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Train-the-trainer intervention to increase nursing teamwork and decrease missed nursing care in acute care patient units.

Kalisch, B.J., Vie, B., & Ronis, D.L. (2013). Nursing Research, 62(6) 405-413. doi:10.1097/NNR.0b0 13e3182a7a15d

Using a quasi-experimental approach, the aim of this study was to determine if teamwork as a patient care delivery model decreased incidences of missed care (errors of omission). Correlating survey data at three different time intervals provides Level IV data (Polit & Beck, 2012). Education for the nine trainers was provided in a two-day session, which included the content and learning approached, as well as the intervention model. Each health care provider who was a permanent member of the nursing units that served as the study sites then completed three one-hour educational sessions provided over a four- to six-week period. Survey data were completed by each participant prior to and at two timed intervals after the intervention was implemented.

Results of this study demonstrate that teamwork increased satisfaction and decreased incidences of missed care significantly. While there have been many interventions developed and implemented aimed at decreasing missed care, this intervention, training the trainer, is sustainable. Once taught, these individuals have the skills necessary to continue to positively impact the provision of nursing care. Barriers to this intervention surround personnel costs involved in training the trainers, staff, and data collection/analyses. These costs, estimated by these researchers to be $25,000.00, are considerable. Additional barriers include the necessity of a stable workforce that has health care providers permanently assigned to a specific unit. An influx of float pool or reassigned personnel changes the dynamics, which impacts the ability to provide care using a teamwork model. Any intervention that decreases incidences of missed care should be considered; this intervention also happened to improve satisfaction among the participants. While a secondary effect for this study, one that may link to staff retention, impacts our profession as well as the care we provide.

Peggy Ward-Smith, PhD, RN, is Director, Faculty Center for Excellence in Teaching (FaCET), University of Missouri-Kansas City, and an Associate Professor, School of Nursing, University of Missouri, Kansas City, MO, and a member of the Urologic Nursing Editorial Board.

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Author:Ward-Smith, Peggy
Publication:Urologic Nursing
Article Type:Report
Date:Mar 1, 2014
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