Please review the homework instruction vividly and answer accordingly. find open attached file to answer the questions. Article not less than 8 years.

Student Name: XXXXXXXX

EPB Journal Article in APA format:

Sánchez, M., Suárez, M., Asenjo, M., & Bragulat, E. (2018). Improvement of emergency department patient flow using lean thinking. International Journal For Quality In Health Care: Journal Of The International Society For Quality In Health Care30(4), 250–256. https://doi.org/10.1093/intqhc/mzy017

Is this an Evidence Based Article? Name of Journal and Year article was written?

Yes

Name of Journal: International Journal for Quality in Health Care

Year: 2018

.2 points

State the problem

What was the goal of the project?

Does this project correlate with your problem? State how?

What are you trying to achieve? Does this article support this goal?

Problem: Delays in the ED compromise quality of care and patient safety while simultaneously increasing mortality and healthcare costs. Internal inefficiencies and poor resource utilization may contribute to delays in care and overcrowding.

Goal: The goal of this project was to achieve a target time of 160 minutes (total), per patient in the ED.

· 80 minutes of “added value” (i.e. specific amount of time with a nurse and doctor for assessment, treatment, and education)

· 60 minutes for lab results

· 20 minutes for treatment steps that could not be eliminated using the Lean process

The goal of our group project is to propose a plan to decrease wait times and improve flow to care areas. The study outlined in this article directly correlates with our group project in that its aim was to tackle the issue of increased wait times leading to delay of care and negative outcomes, including decreased patient satisfaction and the increased risk for mortality. The goal of our group project is to propose a plan to reduce wait times in order to improve patient outcomes, which is exactly what the article’s researchers set out to do by proposing the use of lean principles to eliminate the unnecessary steps/processes that add to wait times.

.2 points

Strengths (Internal)

What’s was good about your article?

Staff Input: This project was heavily supported by the ED staff and administration. In fact, the ED staff were empowered to make the necessary changes by identifying steps (waste) that slowed flow and hindered the care process. They were also tasked with recognizing processes that could be standardized to improve efficiency in care.

Leadership Style: Furthermore, the researchers encouraged a “bottom-up” approach (democratic leadership) to achieve a more enthusiastic acceptance and implementation of the plan. The ED executive t

Student Name:

EBP Journal Article in APA format:

Is this an Evidence Based Article? Name of Journal and Year article was written?

Yes/No

Name of Journal

Year:

.2 points

State the problem

What was the goal of the project in the article?

Does this project correlate with your problem? State how?

What are you trying to achieve? Does this article support this goal?

Problem:

Goal:

State how this article correlates with your group problem and goal.

.2 points

Strengths (Internal)

What’s was good about your article?

Why was this project successful?

List attributes of the article, i.e. support from administration, councils, colleagues, institutions. 

Did this implementation take place on a unit or area like yours?


.4 points

Weakness (Internal)- issues

Example: lack of education, lack of staffing, staff readiness, lack of support; size, managerial style.

.4 points

Opportunities (External)

Example: Lack of supplies, educational needs, stakeholders, baseline (your baseline data), what needs to be improved?

.4 points

Threats – (External)

Staff buy in, support, limitations and barriers, supply cost, cost of implementation, time, money, realistic?

.4 points

Total Points = 2 points

Student Name:

EBP

J

ournal Article in APA format:

Is this an Evidence Based

Article?

Name of Journal and

Year article was written?

Yes/No

Name of Journal

Year:

.2

points

State the problem

What was the goal of the project

in the article

?

Does this project correlate with

your problem? State how?

What are you trying to achieve?

Does this article support this

goal?

Problem:

Goal:

State how this article correlates

with your group problem and

goal.

.2

points

Strengths (Internal)

What’s was good about your

article?

Why was this project

successful?

List attributes

EBP Journal Article

Leadership Team

What kind of Article do I pick?

First review the group project problem and title.

Use key words from your problem for your lookup inquiry. i.e. infection control, nurse, retention, etc. 

Use EBP articles no more than 5 years old. 

Make sure you put your name at the top and include your article citation in 7th ed. APA format of your assignment – see exemplar. 

EBP Journal Article in APA Format

Example:

Student Name: XXXXXXXX

EPB Journal Article in APA format:

Sánchez, M., Suárez, M., Asenjo, M., & Bragulat, E. (2018). Improvement of emergency department patient flow using lean thinking. International Journal For Quality In Health Care: Journal Of The International Society For Quality In Health Care, 30(4), 250–256. https://doi.org/10.1093/intqhc/mzy017

(- Authors – Last name, first initial. Followed by Date in ( parenthesis); Followed by a period. Journal article starts with a capital letter and all other words are lowercase except for words following a colon, semicolon or period within the title. Journal title each letter at the beginning od the word is a capital. This is followed by the volume, chapter and pages. https://www.scribbr.com/apa-style/in-text-citation
/ )

2 points – EBP

thE Problem and The Goal

SWOT – “S” is for strengths

Strength – Example: Did they have support of the peers, manager, CEO. Did this project improve patient satisfaction, quality, efficiency? Usually found in the literature review and results

7

SWOT – “W” is for Weakness

Weakness – Example: This is the opposite. Why was this weak? Not enough education, no support, not enough money because of the expense? Usually found in the problem of the literature review, results and limitations.

8

Swot – “O” is for Opportunity

Opportunity – Example: If there wasn’t enough education, is this an opportunity? A better survey or tool? Usually found in results or limitation and future implications.

9

Swot – “t” is for Threats

Threat – Example: Increased infection, possible death, etc. Usually found in the literature review. 

10

The Individual EBP Assignment requires the learner to find an EPB article that relates to the topic and group project problem. below you find documents to help you with this assignment:


EBP Article Analysis Guideline.docx


Exemplar.EBP.docx


EBP Journal Article PowerPoint Instructions.pptx

· First review the group project problem and title.

· Use keywords from your problem for your lookup inquiry. i.e. infection control, nurse, retention, etc. 

· Use EBP articles no more than 8 years old. 

· Make sure you put your name at the top and include your article citation in 7th ed. APA format of your assignment – see exemplar. 

· There are prompts in the left column to assist you. 

· Do not give research terms on your assignment i.e. this is a cross-sectional study or has validity unless you’re ready to explain how this will help you solve your problem. These terms are used so that you know if an article is valid and reliable. OK, so now that you found this, your job is to find out how this project will help you solve your problem. 

· The paper is set up to determine the strength, weaknesses, opportunities, and threats of the project itself. 

· By answering these questions, you will help guide and collaborate with your peers with constructive feedback on how to solve your problem collectively as a team.

·

· Strength – Example: Did they have the support of the peers, manager, CEO. Did this project improve patient satisfaction, quality, efficiency? Usually found in the literature review and results.

· Weakness – Example: This is the opposite. Why was this plan weak: Not enough education, no support, not enough money because of the expense? Usually found in the problem of the literature review, results, and limitations.

· Opportunity – Example: If there wasn’t enough education, is this an opportunity? A better survey or tool? Usually found in results or limitations and future implications.

· Threat – Example: Increased infection, possible death, etc. Usually found in the literature review. 

· It is your job to know your article and have the ability to articulate what your article is about with your peers and with your instructor. 

· During the virtu

A Brief Communication Curriculum Improves Resident
and Nurse Communication Skills and Patient Satisfaction
Jill Allenbaugh, MD, MS1, Jennifer Corbelli, MD, MS2, Laurie Rack, DNP, RN, NEA-BC3,
Doris Rubio, PhD2,4, and Carla Spagnoletti, MD, MS2

1Division of General Internal Medicine, Department of Medicine, Lewis Katz School of Medicine at Temple University, Philadelphia, PA, USA;
2Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA; 3Patient Support
Services, University of Pittsburgh Medical Center Presbyterian/Shadyside Hospitals, Pittsburgh, PA, USA; 4Center for Research on Health Care Data
Center, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.

BACKGROUND: Despite the ever-expanding role that
the patient experience plays in healthcare, effective
strategies proven to increase patient satisfaction rat-
ings remain scarce. At the University of Pittsburgh
Medical Center, we identified patient-doctor and
patient-nurse communication as an area for interven-
tion to improve suboptimal patient satisfaction
among medicine inpatients. We posited that the likely
reasons for underperformance in this area were a
lack of adequate training in bedside communication
skills.
DESIGN: We developed and evaluated a curriculum
for medicine residents and nurses focused on clear
communication at the bedside. A total of 76 internal
medicine residents and 85 medical service nurses
participated in 2016. The curriculum utilized didac-
tics, video demonstrations, and role play, and was
evaluated using pre- and post-surveys of participants’
health literacy knowledge, attitudes, and confidence.
Communication skills were evaluated using pre- and
post-direct observation at the bedside with a commu-
nication skills checklist. Hospital Consumer Assess-
ment of Healthcare Providers and Systems (HCAHPS)
scores were compared 3 months before and after the
curriculum to assess changes in patient satisfaction.
KEY RESULTS: Knowledge and attitudes improved sig-
nificantly for both residents and nurses. Residents’ and
nurses’ observed clinical communication skills improved
significantly in most domains, and there was moderate
increase in communication-specific HCAHPS scores.
CONCLUSION: A small investment of curricular time de-
voted to clear communication skills improved residents’
and medical nurses’ knowledge, attitudes, skills, and
communication-specific HCAHPS scores. This curricu-
lum, focused on improving bedside communication skills,
could be implemented in a variety of settings to improve
patient satisfaction and patient experience.

KEY WORDS: medical education; communication skills; health literacy;
patient satisfaction; medical education–curriculum development/

evaluation.

J Gen Intern Med 34(7):1167–73

DOI: 10.1007/s11606-019-04951-6

© Society of General Internal Medicine 2019

Patient family centered care: The manager of a medical surgical unit has experienced a significant drop in patient satisfaction with the primary complaints being a lack of communication to patients and their family members. Your task is to propose a move towards a patient-family centered care environment that would address this issue.

Please use this scenario and find a suitable article to answer the rubics.