Patient- and family-centred care transition interventions for adults: a systematic review and meta-analysis of RCTs.

Although patient centredness is part of providing high-quality health care, little is known about the effectiveness of care transition interventions that involve patients and their families on readmissions to the hospital or emergency visits post-discharge. This systematic review (SR) aimed to examine the evidence on patient- and family-centred (PFC) care transition interventions and evaluate their effectiveness on adults' hospital readmissions and emergency department (ED) visits after discharge. Searches of Medline, CINAHL, and Embase databases were conducted from the earliest available online year of indexing up to and including 14 March 2021. The studies included: (i) were about care transitions (hospital to home) of ≥18-year-old patients; (ii) had components of patient-centred care and care transition frameworks; (iii) reported on one or more outcomes were among hospital readmissions and ED visits after discharge; and (iv) were cluster-, pilot- or randomized-controlled trials published in English or French. Study selection, data extraction, and risk of bias assessment were completed by two independent reviewers. A narrative synthesis was performed, and pooled odd ratios, standardized mean differences, and mean differences were calculated using a random-effects meta-analysis. Of the 10,021 citations screened, 50 trials were included in the SR and 44 were included in the meta-analyses. Care transition intervention types included health assessment, symptom and disease management, medication reconciliation, discharge planning, risk management, complication detection, and emotional support. Results showed that PFC care transition interventions significantly reduced the risk of hospital readmission rates compared to usual care [incident rate ratio (IRR), 0.86; 95% confidence interval (CI), 0.75-0.98; I2 = 73%] regardless of time elapsed since discharge. However, these same interventions had minimal impact on the risk of ED visit rates compared to usual care group regardless of time passed after discharge (IRR, 1.00; 95% CI, 0.85-1.18; I2 = 29%). PFC care transition interventions containing a greater number of patient-centred care (IRR, 0.73; 95% CI, 0.57-0.94; I2 = 59%) and care transition components (IRR, 0.76; 95% CI, 0.64-0.91; I2 = 4%) significantly decreased the risk of patients being readmitted. However, these interventions did not significantly increase the risk of patients visiting the ED after discharge (IRR, 1.54; CI 95%, 0.91-2.61). Future interventions should focus on patients' and families' values, beliefs, needs, preferences, race, age, gender, and social determinants of health to improve the quality of adults' care transitions.

An exploration of nursing students' and clinical instructors' perceptions of patient and parent involvement in the assessment of nursing students during pediatric clinical placements: A qualitative study.

AIM: Clinical instructors are typically the sole assessors of nursing students completing their pediatric clinical placement in Canadian children's hospitals, as per their educational institution's assessment criteria and learning objectives. The purpose of this study was to explore nursing students' and clinical instructors' perceptions of and experiences with involving pediatric patients and parents in assessing nursing students during their pediatric clinical placement. DESIGN: We conducted a qualitative descriptive study. METHODS: We completed semi-structured interviews with fourth-year nursing students and pediatric clinical instructors from a University located in a city in central-eastern Canada. We used qualitative content analysis to analyze the data. RESULTS: We found that students and instructors perceived patient and parent involvement in the assessment of nursing students' clinical practice as beneficial for patients, parents, students and instructors. Students and instructors believed patients and parents could contribute to assessing students' communication and therapeutic relationship skills. However, we identified potential challenges including patients' and parents' lack of knowledge regarding nursing skills, as well as added stress for students and parents. CONCLUSION: Future studies should focus on ways of overcoming these challenges before implementing this novel assessment process.