Benefits of a Multidisciplinary Tracheostomy Team: Acute Care Experience

Bartow, Carmin; Collins, Nina; Kopp, Eugene; Guillamondegui, Oscar D.

doi:10.1044/persp3.sig13.89

Cited by 4 publications

(4 citation statements)

References 27 publications

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“…By practicing multi-disciplinary teamwork, not only responsibilities are shared, but also the changes of medical errors are minimized [29]. Bartaw et al, have argued that a standardized approach by a specialized and multidisciplinary team can substantially reduce the incidence of complications and ends up with better patient outcomes [30]. Our study cohort has also shown a maximum agreement with the positive in uence of IPE in small group learning that helps enhance trust and respect among the learners.…”

Section: Discussionsupporting

confidence: 63%

A mixed-method study to determine the readiness of medical and health sciences students for interprofessional education in a Gulf university

Sulaiman

Hasan

Rishmawy

et al. 2020

Preprint

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Background High‐quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various medical disciplines remains a challenge. Several survey-based studies have reported attitudes about IPE, but very few mixed methods studies, particularly in Arabic-speaking countries, have been conducted to determine medical students’ perspectives and readiness. Methods A two-staged sequential mixed methods study was conducted among medical and health sciences students of University of [---],[country]. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument; namely Readiness for Interprofessional Learning Scale (RIPLS). This was followed by detailed focused group discussions. Quantitative and qualitative data analysis were performed using SPSS and NVivo, respectively.Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statement of RIPLS survey scored high means. Highest mean of 5 was achieved for IPE elements of identifying and resolving patients’ problems and small group work. Three main themes were generated; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrates substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE program into the existing curricular framework that can potentially enhance collaborative learning and improve quality of patient care.

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Section: Discussionsupporting

confidence: 63%

A mixed-method study to determine the readiness of medical and health sciences students for interprofessional education in a Gulf university

Sulaiman

Hasan

Rishmawy

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…1,2 The presence of the tracheostomy team providing clinical oversight of the weaning plan certainly will have had a significant contribution, with other literature supporting such teams in improvement patient outcomes and experience. [25][26][27] However, we feel that the sustained reduction in adverse events is more attributable to the education provided to all HCPs involved in caring for patients with a tracheostomy. Multiple authors have reported the importance of education in tracheostomy care and emergency management, with direct improvements in patient outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…As with many tracheostomy‐related improvement programs, the reasons for the sustained reduction in adverse events, and improvements in milestone achievement are multifaced 1,2 . The presence of the tracheostomy team providing clinical oversight of the weaning plan certainly will have had a significant contribution, with other literature supporting such teams in improvement patient outcomes and experience 25‐27 . However, we feel that the sustained reduction in adverse events is more attributable to the education provided to all HCPs involved in caring for patients with a tracheostomy.…”

Section: Discussionmentioning

confidence: 99%

A 5‐Year Review of a Tracheostomy Quality Improvement Initiative: Reducing Adverse Event Frequency and Severity

Twose,

Cottam,

Jones

et al. 2024

Otolaryngol.--head neck surg.

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ObjectiveThe number of tracheostomies performed annually in resource‐rich countries is estimated at 250,000. While an essential procedure, approximately 20% to 30% of patients will experience at least 1 tracheostomy‐related adverse event. Within tracheostomy care and across wider health care environments, quality improvement (QI) programs have been shown to reduce patient harm and improve outcomes. Herein we report on a 5‐year long, tracheostomy QI initiative aimed at improving patient experience and reducing the frequency and severity of adverse events.MethodsA 5‐year (ongoing) QI initiative led by the Cardiff and Vale University Health Board tracheostomy team, within a tertiary, 1000‐bedded hospital in South Wales, United Kingdom. The QI initiative has focused on 3 main themes: (1) Education and training; (2) Clinical oversight and decision making; and (3) improved data collection. Data were collected from existing tracheostomy databases.ResultsOver the past 5 years, we have observed a sustained reduction in both the frequency and severity of adverse events, with less than 1 patient per 100 experiencing a moderate or severe adverse event. This has resulted in improvements in patient experience and a cost reduction of £GBP364,726 per annum.DiscussionOur 5‐year ongoing tracheostomy QI initiative has resulted in improved outcomes with increased achievement of tracheostomy weaning markers and sustained reductions in both the frequency and severity of adverse events.Implications for PracticeA continuous focus on QI is associated with improved patient and service outcomes. These improvements can be spread and scaled to benefit more patients and organizations.

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“…By practicing an interprofessional teamwork, not only responsibilities are shared, but also the changes of medical errors are minimized [ 38 ]. Bartaw et al, have argued that a standardized approach by a specialized and multidisciplinary team can substantially reduce the incidence of complications and ends up with better patient care outcomes [ 39 ]. Our study cohort has also shown the highest agreement with the positive influence of IPE in small group learning that helps to enhance trust and respect among the learners.…”

Section: Discussionmentioning

confidence: 99%

A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

et al. 2021

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Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

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Benefits of a Multidisciplinary Tracheostomy Team: Acute Care Experience

Cited by 4 publications

References 27 publications

A mixed-method study to determine the readiness of medical and health sciences students for interprofessional education in a Gulf university

A mixed-method study to determine the readiness of medical and health sciences students for interprofessional education in a Gulf university

A 5‐Year Review of a Tracheostomy Quality Improvement Initiative: Reducing Adverse Event Frequency and Severity

A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

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