedding evidence to support clinical decision making relating from assessment to outcome evaluation, when the rule engine of a CDSS automatically generated recommendations or instructions for a next action based on data entered in a prior step, or when the sections from assessment to outcome evaluation were automatically linked to each other for a logical continuity of clinical decision making and then relevant data have to be entered in a prebuilt form or selected from a prebuilt list. For example, if an assessment entry form existed, the CDSS had the function for patient assessment. If care plans were automatically generated based on assessment data entered, the CDSS had the functions of assessment and care plans. When a set of care plans was linked to patient outcome evaluation and then an outcome measurement CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. form should be filled out, the CDSS had the functions of care plans and outcome evaluation. Study results are any changes by the use of a CDSS. These would include improvement or nonimprovement in terms of, but not limited to, nurses’ decision making, nurse performance, and patient outcomes. As the features of CDSSs, components of CDSSs that improved nurses’ decision making, nurse performance, or patient outcomes were extracted. If some components deteriorated them (eg, ‘‘the need to devise care plans made nurses spend much time’’), the author treated the logically opposite component as a potential improvement component (eg, ‘‘removing the need to devise care plans made nurses save time’’).12,13 In addition, if authors of studies mentioned important features of their CDSS, the features were also included here. The functions of CDSSs mentioned above were integrated as part of the features of CDSSs. The author recorded extracted information on the data extraction form and also double-checked extracted information with original articles for accuracy. Data Analysis The extracted data, including study purpose, design, data collection methods, settings and participants, nursing care areas addressed by the use of a CDSS, functions of a CDSS, and study results, were organized in tables. To synthesize CDSS features across the reviewed studies, the author carefully read and compared the features extracted from each study and divided them into meaning units. The meaning units were assessment, problem identification, care plans, implementation, and outcome evaluation. The author integrated or separately organized the features into key words and phrases capturing core content of each unit. The synthesized results were organized in a separate table. RESULTS Of 681 potentially relevant studies published from 1990 to 2012, 27 studies met the eligibility criteria and the items on the screening checklist. The study description in Table 1 combines study purpose, design, data collection methods, settings, and participants. Table 2 presents a summary of Table 1, which includes study purpose, design, data collection methods, CDSS-applied nursing care areas, and sequential decision support functions of CDSSs. Of the 27 studies reviewed, 17 were system development, and eight of the 17 studies piloted their system immediately after system development (Table 2). In the study purpose of Table 2, others included two studies examining barriers to use of computerized advice6,26 and a study evaluating completeness of nursing documentation.19 The designs of 20 studies that conducted system evaluation or pilot test, except for seven studies of system development only, varied (Table 2). When considering the presence of a CDSS as the given intervention, 15 studies, which were mostly pilot tests, were posttest studies without a control group. Two pretest-posttest studies used different groups for comparison before and after system use. Four studies used a one-group pretest-posttest format. Also included were a quasi-experimental study with two nonrandomized control groups and a randomized controlled trial. Three studies used two different designs for their system evaluation or pilot test7,25,34; thus, they were counted twice in the design. Data collection methods used in the 20 studies for system evaluation or pilot test were individual interviews, focus group interviews, observations, chart review, analysis of screen usage, questionnaires for nurses and other healthcare providers, and questionnaires for patients. Eight studies collected data by mixed methods; three studies, by quantitative methods; and nine studies, by qualitative methods. Nursing care areas addressed by the use of a CDSS varied; however, fall, pressure ulcer, pain, blood glucose control, and patient referral overlapped, as shown in Tables 1 and 2. Eighteen studies targeted a single area of nursing care, while nine studies covered multiple areas of nursing care. Two mobile-based decision support systems targeted multiple areas of nursing care (Table 2). Table 1 presents the functions of CDSSs that provided decision support in the stages available from assessment to outcome evaluation. The reviewed CDSSs showed the diverse ranges of sequential decision support functions. Sequential decision support for patient assessment and care plans existed in all of the reviewed CDSSs (Table 2). With reference to the sequence, movement to a next stage such as from assessment to problem identification or to care plans occurred as a next screen automatically showed up or was clicked after completion of a prior stage; a nurse was forced to implement the movement. Two studies’ assessment entry forms were to assess patients’ responses to treatments (ie, patient outcomes),34,35 instead of initial assessment for patients (Table 1). Most CDSSs started their function for patient assessment with a nurse’s entry in an electronic assessment form (Table 2). Five CDSSs started their function as they automatically retrieved necessary data from hospital databases or other connected information systems and a nurse inputs additional information. Three CDSSs were a real-time system for patient assessment,23,29,37 and two of them were tele-advice systems.29,37 Two CDSSs automatically assessed patients without input of a nurse (Table 2).23,29 For the details of CDSS functions from problem identification to outcome evaluation, see Table 1. Table 1 presents the study results on patient outcomes, nurse performance, and nurses’ decision making by the use of CDSSs. The CDSSs were of benefit to patients and nurses as they improved patient status in the CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 479 480 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. Bakken et al (2007)16 Fall-injury management Browne et al (2004)15 Single nursing care area Delirium care Fick et al (2011)14 Study System development at the Columbia University Medical Center campus of Presbyterian Hospital in New York System development System evaluation by chart review after system use in all units at the Methodist Healthcare System of San Antonio in Texas Pilot study for feasibility (1) using questionnaires for 15 patients and their caregivers in a medical-surgical unit and (2) by analysis of screen uses and 34 nurses’ feedback at an acute care hospital in the central Pennsylvania region Study Description Characteristics of the 27 Studies Reviewed—Part 1 T a b l e 1 A fall-injury risk management system within the hospital-wide information system A computerized documentation system for fall risk stand-alone) A decision support system for delirium superimposed on dementia within the electronic medical record (EMR) CDSS C: Problem-specific care plans are generated by the system. Fall risk information is integrated into an interdisciplinary communication network including report sheets, care conferences, and audits until solved. A: Fall-injury risk is assessed by the system with a nurse’s input. The system rates a risk score. C: Institution-specific standard care plans are preselected and a nurse selects care plans from a drop-down box, based on a risk score. A: Fall risk is assessed by the system with a nurse’s input. The system rates a risk score. P: Fall risk category–specific problems are generated by the system. P: Presence of delirium is triggered by the system.a C: Individualized nonpharmacological care plans for the management and prevention of delirium are generated by the system. A: Delirium is assessed by the system with a nurse’s input and delirium-associated data automatically pulled from other electronic records. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) Fall and injury rates decreased but were not statistically significant at 6 mo after system use. 93% of patients improved or stayed the same on their mental health scores from admission to discharge. Overall, nurses did not have problems in using the system. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 481 Gunningberg et al (2009)19 Clarke et al (2005)18 Pressure ulcer management Quaglini et al (2000)17 Study System development Pilot study for feasibility using questionnaires and qualitative data for nurses, mentors, experts in seven healthcare organizations (acute, home, intermediate, and extended care) in a Canadian urban health region A study examining the quality and comprehensiveness of nursing documentation by chart review before and after system use in a surgical, medical, and geriatric unit at the Swedish University Hospital System development Pilot study of feasibility by chart review for 40 patients in a general medicine ward Study Description CDSS A nursing documentation system for pressure ulcer within the electronic health record A decision support system for pressure ulcer prevention and treatment (stand-alone) A system for pressure ulcer prevention and treatment within the electronic patient record (EPR) Characteristics of the 27 Studies Reviewed—Part 1, Continued T a b l e 1 A: Pressure ulcer is assessed by the system with a nurse’s input. The system rates a risk score. C: Standard care plans are generated by the system. In addition, nurses were required to record nursing diagnosis, implementation of care plans, and evaluation of care. It was not part of the system. A: Pressure ulcer risk is assessed by the system with a nurse’s input and data automatically retrieved from the EPR. New inputs are required by pre-set time intervals. C: Care plans are generated by the system. Care plans can be overruled by entering a justification. I: Completion and noncompletion of care activities are entered at the end of a shift. Tasks not completed automatically go over to the next shift. E: Ulcer development is evaluated during every shift. New care plans are generated by the system. Every shift starts with new care plans. A: Pressure ulcer is assessed by the system with a nurse’s input. C: Care plans are generated by the system. Nurses can revise the care plans. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The system increased knowledge about pressure ulcer prevention, treatment strategies, and resources required. Barriers were lack of administrative leadership, competencies on learning computer skills, implementing new guidelines, and technological deficiencies. There were significant improvements in quality and comprehensiveness of recording pressure ulcer after system use, although more improvement about recording was required. Improved care plans, detailed documentation, and facilitating handing on noncompletion to a next shift were useful. More flexibility on risk assessment and setting action timings and minimizing data entrys time were required. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making 482 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 20 Body temperature monitoring Kroth et al (2006)23 Huang et al (2003)22 Pain management Im and Chee (2003)21 Fossum et al (2011) Study System evaluation by a randomized controlled trial examining the effect of system use of bedside nursing staff in a medical-surgical unit at the Wishard Memorial Hospital in Indiana System development Pilot study for feasibility by two test-retest studies using questionnaires for 24 patients with bone metastasis-related pain and using a focus group of four physicians System development (19 nursing faculty members in oncology from 10 countries participated in e-mail discussions and an online survey to identify culturally sensitive pain descriptions) System evaluation by a pretest-posttest study with nonequivalent control groups using questionnaires for 491 patients in 46 units at 15 nursing homes in four counties from rural areas in Norway Study Description CDSS A bedside system for temperature monitoring A decision support system for pain management (stand-alone) A decision support system for cancer pain management (stand-alone) A decision support system for pressure ulcer and malnutrition prevention within the electronic health record Characteristics of the 27 Studies Reviewed—Part 1, Continued Ta b l e 1 P: When a low temperature is identified, a warning pop-up window is generated by the system. C: Instruction to remeasure body temperature is generated by the system. The instruction can be overruled by selecting an ignoring reason from a menu or by typing a free text answer. A: Vital data are continuously measured and displayed by the bedside system. C: Specific pain treatment strategies following the WHO recommendation are generated by the system. A: Pain is assessed by the system with a patient’s input. The system generates a single-page summary on pain assessment. C: Pain management notes are generated by the system. A: Pain is assessed by the system with a nurse’s input. The system computes the assessment result. A: Pressure ulcer and nutrition are assessed by the system with a nurse’s input. C: Patient-specific care plans are generated by the system. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The system was effective for nurses in improving the accuracy of temperature collection at the bedside. The system was feasible and acceptable for patients and healthcare providers. The proportion of malnourished patients decreased in the intervention group using the system. Risk and prevalence of both pressure ulcer and malnutrition showed no difference between groups. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 483 Vogelzang et al (2005)25 Blood glucose control Henry et al (1998)24 Study System development System evaluation (1) by chart review after system use and (2) a pretest-posttest study using questionnaires for nurses in a 12-bed surgical intensive care unit at a tertiary teaching hospital System development Study Description CDSS A decision support system for insulin therapy linked to the central databases A nursing documentation system for an initial visit of diabetes mellitus within the electronic health record. Characteristics of the 27 Studies Reviewed—Part 1, Continued T a b l e 1 A: The assessment screens for initial visit of diabetes mellitus are completed by a nurse’s input. A nurse can make some changes in the assessment template. C: Care plans containing check boxes, blanks, and free-text entries within a structured text template are generated by the system. The system provides hyperlinks to resources for care plans. A: Blood glucose is assessed by the system, with relevant data automatically retrieved from the central laboratory database and a nurse’s input. C: A new insulin infusion rate and a next blood sampling time are generated by the system and stored in the hospital database. The recommendations can be overruled at any time. The main screen of the system shows the overview of glucose controls by applying different colors to the beds in the intensive care unit. Each bed on the screen is clickable to yield a more detailed information panel. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The system provided safe and efficient blood glucose control. Nurses’ acceptance was high. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making 484 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 6 Blood potassium control Hoekstra et al (2010)7 Campion et al (2011)26 Sward et al (2008) Study System evaluation (1) by chart review before and after system use in a 12-bed surgical and a 14-bed cardiothoracic intensive care unit and (2) using questionnaires for 76 nurses in intensive care units after system use at a tertiary academic center A study examining barriers and facilitators to using computerized advice by observations and unstructured interviews for nurses in a 21-bed surgical and a 31-bed trauma intensive care unit at Vanderbilt University A study examining reasons of declining computerized advice (1) by analysis of nursing records and (2) using questionnaires for 14 nurses in an adult intensive care unit at a tertiary care hospital Study Description CDSS A decision support system for potassium regulation linked to the central databases A decision support system for insulin therapy linked to other hospital information systems A decision support system for insulin therapy (stand-alone) Characteristics of the 27 Studies Reviewed—Part 1, Continued T a b l e 1 P: The value is categorized to hypokalemia, normokalemia, or hyperkalemia, and if abnormal, it is triggered by the system. A: Blood potassium is assessed by the system with a nurse’s input and relevant data automatically retrieved from the central laboratory database. C: An insulin order including dose, rate, and duration, and next glucose test time is generated by the system. Rationale for insulin recommendations is viewed on the same screen. The recommendation can be overruled. P: Hypoglycemia or hyperglycemia is triggered by the system. A: Blood glucose is assessed by the system with a nurse’s input. C: A new insulin infusion rate is generated by the system. A nurse can refuse the recommendation by typing his/her reason for declining the recommendation or choosing reasons for decline from a drop-down list. A: Blood glucose is assessed by the system with a nurse’s input. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The system reduced the prevalence of hypokalemia and hyperkalemia. Nurses indicated improvement in potassium control by use of the system and a full compliance rate beyond 5 wk. Facilitators were trust in the system, nurse resilience, and paper serving as an intermediary between patient bedside and the system. Barriers were workload tradeoff between system use and direct patient care, inadequate user interfaces, and potential errors in operating medical devices. The recommendations were refused by related patient data, physician orders, nurses’ disagreement, nurse workload, medication errors, patient or family requests, and software problems. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 485 Guite et al (2006)28 Referral automation Heermann and Thompson (1997)27 Study System development Pilot study for feasibility by compliance audit, training scenario, and staff meetings and using a questionnaire for nurses in a surgical and a medical-surgical unit at the Christiana Care System in Delaware Pilot study for feasibility by chart review for 19 transported neonates System development Study Description CDSS A decision support system for automation of admission referral process within the electronic health record A decision support system for stabilization of neonates before transport (stand-alone) Characteristics of the 27 Studies Reviewed—Part 1, Continued T a b l e 1 A: Neonate stability is assessed by the system with a nurse’s input. C: Instructions to stabilize and prepare a neonate’s condition before transport are generated by the system. A: Admission information is assessed by the system with a nurse’s input using a wireless device at the patient’s bedside and previous data automatically pulled from the hospital database. C: A list of all referrals with detailed information for each referral is generated by the system. The system sends electronic referrals to appropriate departments. I: Completion of the task is recorded by the referral departments. The original nurse identifies the completed task on screen. C: A potassium administration rate and a next blood sampling time are generated by the system. In case of extremely abnormal potassium values, the system prompts notification of the attending clinician. This can be overruled by nurses and physicians, and such instances are automatically recorded. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The system simplified nursing work and led to more appropriate referrals to ancillary departments. Automatic retrieval of patient information by the system eliminated duplicate documentation. The system was safe and effective for neonate transport. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making 486 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. Multiple nursing care areas Jirapaet (2001)30 Tele-advise system Adams et al (2003)29 Study Pilot study for feasibility by a one-group pretest-posttest study using questionnaires on case simulations given to 16 nurses in a neonatal intensive care unit at a tertiary care hospital System development System development Study Description CDSS An expert system for mechanically ventilated neonate (stand-alone) A tele-decision support system for children with persistent asthma linked to the EMR Characteristics of the 27 Studies Reviewed—Part 1, Continued Ta b l e 1 A: A neonate is assessed by the system with a nurse’s input. The data entry form for assessment provides links to videos, pictures, tables, and graphs illustrating normal and abnormal neonatal data were for nurses’ accurate data entry. P: Diagnoses are generated by the system by a click of a diagnosis button. C: Prebuilt care plans specific to the suggested diagnosis are generated by the system. A: A child is assessed by the system with automated telephone conversation responding to a child’s/parent’s call and asking a child/parent additional questions. P: When problems are identified during conversations, the system generates alerts and sends to tele-asthma nurses. C: Customized education and behavioral intervention are provided by the system and a tele-asthma nurse. Tele-conversation logs and tele-asthma nurses’ case management are transferred to the EMR as a summary report and then physicians provide new orders based on it. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The system increased nurses’ performance of diagnosis and managed care and nurses’ information access and clinical judgment ability. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 487 System evaluation by interviews with 12 nurses after system use in three respiratory intensive care units in Taiwan System development Pilot study for feasibility by chart review, and dialogue, focus group, and observations of nurses before and after NOC use in an ambulatory and two home care units in Michigan. Keenan et al (2002)31 Study Description Lee et al (2002)13 Study CDSS An automated nursing data system (stand-alone) A computerized nursing care plan system (stand-alone) Characteristics of the 27 Studies Reviewed—Part 1, Continued T a b l e 1 The system eliminated a need to write care plans by hand and provided standardized care guidelines. There was no consensus among nurses about diagnoses selected by them. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making (continues) P: A nurse selects nursing diagnoses from NANDA on the system. C: The system lists standardized guidelines of care plans. Based on these, patient-specific care plans are selected or devised by a nurse’s input. Each nursing diagnosis is evaluated every shift and care evaluation is documented on paper. It was not part of the system. Charting time on the system A, P, C, and E: The system is a decreased. Web-based application used The process of documenting to create care plans using the and information accessible standardized terminologies, were useful in planning and NANDA, NOC, and NIC. These evaluating care. terminologies are linked to each other and sequentially embedded in the system. A nurse selects appropriate things for care plans through sequential access to NANDA, NOC, and NIC. All the entries are stored and updated from admission to discharge. The system scores patient outcomes on both current and expected status. A nurse queries nursing activities under the care plans on the system. The system provides references on 21 topics of newborn critical care to guide neonatal intensive care unit nurses. A: A nurse selects ones applicable from prebuilt patient assessment data. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) 488 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. Kim et al (2007)33 Kim et al (2007)32 Study System development Pilot study for feasibility by chart review of 1141 patients about activity tolerance from a medical, surgical, and intensive care unit at the Aurora Health Care in Wisconsin System development at the Severance Hospital in Korea Study Description CDSS A clinical documentation system for 22 nursing phenomena within the electronic health record A nursing diagnosis automation system within the EMR Characteristics of the 27 Studies Reviewed—Part 1, Continued Ta b l e 1 A: A nurse selects ones applicable from prebuilt patient assessment data. The prebuilt assessment data were developed from nursing plans and activities that are done in real hospital settings. P: The system automatically presents nursing diagnoses from NANDA based on the selected assessment data. C: NANDA is linked to the NIC items. The nursing plans and activities done in real settings were located as a substructure of the NIC items. E: NANDA is linked to NOC. NOC is tied to nursing plans and activities that are done in real hospital settings. A: The structured assessment form is completed by a nurse’s input. P: The problem is triggered and placed on the problem list by the system. C: Preformulated care plans for the triggered problem are generated by the system. Nursing activities are included in care plans. The system provides hyperlinks to references of care plans. I: Care activities are implemented and documented by a nurse. The triggered problem is automatically removed from the problem list. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) The results indicated a need on the system redesign to adapt nurses’ decisional workflow and increasing staff education. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 489 Pilot study for feasibility (1) using questionnaires, interviews, and observations for 30 nurses and seven other healthcare providers after system use and (2) by chart review for 38 patients before and after system use in two inpatient units at a large mental health facility in Canada System development (35 nurses from medical and surgical units of two hospitals and 16 nurses from two home care settings in Canada participated in focus group interviews and work sampling observations to identify nurses’ information needs before development) Doran et al (2007)35 Study Description Doran et al (2010)34 Study CDSS A PDA-based decision support system linked to the electronic health record A computerized care planning system for mental health disorders and substance addictions (stand-alone) Characteristics of the 27 Studies Reviewed—Part 1, Continued Ta b l e 1 C: Care plans from best practice guidelines are generated by the PDA. Benchmarking outcome E: An outcome measurement form included in preformulated care plans is completed by a nurse. The system covers 22 nursing phenomena associated with activity tolerance, medication adherence, delirium, fall, sedation, fluid overload, venous thromboembolism, depression, discharge readiness, knowledge deficit on heart failure, intravenous infection, urinary tract infection, dyspnea, and health promotion with hypertension. A or E: Patient outcomes on treatments are assessed by the system with a nurse’s input. Real-time feedback on the assessment is generated by the system. C: Best practice guidelines in a drop-down box are triggered by the system. A nurse selects or customizes care plans from guidelines. The system provides a hyperlink to sources of the practice guidelines. A or E: Patient outcomes on treatments are assessed by the system with a nurse’s input. Real-time feedback on the assessment is generated through the PDA. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) (continues) Overall, users were satisfied with the system. There was a significant improvement in some patient outcomes, specifically, aggressive behavior, depression, withdrawal, and psychosis. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making 490 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. System evaluation by semistructured interviews for eight tele-nurses after system use at three telephone call centers in Sweden Ernesäter et al (2009)37 A CDSS of each study. a System development at the Columbia University in New York Study Description Lee and Bakken (2007)36 Study CDSS A tele-decision support system for triage and advice A PDA-based decision support system for depression, obesity, and smoking cessation (stand-alone) Characteristics of the 27 Studies Reviewed—Part 1, Continued T a b l e 1 achievement of similar patients is possible through the PDA. The best practice guidelines for assessment, prevention, and treatment on pressure ulcers, pain, dyspnea, and falls were developed as formats suitable for PDA use. A: The PDA’s encounter screen and screening screen are completed by a nurse’s input. One screening screen from the options of obesity, smoking, and depression is selected by a nurse. C: Five parts on the care plan screen are completed by a nurse’s input. The five parts are diagnostics, procedures, medications, teaching and counseling, and referrals. They are displayed in drop-down boxes, and if not necessary based on entered patient data, they are automatically dim. A: A patient is assessed by the system with automated telephone conversation with a caller and additional input by a nurse asking relevant questions while hearing the conversation. C: Either visit to a health center or self-care advice is generated by the system. Tele-nurses can override the system by entering a justification. CDSS Functions of Assessment (A), Problem Identification (P), Care Plans (C), Implementation (I), and Outcome Evaluation (E) The system was both supporting and inhibiting for tele-nurses. The system simplifies nurse work, complemented nurse knowledge, and enhanced nurse credibility. However, there were disagreements between nurses and advice by the system. Study Results on Patient Outcomes and Nurses’ Performance and Decision Making T a b l e 2 Characteristics of the 27 Studies Reviewed—Part 2 Characteristics: Number of Studies (Reference/s) Study purpose System development: seven (16, 21, 24, 29, 32, 35, 36) System development and pilot: eight (17, 18, 22, 27, 28, 30, 31, 33) System development and evaluation: two (15, 25) System evaluation: five (7, 13, 20, 23, 37) Pilot: two (14, 34) Others: three (6, 19, 26) Stand-alone CDSSs: 11 (6, 13, 15, 18, 21, 22, 27, 30, 31, 34, 36) Design of pilot and evaluation studies (except seven studies of system development only) Posttest without a control group: 15 (6, 7, 13–15, 17, 18, 22, 25–28, 33, 34, 37) Pretest-posttest using different groups: two (19, 31) One-group pretest-posttest: four (7, 25, 34, 30) Pretest-posttest with nonequivalent control groups: one (20) Randomized controlled trial: one (23) Data collection methods of pilot and evaluation studies Mixed methods: eight (6, 7, 14, 18, 22, 25, 28, 34) Quantitative methods: three (20, 23, 30) Qualitative methods: nine (13, 15, 17, 19, 26, 27, 31, 33, 37) Nursing care areas addressed by CDSSs A single area of nursing care: 18 Delirium care: one (14) Fall-injury management: two (15, 16) Pressure ulcer management: four (17–20) Pain management: two (22, 21) Body temperature monitoring: one (23) Blood glucose control: four (6, 24–26) Blood potassium control: one (7) Referral automation: two (27, 28) Tele-advice for asthma: one (29) Multiple areas of nursing care: nine Depression, obesity, and smoking (mobile based): one ( 36) Pressure ulcer, pain, dyspnea, and fall (mobile based): one (35) For mechanically ventilated neonates: one (30) Mental health disorders and substance addition: one (34) 22 nursing phenomena (see Table 1): one (33) All nursing care areas: three (13, 31, 32) All nursing care areas (tele-advice): one ( 37) Sequential decision support functions of CDSSs Assessment, problem identification, and care plans: eight (7, 13, 14, 15, 23, 26, 29, 30) Assessment, problem identification, care plans, and outcome evaluation: two (31, 32) Assessment and care plans: 27 (all studies) Assessment, care plans, and implementation: one (28) Assessment, care plans, implementation, and outcome evaluation: one (17) Assessment, problem identification, and care plans, implementation, and outcome evaluation: one (33) Starting patient assessment By a nurse’s input: 18 (6, 13, 15, 16, 18–21, 24, 26, 27, 30–36) By a nurse’s input and automatic retrieval of data saved in other electronic systems or databases: five (7, 14, 17, 25, 28) By real-time automatic collection of data: two (23, 29) By real-time automatic collection of data and a nurse’s input: one (37) By a patient’s input: one (22) CDSS-applied nursing care areas,7,14,15,20,34 improved nurses’ work,7,13,17,19,22,23,25,27,28,30,31 simplified nurses’ work, 13,28,37 and complemented nurses’ knowl- edge.18,30,31,37 However, there were still problems in integration with nurses’ workflow,6,17,33 system flexibility,17 user interface,26 learning computer skills, and implementing CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 491 new guidelines.18 Other problems were malfunctioning computer system issues, lack of administrative leadership,18 and disagreement on system advice.6,13,37 In the studies of system development, because it was common that an interdisciplinary team participated in their system development, it was not described as study subjects in Table 1. As sources of knowledge embedded in decision support systems, all of the studies reviewed ba- sically used scientific evidence such as nationally recognized clinical practice guidelines, randomized controlled trials, systematic review studies, literature review of other study designs, and topic-specific, valid assessment tools. The patterns and types of evidence used were similar among the studies. The features of CDSSs across the studies are synthesized and organized in Table 3. The system features collected Ta b l e 3 Features of Computerized Decision Support Systems Used for Nursing Practice Assessment (reference/s) Providing a prepackaged entry form for accurate and comprehensive patient assessment (all studies) Allowing selection of assessment data applicable to a patient from a prebuilt set (13, 32) Automatically assessing a patient after input of a nurse and/or automatic retrieval of necessary data from other electronic systems/records or databases (all studies, except 13, 24, 31, 36) Automatically transferring assessed data to the electronic medical record for an update (29) Not having an assessment form that is too long to fill it out or to update it (34) Generating some default values of assessment to eliminate the need of entry (17, 31) Problem identification/diagnosis (reference/s) Automatically identifying and triggering a problem of a patient based on assessment data entered (7, 14, 15, 23, 26, 29, 30, 33) Providing NANDA nursing diagnoses translated for cultural differences (13) Care plans (reference/s) Providing evidence-based, standardized, and preprocessed recommendations/guidelines/protocols (all studies) Generating problem-specific care plans based on assessment data (all studies, except 13, 16, 24, 31, 34, 36) Allowing selection of tailored care plans from a drop-down box, a list or check boxes without the need to come up with them (13, 16, 24, 34, 36) Providing recommendations with simple text explanation of the logic, instead of providing only instructions (6, 24, 26) Providing entry space to customize care plans for a specific patient (13, 18, 24, 34, 37) Not providing care plans that are too wordy and have too much text (22) Allowing declination of suggested care plans by selecting reasons from a drop-down list or by typing free text answers (6, 7, 17, 23, 25, 26, 37) Providing hyperlinks to sources of evidence-based guidelines/recommendations (24, 30, 33, 34) Providing nursing activities under care plans (30, 32, 33) Implementation (reference/s) Automatically putting tasks not completed into a next shift (17) Showing completion of the planned referral for a patient (28) Removing a solved problem from a problem list (33) Outcome evaluation (reference/s) Providing a prebuilt form for outcome measurement on implemented care (17, 31, 33) Generating new care plans based on evaluation (17, 34, 35) Others (reference/s) Providing automatic links between CDSS functions (all studies) Using structured (prebuilt) and standardized electronic formats (all studies) Available at the point of care from any location (all studies) Being used in a clinical routine (all studies) Being integrated into nurses’ workflow by allowing of access to CDSS functions at the point of care (all studies) Being integrated into the nursing charting system as the necessary part of documentation, such as generating automatic documentation on care plans, instead of the extra part (15, 17, 24, 26, 28, 33) Having simplicity of the entire routine to use CDSS, such as having fewer screens to access (7, 14, 28) Using standardized terminologies in the forms for sharing data and care continuity among departments (16, 24, 28, 31, 33, 36) Providing adequate user interfaces of the CDSS itself and between other systems and the CDSS to avoid medical errors and for easy use (25, 26, 36) Being easy to personalize templates without requiring specialized skills (19, 24) Limiting the number of reminders to avoid alert fatigue (17, 26) Providing a link to an interdisciplinary communication network such as care conferences and audits for care continuity across settings (15, 24, 34) 492 CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. represented the characteristics of each category of the five stages from patient assessment to outcome evaluation. However, there were differences in the numbers of the system features extracted for each category. The features separately grouped as ‘‘others’’ in Table 3 were associated with the five stages. Certain features, such as being available at the point of care and being used in a clinical routine, were common among all of the CDSSs reviewed. The first feature in the others of Table 3, ‘‘providing automatic links between CDSS functions,’’ means the sequential decision support of CDSSs provided in the stages available from assessment to outcome evaluation. DISCUSSION This study aimed to organize the features of CDSSs useful for nursing practice into assessment, problem identification, care plans, implementation, and outcome evaluation. As a part of the CDSS features, the study identified the diverse ranges of sequential decision support of CDSSs that operated in the stages from assessment to outcome evaluation. The CDSS features related to patient assessment and care plans comparatively varied, whereas the features related to implementation and outcome evaluation did not (Table 3). This indicates that a small number of related studies limited the number of features to be extracted. In fact, there were only three CDSSs providing decision support in an implementation stage and four CDSSs operating in an outcome evaluation stage (Table 2). Eleven of the reviewed CDSSs operated in the stage of problem identification and two features for it were identified. In a single area of nursing care addressed by CDSSs, the step of problem identification by CDSSs would be skipped because the CDSSs were developed and implemented to address the targeted nursing care area. For example, in the study by Gunningberg et al,19 problem identification by a CDSS was not needed because the target area of nursing care was pressure ulcer and the CDSS was used to address the identified problem. However, CDSSs, which operated in multiple areas of nursing care, needed to have useful features for problem identification. In the study by Lee et al,13 nurses had to select nursing diagnoses from a list from the North American Nursing Diagnosis Association (NANDA) that are consistent with patient assessment data. However, there was no consensus among nurses about the diagnoses selected by them. In the implementation step of care plans (Table 3), the CDSSs provided three features about checking the completion of care activities. Unlike other categories with prebuilt formats embedding evidence from literature, decision support in the implementation step was grounded on the performance of nurses. The CDSSs in four studies provided decision support in an outcome evaluation stage (Table 2). Outcome evaluation is a very important stage that should not be omitted for quality patient care. Outcome evaluation allows nurses to determine relationships between patients’ outcome achievement and nursing interventions. After the effectiveness of care plans and intervention is evaluated, the results are fed back into nursing practice.35 Outcome evaluation is an ongoing activity to conduct reassessment of patient status, reordering of priorities, new goal-setting, and revision of care plans. However, most CDSSs reviewed in the study, except the four studies, did not include the function of outcome evaluation on the given nursing care. In two studies, outcome evaluations were implemented outside their CDSS function.13,19 In the case that patient outcome evaluation is not a routine, nurses need to search for appropriate measurements or evidence for patient outcome evaluation; however, such a search may not be carried out for many reasons including a lack of time based on workload, difficulty accessing computers, and/or difficulty finding proper materials. A CDSS needs to provide a prepackaged measurement form or evidence-based recommendations for outcome evaluation. On the other hand, Table 3 shows the common features provided by all of the CDSSs reviewed. Through the organized system features, a comprehensive picture of nursing practice–oriented CDSSs that were attempted up to now was identified. All of the CDSSs reviewed provided sequential decision support in at least two steps; nine CDSSs, in three stages; three CDSSs, in four stages; and a CDSS, in five steps (Table 2). The important thing to which we have to pay attention is the decision support provided in the full scope from initial assessment to outcome evaluation. As grounded in this review, the key steps of a CDSS for sequential decision support were initial patient assessment, problem identification, care plan, and outcome evaluation. It is to provide decision support at the most effective level of nursing care. If such a CDSS is used in a clinical routine, it allows for safe and continuous decision support from the initial stage of patient assessment to the outcome evaluation. Such decision support must be an indispensable part of the CDSS features for quality patient care. There were limitations, although various studies were included in this review to extract the features of CDSSs useful for nursing practice. As most of the studies reviewed were in the stage of system development immediately followed by pilot test or evaluation, one limitation would be that the CDSS features were extracted from such studies, instead of rigorous study designs such as randomized controlled trials. Regardless, the types of the reviewed studies became an advantage in discerning the features of each CDSS because they focused on CDSS functionality. Of the 27 studies reviewed, three studies developed a CDSS as a tool to implement evidence-based practice in nursing, as carefully reviewed and selected evidence was embedded CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 493 in a CDSS.16,18,36 One study developed a CDSS as a tool to increase the completeness and quality of nursing documentation.19 Therefore, there was a limitation to extracting the features of CDSSs because these studies focused on compliance with evidence-based recommendations and nursing documentation. Lastly, as one study lacked information on system function31 and one study lacked information on outcome evaluation,32 there was difficulty describing the system functions from those studies. For nursing practice and research, the development of a guideline toward an optimum CDSS that best supports nursing practice will have to go beyond the scope of system features identified from a literature review. The steps of sequential decision support by a CDSS were identified, and its importance was emphasized. On the other hand, for empirical support, there is the need to conduct a study to examine clinical effectiveness of CDSSs providing decision support in sequence from initial assessment to outcome feedback. Two suggestions for further research to mitigate the weakness of the reviewed studies are the following: that more nursing care areas become targets of CDSSs and that the effectiveness of CDSSs on decision support for nurses, nurse performance, and patient outcomes be evaluated by rigorous study designs, to have stronger nursing practice-oriented CDSSs. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. CONCLUSION 12. This study organized the features of CDSSs useful for nursing practice into the categories of assessment, problem identification, care plans, implementation, and outcome evaluation, and identified the diverse ranges of the five category-related sequential decision supports that CDSSs provided. This review added the evidence-based knowledge regarding the features of nursing practice-oriented CDSSs. To design the optimum CDSS for nursing practice, a wider range of evidence-based knowledge is needed. Furthermore, providing continuous decision support from the initial stage of patient assessment to outcome evaluation cannot be overemphasized. 13. 14. 15. 16. 17. 18. Acknowledgment 19. I specially thank Dr Jane White at the College of Nursing and Public Health for her assistance with editing. 20. 21. REFERENCES 22. 1. Institute of Medicine Committee on Quality of Health Care in America. Crossing the Quality Chasm: A New Health System for 494 the 21st Century. Washington, DC: National Academy press; 2001. Cho I, Kim JA, Kim JH, Kim H, Kim Y. Design and implementation of a standards-based interoperable clinical decision support architecture in the context of the Korean EHR. Int J Med Inform. 2010;79:611–622. doi:10.1016/j.ijmedinf.2010.06.002. 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Unauthorized reproduction of this article is prohibited. 23. Kroth PJ, Dexter PR, Overhage JM, et al. A computerized decision support system improves the accuracy of temperature capture from nursing personnel at the bedside. AMIA Annu Symp Proc. 2006:444–448. 24. Henry SB, Douglas K, Galzagorry G, Lahey A, Holzemer WL. A template-based approach to support utilization of clinical practice guidelines within an electronic health record. J Am Med Inform Assoc. 1998;5(3):237–244. 25. Vogelzang M, Zijlstra F, Nijsten MWN. Design and implementation of GRIP: a computerized glucose control system at a surgical intensive care unit. BMC Med Inform Decis Mak. 2005;5:38. doi:10.1186/1472-6947-5-38. 26. Campion TR Jr, Waitman LR, Lorenzi NM, May AK, Gadd CS. Barriers and facilitators to the use of computer-based intensive insulin therapy. Int J Med Inform. 2011;80(12):863–871. 27. Heermann LK, Thompson CB. Prototype expert system to assist with the stabilization of neonates prior to transport. Proc AMIA Annu Fall Symp. 1997:213–217. 28. Guite J, Lang M, McCartan P, Miller J. Nursing admissions process redesigned to leverage EHR. J Healthc Inf Manag. 2006;20(2):55–64. 29. Adams WG, Fuhlbrigge AL, Miller CW, et al. TLC-Asthma: an integrated information system for patient-centered monitoring, case management, and point-of-care decision support. AMIA Annu Symp Proc. 2003:1–5. 30. Jirapaet V. A computer expert system prototype for mechanically ventilated neonates. Comput Nurs. 2001;19(5):194–203. 31. Keenan GM, Stocker JR, Geo-Thomas AT, et al. The HANDS project: studying and refining the automated collection of a crosssetting clinical data set. Comput Inform Nurs. 2002;20(3):89–100. 32. Kim Y, An M, Park J, et al. New method of realization of nursing diagnosis based on 3N in an electronic medical record system. Stud Health Technol Inform. 2007:19(pt 1):364–366. 33. Kim T, Lang NM, Berg K, et al. Clinician adoption patterns and patient outcomes results in use of evidence-based nursing plans of care. AMIA Annu Symp Proc. 2007;11:423–427. 34. Doran D, Paterson J, Clark C, et al. A pilot study of an electronic interprofessional evidence-based care planning tool for clients with mental health problems and addictions. Worldviews Evid Based Nurs. 2010;7(3):174–184. 35. Doran DM, Mylopoulos J, Kushniruk A, et al. Evidence in the palm of your hand: development of an outcomes-focused knowledge translation intervention. Worldviews Evid Based Nurs. 2007;4(2):69–77. 36. Lee N, Bakken S. Development of a prototype personal digital assistant-decision support system for the management of adult obesity. Int J Med Inform. 2007;76(Suppl 2):S281–S292. 37. Ernesäter A, Holmström I, Engström M. Telenurses’ experiences of working with computerized decision support: supporting, inhibiting and quality improving. J Adv Nurs. 2009;65(5):1074–1083. For more than 27 additional continuing education articles related to electronic information in nursing, go to NursingCenter.com\CE. CIN: Computers, Informatics, Nursing & October 2013 Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. 495 International Journal of Medical Informatics 64 (2001) 15 – 37 www.elsevier.com/locate/ijmedinf Evaluating informatics applications —clinical decision support systems literature review Bonnie Kaplan * Center for Medical Informatics, Yale Uni6ersity School of Medicine, New Ha6en, CT, USA Received 24 September 2000; accepted 5 July 2001 Abstract This paper reviews clinical decision support systems (CDSS) literature, with a focus on evaluation. The literature indicates a general consensus that clinical decision support systems are thought to have the potential to improve care. Evidence is more equivocal for guidelines and for systems to aid physicians with diagnosis. There also is general consensus that a variety of systems are little used despite demonstrated or potential benefits. In the evaluation literature, the main emphasis is on how clinical performance changes. Most studies use an experimental or randomized controlled clinical trials design (RCT) to assess system performance or to focus on changes in clinical performance that could affect patient care. Few studies involve field tests of a CDSS and almost none use a naturalistic design in routine clinical settings with real patients. In addition, there is little theoretical discussion, although papers are permeated by a rationalist perspective that excludes contextual issues related to how and why systems are used. The studies mostly concern physicians rather than other clinicians. Further, CDSS evaluation studies appear to be insulated from evaluations of other informatics applications. Consequently, there is a lack of information useful for understanding why CDSSs may or may not be effective, resulting in making less informed decisions about these technologies and, by extension, other medical informatics applications. © 2001 Published by Elsevier Science Ireland Ltd. Keywords: Evaluation; Decision support; CDSS; Clinical decision support systems; Clinical practice guidelines; Randomized controlled clinical trials 1. Introduction Systems to aid in medical decision making were introduced over 25 years ago. Relatively few are in general use in clinical settings. * Kaplan Associates, 59 Morris Street, Hamden, CT 06517, USA. Tel.: +1-203-777-9089; fax: + 1-203-777-9089. E-mail address: bonnie.kaplan@yale.edu (B. Kaplan). Despite their potential usefulness, the lack of widespread clinical acceptance long has been of concern among researchers and medical informaticians [1–3]. This paper reviews literature that focuses on evaluation of clinical decision support systems (CDSS). The paper discusses the following key findings: The main emphasis is on changes in clinical performance that could 1386-5056/01/$ – see front matter © 2001 Published by Elsevier Science Ireland Ltd. PII: S 1 3 8 6 – 5 0 5 6 ( 0 1 ) 0 0 1 8 3 – 6 16 B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 affect patient care. Many evaluations of CDSSs use designs based on laboratory experiment or randomized controlled clinical trials (RCTs) to establish how well the systems or physicians perform under controlled conditions. Other approaches to evaluation, such as ethnographic field studies, simulation, usability testing, cognitive studies, record and playback techniques, and sociotechnical analyses rarely appear in this literature. As was the case over ten years ago, few systems have been evaluated using naturalistic designs to study actual routine CDSS use in clinical settings. Consequently, the CDSS evaluation literature focuses on performance or specific changes in clinical practice patterns under pre-defined conditions, but seems lacking in studies employing methodologies that could indicate reasons for why clinicians may or may not use CDSSs or change their practice behaviors. Further, there is little reference in the CDSS literature to a theoretical basis for understanding the many issues that arise in developing and implementing CDSSs. In addition, the studies concern physicians to the near exclusion of other clinicians or potential users. Lastly, the literature seems not to be informed by studies of other medical computer applications, such as hospital information systems (HISs), computer based patient records (CPRs), physician order entry (POE), or ancillary care systems. These studies could provide useful insights into issues that likely would be relevant to acceptance and use of CDSSs. 2. Literature review methods An automated literature search was done using Medline with the assistance of a librarian. This search identified papers classified as about a: (1) decision support system; (2) clinical decision support system; (3) expert sys- tem; and (4) decision aid. ‘CDSS’ has a variety of definitions. Any system that was considered a CDSS by the authors and catalogers of the papers reviewed was considered so for purposes of this review. This decision was made, instead of using an a priori definition of CDSS, so as to provide a view of the literature as it is presented and categorized by those involved. Using the authors’ and catalogers’ keywords is indicative of how those authors wish to have their work categorized and how this work is viewed within the discipline. It indicates how ‘CDSS’ is construed by those who are working within or commenting upon this area. Moreover, an a priori definition could result both in excluding papers authors consider as reporting on CDSSs, and in biasing results towards some particular type of system or definition. Further, the focus here is on evaluation, not on any particular type of CDSS. Hence, as in the guide published by Journal of American Medical Association to using articles evaluating the clinical impact of a CDSS [4], the search did not focus on any particular types of CSSS, such as alerting systems or diagnostic systems, but included them all. The automated search spanned the years 1997 and 1998. To supplement the automated search, a manual search also was done. This included papers that had been referenced frequently by other papers, papers and authors known by reputation, review papers, papers in recent journals and proceedings, and books. The manual search was not limited in time period, but included years both before and after the automated search. This was especially the case for well-known review papers. Including recent review papers provided a more comprehensive scope to this undertaking. By examining review papers and commentaries that were published in past years, current work could be compared with prior trends in the CDSS literature. Doing so also B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 helped insure that significant works over the history of CDSSs were considered. Inclusion criteria for the manual review were any work concerning evaluation or success factors for expert systems or clinical decision support systems, and works describing evaluations of other systems or of evaluation approaches. Papers identified in the search, but that clearly were irrelevant, were omitted from further consideration, leaving over 140 items that were reviewed thoroughly. Of these, only ten were found to be totally irrelevant. Those that were reviewed included research reports, editorials, reviews, descriptive and normative writings— in short anything that Medline returns from a search — and books. What follows is an analysis of themes and trends in the literature that was reviewed. 3. Usefulness of CDSSS The literature indicates a general consensus that clinical decision support systems are thought to have the potential to improve care, or at least to change physicians’ behavior [5]. Reminders [6–10]. alerts [11– 17], treatment plans [6], and patient education [6], have been reported as effective in changing practice behaviors. Evidence of positive effect is more equivocal for guidelines [18–21]. Some studies suggest that guidelines are effective [19,22–28], and others that they are not [19,29]. There have been substantial rates of physician noncompliance with standards [29,30]. There is little evidence that physicians comply with guidelines, whether or not incorporated into a CDSS [20,27,31–34]. Whether systems aid physicians with diagnosis also is unclear [8,35 – 38]. Some see these results as exciting valida- 17 tions of the value of CDSSs. Others point out that, at best, the results are a ‘disappointment’ [36]. In addition, although physicians’ behavior may be shown to change, there has been little study of whether the thinking behind the behavior has changed [39]. Studies of patient outcomes showed little significant improvement [5]. It also has been difficult to establish that patient outcomes have been affected [8,20,29,40,41]. Lastly, there is general consensus that a variety of systems are little used despite their demonstrated or potential benefits [18,42–47]. 4. Evaluations of CDSS Appendix A profiles all the evaluation studies of CDSSs found in the literature search. There are 27 studies reported in 35 papers. Papers reporting related studies are counted as one study each, though they are listed separately. Two of the 35 papers [48] are substantially the same, and, therefore, listed as one entry in the table. A review of the studies in Appendix A suggests several notable tendencies: 1. As Appendix A shows, most studies are of specific changes in clinical performance that could affect patient care. 2. As is evident from Appendix A, most studies use an experimental or RCT design. With only six multi-methods studies, plus three more using qualitative methods, methodological diversity is limited. Other approaches to evaluation [49,50], such as ethnography, simulation, usability testing, cognitive studies, record and playback techniques, network analysis, or sociotechnical analyses rarely appear in this literature. Few studies involve field tests of a CDSS and almost none (two studies of CDSSs per se [51,52]) use naturalistic 18 B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 designs in actual clinical settings with real patients (although one study used simulated patient encounters with actors playing the part of patients [37], and a number of studies of effects of alerts or reminders are based on actual treatment records). 3. There is little theoretical discussion in these papers. One study presented a theoretical analytical model [53]. Although a few mention theory, explicit theory is absent from most papers. Tacitly, papers are permeated by a rationalist or rational choice perspective. 4. As indicated in Appendix A, studies concern physicians to the near exclusion of other clinicians or potential users such as patients, administrators, project team members, insurers etc. Three studies include nurses [48,51,54]; one included providers, assistants, and patients [55]; and one concerns the project team and project history [54,56,57]. 5. Judging from citations as well as the text, there is little mention of evaluations of other informatics applications. These trends are reflected in recent review papers as well, as shown in Appendix B, which summarizes these review papers. Discussion of these tendencies follows, with focus on the first three. This paper describes and analyzes the literature. Fuller implications of these observations, together with an analytical critique of the literature, are discussed elsewhere in this volume [58]. 4.1. Focus on system and clinical performance It has been reported that evaluations of CDSSs tend to concern system accuracy rather than either how well clinicians perform when actually using these systems, or the impact of system use on clinical care [35,43, 59,60].1 Elsewhere, it was found that evaluations of diagnostic systems tend toward process measures concerning performance of the system’s user [61]. Evaluations identified in this review tend towards two kinds. The first are studies assessing CDSS accuracy and performance. A recent review emphasizes system functionality [62,63], and studies of decisionsupport systems usually rate the objective validity of the knowledge base, for example, by measuring performance against some gold standard [60,64,65]. However, only one study [43,66] listed in Appendix A concerns system performance. 2 Although few applications are evaluated in practice [67], the second kind of evaluation, which dominates in Appendix A, concerns patient care more directly. Appendix C lists studies according to the kind of CDSS involved. As shown in Appendix C, most of the evaluation studies (21 of 27 studies) concern systems for alerts or reminders (nine papers), guidelines (six studies), and diagnosis (six studies). These studies are of specific changes in clinical performance that could affect patient care. This preponderance also is evident in Appendix B. Some of the studies investigate 1 It is possible this depends on when the observation was made (or, as suggested in the next footnote, on search criteria). There is some evidence to suggest, both in others’ work as well as in this review, that there has been a shift from system performance to user behavior. However, these citations are from 1998 to 1999, suggesting that the question of shift in emphasis bears further investigation. 2 This may be due to the search criteria. For example, searching on ‘diagnosis, computer assisted’ identified 14 papers from the years 1997 – 2000. Of these, 11 assessed system performance. For reasons explained above, because no particular kind of CDSS was to be favored in this review, neither ‘diagnosis, computer assisted’ nor any other was included as a term in the automated search for this paper. Possibly this orientation predominates more in some publication outlets than in others. As noted in Appendix D, a large proportion of the papers were published in American Medical Informatics Association outlets and J. Am. Med. Assoc., while almost all papers were published by journals based in the US, even though authors may not be US based. B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 changes in physicians’ practices, such as whether alerts affect prescribing behavior. Others are studies of changes in workflow and order processing, for example, time from order to delivery. This focus is well suited to study through experiment, and RCT is the dominant influence on study design. These kinds of measures are proxies for the very difficult issue of determining system effect on patient outcomes. 4.2. Study design and setting RCTs and other experimental approaches have a long tradition as the standards for research design in clinical medicine [60,68,69]. It is not surprising that this also is the case in medical informatics. Van der Loo’s study of evaluations of health care information systems from 1974 to early 1994 examined 108 studies against a set of quality standards. Study designs were ranked so that randomized trials were considered the ‘highest’, while qualitative designs are not discussed. Although 50% of the studies concerning what he classified as diagnostic systems or as treatment systems used an RCT design, only six of all the 108 studies met the stringent standard of economic analysis combined with an RCT. Disappointing quality scores for many of the studies he reviewed led him to call for a more a rigorous approach [61]. A substantial body of opinion in medical informatics supports this view. In pleading for controlled trials in medical informatics, for example, Tierney et al. state in the American Informatics Association editorial [70]: Only by performing rigorous clinical studies can we define whether a new information system will help, result in no change, or make the problem worse. The CDSS literature clearly reflects this opinion. Normative papers call for randomized 19 controlled trials [5]. Physicians are advised to apply the same criteria to assessing evaluations of CDSSs as of drugs or any other intervention. [4]. As indicated in Appendix 1, most papers reporting evaluations were experiments done under controlled conditions, even when in natural settings, so there was little methodological diversity. Of the papers listed in Appendix 1, two use these designs involving surveys [26,34], while only one uses surveys without experimental or RCT design [17]. Only four are multi-method (e.g. combinations of surveys, interviews, or observations) [71–74], plus two more studies are not for CDSSs per se but primarily involve computer-based clinical records [54,55,57]. Only the six multi-method studies plus three others [51,52,64] use qualitative methods, for a total of nine in all. Some of these authors explicitly stated how valuable they found using multiple methods, perhaps feeling a need to address the dominance of experimental approaches in this way. Five reported getting useful information through interviews and observations that would guide systems development [52,64,71– 73]. As shown in Appendix 2, the RCT emphasis dominates for CDSS review papers. The same appears true for papers reviewing clinical guidelines’ effectiveness, educational strategies, or barriers (though a comprehensive search was not done for these papers). Despite reviewers’ claims that ‘the simple randomised trial cannot be regarded as the gold standard in behavioural research’ [25], their reviews are limited to randomized trials and other experimental and statistical methods considered rigorous. Authors make a distinction between showing that a CDSS works under laboratory conditions and showing that it works under clinical conditions. Some recommend a multi-stage evaluation process, with evaluating functionality in real-life situations and evaluating system impact as the last stages [65]. Some 95% of 20 B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 systems never reach the stage of field evaluation [37]. Apparently, there has been little change in this number over the years. It comes from a review published 10 years (1987) prior that noted that ‘[a]pproximately 90% of all computerized medical expert systems have not been evaluated in clinical environments’ [75]. A few years later, according to a 1990 report [76]: [O]nly about 10% of the many medical knowledge-based systems that have been described over the years have been tested in laboratory conditions, while even fewer have been exposed to clinical trials. Appendix A lists few studies involving field tests. Thus, it seems that very few CDSSs have been independently evaluated in clinical environments (or that no one has recounted them). This remains the case even though calls repeatedly have been made to field test CDSSs so as to demonstrate that they work in patient care settings, and even though some of those calls are from researchers who have not conducted their studies in this way, e.g. [36,66,75,76]. Some authors further recommend that these field settings be remote from and relatively independent of system developers because ‘study design needs to rest upon making sure that the reasons for success or failure are clear’ and ‘be broad enough to detect both intended and unintended effects’ [77]. Some call for assessing systems in actual use, under routine conditions, and for understanding why the results of such assessments are as they turn out to be. Nevertheless, they say little about how to achieve this understanding, and further, they either propose, or actually carry out, evaluations based on a clinical trials or experimental models, e.g. [35,36,76]. Clinical trials, even in practice settings, are considered the ‘ob- vious’ approach [59]. As substantiated in the appendices, the evaluation focus is on how CDSSs affect clinical processes or outcomes [5]. In what is perhaps the closest simulation to a real patient visit, Ridderikhoff and van Herk use cases constructed from real patient data and an actor playing the patient. They also include observational data in their report [37]. Berg [51] and Kaplan et al. [52] each are unusual in reporting detailed naturalistic observational field studies of CDSSs in actual use with real patients under routine clinical conditions. A review of evaluations of all medical informatics applications reported in the 1997. AMIA Proceedings found patterns similar to those reported here. Almost all of those evaluations were of CDSSs and the primary evaluation design was modelled on controlled trials. Generally, individual systems were evaluated against expert human performance, or subjects were given simulated patient cases so that their performance with and without an automated system was compared [78]. 4.3. Theoretical orientation Although few authors discuss theory, this review indicates a strong theoretical preference underlying most studies. As indicated above, most employ an experimental or RCT design and use solely quantitative data collection and data analysis methods. Thus, studies reflect an objectivist epistemological stance and quantitative methodological approach [49,50]. They evidence a rationalist or rational choice perspective and focus on measurable variances by comparing effects of system use with other circumstances [78– 81]. This perspective often is tacit. As one example, it was reported in 1990 that decision B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 aids in medicine usually are evaluated by measuring the structure of the aid, the function of the aid, or the impact of the aid on users and patients. While ‘impact … on users and patients’ might seem to imply a different approach, instead, here it refers to effects of the system on process measures, such as accuracy, timing, and confidence of decisions; or effects of the system on outcome measures, such as patient morbidity and mortality, or cost per procedures [76]. A similar orientation is evident in three categories of reasons that are given for evaluation: ethical, legal, and intellectual. Despite the apparent breadth of these three categories, the focus is on measurable economic and technical factors. For example, legal evaluation, in this instance, includes how effective and how safe a system is, and how it might change resource use. Thus, even where authors recognize that ‘the unusual properties of medical expert systems’ make it necessary to modify randomized doubleblinded controlled trial for field trials, their suggestions remain within a rationalist framework [76]. This tacit perspective also is apparent among other evaluators. Advocates of a systems approach that includes taking full account of ‘medical, economic, technical, organisational and behavioural dimensions’ when doing an economic evaluation [82], thereby subordinate these concerns to economic analysis. Some discuss user acceptance without mentioning cultural and sociologic factors [4], while others state that these factors need to be considered. Nevertheless, these authors, like those who do not mention such contextual factors [46], discuss acceptability in terms of user- and machine-machine interfaces, response time, and similar technical issues. Some limit discussion of user acceptance to the interface while emphasizing that the purpose of eval- 21 uation is safety through accuracy and adequacy of the domain knowledge [83,84]. When considering the usability and acceptance of the interface, subjective measures such as user questionnaires and expert review are not valued highly [84], even though physicians consider having tools that add value to the practice setting more valuable than usability [71]. A broader emphasis on user satisfaction, if discussed at all, is on developing generic satisfaction instruments and appropriate controls [5]. As these examples illustrate, the underlying approach fits an objectivist, rationalist philosophical orientation and design employing quantitative methods to measure variance, even if not explicitly acknowledged. 5. Conclusions Despite calls for alternatives, or recommendations to select designs congruent with system development stage and different evaluation questions [49,50,65,67], RCTs remain the standard for evaluation approaches for CDSSs [85,86], making evaluation traditions for CDSSs similar to those for other computer information systems, whether or not they may be intended for use in health care. Most commonly, systems, whether medical or not, have been evaluated according to selected outcomes pertaining to features such as technical or economic factors at the expense of social, cultural, political, or work life issues [79,80,87]. RCT and other experimental designs are excellent for studying system performance or specific changes in clinical practice behaviors, but not well suited for investigating what influences whether systems are used. Consequently, some other evaluation approaches have been developed, including simulation, usability testing, cog- 22 B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 nitive studies, record and playback techniques, ethnography, sociotechnical analyses, and social interactionism among them. Commentary concerning implementation issues and barriers to system use are little different today from what has been reported over the past 50 years [2]. This may be partly because system evaluations often ignore issues concerning user acceptance or changes in work, an omission also evident in the literature that was reviewed for this paper. By focusing on pre-specified outcome measures, evaluations do not examine processes of actual system use during daily activities [88]. As a result, we have excellent studies that indicate decreases in medication errors with physician order entry [11] or when notified by pharmacists or radiology technicians about drug alerts [16], changes in physician prescribing behavior for at least 2 years after a study [22], and greater compliance with guidelines [20]. Yet we have not sufficiently studied why these were the results. Nor have we investigated reasons behind other, less encouraging, findings. We have little understanding of why, for example, physicians agreed with 96% of one system’s recommendations but only followed 65% of them [31], why, in another study, there was an overall increase in compliance with guidelines but the compliance rate still was low [27]; or, in another, why there was an increase in compliance, except for three items [28]; or why only the same four of six groups of preventive practice were improved with either reminders that were computer generated or those that were manual, but all six groups improved with computer plus manual reminders [10]. Despite these improvements, another study indicates that there were no significant differences in complying with guidelines between physicians who received computerized reminders and those who did not [19]. What accounts for these differences? Elsewhere, individuals found their post-implementation experiences fell short of their expectations [72]. Why did this happen, and how much does it matter? Study designs did not address questions that allow deeper understanding of these findings, understanding that could indicate why different results obtain in different studies. Consequently, we cannot learn what to do that might improve the practices that these studies measure. Other research approaches are little reflected in the CDSS evaluation literature. These omissions are impoverishing our understanding of CDSS as they might actually be used [58]. RCT-type studies are excellent for demonstrating whether a particular intervention has a pre-specified effect. Such studies of CDSSs are valuable. Nevertheless, they tell us little about whether clinicians will incorporate a particular CDSS into their practice routine and what might occur if they attempt to do so. Such studies cannot inform us as to why some systems are (or will be) used and others are not (or will not be), or why the same system may be useful in one setting but not in another. They do not indicate why a CDSS may or may be not effective. Different study designs answer different questions. A plurality of methodological approaches and research questions in evaluation is needed so as to broaden our understanding of clinical acceptance and use of informatics applications [58]. Acknowledgements I am grateful to Dr Richard Spivack of the US National Institute of Standards and Technology for his invaluable assistance in the automated literature search. B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 23 Appendix A CDSS Evaluation Authors System Study design Findings Bates et al. 1998 [11]* Drug Alerts Comparison of medi- POE decreased rate of medication errors. POE cation errors before Team intervention conferred no additional and after implemen- benefit over POE. tation, and also with and without team intervention Bates et al., 1999 [12]* Drug Alerts Comparison of medi- POE decreased rate of medication errors POE cation errors at different time periods Berner et al. [43]+ Dx DSS Comparison of physi- Physicians’ performed better on the easier cians’ performance cases and on the cases for which QMR on constructed cases could provide higher-quality information. Berner et al., Dx DSS 1994 [66]+ Comparison of programs’ performance Berg, 1997 [51] Case studies in clini- Actor-network theory is used to describe cal settings how system implementation changed both the system and work practices. Dx DSS No single computer program scored better than the others. The proportion of correct diagnoses ranged from 0.52 to 0.71, and the mean proportion of relevant diagnoses ranged from 0.19 to 0.37. Bouaud et al., Guidelines Measured physicians’ Clinicians agreed with 96% of the recom1998 [31] agreement and com- mendations and followed one of the recompliance with guidemendations in 65% of cases. lines Buchan et al., Guidelines Comparisons of pre- Participation was followed by a favorable 1996 [22] scribing behavior change in clinical behavior which persisted for at least two years. Friedman et Dx DSS al., 1999 [35]† Comparison of physi- DSS consultation modestly enhanced cians’ Dx using dif- subjects’ diagnostic reasoning. ferent systems in laboratory setting B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 24 Gadd et al., 1998 [71] DSS inter- Comparison of per- Features that improve perceived usability face ceptions of different were identified. prototype versions of the system through video observation, surveys, and interviews Gamm et al., Computer 1998 [72] based patient record Comparison of preand post-installation survey data. Also did interviews and observations. Pre-installation, most respondents were moderately positive about the helpfulness and utility of computerization in their practice. Post-installation experience fell short of those expectations. Jha et al., 1998 [13]* Compare computerbased adverse drug event (ADE) monitor against chart review and voluntary report by nurses and pharmacists The computer-based monitor identified fewer ADEs than did chart review but many more ADEs than did stimulated voluntary report. Kaplan et Guidelines Case study using al., 1997 [52] observation and interviews concerning diagnostic and treatment guidelines in psychiatry Karlsson et DSS Study how clinicians al., 1997 [64] viewed using this way of accessing information through interviews using ‘stimulated recall’. Design suggestions and user acceptance issues were identified. Kuperman et Lab Alerts Compare time to al., 1999 [14] treatment with and without automatically paging the physician. The automatic alerting system reduced the time until treatment was ordered. Drug Alerts The major uses of the system were for patient-specific support and continuing medical education. Three parametersrelevance, validity, and work were important. B. Kaplan / International Journal of Medical Informatics 64 (2001) 15–37 Lauer et al., 2000 [53] Patient Case study assessing The model helps provide a theory-based scheduling system against a understanding for collecting and reviewing priori model. users’ reactions to, and acceptance or rejection of, a new technology or system. Litzelman et al., 1993 [26]‡ Reminder Prospective, randomized, controlled trial. Compared compliance with computergenerated reminders between 2 groups of physicians. 25 Compliance with computer-generated reminders was higher in the group that received printed reminders and also was required to indicate response to reminders than in the group not required to indicate response. Litzelman Reminders Survey of physicians. 55% of computer-generated reminders were and Tierney, not complied with. Of those, 23% were 1996 [34]‡ not applicable and 23% would be done at the next visit. Of those to be done at the next visit, the stated reason was 84% because of lack of time this visit. Lobach and Hammond 1997 [27] Guidelines Controlled trial comp…
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Select one of the following:

Exercise, Nutrition, Sleep & Rest, Immunity Enhancement: Mind/Body Considerations or Flowing with the Reality of Stress and provide a 300-400 words description of it’s importance in holistic health and how might you use it in your professional and or personal practice.

APA FORMAT

3 REFERENCES