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Division of Hospital Medicine, University of California, San Francisco, San Francisco, California
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Adrienne
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Green
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MD

Understanding the Singapore COVID-19 Experience: Implications for Hospital Medicine

Article Type
Changed
Thu, 03/25/2021 - 14:43

One of the worst public health threats of our generation, coronavirus disease 2019 (COVID-19), first emerged in Wuhan, China, in December 2019 and quickly spread to Singapore, Hong Kong, and Taiwan. These three countries have been praised for their control of the pandemic,1,2 while the number of cases worldwide, including those in the United States, has soared. Political alignment, centralized and integrated healthcare systems, small size, effective technology deployment, widespread testing combined with contact tracing and isolation, and personal protective equipment (PPE) availability underscore their successes.1,3-5 Although these factors differ starkly from those currently employed in the United States, a better understanding their experience may positively influence the myriad US responses. We describe some salient features of Singapore’s infection preparedness, provide examples of how these features guided the National University Hospital (NUH) Singapore COVID-19 response, and illustrate how one facet of the NUH response was translated to develop a new care model at the University of California, San Francisco (UCSF).

THE SINGAPORE EXPERIENCE OVER TIME

Singapore, a small island country (278 square miles) city-state in Southeast Asia has a population of 5.8 million people. Most Singaporeans receive their inpatient care in the public hospitals that are organized and resourced through the Singapore Ministry of Health (MOH). In 2003, severe acute respiratory syndrome (SARS) infected 238 people and killed 33 over 3 months in Singapore, which led to a significant economic downturn. Singapore’s initial SARS experience unveiled limitations in infrastructure, staff preparedness, virus control methodology, and centralized crisis systems. Lessons gleaned from the SARS experience laid the foundation for Singapore’s subsequent disaster preparedness.6

Post-SARS, the MOH created structures and systems to prepare Singapore for future epidemics. All public hospitals expanded isolation capacity by constructing new units or repurposing existing ones and creating colocated Emergency Department (ED) isolation facilities. Additionally, the MOH commissioned the National Centre for Infectious Diseases, a 330-bed high-level isolation hospital.7 They also mandated hospital systems to regularly practice mass casualty and infectious (including respiratory) crisis responses through externally evaluated simulation.8 These are orchestrated down to the smallest detail and involve staff at all levels. For example, healthcare workers (HCW) being “deployed” outside of their specialty, housekeepers practicing novel hazardous waste disposal, and security guards managing crowds interact throughout the exercise.

The testing and viral spread control challenges during SARS spawned hospital-system epidemiology capacity building. Infectious diseases reporting guidelines were refined, and communication channels enhanced to include cross-hospital information sharing and direct lines of communication for epidemiology groups to and from the MOH. Enhanced contact tracing methodologies were adopted and practiced regularly. In addition, material stockpiles, supplies, and supply chains were recalibrated.

The Singapore government also adopted the Disease Outbreak Response System Condition (DORSCON) system,9 a color-coded framework for pandemic response that guides activation of crisis interventions broadly (such as temperature screening at airports and restrictions to travel and internal movements), as well as within the healthcare setting.

In addition to prompting these notable preparedness efforts, SARS had a palpable impact on Singaporeans’ collective psychology both within and outside of the hospital system. The very close-knit medical community lost colleagues during the crisis, and the larger community deeply felt the health and economic costs of this crisis.10 The resulting “respect” or “healthy fear” for infectious crises continues to the present day.

 

 

THE SINGAPORE COVID-19 RESPONSE: NATIONAL UNIVERSITY HOSPITAL EXPERIENCE

The NUH is a 1,200-bed public tertiary care academic health center in Singapore. Before the first COVID-19 case was diagnosed in Singapore, NUH joined forces with its broader health system, university resources (schools of medicine and public health), and international partners to refine the existing structures and systems in response to this new infectious threat.

One of these structures included the existing NUH ED negative-pressure “fever facility.” In the ED triage, patients are routinely screened for infectious diseases such as H1N1, MERS-CoV, and measles. In early January, these screening criteria were evolved to adapt to COVID-19. High-risk patients bypass common waiting areas and are sent directly to the fever facility for management. From there, patients requiring admission are sent to one of the inpatient isolation wards, each with over 21 negative-pressure isolation rooms. To expand isolation capacity, lower-priority patients were relocated, and the existing negative- and neutral-pressure rooms were converted into COVID-19 pandemic wards.

The pandemic wards are staffed by nurses with previous isolation experience and Internal Medicine and Subspecialty Medicine physicians and trainees working closely with Infectious Diseases experts. Pandemic Ward teams are sequestered from other clinical and administrative teams, wear hospital-­laundered scrubs, and use PPE-conserving practices. These strategies, implemented at the outset, are based on international guidelines contextualized to local needs and include extended use (up to 6 hours) of N95 respirators for the pandemic wards, and surgical masks in all other clinical areas. Notably, there have been no documented transmissions to HCW or patients at NUH. The workforce was maximized by limiting nonurgent clinical, administrative, research, and teaching activities.

In February, COVID-19 testing was initiated internally and deployed widely. NUH, at the time of this writing, has performed more than 6,000 swabs with up to 200 tests run per day (with 80 confirmed cases). Testing at this scale has allowed NUH to ensure: (a) prompt isolation of patients, even those with mild symptoms, (b) deisolation of those testing negative thus conserving PPE and isolation facilities, (c) a better understanding of the epidemiology and the wide range of clinical manifestations of COVID-19, and (d) early comprehensive contact tracing including mildly symptomatic patients.

The MOH plays a central role in coordinating COVID-19 activities and supports individual hospital systems such as NUH. Some of their crisis leadership strategies include daily text messages distributed countrywide, two-way communication channels that ensure feedback loops with hospital executives, epidemiology specialists, and operational workgroups, and engendering interhospital collaboration.11

A US HOSPITAL MEDICINE RESPONSE: UC SAN FRANCISCO

In the United States, the Joint Commission provides structures, tools, and processes for hospital systems to prepare for disasters.12 Many hospital systems have experience with natural disasters which, similar to Singapore’s planning, ensures structures and systems are in place during a crisis. Although these are transferable to multiple types of disasters, the US healthcare system’s direct experience with infectious crises is limited. A fairly distinctive facet—and an asset of US healthcare—is the role of hospitalists.

 

 

Hospitalists care for the majority of medical inpatients across the United States,13 and as such, they currently, and will increasingly, play a major role in the US COVID-19 response. This is the case at the UCSF Helen Diller Medical Center at Parnassus Heights (UCSFMC), a 600-bed academic medical center. To learn from other’s early experiences with COVID-19, UCSF Health System leadership connected with many outside health systems including NUH. As one of its multiple pandemic responses, they engaged the UCSFMC Division of Hospital Medicine (DHM), a division that includes 117 hospitalists, to work with hospital and health system leadership and launch a respiratory isolation unit (RIU) modeled after the NUH pandemic ward. The aim of the RIU is to group inpatients with either confirmed or suspected COVID-19 patients who do not require critical care.

An interdisciplinary work group comprising hospitalists, infectious disease specialists, emergency department clinicians, nursing, rehabilitation experts, hospital epidemiology and infection-prevention leaders, safety specialists, and systems engineers was assembled to repurpose an existing medical unit and establish new care models for the RIU. This workgroup created clinical guidelines and workflows, and RIU leaders actively solicit feedback from the staff to advance these standards.

Hospitalists and nurses who volunteered to work on the UCSF attending-staffed RIU received extensive training, including online and widely available in-person PPE training delivered by infection-prevention experts. The RIU hospitalists engage with hospitalists nationwide through ongoing conference calls to share best practices and clinical cases. Patients are admitted by hospitalists to the RIU via the emergency department or directly from ambulatory sites. All RIU providers and staff are screened daily for symptoms prior to starting their shifts, wear hospital-laundered scrubs on the unit, and remain on the unit for the duration of their shift. Hospitalists and nurses communicate regularly to cluster their patient visits and interventions while specialists provide virtual consults (as deemed safe and appropriate) to optimize PPE conservation and decrease overall exposure. The Health System establishes and revises PPE protocols based on CDC guidelines, best available evidence, and supply chain realities. These guidelines are evolving and currently include surgical mask, gown, gloves, and eye protection for all patient interactions with suspected or confirmed COVID-19 and respirator use during aerosol-generating procedures. Research studies (eg, clinical trials and evaluations), informatics efforts (eg, patient flow dashboards), and healthcare technology innovations (eg, tablets for telehealth and video visits) are continually integrated into the RIU infrastructure. Robust attention to the well-being of everyone working on the unit includes chaplain visits, daily debriefs, meal delivery, and palliative care service support, which enrich the unit experience and instill a culture of unity.

MOVING FORWARD

The structures and systems born out of the 2003 SARS experience and the “test, trace, and isolate” strategy were arguably key drivers to flatten Singapore’s epidemic curve early in the pandemic.3 Even with these in place, Singapore is now experiencing a second wave with a significantly higher caseload.14 In response, the government instituted strict social distancing measures on April 3, closing schools and most workplaces. This suggests that the COVID-19 pandemic may fluctuate over time and that varying types and levels of interventions will be required to maintain long-term control. The NUH team describes experiencing cognitive overload given the ever-changing nature and volume of information and fatigue due to the effort required and duration of this crisis. New programs addressing these challenges are being developed and rapidly deployed.

 

 

Despite early testing limitations and newly minted systems, San Francisco is cautiously optimistic about its epidemic curve. Since the March 17, 2020, “shelter in place” order, COVID-19 hospitalizations have remained manageable and constant.15 This has afforded healthcare systems including UCSF critical time to evolve its clinical operations (eg, the RIU) and to leverage its academic culture coordinating its bench research, global health, epidemiology, clinical research, informatics, and clinical enterprise scholars and experts to advance COVID-19 science and inform pandemic solutions. Although the UCSF frontline teams are challenged by the stresses of being in the throes of the pandemic amidst a rapidly changing landscape (including changes in PPE and testing recommendations specifically), they are working together to build team resilience for what may come.

CONCLUSION

The world is facing a pandemic of tremendous proportions, and the United States is in the midst of a wave the height of which is yet to be seen. As Fisher and colleagues wrote in 2011, “Our response to infectious disease outbreaks is born out of past experience.”4 Singapore and NUH’s structures and systems that were put into place demonstrate this—they are timely, have been effective thus far, and will be tested in this next wave. “However, no two outbreaks are the same,” the authors wrote, “so an understanding of the infectious agent as well as the environment confronting it is fundamental to the response.”4 In the United States, hospitalists are a key asset in our environment to confront this virus. The UCSF experience exemplifies that, by combining new ideas from another system with on-the-ground expertise while working hand-in-hand with the hospital and health system, hospitalists can be a critical facet of the pandemic response. Hospitalists’ intrinsic abilities to collaborate, learn, and innovate will enable them to not only meet this challenge now but also to transform practices and capacities to respond to crises into the future.

Acknowledgment

Bradley Sharpe, MD, Division Chief, Division of Hospital Medicine, University of California, San Francisco, California, for his input on conception and critical review of this manuscript.

References

1. Wang CJ, Ng CY, Brook RH. Response to COVID-19 in Taiwan: big data analytics, new technology, and proactive testing. JAMA. 2020. https://doi.org/10.1001/jama.2020.3151.
2. Legido-Quigley H, Asgari N, Teo YY, et al. Are high-performing health systems resilient against the COVID-19 epidemic? Lancet. 2020;395(10227):848-850. https://doi.org/10.1016/S0140-6736(20)30551-1.
3. Wong JEL, Leo YS, Tan CC. COVID-19 in Singapore—current experience: critical global issues that require attention and action. JAMA. 2020;323(13):1243-1244. https://doi.org/10.1001/jama.2020.2467.
4. Fisher D, Hui DS, Gao Z, et al. Pandemic response lessons from influenza H1N1 2009 in Asia. Respirology. 2011;16(6):876-882. https://doi.org/ 10.1111/j.1440-1843.2011.02003.x.
5. Wong ATY, Chen H, Liu SH, et al. From SARS to avian influenza preparedness in Hong Kong. Clin Infect Dis. 2017;64(suppl_2):S98-S104. https://doi.org/ 10.1093/cid/cix123.
6. Tan CC. SARS in Singapore--key lessons from an epidemic. Ann Acad Med Singapore. 2006;35(5):345-349.
7. National Centre for Infectious Diseases. About NCID. https://www.ncid.sg/About-NCID/Pages/default.aspx. Accessed April 5, 2020.
8. Cutter J. Preparing for an influenza pandemic in Singapore. Ann Acad Med Singapore. 2008;37(6):497-503.
9. Singapore Ministry of Health. What do the different DORSCON levels mean. http://www.gov.sg/article/what-do-the-different-dorscon-levels-mean. Accessed April 5, 2020.
10. Lee J-W, McKibbin WJ. Estimating the global economic costs of SARS. In: Knobler S, Mahmoud A, Lemon S, et al, eds. Institute of Medicine (US) Forum on Microbial Threats. Washington, DC: National Academies Press (US); 2004.
11. James EH, Wooten L. Leadership as (un)usual: how to display competence in times of crisis. Organ Dyn. 2005;34(2):141-152. https://doi.org/10.1016/j.orgdyn.2005.03.005
12. The Joint Commission. Emergency Management: Coronavirus Resources. 2020. https://www.jointcommission.org/covid-19/. Accessed April 4, 2020.
13. Wachter RM, Goldman L. Zero to 50,000 – the 20th anniversary of the hospitalist. N Engl J Med. 2016;375(11):1009-1011. https://doi.org/10.1056/NEJMp1607958.
14. Singapore Ministry of Health. Official Update of COVID-19 Situation in Singapore. 2020. https://experience.arcgis.com/experience/7e30edc490a5441a874f9efe67bd8b89. Accessed April 5, 2020.
15. Chronicle Digital Team. Coronavirus tracker. San Francisco Chronicle. https://projects.sfchronicle.com/2020/coronavirus-map/. Accessed April 5, 2020.

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1Division of Hospital Medicine, Department of Medicine, University of California, San Francisco, California; 2Duke-NUS Medical School, Singapore; 3Division of Infectious Diseases, Department of Medicine, National University Hospital, National University Health System, Singapore; 4Yong Loo Lin School of Medicine, National University of Singapore, Singapore; 5Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California, San Francisco, California; 6Division of Hand and Reconstructive Microsurgery, Department of Orthopedic Surgery, National University Hospital, National University Health System, Singapore.

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1Division of Hospital Medicine, Department of Medicine, University of California, San Francisco, California; 2Duke-NUS Medical School, Singapore; 3Division of Infectious Diseases, Department of Medicine, National University Hospital, National University Health System, Singapore; 4Yong Loo Lin School of Medicine, National University of Singapore, Singapore; 5Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California, San Francisco, California; 6Division of Hand and Reconstructive Microsurgery, Department of Orthopedic Surgery, National University Hospital, National University Health System, Singapore.

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The authors have nothing to disclose.

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1Division of Hospital Medicine, Department of Medicine, University of California, San Francisco, California; 2Duke-NUS Medical School, Singapore; 3Division of Infectious Diseases, Department of Medicine, National University Hospital, National University Health System, Singapore; 4Yong Loo Lin School of Medicine, National University of Singapore, Singapore; 5Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California, San Francisco, California; 6Division of Hand and Reconstructive Microsurgery, Department of Orthopedic Surgery, National University Hospital, National University Health System, Singapore.

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One of the worst public health threats of our generation, coronavirus disease 2019 (COVID-19), first emerged in Wuhan, China, in December 2019 and quickly spread to Singapore, Hong Kong, and Taiwan. These three countries have been praised for their control of the pandemic,1,2 while the number of cases worldwide, including those in the United States, has soared. Political alignment, centralized and integrated healthcare systems, small size, effective technology deployment, widespread testing combined with contact tracing and isolation, and personal protective equipment (PPE) availability underscore their successes.1,3-5 Although these factors differ starkly from those currently employed in the United States, a better understanding their experience may positively influence the myriad US responses. We describe some salient features of Singapore’s infection preparedness, provide examples of how these features guided the National University Hospital (NUH) Singapore COVID-19 response, and illustrate how one facet of the NUH response was translated to develop a new care model at the University of California, San Francisco (UCSF).

THE SINGAPORE EXPERIENCE OVER TIME

Singapore, a small island country (278 square miles) city-state in Southeast Asia has a population of 5.8 million people. Most Singaporeans receive their inpatient care in the public hospitals that are organized and resourced through the Singapore Ministry of Health (MOH). In 2003, severe acute respiratory syndrome (SARS) infected 238 people and killed 33 over 3 months in Singapore, which led to a significant economic downturn. Singapore’s initial SARS experience unveiled limitations in infrastructure, staff preparedness, virus control methodology, and centralized crisis systems. Lessons gleaned from the SARS experience laid the foundation for Singapore’s subsequent disaster preparedness.6

Post-SARS, the MOH created structures and systems to prepare Singapore for future epidemics. All public hospitals expanded isolation capacity by constructing new units or repurposing existing ones and creating colocated Emergency Department (ED) isolation facilities. Additionally, the MOH commissioned the National Centre for Infectious Diseases, a 330-bed high-level isolation hospital.7 They also mandated hospital systems to regularly practice mass casualty and infectious (including respiratory) crisis responses through externally evaluated simulation.8 These are orchestrated down to the smallest detail and involve staff at all levels. For example, healthcare workers (HCW) being “deployed” outside of their specialty, housekeepers practicing novel hazardous waste disposal, and security guards managing crowds interact throughout the exercise.

The testing and viral spread control challenges during SARS spawned hospital-system epidemiology capacity building. Infectious diseases reporting guidelines were refined, and communication channels enhanced to include cross-hospital information sharing and direct lines of communication for epidemiology groups to and from the MOH. Enhanced contact tracing methodologies were adopted and practiced regularly. In addition, material stockpiles, supplies, and supply chains were recalibrated.

The Singapore government also adopted the Disease Outbreak Response System Condition (DORSCON) system,9 a color-coded framework for pandemic response that guides activation of crisis interventions broadly (such as temperature screening at airports and restrictions to travel and internal movements), as well as within the healthcare setting.

In addition to prompting these notable preparedness efforts, SARS had a palpable impact on Singaporeans’ collective psychology both within and outside of the hospital system. The very close-knit medical community lost colleagues during the crisis, and the larger community deeply felt the health and economic costs of this crisis.10 The resulting “respect” or “healthy fear” for infectious crises continues to the present day.

 

 

THE SINGAPORE COVID-19 RESPONSE: NATIONAL UNIVERSITY HOSPITAL EXPERIENCE

The NUH is a 1,200-bed public tertiary care academic health center in Singapore. Before the first COVID-19 case was diagnosed in Singapore, NUH joined forces with its broader health system, university resources (schools of medicine and public health), and international partners to refine the existing structures and systems in response to this new infectious threat.

One of these structures included the existing NUH ED negative-pressure “fever facility.” In the ED triage, patients are routinely screened for infectious diseases such as H1N1, MERS-CoV, and measles. In early January, these screening criteria were evolved to adapt to COVID-19. High-risk patients bypass common waiting areas and are sent directly to the fever facility for management. From there, patients requiring admission are sent to one of the inpatient isolation wards, each with over 21 negative-pressure isolation rooms. To expand isolation capacity, lower-priority patients were relocated, and the existing negative- and neutral-pressure rooms were converted into COVID-19 pandemic wards.

The pandemic wards are staffed by nurses with previous isolation experience and Internal Medicine and Subspecialty Medicine physicians and trainees working closely with Infectious Diseases experts. Pandemic Ward teams are sequestered from other clinical and administrative teams, wear hospital-­laundered scrubs, and use PPE-conserving practices. These strategies, implemented at the outset, are based on international guidelines contextualized to local needs and include extended use (up to 6 hours) of N95 respirators for the pandemic wards, and surgical masks in all other clinical areas. Notably, there have been no documented transmissions to HCW or patients at NUH. The workforce was maximized by limiting nonurgent clinical, administrative, research, and teaching activities.

In February, COVID-19 testing was initiated internally and deployed widely. NUH, at the time of this writing, has performed more than 6,000 swabs with up to 200 tests run per day (with 80 confirmed cases). Testing at this scale has allowed NUH to ensure: (a) prompt isolation of patients, even those with mild symptoms, (b) deisolation of those testing negative thus conserving PPE and isolation facilities, (c) a better understanding of the epidemiology and the wide range of clinical manifestations of COVID-19, and (d) early comprehensive contact tracing including mildly symptomatic patients.

The MOH plays a central role in coordinating COVID-19 activities and supports individual hospital systems such as NUH. Some of their crisis leadership strategies include daily text messages distributed countrywide, two-way communication channels that ensure feedback loops with hospital executives, epidemiology specialists, and operational workgroups, and engendering interhospital collaboration.11

A US HOSPITAL MEDICINE RESPONSE: UC SAN FRANCISCO

In the United States, the Joint Commission provides structures, tools, and processes for hospital systems to prepare for disasters.12 Many hospital systems have experience with natural disasters which, similar to Singapore’s planning, ensures structures and systems are in place during a crisis. Although these are transferable to multiple types of disasters, the US healthcare system’s direct experience with infectious crises is limited. A fairly distinctive facet—and an asset of US healthcare—is the role of hospitalists.

 

 

Hospitalists care for the majority of medical inpatients across the United States,13 and as such, they currently, and will increasingly, play a major role in the US COVID-19 response. This is the case at the UCSF Helen Diller Medical Center at Parnassus Heights (UCSFMC), a 600-bed academic medical center. To learn from other’s early experiences with COVID-19, UCSF Health System leadership connected with many outside health systems including NUH. As one of its multiple pandemic responses, they engaged the UCSFMC Division of Hospital Medicine (DHM), a division that includes 117 hospitalists, to work with hospital and health system leadership and launch a respiratory isolation unit (RIU) modeled after the NUH pandemic ward. The aim of the RIU is to group inpatients with either confirmed or suspected COVID-19 patients who do not require critical care.

An interdisciplinary work group comprising hospitalists, infectious disease specialists, emergency department clinicians, nursing, rehabilitation experts, hospital epidemiology and infection-prevention leaders, safety specialists, and systems engineers was assembled to repurpose an existing medical unit and establish new care models for the RIU. This workgroup created clinical guidelines and workflows, and RIU leaders actively solicit feedback from the staff to advance these standards.

Hospitalists and nurses who volunteered to work on the UCSF attending-staffed RIU received extensive training, including online and widely available in-person PPE training delivered by infection-prevention experts. The RIU hospitalists engage with hospitalists nationwide through ongoing conference calls to share best practices and clinical cases. Patients are admitted by hospitalists to the RIU via the emergency department or directly from ambulatory sites. All RIU providers and staff are screened daily for symptoms prior to starting their shifts, wear hospital-laundered scrubs on the unit, and remain on the unit for the duration of their shift. Hospitalists and nurses communicate regularly to cluster their patient visits and interventions while specialists provide virtual consults (as deemed safe and appropriate) to optimize PPE conservation and decrease overall exposure. The Health System establishes and revises PPE protocols based on CDC guidelines, best available evidence, and supply chain realities. These guidelines are evolving and currently include surgical mask, gown, gloves, and eye protection for all patient interactions with suspected or confirmed COVID-19 and respirator use during aerosol-generating procedures. Research studies (eg, clinical trials and evaluations), informatics efforts (eg, patient flow dashboards), and healthcare technology innovations (eg, tablets for telehealth and video visits) are continually integrated into the RIU infrastructure. Robust attention to the well-being of everyone working on the unit includes chaplain visits, daily debriefs, meal delivery, and palliative care service support, which enrich the unit experience and instill a culture of unity.

MOVING FORWARD

The structures and systems born out of the 2003 SARS experience and the “test, trace, and isolate” strategy were arguably key drivers to flatten Singapore’s epidemic curve early in the pandemic.3 Even with these in place, Singapore is now experiencing a second wave with a significantly higher caseload.14 In response, the government instituted strict social distancing measures on April 3, closing schools and most workplaces. This suggests that the COVID-19 pandemic may fluctuate over time and that varying types and levels of interventions will be required to maintain long-term control. The NUH team describes experiencing cognitive overload given the ever-changing nature and volume of information and fatigue due to the effort required and duration of this crisis. New programs addressing these challenges are being developed and rapidly deployed.

 

 

Despite early testing limitations and newly minted systems, San Francisco is cautiously optimistic about its epidemic curve. Since the March 17, 2020, “shelter in place” order, COVID-19 hospitalizations have remained manageable and constant.15 This has afforded healthcare systems including UCSF critical time to evolve its clinical operations (eg, the RIU) and to leverage its academic culture coordinating its bench research, global health, epidemiology, clinical research, informatics, and clinical enterprise scholars and experts to advance COVID-19 science and inform pandemic solutions. Although the UCSF frontline teams are challenged by the stresses of being in the throes of the pandemic amidst a rapidly changing landscape (including changes in PPE and testing recommendations specifically), they are working together to build team resilience for what may come.

CONCLUSION

The world is facing a pandemic of tremendous proportions, and the United States is in the midst of a wave the height of which is yet to be seen. As Fisher and colleagues wrote in 2011, “Our response to infectious disease outbreaks is born out of past experience.”4 Singapore and NUH’s structures and systems that were put into place demonstrate this—they are timely, have been effective thus far, and will be tested in this next wave. “However, no two outbreaks are the same,” the authors wrote, “so an understanding of the infectious agent as well as the environment confronting it is fundamental to the response.”4 In the United States, hospitalists are a key asset in our environment to confront this virus. The UCSF experience exemplifies that, by combining new ideas from another system with on-the-ground expertise while working hand-in-hand with the hospital and health system, hospitalists can be a critical facet of the pandemic response. Hospitalists’ intrinsic abilities to collaborate, learn, and innovate will enable them to not only meet this challenge now but also to transform practices and capacities to respond to crises into the future.

Acknowledgment

Bradley Sharpe, MD, Division Chief, Division of Hospital Medicine, University of California, San Francisco, California, for his input on conception and critical review of this manuscript.

One of the worst public health threats of our generation, coronavirus disease 2019 (COVID-19), first emerged in Wuhan, China, in December 2019 and quickly spread to Singapore, Hong Kong, and Taiwan. These three countries have been praised for their control of the pandemic,1,2 while the number of cases worldwide, including those in the United States, has soared. Political alignment, centralized and integrated healthcare systems, small size, effective technology deployment, widespread testing combined with contact tracing and isolation, and personal protective equipment (PPE) availability underscore their successes.1,3-5 Although these factors differ starkly from those currently employed in the United States, a better understanding their experience may positively influence the myriad US responses. We describe some salient features of Singapore’s infection preparedness, provide examples of how these features guided the National University Hospital (NUH) Singapore COVID-19 response, and illustrate how one facet of the NUH response was translated to develop a new care model at the University of California, San Francisco (UCSF).

THE SINGAPORE EXPERIENCE OVER TIME

Singapore, a small island country (278 square miles) city-state in Southeast Asia has a population of 5.8 million people. Most Singaporeans receive their inpatient care in the public hospitals that are organized and resourced through the Singapore Ministry of Health (MOH). In 2003, severe acute respiratory syndrome (SARS) infected 238 people and killed 33 over 3 months in Singapore, which led to a significant economic downturn. Singapore’s initial SARS experience unveiled limitations in infrastructure, staff preparedness, virus control methodology, and centralized crisis systems. Lessons gleaned from the SARS experience laid the foundation for Singapore’s subsequent disaster preparedness.6

Post-SARS, the MOH created structures and systems to prepare Singapore for future epidemics. All public hospitals expanded isolation capacity by constructing new units or repurposing existing ones and creating colocated Emergency Department (ED) isolation facilities. Additionally, the MOH commissioned the National Centre for Infectious Diseases, a 330-bed high-level isolation hospital.7 They also mandated hospital systems to regularly practice mass casualty and infectious (including respiratory) crisis responses through externally evaluated simulation.8 These are orchestrated down to the smallest detail and involve staff at all levels. For example, healthcare workers (HCW) being “deployed” outside of their specialty, housekeepers practicing novel hazardous waste disposal, and security guards managing crowds interact throughout the exercise.

The testing and viral spread control challenges during SARS spawned hospital-system epidemiology capacity building. Infectious diseases reporting guidelines were refined, and communication channels enhanced to include cross-hospital information sharing and direct lines of communication for epidemiology groups to and from the MOH. Enhanced contact tracing methodologies were adopted and practiced regularly. In addition, material stockpiles, supplies, and supply chains were recalibrated.

The Singapore government also adopted the Disease Outbreak Response System Condition (DORSCON) system,9 a color-coded framework for pandemic response that guides activation of crisis interventions broadly (such as temperature screening at airports and restrictions to travel and internal movements), as well as within the healthcare setting.

In addition to prompting these notable preparedness efforts, SARS had a palpable impact on Singaporeans’ collective psychology both within and outside of the hospital system. The very close-knit medical community lost colleagues during the crisis, and the larger community deeply felt the health and economic costs of this crisis.10 The resulting “respect” or “healthy fear” for infectious crises continues to the present day.

 

 

THE SINGAPORE COVID-19 RESPONSE: NATIONAL UNIVERSITY HOSPITAL EXPERIENCE

The NUH is a 1,200-bed public tertiary care academic health center in Singapore. Before the first COVID-19 case was diagnosed in Singapore, NUH joined forces with its broader health system, university resources (schools of medicine and public health), and international partners to refine the existing structures and systems in response to this new infectious threat.

One of these structures included the existing NUH ED negative-pressure “fever facility.” In the ED triage, patients are routinely screened for infectious diseases such as H1N1, MERS-CoV, and measles. In early January, these screening criteria were evolved to adapt to COVID-19. High-risk patients bypass common waiting areas and are sent directly to the fever facility for management. From there, patients requiring admission are sent to one of the inpatient isolation wards, each with over 21 negative-pressure isolation rooms. To expand isolation capacity, lower-priority patients were relocated, and the existing negative- and neutral-pressure rooms were converted into COVID-19 pandemic wards.

The pandemic wards are staffed by nurses with previous isolation experience and Internal Medicine and Subspecialty Medicine physicians and trainees working closely with Infectious Diseases experts. Pandemic Ward teams are sequestered from other clinical and administrative teams, wear hospital-­laundered scrubs, and use PPE-conserving practices. These strategies, implemented at the outset, are based on international guidelines contextualized to local needs and include extended use (up to 6 hours) of N95 respirators for the pandemic wards, and surgical masks in all other clinical areas. Notably, there have been no documented transmissions to HCW or patients at NUH. The workforce was maximized by limiting nonurgent clinical, administrative, research, and teaching activities.

In February, COVID-19 testing was initiated internally and deployed widely. NUH, at the time of this writing, has performed more than 6,000 swabs with up to 200 tests run per day (with 80 confirmed cases). Testing at this scale has allowed NUH to ensure: (a) prompt isolation of patients, even those with mild symptoms, (b) deisolation of those testing negative thus conserving PPE and isolation facilities, (c) a better understanding of the epidemiology and the wide range of clinical manifestations of COVID-19, and (d) early comprehensive contact tracing including mildly symptomatic patients.

The MOH plays a central role in coordinating COVID-19 activities and supports individual hospital systems such as NUH. Some of their crisis leadership strategies include daily text messages distributed countrywide, two-way communication channels that ensure feedback loops with hospital executives, epidemiology specialists, and operational workgroups, and engendering interhospital collaboration.11

A US HOSPITAL MEDICINE RESPONSE: UC SAN FRANCISCO

In the United States, the Joint Commission provides structures, tools, and processes for hospital systems to prepare for disasters.12 Many hospital systems have experience with natural disasters which, similar to Singapore’s planning, ensures structures and systems are in place during a crisis. Although these are transferable to multiple types of disasters, the US healthcare system’s direct experience with infectious crises is limited. A fairly distinctive facet—and an asset of US healthcare—is the role of hospitalists.

 

 

Hospitalists care for the majority of medical inpatients across the United States,13 and as such, they currently, and will increasingly, play a major role in the US COVID-19 response. This is the case at the UCSF Helen Diller Medical Center at Parnassus Heights (UCSFMC), a 600-bed academic medical center. To learn from other’s early experiences with COVID-19, UCSF Health System leadership connected with many outside health systems including NUH. As one of its multiple pandemic responses, they engaged the UCSFMC Division of Hospital Medicine (DHM), a division that includes 117 hospitalists, to work with hospital and health system leadership and launch a respiratory isolation unit (RIU) modeled after the NUH pandemic ward. The aim of the RIU is to group inpatients with either confirmed or suspected COVID-19 patients who do not require critical care.

An interdisciplinary work group comprising hospitalists, infectious disease specialists, emergency department clinicians, nursing, rehabilitation experts, hospital epidemiology and infection-prevention leaders, safety specialists, and systems engineers was assembled to repurpose an existing medical unit and establish new care models for the RIU. This workgroup created clinical guidelines and workflows, and RIU leaders actively solicit feedback from the staff to advance these standards.

Hospitalists and nurses who volunteered to work on the UCSF attending-staffed RIU received extensive training, including online and widely available in-person PPE training delivered by infection-prevention experts. The RIU hospitalists engage with hospitalists nationwide through ongoing conference calls to share best practices and clinical cases. Patients are admitted by hospitalists to the RIU via the emergency department or directly from ambulatory sites. All RIU providers and staff are screened daily for symptoms prior to starting their shifts, wear hospital-laundered scrubs on the unit, and remain on the unit for the duration of their shift. Hospitalists and nurses communicate regularly to cluster their patient visits and interventions while specialists provide virtual consults (as deemed safe and appropriate) to optimize PPE conservation and decrease overall exposure. The Health System establishes and revises PPE protocols based on CDC guidelines, best available evidence, and supply chain realities. These guidelines are evolving and currently include surgical mask, gown, gloves, and eye protection for all patient interactions with suspected or confirmed COVID-19 and respirator use during aerosol-generating procedures. Research studies (eg, clinical trials and evaluations), informatics efforts (eg, patient flow dashboards), and healthcare technology innovations (eg, tablets for telehealth and video visits) are continually integrated into the RIU infrastructure. Robust attention to the well-being of everyone working on the unit includes chaplain visits, daily debriefs, meal delivery, and palliative care service support, which enrich the unit experience and instill a culture of unity.

MOVING FORWARD

The structures and systems born out of the 2003 SARS experience and the “test, trace, and isolate” strategy were arguably key drivers to flatten Singapore’s epidemic curve early in the pandemic.3 Even with these in place, Singapore is now experiencing a second wave with a significantly higher caseload.14 In response, the government instituted strict social distancing measures on April 3, closing schools and most workplaces. This suggests that the COVID-19 pandemic may fluctuate over time and that varying types and levels of interventions will be required to maintain long-term control. The NUH team describes experiencing cognitive overload given the ever-changing nature and volume of information and fatigue due to the effort required and duration of this crisis. New programs addressing these challenges are being developed and rapidly deployed.

 

 

Despite early testing limitations and newly minted systems, San Francisco is cautiously optimistic about its epidemic curve. Since the March 17, 2020, “shelter in place” order, COVID-19 hospitalizations have remained manageable and constant.15 This has afforded healthcare systems including UCSF critical time to evolve its clinical operations (eg, the RIU) and to leverage its academic culture coordinating its bench research, global health, epidemiology, clinical research, informatics, and clinical enterprise scholars and experts to advance COVID-19 science and inform pandemic solutions. Although the UCSF frontline teams are challenged by the stresses of being in the throes of the pandemic amidst a rapidly changing landscape (including changes in PPE and testing recommendations specifically), they are working together to build team resilience for what may come.

CONCLUSION

The world is facing a pandemic of tremendous proportions, and the United States is in the midst of a wave the height of which is yet to be seen. As Fisher and colleagues wrote in 2011, “Our response to infectious disease outbreaks is born out of past experience.”4 Singapore and NUH’s structures and systems that were put into place demonstrate this—they are timely, have been effective thus far, and will be tested in this next wave. “However, no two outbreaks are the same,” the authors wrote, “so an understanding of the infectious agent as well as the environment confronting it is fundamental to the response.”4 In the United States, hospitalists are a key asset in our environment to confront this virus. The UCSF experience exemplifies that, by combining new ideas from another system with on-the-ground expertise while working hand-in-hand with the hospital and health system, hospitalists can be a critical facet of the pandemic response. Hospitalists’ intrinsic abilities to collaborate, learn, and innovate will enable them to not only meet this challenge now but also to transform practices and capacities to respond to crises into the future.

Acknowledgment

Bradley Sharpe, MD, Division Chief, Division of Hospital Medicine, University of California, San Francisco, California, for his input on conception and critical review of this manuscript.

References

1. Wang CJ, Ng CY, Brook RH. Response to COVID-19 in Taiwan: big data analytics, new technology, and proactive testing. JAMA. 2020. https://doi.org/10.1001/jama.2020.3151.
2. Legido-Quigley H, Asgari N, Teo YY, et al. Are high-performing health systems resilient against the COVID-19 epidemic? Lancet. 2020;395(10227):848-850. https://doi.org/10.1016/S0140-6736(20)30551-1.
3. Wong JEL, Leo YS, Tan CC. COVID-19 in Singapore—current experience: critical global issues that require attention and action. JAMA. 2020;323(13):1243-1244. https://doi.org/10.1001/jama.2020.2467.
4. Fisher D, Hui DS, Gao Z, et al. Pandemic response lessons from influenza H1N1 2009 in Asia. Respirology. 2011;16(6):876-882. https://doi.org/ 10.1111/j.1440-1843.2011.02003.x.
5. Wong ATY, Chen H, Liu SH, et al. From SARS to avian influenza preparedness in Hong Kong. Clin Infect Dis. 2017;64(suppl_2):S98-S104. https://doi.org/ 10.1093/cid/cix123.
6. Tan CC. SARS in Singapore--key lessons from an epidemic. Ann Acad Med Singapore. 2006;35(5):345-349.
7. National Centre for Infectious Diseases. About NCID. https://www.ncid.sg/About-NCID/Pages/default.aspx. Accessed April 5, 2020.
8. Cutter J. Preparing for an influenza pandemic in Singapore. Ann Acad Med Singapore. 2008;37(6):497-503.
9. Singapore Ministry of Health. What do the different DORSCON levels mean. http://www.gov.sg/article/what-do-the-different-dorscon-levels-mean. Accessed April 5, 2020.
10. Lee J-W, McKibbin WJ. Estimating the global economic costs of SARS. In: Knobler S, Mahmoud A, Lemon S, et al, eds. Institute of Medicine (US) Forum on Microbial Threats. Washington, DC: National Academies Press (US); 2004.
11. James EH, Wooten L. Leadership as (un)usual: how to display competence in times of crisis. Organ Dyn. 2005;34(2):141-152. https://doi.org/10.1016/j.orgdyn.2005.03.005
12. The Joint Commission. Emergency Management: Coronavirus Resources. 2020. https://www.jointcommission.org/covid-19/. Accessed April 4, 2020.
13. Wachter RM, Goldman L. Zero to 50,000 – the 20th anniversary of the hospitalist. N Engl J Med. 2016;375(11):1009-1011. https://doi.org/10.1056/NEJMp1607958.
14. Singapore Ministry of Health. Official Update of COVID-19 Situation in Singapore. 2020. https://experience.arcgis.com/experience/7e30edc490a5441a874f9efe67bd8b89. Accessed April 5, 2020.
15. Chronicle Digital Team. Coronavirus tracker. San Francisco Chronicle. https://projects.sfchronicle.com/2020/coronavirus-map/. Accessed April 5, 2020.

References

1. Wang CJ, Ng CY, Brook RH. Response to COVID-19 in Taiwan: big data analytics, new technology, and proactive testing. JAMA. 2020. https://doi.org/10.1001/jama.2020.3151.
2. Legido-Quigley H, Asgari N, Teo YY, et al. Are high-performing health systems resilient against the COVID-19 epidemic? Lancet. 2020;395(10227):848-850. https://doi.org/10.1016/S0140-6736(20)30551-1.
3. Wong JEL, Leo YS, Tan CC. COVID-19 in Singapore—current experience: critical global issues that require attention and action. JAMA. 2020;323(13):1243-1244. https://doi.org/10.1001/jama.2020.2467.
4. Fisher D, Hui DS, Gao Z, et al. Pandemic response lessons from influenza H1N1 2009 in Asia. Respirology. 2011;16(6):876-882. https://doi.org/ 10.1111/j.1440-1843.2011.02003.x.
5. Wong ATY, Chen H, Liu SH, et al. From SARS to avian influenza preparedness in Hong Kong. Clin Infect Dis. 2017;64(suppl_2):S98-S104. https://doi.org/ 10.1093/cid/cix123.
6. Tan CC. SARS in Singapore--key lessons from an epidemic. Ann Acad Med Singapore. 2006;35(5):345-349.
7. National Centre for Infectious Diseases. About NCID. https://www.ncid.sg/About-NCID/Pages/default.aspx. Accessed April 5, 2020.
8. Cutter J. Preparing for an influenza pandemic in Singapore. Ann Acad Med Singapore. 2008;37(6):497-503.
9. Singapore Ministry of Health. What do the different DORSCON levels mean. http://www.gov.sg/article/what-do-the-different-dorscon-levels-mean. Accessed April 5, 2020.
10. Lee J-W, McKibbin WJ. Estimating the global economic costs of SARS. In: Knobler S, Mahmoud A, Lemon S, et al, eds. Institute of Medicine (US) Forum on Microbial Threats. Washington, DC: National Academies Press (US); 2004.
11. James EH, Wooten L. Leadership as (un)usual: how to display competence in times of crisis. Organ Dyn. 2005;34(2):141-152. https://doi.org/10.1016/j.orgdyn.2005.03.005
12. The Joint Commission. Emergency Management: Coronavirus Resources. 2020. https://www.jointcommission.org/covid-19/. Accessed April 4, 2020.
13. Wachter RM, Goldman L. Zero to 50,000 – the 20th anniversary of the hospitalist. N Engl J Med. 2016;375(11):1009-1011. https://doi.org/10.1056/NEJMp1607958.
14. Singapore Ministry of Health. Official Update of COVID-19 Situation in Singapore. 2020. https://experience.arcgis.com/experience/7e30edc490a5441a874f9efe67bd8b89. Accessed April 5, 2020.
15. Chronicle Digital Team. Coronavirus tracker. San Francisco Chronicle. https://projects.sfchronicle.com/2020/coronavirus-map/. Accessed April 5, 2020.

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Arpana Vidyarthi, MD; Email: arpana.vidyarthi@ucsf.edu.
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Hospitalist and Internal Medicine Leaders’ Perspectives of Early Discharge Challenges at Academic Medical Centers

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The discharge process is a critical bottleneck for efficient patient flow through the hospital. Delayed discharges translate into delays in admissions and other patient transitions, often leading to excess costs, patient dissatisfaction, and even patient harm.1-3 The emergency department is particularly impacted by these delays; bottlenecks there lead to overcrowding, increased overall hospital length of stay, and increased risks for bad outcomes during hospitalization.2

Academic medical centers in particular may struggle with delayed discharges. In a typical teaching hospital, a team composed of an attending physician and housestaff share responsibility for determining the discharge plan. Additionally, clinical teaching activities may affect the process and quality of discharge.4-6

The prevalence and causes of delayed discharges vary greatly.7-9 To improve efficiency around discharge, many hospitals have launched initiatives designed to discharge patients earlier in the day, including goal setting (“discharge by noon”), scheduling discharge appointments, and using quality-improvement methods, such as Lean Methodology (LEAN), to remove inefficiencies within discharge processes.10-12 However, there are few data on the prevalence and effectiveness of different strategies.

The aim of this study was to survey academic hospitalist and general internal medicine physician leaders to elicit their perspectives on the factors contributing to discharge timing and the relative importance and effectiveness of early-discharge initiatives.

METHODS

Study Design, Participants, and Oversight

We obtained a list of 115 university-affiliated hospitals associated with a residency program and, in most cases, a medical school from Vizient Inc. (formerly University HealthSystem Consortium), an alliance of academic medical centers and affiliated hospitals. Each member institution submits clinical data to allow for the benchmarking of outcomes to drive transparency and quality improvement.13 More than 95% of the nation’s academic medical centers and affiliated hospitals participate in this collaborative. Vizient works with members but does not set nor promote quality metrics, such as discharge timeliness. E-mail addresses for hospital medicine physician leaders (eg, division chief) of major academic medical centers were obtained from each institution via publicly available data (eg, the institution’s website). When an institution did not have a hospital medicine section, we identified the division chief of general internal medicine. The University of California, San Francisco Institutional Review Board approved this study.

Survey Development and Domains

We developed a 30-item survey to evaluate 5 main domains of interest: current discharge practices, degree of prioritization of early discharge on the inpatient service, barriers to timely discharge, prevalence and perceived effectiveness of implemented early-discharge initiatives, and barriers to implementation of early-discharge initiatives.

Respondents were first asked to identify their institutions’ goals for discharge time. They were then asked to compare the priority of early-discharge initiatives to other departmental quality-improvement initiatives, such as reducing 30-day readmissions, improving interpreter use, and improving patient satisfaction. Next, respondents were asked to estimate the degree to which clinical or patient factors contributed to delays in discharge. Respondents were then asked whether specific early-discharge initiatives, such as changes to rounding practices or communication interventions, were implemented at their institutions and, if so, the perceived effectiveness of these initiatives at meeting discharge targets. We piloted the questions locally with physicians and researchers prior to finalizing the survey.

Data Collection

We sent surveys via an online platform (Research Electronic Data Capture).14 Nonresponders were sent 2 e-mail reminders and then a follow-up telephone call asking them to complete the survey. Only 1 survey per academic medical center was collected. Any respondent who completed the survey within 2 weeks of receiving it was entered to win a Kindle Fire.

Data Analysis

We summarized survey responses using descriptive statistics. Analysis was completed in IBM SPSS version 22 (Armonk, NY).

RESULTS

Survey Respondent and Institutional Characteristics

Of the 115 institutions surveyed, we received 61 responses (response rate of 53%), with 39 (64%) respondents from divisions of hospital medicine and 22 (36%) from divisions of general internal medicine. A majority (n = 53; 87%) stated their medicine services have a combination of teaching (with residents) and nonteaching (without residents) teams. Thirty-nine (64%) reported having daily multidisciplinary rounds.

 

 

Early Discharge as a Priority

Forty-seven (77%) institutional representatives strongly agreed or agreed that early discharge was a priority, with discharge by noon being the most common target time (n = 23; 38%). Thirty (50%) respondents rated early discharge as more important than improving interpreter use for non-English-speaking patients and equally important as reducing 30-day readmissions (n = 29; 48%) and improving patient satisfaction (n = 27; 44%).

Factors Delaying Discharge

The most common factors perceived as delaying discharge were considered external to the hospital, such as postacute care bed availability or scheduled (eg, ambulance) transport delays (n = 48; 79%), followed by patient factors such as patient transport issues (n = 44; 72%). Less commonly reported were workflow issues, such as competing primary team priorities or case manager bandwidth (n = 38; 62%; Table 1).

Initiatives to Improve Discharge

The most commonly implemented initiatives perceived as effective at improving discharge times were the preemptive identification of early discharges to plan discharge paperwork (n = 34; 56%), communication with patients about anticipated discharge time on the day prior to discharge (n = 29; 48%), and the implementation of additional rounds between physician teams and case managers specifically around discharge planning (n = 28; 46%). Initiatives not commonly implemented included regular audit of and feedback on discharge times to providers and teams (n = 21; 34%), the use of a discharge readiness checklist (n = 26; 43%), incentives such as bonuses or penalties (n = 37; 61%), the use of a whiteboard to indicate discharge times (n = 23; 38%), and dedicated quality-improvement approaches such as LEAN (n = 37; 61%; Table 2).

DISCUSSION

Our study suggests early discharge for medicine patients is a priority among academic institutions. Hospitalist and general internal medicine physician leaders in our study generally attributed delayed discharges to external factors, particularly unavailability of postacute care facilities and transportation delays. Having issues with finding postacute care placements is consistent with previous findings by Selker et al.15 and Carey et al.8 This is despite the 20-year difference between Selker et al.’s study and the current study, reflecting a continued opportunity for improvement, including stronger partnerships with local and regional postacute care facilities to expedite care transition and stronger discharge-planning efforts early in the admission process. Efforts in postacute care placement may be particularly important for Medicaid-insured and uninsured patients.

Our responders, hospitalist and internal medicine physician leaders, did not perceive the additional responsibilities of teaching and supervising trainees to be factors that significantly delayed patient discharge. This is in contrast to previous studies, which attributed delays in discharge to prolonged clinical decision-making related to teaching and supervision.4-6,8 This discrepancy may be due to the fact that we only surveyed single physician leaders at each institution and not residents. Our finding warrants further investigation to understand the degree to which resident skills may impact discharge planning and processes.

Institutions represented in our study have attempted a variety of initiatives promoting earlier discharge, with varying levels of perceived success. Initiatives perceived to be the most effective by hospital leaders centered on 2 main areas: (1) changing individual provider practice and (2) anticipatory discharge preparation. Interestingly, this is in discordance with the main factors labeled as causing delays in discharges, such as obtaining postacute care beds, busy case managers, and competing demands on primary teams. We hypothesize this may be because such changes require organization- or system-level changes and are perceived as more arduous than changes at the individual level. In addition, changes to individual provider behavior may be more cost- and time-effective than more systemic initiatives.

Our findings are consistent with the work published by Wertheimer and colleagues,11 who show that additional afternoon interdisciplinary rounds can help identify patients who may be discharged before noon the next day. In their study, identifying such patients in advance improved the overall early-discharge rate the following day.

Our findings should be interpreted in light of several limitations. Our survey only considers the perspectives of hospitalist and general internal medicine physician leaders at academic medical centers that are part of the Vizient Inc. collaborative. They do not represent all academic or community-based medical centers. Although the perceived effectiveness of some initiatives was high, we did not collect empirical data to support these claims or to determine which initiative had the greatest relative impact on discharge timeliness. Lastly, we did not obtain resident, nursing, or case manager perspectives on discharge practices. Given their roles as frontline providers, we may have missed these alternative perspectives.

Our study shows there is a strong interest in increasing early discharges in an effort to improve hospital throughput and patient flow.

 

 

Acknowledgments

The authors thank all participants who completed the survey and Danielle Carrier at Vizient Inc. (formally University HealthSystem Consortium) for her assistance in obtaining data.

Disclosures

Hemali Patel, Margaret Fang, Michelle Mourad, Adrienne Green, Ryan Murphy, and James Harrison report no conflicts of interest. At the time the research was conducted, Robert Wachter reported that he is a member of the Lucian Leape Institute at the National Patient Safety Foundation (no compensation except travel expenses); recently chaired an advisory board to England’s National Health Service (NHS) reviewing the NHS’s digital health strategy (no compensation except travel expenses); has a contract with UCSF from the Agency for Healthcare Research and Quality to edit a patient-safety website; receives compensation from John Wiley & Sons for writing a blog; receives royalties from Lippincott Williams & Wilkins and McGraw-Hill Education for writing and/or editing several books; receives stock options for serving on the board of Acuity Medical Management Systems; receives a yearly stipend for serving on the board of The Doctors Company; serves on the scientific advisory boards for amino.com, PatientSafe Solutions Inc., Twine, and EarlySense (for which he receives stock options); has a small royalty stake in CareWeb, a hospital communication tool developed at UCSF; and holds the Marc and Lynne Benioff Endowed Chair in Hospital Medicine and the Holly Smith Distinguished Professorship in Science and Medicine at UCSF.

 

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References

1. Khanna S, Boyle J, Good N, Lind J. Impact of admission and discharge peak times on hospital overcrowding. Stud Health Technol Inform. 2011;168:82-88. PubMed
2. White BA, Biddinger PD, Chang Y, Grabowski B, Carignan S, Brown DFM. Boarding Inpatients in the Emergency Department Increases Discharged Patient Length of Stay. J Emerg Med. 2013;44(1):230-235. doi:10.1016/j.jemermed.2012.05.007. PubMed
3. Derlet RW, Richards JR. Overcrowding in the nation’s emergency departments: complex causes and disturbing effects. Ann Emerg Med. 2000;35(1):63-68. PubMed
4. da Silva SA, Valácio RA, Botelho FC, Amaral CFS. Reasons for discharge delays in teaching hospitals. Rev Saúde Pública. 2014;48(2):314-321. doi:10.1590/S0034-8910.2014048004971. PubMed
5. Greysen SR, Schiliro D, Horwitz LI, Curry L, Bradley EH. “Out of Sight, Out of Mind”: Housestaff Perceptions of Quality-Limiting Factors in Discharge Care at Teaching Hospitals. J Hosp Med Off Publ Soc Hosp Med. 2012;7(5):376-381. doi:10.1002/jhm.1928. PubMed
6. Goldman J, Reeves S, Wu R, Silver I, MacMillan K, Kitto S. Medical Residents and Interprofessional Interactions in Discharge: An Ethnographic Exploration of Factors That Affect Negotiation. J Gen Intern Med. 2015;30(10):1454-1460. doi:10.1007/s11606-015-3306-6. PubMed
7. Okoniewska B, Santana MJ, Groshaus H, et al. Barriers to discharge in an acute care medical teaching unit: a qualitative analysis of health providers’ perceptions. J Multidiscip Healthc. 2015;8:83-89. doi:10.2147/JMDH.S72633. PubMed
8. Carey MR, Sheth H, Scott Braithwaite R. A Prospective Study of Reasons for Prolonged Hospitalizations on a General Medicine Teaching Service. J Gen Intern Med. 2005;20(2):108-115. doi:10.1111/j.1525-1497.2005.40269.x. PubMed
9. Kim CS, Hart AL, Paretti RF, et al. Excess Hospitalization Days in an Academic Medical Center: Perceptions of Hospitalists and Discharge Planners. Am J Manag Care. 2011;17(2):e34-e42. http://www.ajmc.com/journals/issue/2011/2011-2-vol17-n2/AJMC_11feb_Kim_WebX_e34to42/. Accessed on October 26, 2016.
10. Gershengorn HB, Kocher R, Factor P. Management Strategies to Effect Change in Intensive Care Units: Lessons from the World of Business. Part II. Quality-Improvement Strategies. Ann Am Thorac Soc. 2014;11(3):444-453. doi:10.1513/AnnalsATS.201311-392AS. PubMed
11. Wertheimer B, Jacobs REA, Bailey M, et al. Discharge before noon: An achievable hospital goal. J Hosp Med. 2014;9(4):210-214. doi:10.1002/jhm.2154. PubMed
12. Manning DM, Tammel KJ, Blegen RN, et al. In-room display of day and time patient is anticipated to leave hospital: a “discharge appointment.” J Hosp Med. 2007;2(1):13-16. doi:10.1002/jhm.146. PubMed
13. Networks for academic medical centers. https://www.vizientinc.com/Our-networks/Networks-for-academic-medical-centers. Accessed on July 13, 2017.
14. Harris PA, Taylor R, Thielke R, Payne J, Gonzalez N, Conde JG. Research Electronic Data Capture (REDCap) - A metadata-driven methodology and workflow process for providing translational research informatics support. J Biomed Inform. 2009;42(2):377-381. doi:10.1016/j.jbi.2008.08.010. PubMed
15. Selker HP, Beshansky JR, Pauker SG, Kassirer JP. The epidemiology of delays in a teaching hospital. The development and use of a tool that detects unnecessary hospital days. Med Care. 1989;27(2):112-129. PubMed

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The discharge process is a critical bottleneck for efficient patient flow through the hospital. Delayed discharges translate into delays in admissions and other patient transitions, often leading to excess costs, patient dissatisfaction, and even patient harm.1-3 The emergency department is particularly impacted by these delays; bottlenecks there lead to overcrowding, increased overall hospital length of stay, and increased risks for bad outcomes during hospitalization.2

Academic medical centers in particular may struggle with delayed discharges. In a typical teaching hospital, a team composed of an attending physician and housestaff share responsibility for determining the discharge plan. Additionally, clinical teaching activities may affect the process and quality of discharge.4-6

The prevalence and causes of delayed discharges vary greatly.7-9 To improve efficiency around discharge, many hospitals have launched initiatives designed to discharge patients earlier in the day, including goal setting (“discharge by noon”), scheduling discharge appointments, and using quality-improvement methods, such as Lean Methodology (LEAN), to remove inefficiencies within discharge processes.10-12 However, there are few data on the prevalence and effectiveness of different strategies.

The aim of this study was to survey academic hospitalist and general internal medicine physician leaders to elicit their perspectives on the factors contributing to discharge timing and the relative importance and effectiveness of early-discharge initiatives.

METHODS

Study Design, Participants, and Oversight

We obtained a list of 115 university-affiliated hospitals associated with a residency program and, in most cases, a medical school from Vizient Inc. (formerly University HealthSystem Consortium), an alliance of academic medical centers and affiliated hospitals. Each member institution submits clinical data to allow for the benchmarking of outcomes to drive transparency and quality improvement.13 More than 95% of the nation’s academic medical centers and affiliated hospitals participate in this collaborative. Vizient works with members but does not set nor promote quality metrics, such as discharge timeliness. E-mail addresses for hospital medicine physician leaders (eg, division chief) of major academic medical centers were obtained from each institution via publicly available data (eg, the institution’s website). When an institution did not have a hospital medicine section, we identified the division chief of general internal medicine. The University of California, San Francisco Institutional Review Board approved this study.

Survey Development and Domains

We developed a 30-item survey to evaluate 5 main domains of interest: current discharge practices, degree of prioritization of early discharge on the inpatient service, barriers to timely discharge, prevalence and perceived effectiveness of implemented early-discharge initiatives, and barriers to implementation of early-discharge initiatives.

Respondents were first asked to identify their institutions’ goals for discharge time. They were then asked to compare the priority of early-discharge initiatives to other departmental quality-improvement initiatives, such as reducing 30-day readmissions, improving interpreter use, and improving patient satisfaction. Next, respondents were asked to estimate the degree to which clinical or patient factors contributed to delays in discharge. Respondents were then asked whether specific early-discharge initiatives, such as changes to rounding practices or communication interventions, were implemented at their institutions and, if so, the perceived effectiveness of these initiatives at meeting discharge targets. We piloted the questions locally with physicians and researchers prior to finalizing the survey.

Data Collection

We sent surveys via an online platform (Research Electronic Data Capture).14 Nonresponders were sent 2 e-mail reminders and then a follow-up telephone call asking them to complete the survey. Only 1 survey per academic medical center was collected. Any respondent who completed the survey within 2 weeks of receiving it was entered to win a Kindle Fire.

Data Analysis

We summarized survey responses using descriptive statistics. Analysis was completed in IBM SPSS version 22 (Armonk, NY).

RESULTS

Survey Respondent and Institutional Characteristics

Of the 115 institutions surveyed, we received 61 responses (response rate of 53%), with 39 (64%) respondents from divisions of hospital medicine and 22 (36%) from divisions of general internal medicine. A majority (n = 53; 87%) stated their medicine services have a combination of teaching (with residents) and nonteaching (without residents) teams. Thirty-nine (64%) reported having daily multidisciplinary rounds.

 

 

Early Discharge as a Priority

Forty-seven (77%) institutional representatives strongly agreed or agreed that early discharge was a priority, with discharge by noon being the most common target time (n = 23; 38%). Thirty (50%) respondents rated early discharge as more important than improving interpreter use for non-English-speaking patients and equally important as reducing 30-day readmissions (n = 29; 48%) and improving patient satisfaction (n = 27; 44%).

Factors Delaying Discharge

The most common factors perceived as delaying discharge were considered external to the hospital, such as postacute care bed availability or scheduled (eg, ambulance) transport delays (n = 48; 79%), followed by patient factors such as patient transport issues (n = 44; 72%). Less commonly reported were workflow issues, such as competing primary team priorities or case manager bandwidth (n = 38; 62%; Table 1).

Initiatives to Improve Discharge

The most commonly implemented initiatives perceived as effective at improving discharge times were the preemptive identification of early discharges to plan discharge paperwork (n = 34; 56%), communication with patients about anticipated discharge time on the day prior to discharge (n = 29; 48%), and the implementation of additional rounds between physician teams and case managers specifically around discharge planning (n = 28; 46%). Initiatives not commonly implemented included regular audit of and feedback on discharge times to providers and teams (n = 21; 34%), the use of a discharge readiness checklist (n = 26; 43%), incentives such as bonuses or penalties (n = 37; 61%), the use of a whiteboard to indicate discharge times (n = 23; 38%), and dedicated quality-improvement approaches such as LEAN (n = 37; 61%; Table 2).

DISCUSSION

Our study suggests early discharge for medicine patients is a priority among academic institutions. Hospitalist and general internal medicine physician leaders in our study generally attributed delayed discharges to external factors, particularly unavailability of postacute care facilities and transportation delays. Having issues with finding postacute care placements is consistent with previous findings by Selker et al.15 and Carey et al.8 This is despite the 20-year difference between Selker et al.’s study and the current study, reflecting a continued opportunity for improvement, including stronger partnerships with local and regional postacute care facilities to expedite care transition and stronger discharge-planning efforts early in the admission process. Efforts in postacute care placement may be particularly important for Medicaid-insured and uninsured patients.

Our responders, hospitalist and internal medicine physician leaders, did not perceive the additional responsibilities of teaching and supervising trainees to be factors that significantly delayed patient discharge. This is in contrast to previous studies, which attributed delays in discharge to prolonged clinical decision-making related to teaching and supervision.4-6,8 This discrepancy may be due to the fact that we only surveyed single physician leaders at each institution and not residents. Our finding warrants further investigation to understand the degree to which resident skills may impact discharge planning and processes.

Institutions represented in our study have attempted a variety of initiatives promoting earlier discharge, with varying levels of perceived success. Initiatives perceived to be the most effective by hospital leaders centered on 2 main areas: (1) changing individual provider practice and (2) anticipatory discharge preparation. Interestingly, this is in discordance with the main factors labeled as causing delays in discharges, such as obtaining postacute care beds, busy case managers, and competing demands on primary teams. We hypothesize this may be because such changes require organization- or system-level changes and are perceived as more arduous than changes at the individual level. In addition, changes to individual provider behavior may be more cost- and time-effective than more systemic initiatives.

Our findings are consistent with the work published by Wertheimer and colleagues,11 who show that additional afternoon interdisciplinary rounds can help identify patients who may be discharged before noon the next day. In their study, identifying such patients in advance improved the overall early-discharge rate the following day.

Our findings should be interpreted in light of several limitations. Our survey only considers the perspectives of hospitalist and general internal medicine physician leaders at academic medical centers that are part of the Vizient Inc. collaborative. They do not represent all academic or community-based medical centers. Although the perceived effectiveness of some initiatives was high, we did not collect empirical data to support these claims or to determine which initiative had the greatest relative impact on discharge timeliness. Lastly, we did not obtain resident, nursing, or case manager perspectives on discharge practices. Given their roles as frontline providers, we may have missed these alternative perspectives.

Our study shows there is a strong interest in increasing early discharges in an effort to improve hospital throughput and patient flow.

 

 

Acknowledgments

The authors thank all participants who completed the survey and Danielle Carrier at Vizient Inc. (formally University HealthSystem Consortium) for her assistance in obtaining data.

Disclosures

Hemali Patel, Margaret Fang, Michelle Mourad, Adrienne Green, Ryan Murphy, and James Harrison report no conflicts of interest. At the time the research was conducted, Robert Wachter reported that he is a member of the Lucian Leape Institute at the National Patient Safety Foundation (no compensation except travel expenses); recently chaired an advisory board to England’s National Health Service (NHS) reviewing the NHS’s digital health strategy (no compensation except travel expenses); has a contract with UCSF from the Agency for Healthcare Research and Quality to edit a patient-safety website; receives compensation from John Wiley & Sons for writing a blog; receives royalties from Lippincott Williams & Wilkins and McGraw-Hill Education for writing and/or editing several books; receives stock options for serving on the board of Acuity Medical Management Systems; receives a yearly stipend for serving on the board of The Doctors Company; serves on the scientific advisory boards for amino.com, PatientSafe Solutions Inc., Twine, and EarlySense (for which he receives stock options); has a small royalty stake in CareWeb, a hospital communication tool developed at UCSF; and holds the Marc and Lynne Benioff Endowed Chair in Hospital Medicine and the Holly Smith Distinguished Professorship in Science and Medicine at UCSF.

 

The discharge process is a critical bottleneck for efficient patient flow through the hospital. Delayed discharges translate into delays in admissions and other patient transitions, often leading to excess costs, patient dissatisfaction, and even patient harm.1-3 The emergency department is particularly impacted by these delays; bottlenecks there lead to overcrowding, increased overall hospital length of stay, and increased risks for bad outcomes during hospitalization.2

Academic medical centers in particular may struggle with delayed discharges. In a typical teaching hospital, a team composed of an attending physician and housestaff share responsibility for determining the discharge plan. Additionally, clinical teaching activities may affect the process and quality of discharge.4-6

The prevalence and causes of delayed discharges vary greatly.7-9 To improve efficiency around discharge, many hospitals have launched initiatives designed to discharge patients earlier in the day, including goal setting (“discharge by noon”), scheduling discharge appointments, and using quality-improvement methods, such as Lean Methodology (LEAN), to remove inefficiencies within discharge processes.10-12 However, there are few data on the prevalence and effectiveness of different strategies.

The aim of this study was to survey academic hospitalist and general internal medicine physician leaders to elicit their perspectives on the factors contributing to discharge timing and the relative importance and effectiveness of early-discharge initiatives.

METHODS

Study Design, Participants, and Oversight

We obtained a list of 115 university-affiliated hospitals associated with a residency program and, in most cases, a medical school from Vizient Inc. (formerly University HealthSystem Consortium), an alliance of academic medical centers and affiliated hospitals. Each member institution submits clinical data to allow for the benchmarking of outcomes to drive transparency and quality improvement.13 More than 95% of the nation’s academic medical centers and affiliated hospitals participate in this collaborative. Vizient works with members but does not set nor promote quality metrics, such as discharge timeliness. E-mail addresses for hospital medicine physician leaders (eg, division chief) of major academic medical centers were obtained from each institution via publicly available data (eg, the institution’s website). When an institution did not have a hospital medicine section, we identified the division chief of general internal medicine. The University of California, San Francisco Institutional Review Board approved this study.

Survey Development and Domains

We developed a 30-item survey to evaluate 5 main domains of interest: current discharge practices, degree of prioritization of early discharge on the inpatient service, barriers to timely discharge, prevalence and perceived effectiveness of implemented early-discharge initiatives, and barriers to implementation of early-discharge initiatives.

Respondents were first asked to identify their institutions’ goals for discharge time. They were then asked to compare the priority of early-discharge initiatives to other departmental quality-improvement initiatives, such as reducing 30-day readmissions, improving interpreter use, and improving patient satisfaction. Next, respondents were asked to estimate the degree to which clinical or patient factors contributed to delays in discharge. Respondents were then asked whether specific early-discharge initiatives, such as changes to rounding practices or communication interventions, were implemented at their institutions and, if so, the perceived effectiveness of these initiatives at meeting discharge targets. We piloted the questions locally with physicians and researchers prior to finalizing the survey.

Data Collection

We sent surveys via an online platform (Research Electronic Data Capture).14 Nonresponders were sent 2 e-mail reminders and then a follow-up telephone call asking them to complete the survey. Only 1 survey per academic medical center was collected. Any respondent who completed the survey within 2 weeks of receiving it was entered to win a Kindle Fire.

Data Analysis

We summarized survey responses using descriptive statistics. Analysis was completed in IBM SPSS version 22 (Armonk, NY).

RESULTS

Survey Respondent and Institutional Characteristics

Of the 115 institutions surveyed, we received 61 responses (response rate of 53%), with 39 (64%) respondents from divisions of hospital medicine and 22 (36%) from divisions of general internal medicine. A majority (n = 53; 87%) stated their medicine services have a combination of teaching (with residents) and nonteaching (without residents) teams. Thirty-nine (64%) reported having daily multidisciplinary rounds.

 

 

Early Discharge as a Priority

Forty-seven (77%) institutional representatives strongly agreed or agreed that early discharge was a priority, with discharge by noon being the most common target time (n = 23; 38%). Thirty (50%) respondents rated early discharge as more important than improving interpreter use for non-English-speaking patients and equally important as reducing 30-day readmissions (n = 29; 48%) and improving patient satisfaction (n = 27; 44%).

Factors Delaying Discharge

The most common factors perceived as delaying discharge were considered external to the hospital, such as postacute care bed availability or scheduled (eg, ambulance) transport delays (n = 48; 79%), followed by patient factors such as patient transport issues (n = 44; 72%). Less commonly reported were workflow issues, such as competing primary team priorities or case manager bandwidth (n = 38; 62%; Table 1).

Initiatives to Improve Discharge

The most commonly implemented initiatives perceived as effective at improving discharge times were the preemptive identification of early discharges to plan discharge paperwork (n = 34; 56%), communication with patients about anticipated discharge time on the day prior to discharge (n = 29; 48%), and the implementation of additional rounds between physician teams and case managers specifically around discharge planning (n = 28; 46%). Initiatives not commonly implemented included regular audit of and feedback on discharge times to providers and teams (n = 21; 34%), the use of a discharge readiness checklist (n = 26; 43%), incentives such as bonuses or penalties (n = 37; 61%), the use of a whiteboard to indicate discharge times (n = 23; 38%), and dedicated quality-improvement approaches such as LEAN (n = 37; 61%; Table 2).

DISCUSSION

Our study suggests early discharge for medicine patients is a priority among academic institutions. Hospitalist and general internal medicine physician leaders in our study generally attributed delayed discharges to external factors, particularly unavailability of postacute care facilities and transportation delays. Having issues with finding postacute care placements is consistent with previous findings by Selker et al.15 and Carey et al.8 This is despite the 20-year difference between Selker et al.’s study and the current study, reflecting a continued opportunity for improvement, including stronger partnerships with local and regional postacute care facilities to expedite care transition and stronger discharge-planning efforts early in the admission process. Efforts in postacute care placement may be particularly important for Medicaid-insured and uninsured patients.

Our responders, hospitalist and internal medicine physician leaders, did not perceive the additional responsibilities of teaching and supervising trainees to be factors that significantly delayed patient discharge. This is in contrast to previous studies, which attributed delays in discharge to prolonged clinical decision-making related to teaching and supervision.4-6,8 This discrepancy may be due to the fact that we only surveyed single physician leaders at each institution and not residents. Our finding warrants further investigation to understand the degree to which resident skills may impact discharge planning and processes.

Institutions represented in our study have attempted a variety of initiatives promoting earlier discharge, with varying levels of perceived success. Initiatives perceived to be the most effective by hospital leaders centered on 2 main areas: (1) changing individual provider practice and (2) anticipatory discharge preparation. Interestingly, this is in discordance with the main factors labeled as causing delays in discharges, such as obtaining postacute care beds, busy case managers, and competing demands on primary teams. We hypothesize this may be because such changes require organization- or system-level changes and are perceived as more arduous than changes at the individual level. In addition, changes to individual provider behavior may be more cost- and time-effective than more systemic initiatives.

Our findings are consistent with the work published by Wertheimer and colleagues,11 who show that additional afternoon interdisciplinary rounds can help identify patients who may be discharged before noon the next day. In their study, identifying such patients in advance improved the overall early-discharge rate the following day.

Our findings should be interpreted in light of several limitations. Our survey only considers the perspectives of hospitalist and general internal medicine physician leaders at academic medical centers that are part of the Vizient Inc. collaborative. They do not represent all academic or community-based medical centers. Although the perceived effectiveness of some initiatives was high, we did not collect empirical data to support these claims or to determine which initiative had the greatest relative impact on discharge timeliness. Lastly, we did not obtain resident, nursing, or case manager perspectives on discharge practices. Given their roles as frontline providers, we may have missed these alternative perspectives.

Our study shows there is a strong interest in increasing early discharges in an effort to improve hospital throughput and patient flow.

 

 

Acknowledgments

The authors thank all participants who completed the survey and Danielle Carrier at Vizient Inc. (formally University HealthSystem Consortium) for her assistance in obtaining data.

Disclosures

Hemali Patel, Margaret Fang, Michelle Mourad, Adrienne Green, Ryan Murphy, and James Harrison report no conflicts of interest. At the time the research was conducted, Robert Wachter reported that he is a member of the Lucian Leape Institute at the National Patient Safety Foundation (no compensation except travel expenses); recently chaired an advisory board to England’s National Health Service (NHS) reviewing the NHS’s digital health strategy (no compensation except travel expenses); has a contract with UCSF from the Agency for Healthcare Research and Quality to edit a patient-safety website; receives compensation from John Wiley & Sons for writing a blog; receives royalties from Lippincott Williams & Wilkins and McGraw-Hill Education for writing and/or editing several books; receives stock options for serving on the board of Acuity Medical Management Systems; receives a yearly stipend for serving on the board of The Doctors Company; serves on the scientific advisory boards for amino.com, PatientSafe Solutions Inc., Twine, and EarlySense (for which he receives stock options); has a small royalty stake in CareWeb, a hospital communication tool developed at UCSF; and holds the Marc and Lynne Benioff Endowed Chair in Hospital Medicine and the Holly Smith Distinguished Professorship in Science and Medicine at UCSF.

 

References

1. Khanna S, Boyle J, Good N, Lind J. Impact of admission and discharge peak times on hospital overcrowding. Stud Health Technol Inform. 2011;168:82-88. PubMed
2. White BA, Biddinger PD, Chang Y, Grabowski B, Carignan S, Brown DFM. Boarding Inpatients in the Emergency Department Increases Discharged Patient Length of Stay. J Emerg Med. 2013;44(1):230-235. doi:10.1016/j.jemermed.2012.05.007. PubMed
3. Derlet RW, Richards JR. Overcrowding in the nation’s emergency departments: complex causes and disturbing effects. Ann Emerg Med. 2000;35(1):63-68. PubMed
4. da Silva SA, Valácio RA, Botelho FC, Amaral CFS. Reasons for discharge delays in teaching hospitals. Rev Saúde Pública. 2014;48(2):314-321. doi:10.1590/S0034-8910.2014048004971. PubMed
5. Greysen SR, Schiliro D, Horwitz LI, Curry L, Bradley EH. “Out of Sight, Out of Mind”: Housestaff Perceptions of Quality-Limiting Factors in Discharge Care at Teaching Hospitals. J Hosp Med Off Publ Soc Hosp Med. 2012;7(5):376-381. doi:10.1002/jhm.1928. PubMed
6. Goldman J, Reeves S, Wu R, Silver I, MacMillan K, Kitto S. Medical Residents and Interprofessional Interactions in Discharge: An Ethnographic Exploration of Factors That Affect Negotiation. J Gen Intern Med. 2015;30(10):1454-1460. doi:10.1007/s11606-015-3306-6. PubMed
7. Okoniewska B, Santana MJ, Groshaus H, et al. Barriers to discharge in an acute care medical teaching unit: a qualitative analysis of health providers’ perceptions. J Multidiscip Healthc. 2015;8:83-89. doi:10.2147/JMDH.S72633. PubMed
8. Carey MR, Sheth H, Scott Braithwaite R. A Prospective Study of Reasons for Prolonged Hospitalizations on a General Medicine Teaching Service. J Gen Intern Med. 2005;20(2):108-115. doi:10.1111/j.1525-1497.2005.40269.x. PubMed
9. Kim CS, Hart AL, Paretti RF, et al. Excess Hospitalization Days in an Academic Medical Center: Perceptions of Hospitalists and Discharge Planners. Am J Manag Care. 2011;17(2):e34-e42. http://www.ajmc.com/journals/issue/2011/2011-2-vol17-n2/AJMC_11feb_Kim_WebX_e34to42/. Accessed on October 26, 2016.
10. Gershengorn HB, Kocher R, Factor P. Management Strategies to Effect Change in Intensive Care Units: Lessons from the World of Business. Part II. Quality-Improvement Strategies. Ann Am Thorac Soc. 2014;11(3):444-453. doi:10.1513/AnnalsATS.201311-392AS. PubMed
11. Wertheimer B, Jacobs REA, Bailey M, et al. Discharge before noon: An achievable hospital goal. J Hosp Med. 2014;9(4):210-214. doi:10.1002/jhm.2154. PubMed
12. Manning DM, Tammel KJ, Blegen RN, et al. In-room display of day and time patient is anticipated to leave hospital: a “discharge appointment.” J Hosp Med. 2007;2(1):13-16. doi:10.1002/jhm.146. PubMed
13. Networks for academic medical centers. https://www.vizientinc.com/Our-networks/Networks-for-academic-medical-centers. Accessed on July 13, 2017.
14. Harris PA, Taylor R, Thielke R, Payne J, Gonzalez N, Conde JG. Research Electronic Data Capture (REDCap) - A metadata-driven methodology and workflow process for providing translational research informatics support. J Biomed Inform. 2009;42(2):377-381. doi:10.1016/j.jbi.2008.08.010. PubMed
15. Selker HP, Beshansky JR, Pauker SG, Kassirer JP. The epidemiology of delays in a teaching hospital. The development and use of a tool that detects unnecessary hospital days. Med Care. 1989;27(2):112-129. PubMed

References

1. Khanna S, Boyle J, Good N, Lind J. Impact of admission and discharge peak times on hospital overcrowding. Stud Health Technol Inform. 2011;168:82-88. PubMed
2. White BA, Biddinger PD, Chang Y, Grabowski B, Carignan S, Brown DFM. Boarding Inpatients in the Emergency Department Increases Discharged Patient Length of Stay. J Emerg Med. 2013;44(1):230-235. doi:10.1016/j.jemermed.2012.05.007. PubMed
3. Derlet RW, Richards JR. Overcrowding in the nation’s emergency departments: complex causes and disturbing effects. Ann Emerg Med. 2000;35(1):63-68. PubMed
4. da Silva SA, Valácio RA, Botelho FC, Amaral CFS. Reasons for discharge delays in teaching hospitals. Rev Saúde Pública. 2014;48(2):314-321. doi:10.1590/S0034-8910.2014048004971. PubMed
5. Greysen SR, Schiliro D, Horwitz LI, Curry L, Bradley EH. “Out of Sight, Out of Mind”: Housestaff Perceptions of Quality-Limiting Factors in Discharge Care at Teaching Hospitals. J Hosp Med Off Publ Soc Hosp Med. 2012;7(5):376-381. doi:10.1002/jhm.1928. PubMed
6. Goldman J, Reeves S, Wu R, Silver I, MacMillan K, Kitto S. Medical Residents and Interprofessional Interactions in Discharge: An Ethnographic Exploration of Factors That Affect Negotiation. J Gen Intern Med. 2015;30(10):1454-1460. doi:10.1007/s11606-015-3306-6. PubMed
7. Okoniewska B, Santana MJ, Groshaus H, et al. Barriers to discharge in an acute care medical teaching unit: a qualitative analysis of health providers’ perceptions. J Multidiscip Healthc. 2015;8:83-89. doi:10.2147/JMDH.S72633. PubMed
8. Carey MR, Sheth H, Scott Braithwaite R. A Prospective Study of Reasons for Prolonged Hospitalizations on a General Medicine Teaching Service. J Gen Intern Med. 2005;20(2):108-115. doi:10.1111/j.1525-1497.2005.40269.x. PubMed
9. Kim CS, Hart AL, Paretti RF, et al. Excess Hospitalization Days in an Academic Medical Center: Perceptions of Hospitalists and Discharge Planners. Am J Manag Care. 2011;17(2):e34-e42. http://www.ajmc.com/journals/issue/2011/2011-2-vol17-n2/AJMC_11feb_Kim_WebX_e34to42/. Accessed on October 26, 2016.
10. Gershengorn HB, Kocher R, Factor P. Management Strategies to Effect Change in Intensive Care Units: Lessons from the World of Business. Part II. Quality-Improvement Strategies. Ann Am Thorac Soc. 2014;11(3):444-453. doi:10.1513/AnnalsATS.201311-392AS. PubMed
11. Wertheimer B, Jacobs REA, Bailey M, et al. Discharge before noon: An achievable hospital goal. J Hosp Med. 2014;9(4):210-214. doi:10.1002/jhm.2154. PubMed
12. Manning DM, Tammel KJ, Blegen RN, et al. In-room display of day and time patient is anticipated to leave hospital: a “discharge appointment.” J Hosp Med. 2007;2(1):13-16. doi:10.1002/jhm.146. PubMed
13. Networks for academic medical centers. https://www.vizientinc.com/Our-networks/Networks-for-academic-medical-centers. Accessed on July 13, 2017.
14. Harris PA, Taylor R, Thielke R, Payne J, Gonzalez N, Conde JG. Research Electronic Data Capture (REDCap) - A metadata-driven methodology and workflow process for providing translational research informatics support. J Biomed Inform. 2009;42(2):377-381. doi:10.1016/j.jbi.2008.08.010. PubMed
15. Selker HP, Beshansky JR, Pauker SG, Kassirer JP. The epidemiology of delays in a teaching hospital. The development and use of a tool that detects unnecessary hospital days. Med Care. 1989;27(2):112-129. PubMed

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Patient Whiteboards in the Hospital Setting

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Patient whiteboards as a communication tool in the hospital setting: A survey of practices and recommendations

Communication failures are a frequent cause of adverse events14; the Joint Commission (TJC) reports that such failures contributed to 65% of reported sentinel events.5 Strategies to improve communication have focused on implementing formal teamwork training programs and/or teaching specific communication skills.613 While these strategies largely address communication between healthcare providers, there is a growing emphasis on developing strategies to engage patients in their care, and improving communication with them and their families.

In 2007, TJC announced a new National Patient Safety Goal (NPSG) that encourage(s) patients' active involvement in their own care as a patient safety strategy.14 This builds upon a landmark Institute of Medicine report that highlighted patient‐centeredness as 1 of the 6 domains for delivering high‐quality care.15 Current literature on developing such patient‐centered strategies enumerates several approaches, including better access to health information, use of innovative technology solutions, and focused efforts at improving communication.1618

The placement of whiteboards in patient rooms is an increasingly common strategy to improve communication. These boards, typically placed on a wall near a patient's hospital bed, allow any number of providers to communicate a wide range of information. Both Kaiser Permanente's Nurse Knowledge Exchange program and the Institute for Healthcare Improvement's Transforming Care at the Bedside promote whiteboard use, though with little specific guidance about practical implementation.19,20 Despite their growing prevalence, there is no published literature guiding the most effective uses of whiteboards, or describing their impact on communication, teamwork, or patient satisfaction and care. We present findings from a survey of patient whiteboard use on an academic medical service, and offer a series of recommendations based on our findings and experiences.

Methods

We anonymously surveyed bedside nurses from 3 inpatient medical units, internal medicine housestaff, and faculty from the Division of Hospital Medicine at the University of California, San Francisco (UCSF). We solicited experiences of physician and nursing leaders who were engaged in whiteboard interventions over the past 2 years to identify relevant topics for study. Their experiences were based on isolated unit‐based efforts to implement whiteboards through a variety of strategies (eg, whiteboard templates, simple identification of provider teams, goals for the day). Their input guided the survey development and the suggested recommendations. The topics identified were then translated into multiple‐choice questions, and further edited for clarity by the authors. A Likert scale was used that measured frequency of use, usefulness, and attitudes toward patient whiteboards. An open‐ended question seeking additional comments about patient whiteboards was also asked. The survey was administered to nurses at staff meetings and through physical mailboxes on their respective patient care units with a 1‐month collection period. The survey was administered to housestaff and attendings via e‐mail listserves using an online commercial survey administration tool.21 The nursing surveys were later entered into the same online survey administration tool, which ultimately provided summary reports and descriptive findings to meet the study objectives. Our project was reviewed and approved by the UCSF Committee on Human Research.

Results

Survey responses were collected from 104 nurse respondents (81% response rate), 118 internal medicine housestaff (74% response rate), and 31 hospitalists (86% response rate). Nurses were far more likely to write on whiteboards, read what was written on them, and find the related information useful (Figure 1A‐C). Nurses, housestaff, and attendings all believed the bedside nurse was the single most important provider name listed on a whiteboard. However, the respondents differed in their rated value of other providers listed on the whiteboard (Figure 2). Nurses gave higher ratings to the utility of having patient care assistants (PCAs) listed as compared to housestaff and attendings. Overall, respondents felt it would be less useful to list consultants and pharmacists than the nurse, attending, and housestaff. All of the respondents believed family contact information was the most useful information on a whiteboard, whereas more nurses rated a goal for the day and anticipated discharge date as more useful than housestaff and attendings (Figure 3).

Figure 1
Patient whiteboard practices. (A) How often do you write on a whiteboard in a patient's room? (B) How often do you read what is written on a whiteboard in a patient's room? (C) How useful do you find the information on a whiteboard in a patient's room? (A‐C) Percent responding to each option.
Figure 2
Utility of specific providers listed on a patient whiteboard. Percent who responded “very useful.”
Figure 3
Utility of specific information written on a patient whiteboard. Percent who responded “very useful.”

From an operational standpoint, the majority of respondents felt that nurses should be responsible for the information on a whiteboard, nurses and physicians together should create goals for the day, and the greatest barrier to using whiteboards was not having pens easily available (Figure 4A‐C). Most respondents also agreed that using templated whiteboards (with predefined fields) to guide content would increase their use (Figure 4D). All respondents believed that whiteboard use could improve teamwork and communication as well as patient care (Figure 5). Respondents also offered a variety of specific comments in response to an open‐ended question about whiteboard use (Table 1).

Figure 4
Operational aspects of patient whiteboard use. (A) Who should be responsible for the information on a patient whiteboard? (B) If writing a goal for the day on a whiteboard, who should create the goal? (C) What are the barriers to using a patient whiteboard? (D) Creating predesigned whiteboards with templates that clearly define the information to be written on them would increase their use. (A‐C) Percent responding to each option. (D) Percent who responded “agree” or “strongly agree.”
Figure 5
Role of whiteboard in improving patient care and teamwork. Percent who responded “agree” or “strongly agree” to “Use of whiteboard can improve.…”
Selected Respondent Comments About Whiteboard Use
From nurses If MDs were engaged in using (or reviewing the information on) whiteboards more, it might reduce the number of times we page them to clarify care plans
It might be helpful to have a dedicated section on the whiteboard where families can write questions that are separate from other information that the nurse writes on them
Part of the bedside nurse role is to be a patient advocate and the whiteboard can be a tool to assist in this important responsibility
Nothing is worse than a patient (or family member) asking me, What's the plan for the day?and being unable to do so because a goal (or scheduled procedure) hasn't been communicated to me by the MD or written on the whiteboard
I would use [whiteboards] more if they were clearly being used as a patient‐centered communication tool rather than trying to improve communication between us and the MDs.
From physicians The boards need to be kept simple for success.
There needs to be specific training to make this a cultural norm across care providers and reinforced on a regular basis. If it's a priority, there should be audits, tracking for performance (accuracy and updated info), and feedback to providers. I would also ask patients what info they would like to see, as [whiteboards] should be patient‐centered, not provider‐centered.
Having providers intermittently write on whiteboards should not be considered a substitute for communication. In fact, this would likely only further display our lack of cohesive communication to patients and families.
I have been skeptical that the goals for the day for an ill patient can be satisfactorily reduced to a statement that fits on a whiteboard and that forecasting a day of discharge well in advance is frequently wrong and may create more confusion than it alleviates. I am also concerned that if a goal for the day on a whiteboard is intended for the nurse, this is substituting for richer channels of communications, such as the nurse reading the progress notes, speaking with the physicians, or communicating through the charge nurse who attends our case management rounds.
Whiteboards are frequently not accurate, underused, and they require patients to have visual acuity, cognition, and speak Englishall challenges depending on your patient population.

Discussion

Our findings demonstrate the potential value of patient whiteboards, which is supported by the vast majority of respondents, who agreed their use may improve patient care and teamwork. It is also clear that whiteboard use is not achieving this potential or being used as a patient‐centered tool. This is best illustrated by findings of their low rate of use and completion among attendings and housestaff (Figure 1A, B) and the lack of consensus as to what information on the whiteboards is useful. Patient whiteboards require defined goals, thoughtful planning, regular monitoring, and ongoing evaluation. The challenges around effective adoption and implementation is perhaps more about ensuring compliance and completion rather than simply gaining buy‐in and engagement for their value.

While the differential use of whiteboards between nurses and physicians was not surprising, a few specific findings warrant further discussion. First, it is interesting that nurses rated their own names and that of PCAs as the most useful, while physicians rated the nurse's name as being of equal value to their own. This may speak to the role PCAs play for nurses in helping the latter provide bedside care, rather than a reflection of the nurses' perception of the value of PCAs for patients. Second, while all respondents rated highly the value of family contact information on the whiteboard, nurses valued a goal for the day and anticipated discharge date more highly than did physicians. These findings likely reflect that nurses desire an understanding about plans of care and if they are not communicated face‐to‐face as the most effective strategy,22 they should at least be spelled out clearly on a whiteboard. This is supported by evidence that better collaboration between nurses and physicians improves patient outcomes.23 It may also be that physicians place more value on their own progress notes (rather than whiteboards) as a vehicle for communicating daily goals and discharge planning.

Other practical considerations involve who owns it and, if we do create goals for the day, whose goals should they represent? The majority of nurse and physician responses advocated for nurses to be responsible for accurate and complete information being updated on whiteboards. A larger percentage of attendings favored shared responsibility of the whiteboard, which was reinforced by their support of having goals for the day created jointly by nurses and physicians. Interestingly, a much smaller percentage of respondents felt goals for the day should be driven by patients (or family members). These data may point to the different perspectives that each individual provider bringsphysician, nurse, pharmacist, discharge plannerwith their respective goals differing in nature. Finally, it is also interesting that while attendings and housestaff believed that whiteboards can improve patient care teamwork/communication (Figure 5), a much smaller percentage actually read what is on them (Figure 1B). This may reflect the unclear goals of whiteboards, its absence as part of daily workflow, the infrequency of updated information on them, or perhaps an institution‐specific phenomenon that we will use to drive further improvement strategies.

Selected respondent comments (Table 1) highlight important messages about whiteboard use and provide helpful context to the survey responses. We found that the goal of whiteboard use is not always clear; is it to improve communication among providers, to improve communication with patients, a tool to engage patients in their care, or some combination of the above? Without a clear goal, providers are left to wonder whether whiteboard use is simply another task or really an intervention to improve care. This may in part, or perhaps fully, explain the differences discovered in whiteboard use and practices among our surveyed providers.

If, however, one were to make clear that the goal of patient whiteboards is to engage patients in their care and help achieve an important NPSG, methods to implement their use become better guided. A limitation of our study is that we did not survey patients about their perceptions of whiteboards use, an important needs assessment that would further drive this patient‐centered intervention. Regardless, we can draw a number of lessons from our findings and devise a set of reasonable recommendations.

Recommendations

We provide the following set of recommendations for hospitals adopting patient whiteboards, drawing on our survey findings and experiences with implementation at our own institution. We also acknowledge the role that local hospital cultures may play in adopting whiteboard use, and our recommendations are simply guidelines that can be applied or used in planning efforts. We believe effective use of a patient whiteboard requires a patient‐centered approach and the following:

  • Whiteboards should be placed in clear view of patients from their hospital bed

    A simple yet critical issue as placing a whiteboard behind a patient's bed or off to the side fails to provide them with a constant visual cue to engage in the information.

  • Buy and fasten erasable pens to the whiteboards themselves

    In our institution, purchasing pens for each provider was a less effective strategy than simply affixing the pen to the whiteboard itself. A supply of erasable pens must be available at the nursing station to quickly replace those with fading ink.

  • Create whiteboard templates

    Our findings and experience suggest that structured formats for whiteboards may be more effective in ensuring both important and accurate information gets included. Blank whiteboards lead to less standardization in practice and fail to create prompts for providers to both write and review the content available. Anecdotally, we created a number of whiteboards with templated information, and this did seem to increase the consistency, standardization, and ease of use.

  • Whiteboard templates should include the following items:

    • Day and Date

      This serves to orient patients (and their families) as well as providers with the date of information written on the whiteboard. It is also an important mechanism to ensure information is updated daily.

    • Patient's name (or initials)

      With bed turnover (or patient transfers to different beds and units) commonplace in hospital care, we believe that listing the patient's name on the board prevents the potential for patients (and their families) or providers to mistakenly take information from a previous patient's care on the whiteboard for their own.

    • Bedside nurse

      This was noted as the most useful provider listed on a patient whiteboard, which is quite logical given the role bedside nurses play for hospitalized patients.

    • Primary physician(s) (attending, resident, and intern, if applicable)

      This was noted as the next most important provider(s) and perhaps increasingly important both in teaching and nonteaching settings where shift‐work and signouts are growing in frequency among physicians.

    • Goal for the day

      While this was not a consensus from our survey respondents, we believe patients (rather than providers) should ultimately guide determination of their goal for the day as this engages them directly with the planachieving a patient‐centered initiative. In our experience, an effective strategy was having the bedside nurse directly engage patients each morning to help place a goal for the day on their whiteboard.

    • Anticipated discharge date

      While understanding the potential for this date to change, we believe the benefits of having patients (and their families) thinking about discharge, rather than feeling surprised by it on the morning of discharge, serves as an important mechanism to bridge communication about the discharge process.24

    • Family member's contact information (phone number)

    • Questions for providers

      This last entry allows a space for families to engage the healthcare team and, once again, create an opportunity for clarification of treatment and discharge plans.

    • Bedside nurses should facilitate writing and updating information on the whiteboard

      Without our survey findings, this might have generated debate or controversy over whether nurses should be burdened with one more task to their responsibilities. However, our nurse respondents embraced this responsibility with spontaneous comments about their patient advocate role, and stated that whiteboards can serve as a tool to assist in that responsibility. Furthermore, not a single nurse respondent stated as barrier to use that I didn't think it was my responsibility. Nonetheless, whiteboard use must be a shared communication tool and not simply a tool between nurse and patient. Practically, we would recommend that bedside nurses facilitate updating whiteboards each morning, at a time when they are already helping patients create a goal for the day. Other providers must be trained to review information on the whiteboard, engage patients about their specific goal, and share the responsibility of keeping the information on the whiteboard updated.

    • Create a system for auditing utilization and providing feedback early during rollout

      We found that adoption was very slow at the outset. One strategy to consider is having designated auditors check whiteboards in each room, measuring weekly compliance and providing this feedback to nurse managers. This auditing process may help identify barriers that can be addressed quickly (eg, unavailability of pens).

    Finally, it is important to comment on the confidentiality concerns often raised in the context of whiteboard use. Confidentiality concerns largely arise from personal health information being used without a patient's explicit consent. If our recommendations are adopted, they require whiteboard use to be a patient‐centered and patient‐driven initiative. The type of information on the whiteboard should be determined with sensitivity but also with consent of the patient. We have not experienced any concerns by patients or providers in this regard because patients are told about the goals of the whiteboard initiative with our above principles in mind.

    Conclusions

    Patient whiteboards may improve communication among members of the healthcare team (eg, nurses, physicians, and others) and between providers and their patients (and family members). Further investigation is warranted to determine if adopting our recommendations leads to improved communication, teamwork, or patient satisfaction and care. In the meantime, as many hospitals continue to install and implement whiteboards, we hope our recommendations, accompanied by an emphasis on creating a patient‐centered communication tool, offer a roadmap for considering best practices in their use.

    Acknowledgements

    This study of patient whiteboards developed during the Triad for Optimal Patient Safety (TOPS) project, an effort focused on improving unit‐based safety culture through improved teamwork and communication. The authors thank the Gordon and Betty Moore Foundation for their active support and funding of the TOPS project, which was a collaboration between the Schools of Medicine, Nursing, and Pharmacy at the University of California, San Francisco.

    References
    1. Arora V,Johnson J,Lovinger D,Humphrey HJ,Meltzer DO.Communication failures in patient sign‐out and suggestions for improvement: a critical incident analysis.Qual Saf Health Care.2005;14(6):401407.
    2. Gawande AA,Zinner MJ,Studdert DM,Brennan TA.Analysis of errors reported by surgeons at three teaching hospitals.Surgery.2003;133(6):614621.
    3. Greenberg CC,Regenbogen SE,Studdert DM, et al.Patterns of communication breakdowns resulting in injury to surgical patients.J Am Coll Surg.2007;204(4):533540.
    4. Sutcliffe KM,Lewton E,Rosenthal MM.Communication failures: an insidious contributor to medical mishaps.Acad Med.2004;79(2):186194.
    5. The Joint Commission: Sentinel Event Statistics, March 31,2009. Available at: http://www.jointcommission.org/SentinelEvents/Statistics. Accessed October 2009.
    6. Awad SS,Fagan SP,Bellows C, et al.Bridging the communication gap in the operating room with medical team training.Am J Surg.2005;190(5):770774.
    7. Morey JC,Simon R,Jay GD, et al.Error reduction and performance improvement in the emergency department through formal teamwork training: evaluation results of the MedTeams project.Health Serv Res.2002;37(6):15531581.
    8. Clancy CM,Tornberg DN.TeamSTEPPS: assuring optimal teamwork in clinical settings.Am J Med Qual.2007;22(3):214217.
    9. Dunn EJ,Mills PD,Neily J,Crittenden MD,Carmack AL,Bagian JP.Medical team training: applying crew resource management in the Veterans Health Administration.Jt Comm J Qual Patient Saf.2007;33(6):317325.
    10. Barrett J,Gifford C,Morey J,Risser D,Salisbury M.Enhancing patient safety through teamwork training.J Healthc Risk Manag.2001;21(4):5765.
    11. Leonard M,Graham S,Bonacum D.The human factor: the critical importance of effective teamwork and communication in providing safe care.Qual Saf Health Care.2004;13(suppl 1):i85i90.
    12. Haig KM,Sutton S,Whittington J.SBAR: a shared mental model for improving communication between clinicians.Jt Comm J Qual Patient Saf.2006;32(3):167175.
    13. Sehgal NL,Fox M,Vidyarthi AR, et al.A multidisciplinary teamwork training program: the Triad for Optimal Patient Safety (TOPS) experience.J Gen Intern Med.2008;23(12):20532057.
    14. The Joint Commission's National Patient Safety Goals 2007 for Hospital/Critical Access Hospital. Available at:http://www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals/07_hap_cah_npsgs.htm. Accessed October 2009.
    15. Institute of Medicine (U.S.). Committee on Quality of Health Care in America.Crossing the Quality Chasm: A New Health System for the 21st Century.Washington, DC:National Academy Press;2001.
    16. Bergeson SC,Dean JD.A systems approach to patient‐centered care.JAMA.2006;296(23):28482851.
    17. Wasson JH,Godfrey MM,Nelson ED,Mohr JJ,Batalden PB.Microsystems in health care: Part 4. Planning patient‐centered care.Jt Comm J Qual Saf.2003;29(5):227237.
    18. Gerteis M, Edgman‐Levitan S, Daley J, Delbanco TL, eds.Through the Patient's Eyes: Understanding and Promoting Patient‐Centered Care.San Francisco, CA:Jossey‐Bass;1993.
    19. Rutherford P,Lee B,Greiner A.Transforming Care at the Bedside. IHI Innovation Series white paper. Boston, MA: Institute for Healthcare Improvement;2004. Available at: http://www.ihi.org. Accessed October 2009.
    20. Fahey L.Schilling L.Nurse Knowledge Exchange: Patient Hand Offs. American Academy of Ambulatory Care Nursing (AAACN) Viewpoint. Sep/Oct 2007. Available at: http://findarticles.com/p/articles/mi_qa4022/is_200709/ai_n21137476. Accessed October 2009.
    21. Survey Console. Available at: http://www.surveyconsole.com. Accessed October 2009.
    22. How do we communicate?Communication on Agile Software Projects. Available at: www.agilemodeling.com/essays/communication.htm. Accessed October 2009.
    23. Baggs JG,Schmitt MH,Mushlin AI, et al.Association between nurse‐physician collaboration and patient outcomes in three intensive care units.Crit Care Med.1999;27(9):19911998.
    24. Sehgal NL.Engaging patients at hospital discharge.J Hosp Med.2008;3(6):498500.
    Article PDF
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    Communication failures are a frequent cause of adverse events14; the Joint Commission (TJC) reports that such failures contributed to 65% of reported sentinel events.5 Strategies to improve communication have focused on implementing formal teamwork training programs and/or teaching specific communication skills.613 While these strategies largely address communication between healthcare providers, there is a growing emphasis on developing strategies to engage patients in their care, and improving communication with them and their families.

    In 2007, TJC announced a new National Patient Safety Goal (NPSG) that encourage(s) patients' active involvement in their own care as a patient safety strategy.14 This builds upon a landmark Institute of Medicine report that highlighted patient‐centeredness as 1 of the 6 domains for delivering high‐quality care.15 Current literature on developing such patient‐centered strategies enumerates several approaches, including better access to health information, use of innovative technology solutions, and focused efforts at improving communication.1618

    The placement of whiteboards in patient rooms is an increasingly common strategy to improve communication. These boards, typically placed on a wall near a patient's hospital bed, allow any number of providers to communicate a wide range of information. Both Kaiser Permanente's Nurse Knowledge Exchange program and the Institute for Healthcare Improvement's Transforming Care at the Bedside promote whiteboard use, though with little specific guidance about practical implementation.19,20 Despite their growing prevalence, there is no published literature guiding the most effective uses of whiteboards, or describing their impact on communication, teamwork, or patient satisfaction and care. We present findings from a survey of patient whiteboard use on an academic medical service, and offer a series of recommendations based on our findings and experiences.

    Methods

    We anonymously surveyed bedside nurses from 3 inpatient medical units, internal medicine housestaff, and faculty from the Division of Hospital Medicine at the University of California, San Francisco (UCSF). We solicited experiences of physician and nursing leaders who were engaged in whiteboard interventions over the past 2 years to identify relevant topics for study. Their experiences were based on isolated unit‐based efforts to implement whiteboards through a variety of strategies (eg, whiteboard templates, simple identification of provider teams, goals for the day). Their input guided the survey development and the suggested recommendations. The topics identified were then translated into multiple‐choice questions, and further edited for clarity by the authors. A Likert scale was used that measured frequency of use, usefulness, and attitudes toward patient whiteboards. An open‐ended question seeking additional comments about patient whiteboards was also asked. The survey was administered to nurses at staff meetings and through physical mailboxes on their respective patient care units with a 1‐month collection period. The survey was administered to housestaff and attendings via e‐mail listserves using an online commercial survey administration tool.21 The nursing surveys were later entered into the same online survey administration tool, which ultimately provided summary reports and descriptive findings to meet the study objectives. Our project was reviewed and approved by the UCSF Committee on Human Research.

    Results

    Survey responses were collected from 104 nurse respondents (81% response rate), 118 internal medicine housestaff (74% response rate), and 31 hospitalists (86% response rate). Nurses were far more likely to write on whiteboards, read what was written on them, and find the related information useful (Figure 1A‐C). Nurses, housestaff, and attendings all believed the bedside nurse was the single most important provider name listed on a whiteboard. However, the respondents differed in their rated value of other providers listed on the whiteboard (Figure 2). Nurses gave higher ratings to the utility of having patient care assistants (PCAs) listed as compared to housestaff and attendings. Overall, respondents felt it would be less useful to list consultants and pharmacists than the nurse, attending, and housestaff. All of the respondents believed family contact information was the most useful information on a whiteboard, whereas more nurses rated a goal for the day and anticipated discharge date as more useful than housestaff and attendings (Figure 3).

    Figure 1
    Patient whiteboard practices. (A) How often do you write on a whiteboard in a patient's room? (B) How often do you read what is written on a whiteboard in a patient's room? (C) How useful do you find the information on a whiteboard in a patient's room? (A‐C) Percent responding to each option.
    Figure 2
    Utility of specific providers listed on a patient whiteboard. Percent who responded “very useful.”
    Figure 3
    Utility of specific information written on a patient whiteboard. Percent who responded “very useful.”

    From an operational standpoint, the majority of respondents felt that nurses should be responsible for the information on a whiteboard, nurses and physicians together should create goals for the day, and the greatest barrier to using whiteboards was not having pens easily available (Figure 4A‐C). Most respondents also agreed that using templated whiteboards (with predefined fields) to guide content would increase their use (Figure 4D). All respondents believed that whiteboard use could improve teamwork and communication as well as patient care (Figure 5). Respondents also offered a variety of specific comments in response to an open‐ended question about whiteboard use (Table 1).

    Figure 4
    Operational aspects of patient whiteboard use. (A) Who should be responsible for the information on a patient whiteboard? (B) If writing a goal for the day on a whiteboard, who should create the goal? (C) What are the barriers to using a patient whiteboard? (D) Creating predesigned whiteboards with templates that clearly define the information to be written on them would increase their use. (A‐C) Percent responding to each option. (D) Percent who responded “agree” or “strongly agree.”
    Figure 5
    Role of whiteboard in improving patient care and teamwork. Percent who responded “agree” or “strongly agree” to “Use of whiteboard can improve.…”
    Selected Respondent Comments About Whiteboard Use
    From nurses If MDs were engaged in using (or reviewing the information on) whiteboards more, it might reduce the number of times we page them to clarify care plans
    It might be helpful to have a dedicated section on the whiteboard where families can write questions that are separate from other information that the nurse writes on them
    Part of the bedside nurse role is to be a patient advocate and the whiteboard can be a tool to assist in this important responsibility
    Nothing is worse than a patient (or family member) asking me, What's the plan for the day?and being unable to do so because a goal (or scheduled procedure) hasn't been communicated to me by the MD or written on the whiteboard
    I would use [whiteboards] more if they were clearly being used as a patient‐centered communication tool rather than trying to improve communication between us and the MDs.
    From physicians The boards need to be kept simple for success.
    There needs to be specific training to make this a cultural norm across care providers and reinforced on a regular basis. If it's a priority, there should be audits, tracking for performance (accuracy and updated info), and feedback to providers. I would also ask patients what info they would like to see, as [whiteboards] should be patient‐centered, not provider‐centered.
    Having providers intermittently write on whiteboards should not be considered a substitute for communication. In fact, this would likely only further display our lack of cohesive communication to patients and families.
    I have been skeptical that the goals for the day for an ill patient can be satisfactorily reduced to a statement that fits on a whiteboard and that forecasting a day of discharge well in advance is frequently wrong and may create more confusion than it alleviates. I am also concerned that if a goal for the day on a whiteboard is intended for the nurse, this is substituting for richer channels of communications, such as the nurse reading the progress notes, speaking with the physicians, or communicating through the charge nurse who attends our case management rounds.
    Whiteboards are frequently not accurate, underused, and they require patients to have visual acuity, cognition, and speak Englishall challenges depending on your patient population.

    Discussion

    Our findings demonstrate the potential value of patient whiteboards, which is supported by the vast majority of respondents, who agreed their use may improve patient care and teamwork. It is also clear that whiteboard use is not achieving this potential or being used as a patient‐centered tool. This is best illustrated by findings of their low rate of use and completion among attendings and housestaff (Figure 1A, B) and the lack of consensus as to what information on the whiteboards is useful. Patient whiteboards require defined goals, thoughtful planning, regular monitoring, and ongoing evaluation. The challenges around effective adoption and implementation is perhaps more about ensuring compliance and completion rather than simply gaining buy‐in and engagement for their value.

    While the differential use of whiteboards between nurses and physicians was not surprising, a few specific findings warrant further discussion. First, it is interesting that nurses rated their own names and that of PCAs as the most useful, while physicians rated the nurse's name as being of equal value to their own. This may speak to the role PCAs play for nurses in helping the latter provide bedside care, rather than a reflection of the nurses' perception of the value of PCAs for patients. Second, while all respondents rated highly the value of family contact information on the whiteboard, nurses valued a goal for the day and anticipated discharge date more highly than did physicians. These findings likely reflect that nurses desire an understanding about plans of care and if they are not communicated face‐to‐face as the most effective strategy,22 they should at least be spelled out clearly on a whiteboard. This is supported by evidence that better collaboration between nurses and physicians improves patient outcomes.23 It may also be that physicians place more value on their own progress notes (rather than whiteboards) as a vehicle for communicating daily goals and discharge planning.

    Other practical considerations involve who owns it and, if we do create goals for the day, whose goals should they represent? The majority of nurse and physician responses advocated for nurses to be responsible for accurate and complete information being updated on whiteboards. A larger percentage of attendings favored shared responsibility of the whiteboard, which was reinforced by their support of having goals for the day created jointly by nurses and physicians. Interestingly, a much smaller percentage of respondents felt goals for the day should be driven by patients (or family members). These data may point to the different perspectives that each individual provider bringsphysician, nurse, pharmacist, discharge plannerwith their respective goals differing in nature. Finally, it is also interesting that while attendings and housestaff believed that whiteboards can improve patient care teamwork/communication (Figure 5), a much smaller percentage actually read what is on them (Figure 1B). This may reflect the unclear goals of whiteboards, its absence as part of daily workflow, the infrequency of updated information on them, or perhaps an institution‐specific phenomenon that we will use to drive further improvement strategies.

    Selected respondent comments (Table 1) highlight important messages about whiteboard use and provide helpful context to the survey responses. We found that the goal of whiteboard use is not always clear; is it to improve communication among providers, to improve communication with patients, a tool to engage patients in their care, or some combination of the above? Without a clear goal, providers are left to wonder whether whiteboard use is simply another task or really an intervention to improve care. This may in part, or perhaps fully, explain the differences discovered in whiteboard use and practices among our surveyed providers.

    If, however, one were to make clear that the goal of patient whiteboards is to engage patients in their care and help achieve an important NPSG, methods to implement their use become better guided. A limitation of our study is that we did not survey patients about their perceptions of whiteboards use, an important needs assessment that would further drive this patient‐centered intervention. Regardless, we can draw a number of lessons from our findings and devise a set of reasonable recommendations.

    Recommendations

    We provide the following set of recommendations for hospitals adopting patient whiteboards, drawing on our survey findings and experiences with implementation at our own institution. We also acknowledge the role that local hospital cultures may play in adopting whiteboard use, and our recommendations are simply guidelines that can be applied or used in planning efforts. We believe effective use of a patient whiteboard requires a patient‐centered approach and the following:

    • Whiteboards should be placed in clear view of patients from their hospital bed

      A simple yet critical issue as placing a whiteboard behind a patient's bed or off to the side fails to provide them with a constant visual cue to engage in the information.

    • Buy and fasten erasable pens to the whiteboards themselves

      In our institution, purchasing pens for each provider was a less effective strategy than simply affixing the pen to the whiteboard itself. A supply of erasable pens must be available at the nursing station to quickly replace those with fading ink.

    • Create whiteboard templates

      Our findings and experience suggest that structured formats for whiteboards may be more effective in ensuring both important and accurate information gets included. Blank whiteboards lead to less standardization in practice and fail to create prompts for providers to both write and review the content available. Anecdotally, we created a number of whiteboards with templated information, and this did seem to increase the consistency, standardization, and ease of use.

    • Whiteboard templates should include the following items:

      • Day and Date

        This serves to orient patients (and their families) as well as providers with the date of information written on the whiteboard. It is also an important mechanism to ensure information is updated daily.

      • Patient's name (or initials)

        With bed turnover (or patient transfers to different beds and units) commonplace in hospital care, we believe that listing the patient's name on the board prevents the potential for patients (and their families) or providers to mistakenly take information from a previous patient's care on the whiteboard for their own.

      • Bedside nurse

        This was noted as the most useful provider listed on a patient whiteboard, which is quite logical given the role bedside nurses play for hospitalized patients.

      • Primary physician(s) (attending, resident, and intern, if applicable)

        This was noted as the next most important provider(s) and perhaps increasingly important both in teaching and nonteaching settings where shift‐work and signouts are growing in frequency among physicians.

      • Goal for the day

        While this was not a consensus from our survey respondents, we believe patients (rather than providers) should ultimately guide determination of their goal for the day as this engages them directly with the planachieving a patient‐centered initiative. In our experience, an effective strategy was having the bedside nurse directly engage patients each morning to help place a goal for the day on their whiteboard.

      • Anticipated discharge date

        While understanding the potential for this date to change, we believe the benefits of having patients (and their families) thinking about discharge, rather than feeling surprised by it on the morning of discharge, serves as an important mechanism to bridge communication about the discharge process.24

      • Family member's contact information (phone number)

      • Questions for providers

        This last entry allows a space for families to engage the healthcare team and, once again, create an opportunity for clarification of treatment and discharge plans.

      • Bedside nurses should facilitate writing and updating information on the whiteboard

        Without our survey findings, this might have generated debate or controversy over whether nurses should be burdened with one more task to their responsibilities. However, our nurse respondents embraced this responsibility with spontaneous comments about their patient advocate role, and stated that whiteboards can serve as a tool to assist in that responsibility. Furthermore, not a single nurse respondent stated as barrier to use that I didn't think it was my responsibility. Nonetheless, whiteboard use must be a shared communication tool and not simply a tool between nurse and patient. Practically, we would recommend that bedside nurses facilitate updating whiteboards each morning, at a time when they are already helping patients create a goal for the day. Other providers must be trained to review information on the whiteboard, engage patients about their specific goal, and share the responsibility of keeping the information on the whiteboard updated.

      • Create a system for auditing utilization and providing feedback early during rollout

        We found that adoption was very slow at the outset. One strategy to consider is having designated auditors check whiteboards in each room, measuring weekly compliance and providing this feedback to nurse managers. This auditing process may help identify barriers that can be addressed quickly (eg, unavailability of pens).

      Finally, it is important to comment on the confidentiality concerns often raised in the context of whiteboard use. Confidentiality concerns largely arise from personal health information being used without a patient's explicit consent. If our recommendations are adopted, they require whiteboard use to be a patient‐centered and patient‐driven initiative. The type of information on the whiteboard should be determined with sensitivity but also with consent of the patient. We have not experienced any concerns by patients or providers in this regard because patients are told about the goals of the whiteboard initiative with our above principles in mind.

      Conclusions

      Patient whiteboards may improve communication among members of the healthcare team (eg, nurses, physicians, and others) and between providers and their patients (and family members). Further investigation is warranted to determine if adopting our recommendations leads to improved communication, teamwork, or patient satisfaction and care. In the meantime, as many hospitals continue to install and implement whiteboards, we hope our recommendations, accompanied by an emphasis on creating a patient‐centered communication tool, offer a roadmap for considering best practices in their use.

      Acknowledgements

      This study of patient whiteboards developed during the Triad for Optimal Patient Safety (TOPS) project, an effort focused on improving unit‐based safety culture through improved teamwork and communication. The authors thank the Gordon and Betty Moore Foundation for their active support and funding of the TOPS project, which was a collaboration between the Schools of Medicine, Nursing, and Pharmacy at the University of California, San Francisco.

      Communication failures are a frequent cause of adverse events14; the Joint Commission (TJC) reports that such failures contributed to 65% of reported sentinel events.5 Strategies to improve communication have focused on implementing formal teamwork training programs and/or teaching specific communication skills.613 While these strategies largely address communication between healthcare providers, there is a growing emphasis on developing strategies to engage patients in their care, and improving communication with them and their families.

      In 2007, TJC announced a new National Patient Safety Goal (NPSG) that encourage(s) patients' active involvement in their own care as a patient safety strategy.14 This builds upon a landmark Institute of Medicine report that highlighted patient‐centeredness as 1 of the 6 domains for delivering high‐quality care.15 Current literature on developing such patient‐centered strategies enumerates several approaches, including better access to health information, use of innovative technology solutions, and focused efforts at improving communication.1618

      The placement of whiteboards in patient rooms is an increasingly common strategy to improve communication. These boards, typically placed on a wall near a patient's hospital bed, allow any number of providers to communicate a wide range of information. Both Kaiser Permanente's Nurse Knowledge Exchange program and the Institute for Healthcare Improvement's Transforming Care at the Bedside promote whiteboard use, though with little specific guidance about practical implementation.19,20 Despite their growing prevalence, there is no published literature guiding the most effective uses of whiteboards, or describing their impact on communication, teamwork, or patient satisfaction and care. We present findings from a survey of patient whiteboard use on an academic medical service, and offer a series of recommendations based on our findings and experiences.

      Methods

      We anonymously surveyed bedside nurses from 3 inpatient medical units, internal medicine housestaff, and faculty from the Division of Hospital Medicine at the University of California, San Francisco (UCSF). We solicited experiences of physician and nursing leaders who were engaged in whiteboard interventions over the past 2 years to identify relevant topics for study. Their experiences were based on isolated unit‐based efforts to implement whiteboards through a variety of strategies (eg, whiteboard templates, simple identification of provider teams, goals for the day). Their input guided the survey development and the suggested recommendations. The topics identified were then translated into multiple‐choice questions, and further edited for clarity by the authors. A Likert scale was used that measured frequency of use, usefulness, and attitudes toward patient whiteboards. An open‐ended question seeking additional comments about patient whiteboards was also asked. The survey was administered to nurses at staff meetings and through physical mailboxes on their respective patient care units with a 1‐month collection period. The survey was administered to housestaff and attendings via e‐mail listserves using an online commercial survey administration tool.21 The nursing surveys were later entered into the same online survey administration tool, which ultimately provided summary reports and descriptive findings to meet the study objectives. Our project was reviewed and approved by the UCSF Committee on Human Research.

      Results

      Survey responses were collected from 104 nurse respondents (81% response rate), 118 internal medicine housestaff (74% response rate), and 31 hospitalists (86% response rate). Nurses were far more likely to write on whiteboards, read what was written on them, and find the related information useful (Figure 1A‐C). Nurses, housestaff, and attendings all believed the bedside nurse was the single most important provider name listed on a whiteboard. However, the respondents differed in their rated value of other providers listed on the whiteboard (Figure 2). Nurses gave higher ratings to the utility of having patient care assistants (PCAs) listed as compared to housestaff and attendings. Overall, respondents felt it would be less useful to list consultants and pharmacists than the nurse, attending, and housestaff. All of the respondents believed family contact information was the most useful information on a whiteboard, whereas more nurses rated a goal for the day and anticipated discharge date as more useful than housestaff and attendings (Figure 3).

      Figure 1
      Patient whiteboard practices. (A) How often do you write on a whiteboard in a patient's room? (B) How often do you read what is written on a whiteboard in a patient's room? (C) How useful do you find the information on a whiteboard in a patient's room? (A‐C) Percent responding to each option.
      Figure 2
      Utility of specific providers listed on a patient whiteboard. Percent who responded “very useful.”
      Figure 3
      Utility of specific information written on a patient whiteboard. Percent who responded “very useful.”

      From an operational standpoint, the majority of respondents felt that nurses should be responsible for the information on a whiteboard, nurses and physicians together should create goals for the day, and the greatest barrier to using whiteboards was not having pens easily available (Figure 4A‐C). Most respondents also agreed that using templated whiteboards (with predefined fields) to guide content would increase their use (Figure 4D). All respondents believed that whiteboard use could improve teamwork and communication as well as patient care (Figure 5). Respondents also offered a variety of specific comments in response to an open‐ended question about whiteboard use (Table 1).

      Figure 4
      Operational aspects of patient whiteboard use. (A) Who should be responsible for the information on a patient whiteboard? (B) If writing a goal for the day on a whiteboard, who should create the goal? (C) What are the barriers to using a patient whiteboard? (D) Creating predesigned whiteboards with templates that clearly define the information to be written on them would increase their use. (A‐C) Percent responding to each option. (D) Percent who responded “agree” or “strongly agree.”
      Figure 5
      Role of whiteboard in improving patient care and teamwork. Percent who responded “agree” or “strongly agree” to “Use of whiteboard can improve.…”
      Selected Respondent Comments About Whiteboard Use
      From nurses If MDs were engaged in using (or reviewing the information on) whiteboards more, it might reduce the number of times we page them to clarify care plans
      It might be helpful to have a dedicated section on the whiteboard where families can write questions that are separate from other information that the nurse writes on them
      Part of the bedside nurse role is to be a patient advocate and the whiteboard can be a tool to assist in this important responsibility
      Nothing is worse than a patient (or family member) asking me, What's the plan for the day?and being unable to do so because a goal (or scheduled procedure) hasn't been communicated to me by the MD or written on the whiteboard
      I would use [whiteboards] more if they were clearly being used as a patient‐centered communication tool rather than trying to improve communication between us and the MDs.
      From physicians The boards need to be kept simple for success.
      There needs to be specific training to make this a cultural norm across care providers and reinforced on a regular basis. If it's a priority, there should be audits, tracking for performance (accuracy and updated info), and feedback to providers. I would also ask patients what info they would like to see, as [whiteboards] should be patient‐centered, not provider‐centered.
      Having providers intermittently write on whiteboards should not be considered a substitute for communication. In fact, this would likely only further display our lack of cohesive communication to patients and families.
      I have been skeptical that the goals for the day for an ill patient can be satisfactorily reduced to a statement that fits on a whiteboard and that forecasting a day of discharge well in advance is frequently wrong and may create more confusion than it alleviates. I am also concerned that if a goal for the day on a whiteboard is intended for the nurse, this is substituting for richer channels of communications, such as the nurse reading the progress notes, speaking with the physicians, or communicating through the charge nurse who attends our case management rounds.
      Whiteboards are frequently not accurate, underused, and they require patients to have visual acuity, cognition, and speak Englishall challenges depending on your patient population.

      Discussion

      Our findings demonstrate the potential value of patient whiteboards, which is supported by the vast majority of respondents, who agreed their use may improve patient care and teamwork. It is also clear that whiteboard use is not achieving this potential or being used as a patient‐centered tool. This is best illustrated by findings of their low rate of use and completion among attendings and housestaff (Figure 1A, B) and the lack of consensus as to what information on the whiteboards is useful. Patient whiteboards require defined goals, thoughtful planning, regular monitoring, and ongoing evaluation. The challenges around effective adoption and implementation is perhaps more about ensuring compliance and completion rather than simply gaining buy‐in and engagement for their value.

      While the differential use of whiteboards between nurses and physicians was not surprising, a few specific findings warrant further discussion. First, it is interesting that nurses rated their own names and that of PCAs as the most useful, while physicians rated the nurse's name as being of equal value to their own. This may speak to the role PCAs play for nurses in helping the latter provide bedside care, rather than a reflection of the nurses' perception of the value of PCAs for patients. Second, while all respondents rated highly the value of family contact information on the whiteboard, nurses valued a goal for the day and anticipated discharge date more highly than did physicians. These findings likely reflect that nurses desire an understanding about plans of care and if they are not communicated face‐to‐face as the most effective strategy,22 they should at least be spelled out clearly on a whiteboard. This is supported by evidence that better collaboration between nurses and physicians improves patient outcomes.23 It may also be that physicians place more value on their own progress notes (rather than whiteboards) as a vehicle for communicating daily goals and discharge planning.

      Other practical considerations involve who owns it and, if we do create goals for the day, whose goals should they represent? The majority of nurse and physician responses advocated for nurses to be responsible for accurate and complete information being updated on whiteboards. A larger percentage of attendings favored shared responsibility of the whiteboard, which was reinforced by their support of having goals for the day created jointly by nurses and physicians. Interestingly, a much smaller percentage of respondents felt goals for the day should be driven by patients (or family members). These data may point to the different perspectives that each individual provider bringsphysician, nurse, pharmacist, discharge plannerwith their respective goals differing in nature. Finally, it is also interesting that while attendings and housestaff believed that whiteboards can improve patient care teamwork/communication (Figure 5), a much smaller percentage actually read what is on them (Figure 1B). This may reflect the unclear goals of whiteboards, its absence as part of daily workflow, the infrequency of updated information on them, or perhaps an institution‐specific phenomenon that we will use to drive further improvement strategies.

      Selected respondent comments (Table 1) highlight important messages about whiteboard use and provide helpful context to the survey responses. We found that the goal of whiteboard use is not always clear; is it to improve communication among providers, to improve communication with patients, a tool to engage patients in their care, or some combination of the above? Without a clear goal, providers are left to wonder whether whiteboard use is simply another task or really an intervention to improve care. This may in part, or perhaps fully, explain the differences discovered in whiteboard use and practices among our surveyed providers.

      If, however, one were to make clear that the goal of patient whiteboards is to engage patients in their care and help achieve an important NPSG, methods to implement their use become better guided. A limitation of our study is that we did not survey patients about their perceptions of whiteboards use, an important needs assessment that would further drive this patient‐centered intervention. Regardless, we can draw a number of lessons from our findings and devise a set of reasonable recommendations.

      Recommendations

      We provide the following set of recommendations for hospitals adopting patient whiteboards, drawing on our survey findings and experiences with implementation at our own institution. We also acknowledge the role that local hospital cultures may play in adopting whiteboard use, and our recommendations are simply guidelines that can be applied or used in planning efforts. We believe effective use of a patient whiteboard requires a patient‐centered approach and the following:

      • Whiteboards should be placed in clear view of patients from their hospital bed

        A simple yet critical issue as placing a whiteboard behind a patient's bed or off to the side fails to provide them with a constant visual cue to engage in the information.

      • Buy and fasten erasable pens to the whiteboards themselves

        In our institution, purchasing pens for each provider was a less effective strategy than simply affixing the pen to the whiteboard itself. A supply of erasable pens must be available at the nursing station to quickly replace those with fading ink.

      • Create whiteboard templates

        Our findings and experience suggest that structured formats for whiteboards may be more effective in ensuring both important and accurate information gets included. Blank whiteboards lead to less standardization in practice and fail to create prompts for providers to both write and review the content available. Anecdotally, we created a number of whiteboards with templated information, and this did seem to increase the consistency, standardization, and ease of use.

      • Whiteboard templates should include the following items:

        • Day and Date

          This serves to orient patients (and their families) as well as providers with the date of information written on the whiteboard. It is also an important mechanism to ensure information is updated daily.

        • Patient's name (or initials)

          With bed turnover (or patient transfers to different beds and units) commonplace in hospital care, we believe that listing the patient's name on the board prevents the potential for patients (and their families) or providers to mistakenly take information from a previous patient's care on the whiteboard for their own.

        • Bedside nurse

          This was noted as the most useful provider listed on a patient whiteboard, which is quite logical given the role bedside nurses play for hospitalized patients.

        • Primary physician(s) (attending, resident, and intern, if applicable)

          This was noted as the next most important provider(s) and perhaps increasingly important both in teaching and nonteaching settings where shift‐work and signouts are growing in frequency among physicians.

        • Goal for the day

          While this was not a consensus from our survey respondents, we believe patients (rather than providers) should ultimately guide determination of their goal for the day as this engages them directly with the planachieving a patient‐centered initiative. In our experience, an effective strategy was having the bedside nurse directly engage patients each morning to help place a goal for the day on their whiteboard.

        • Anticipated discharge date

          While understanding the potential for this date to change, we believe the benefits of having patients (and their families) thinking about discharge, rather than feeling surprised by it on the morning of discharge, serves as an important mechanism to bridge communication about the discharge process.24

        • Family member's contact information (phone number)

        • Questions for providers

          This last entry allows a space for families to engage the healthcare team and, once again, create an opportunity for clarification of treatment and discharge plans.

        • Bedside nurses should facilitate writing and updating information on the whiteboard

          Without our survey findings, this might have generated debate or controversy over whether nurses should be burdened with one more task to their responsibilities. However, our nurse respondents embraced this responsibility with spontaneous comments about their patient advocate role, and stated that whiteboards can serve as a tool to assist in that responsibility. Furthermore, not a single nurse respondent stated as barrier to use that I didn't think it was my responsibility. Nonetheless, whiteboard use must be a shared communication tool and not simply a tool between nurse and patient. Practically, we would recommend that bedside nurses facilitate updating whiteboards each morning, at a time when they are already helping patients create a goal for the day. Other providers must be trained to review information on the whiteboard, engage patients about their specific goal, and share the responsibility of keeping the information on the whiteboard updated.

        • Create a system for auditing utilization and providing feedback early during rollout

          We found that adoption was very slow at the outset. One strategy to consider is having designated auditors check whiteboards in each room, measuring weekly compliance and providing this feedback to nurse managers. This auditing process may help identify barriers that can be addressed quickly (eg, unavailability of pens).

        Finally, it is important to comment on the confidentiality concerns often raised in the context of whiteboard use. Confidentiality concerns largely arise from personal health information being used without a patient's explicit consent. If our recommendations are adopted, they require whiteboard use to be a patient‐centered and patient‐driven initiative. The type of information on the whiteboard should be determined with sensitivity but also with consent of the patient. We have not experienced any concerns by patients or providers in this regard because patients are told about the goals of the whiteboard initiative with our above principles in mind.

        Conclusions

        Patient whiteboards may improve communication among members of the healthcare team (eg, nurses, physicians, and others) and between providers and their patients (and family members). Further investigation is warranted to determine if adopting our recommendations leads to improved communication, teamwork, or patient satisfaction and care. In the meantime, as many hospitals continue to install and implement whiteboards, we hope our recommendations, accompanied by an emphasis on creating a patient‐centered communication tool, offer a roadmap for considering best practices in their use.

        Acknowledgements

        This study of patient whiteboards developed during the Triad for Optimal Patient Safety (TOPS) project, an effort focused on improving unit‐based safety culture through improved teamwork and communication. The authors thank the Gordon and Betty Moore Foundation for their active support and funding of the TOPS project, which was a collaboration between the Schools of Medicine, Nursing, and Pharmacy at the University of California, San Francisco.

        References
        1. Arora V,Johnson J,Lovinger D,Humphrey HJ,Meltzer DO.Communication failures in patient sign‐out and suggestions for improvement: a critical incident analysis.Qual Saf Health Care.2005;14(6):401407.
        2. Gawande AA,Zinner MJ,Studdert DM,Brennan TA.Analysis of errors reported by surgeons at three teaching hospitals.Surgery.2003;133(6):614621.
        3. Greenberg CC,Regenbogen SE,Studdert DM, et al.Patterns of communication breakdowns resulting in injury to surgical patients.J Am Coll Surg.2007;204(4):533540.
        4. Sutcliffe KM,Lewton E,Rosenthal MM.Communication failures: an insidious contributor to medical mishaps.Acad Med.2004;79(2):186194.
        5. The Joint Commission: Sentinel Event Statistics, March 31,2009. Available at: http://www.jointcommission.org/SentinelEvents/Statistics. Accessed October 2009.
        6. Awad SS,Fagan SP,Bellows C, et al.Bridging the communication gap in the operating room with medical team training.Am J Surg.2005;190(5):770774.
        7. Morey JC,Simon R,Jay GD, et al.Error reduction and performance improvement in the emergency department through formal teamwork training: evaluation results of the MedTeams project.Health Serv Res.2002;37(6):15531581.
        8. Clancy CM,Tornberg DN.TeamSTEPPS: assuring optimal teamwork in clinical settings.Am J Med Qual.2007;22(3):214217.
        9. Dunn EJ,Mills PD,Neily J,Crittenden MD,Carmack AL,Bagian JP.Medical team training: applying crew resource management in the Veterans Health Administration.Jt Comm J Qual Patient Saf.2007;33(6):317325.
        10. Barrett J,Gifford C,Morey J,Risser D,Salisbury M.Enhancing patient safety through teamwork training.J Healthc Risk Manag.2001;21(4):5765.
        11. Leonard M,Graham S,Bonacum D.The human factor: the critical importance of effective teamwork and communication in providing safe care.Qual Saf Health Care.2004;13(suppl 1):i85i90.
        12. Haig KM,Sutton S,Whittington J.SBAR: a shared mental model for improving communication between clinicians.Jt Comm J Qual Patient Saf.2006;32(3):167175.
        13. Sehgal NL,Fox M,Vidyarthi AR, et al.A multidisciplinary teamwork training program: the Triad for Optimal Patient Safety (TOPS) experience.J Gen Intern Med.2008;23(12):20532057.
        14. The Joint Commission's National Patient Safety Goals 2007 for Hospital/Critical Access Hospital. Available at:http://www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals/07_hap_cah_npsgs.htm. Accessed October 2009.
        15. Institute of Medicine (U.S.). Committee on Quality of Health Care in America.Crossing the Quality Chasm: A New Health System for the 21st Century.Washington, DC:National Academy Press;2001.
        16. Bergeson SC,Dean JD.A systems approach to patient‐centered care.JAMA.2006;296(23):28482851.
        17. Wasson JH,Godfrey MM,Nelson ED,Mohr JJ,Batalden PB.Microsystems in health care: Part 4. Planning patient‐centered care.Jt Comm J Qual Saf.2003;29(5):227237.
        18. Gerteis M, Edgman‐Levitan S, Daley J, Delbanco TL, eds.Through the Patient's Eyes: Understanding and Promoting Patient‐Centered Care.San Francisco, CA:Jossey‐Bass;1993.
        19. Rutherford P,Lee B,Greiner A.Transforming Care at the Bedside. IHI Innovation Series white paper. Boston, MA: Institute for Healthcare Improvement;2004. Available at: http://www.ihi.org. Accessed October 2009.
        20. Fahey L.Schilling L.Nurse Knowledge Exchange: Patient Hand Offs. American Academy of Ambulatory Care Nursing (AAACN) Viewpoint. Sep/Oct 2007. Available at: http://findarticles.com/p/articles/mi_qa4022/is_200709/ai_n21137476. Accessed October 2009.
        21. Survey Console. Available at: http://www.surveyconsole.com. Accessed October 2009.
        22. How do we communicate?Communication on Agile Software Projects. Available at: www.agilemodeling.com/essays/communication.htm. Accessed October 2009.
        23. Baggs JG,Schmitt MH,Mushlin AI, et al.Association between nurse‐physician collaboration and patient outcomes in three intensive care units.Crit Care Med.1999;27(9):19911998.
        24. Sehgal NL.Engaging patients at hospital discharge.J Hosp Med.2008;3(6):498500.
        References
        1. Arora V,Johnson J,Lovinger D,Humphrey HJ,Meltzer DO.Communication failures in patient sign‐out and suggestions for improvement: a critical incident analysis.Qual Saf Health Care.2005;14(6):401407.
        2. Gawande AA,Zinner MJ,Studdert DM,Brennan TA.Analysis of errors reported by surgeons at three teaching hospitals.Surgery.2003;133(6):614621.
        3. Greenberg CC,Regenbogen SE,Studdert DM, et al.Patterns of communication breakdowns resulting in injury to surgical patients.J Am Coll Surg.2007;204(4):533540.
        4. Sutcliffe KM,Lewton E,Rosenthal MM.Communication failures: an insidious contributor to medical mishaps.Acad Med.2004;79(2):186194.
        5. The Joint Commission: Sentinel Event Statistics, March 31,2009. Available at: http://www.jointcommission.org/SentinelEvents/Statistics. Accessed October 2009.
        6. Awad SS,Fagan SP,Bellows C, et al.Bridging the communication gap in the operating room with medical team training.Am J Surg.2005;190(5):770774.
        7. Morey JC,Simon R,Jay GD, et al.Error reduction and performance improvement in the emergency department through formal teamwork training: evaluation results of the MedTeams project.Health Serv Res.2002;37(6):15531581.
        8. Clancy CM,Tornberg DN.TeamSTEPPS: assuring optimal teamwork in clinical settings.Am J Med Qual.2007;22(3):214217.
        9. Dunn EJ,Mills PD,Neily J,Crittenden MD,Carmack AL,Bagian JP.Medical team training: applying crew resource management in the Veterans Health Administration.Jt Comm J Qual Patient Saf.2007;33(6):317325.
        10. Barrett J,Gifford C,Morey J,Risser D,Salisbury M.Enhancing patient safety through teamwork training.J Healthc Risk Manag.2001;21(4):5765.
        11. Leonard M,Graham S,Bonacum D.The human factor: the critical importance of effective teamwork and communication in providing safe care.Qual Saf Health Care.2004;13(suppl 1):i85i90.
        12. Haig KM,Sutton S,Whittington J.SBAR: a shared mental model for improving communication between clinicians.Jt Comm J Qual Patient Saf.2006;32(3):167175.
        13. Sehgal NL,Fox M,Vidyarthi AR, et al.A multidisciplinary teamwork training program: the Triad for Optimal Patient Safety (TOPS) experience.J Gen Intern Med.2008;23(12):20532057.
        14. The Joint Commission's National Patient Safety Goals 2007 for Hospital/Critical Access Hospital. Available at:http://www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals/07_hap_cah_npsgs.htm. Accessed October 2009.
        15. Institute of Medicine (U.S.). Committee on Quality of Health Care in America.Crossing the Quality Chasm: A New Health System for the 21st Century.Washington, DC:National Academy Press;2001.
        16. Bergeson SC,Dean JD.A systems approach to patient‐centered care.JAMA.2006;296(23):28482851.
        17. Wasson JH,Godfrey MM,Nelson ED,Mohr JJ,Batalden PB.Microsystems in health care: Part 4. Planning patient‐centered care.Jt Comm J Qual Saf.2003;29(5):227237.
        18. Gerteis M, Edgman‐Levitan S, Daley J, Delbanco TL, eds.Through the Patient's Eyes: Understanding and Promoting Patient‐Centered Care.San Francisco, CA:Jossey‐Bass;1993.
        19. Rutherford P,Lee B,Greiner A.Transforming Care at the Bedside. IHI Innovation Series white paper. Boston, MA: Institute for Healthcare Improvement;2004. Available at: http://www.ihi.org. Accessed October 2009.
        20. Fahey L.Schilling L.Nurse Knowledge Exchange: Patient Hand Offs. American Academy of Ambulatory Care Nursing (AAACN) Viewpoint. Sep/Oct 2007. Available at: http://findarticles.com/p/articles/mi_qa4022/is_200709/ai_n21137476. Accessed October 2009.
        21. Survey Console. Available at: http://www.surveyconsole.com. Accessed October 2009.
        22. How do we communicate?Communication on Agile Software Projects. Available at: www.agilemodeling.com/essays/communication.htm. Accessed October 2009.
        23. Baggs JG,Schmitt MH,Mushlin AI, et al.Association between nurse‐physician collaboration and patient outcomes in three intensive care units.Crit Care Med.1999;27(9):19911998.
        24. Sehgal NL.Engaging patients at hospital discharge.J Hosp Med.2008;3(6):498500.
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