A new standardized tool for quantification of closed-loop communication in trauma care: CAST Grid reliability study.

BACKROUND: The CAST Grid has been developed to evaluate the use of closed-loop communication (CLC) in the trauma bay. METHODS: The CAST Grid and two validated non-technical team performance assessment tools (the TEAM and T-NOTECHS grids) were completed by 2 independent reviewers based on trauma care simulation videos from a French Level 1 trauma center. Intra- and inter-rater agreements were evaluated for CLC parameters and non-technical performance, and correlations between these parameters were analyzed. RESULTS: The study analyzed 11 videos. The intra- and inter-rater agreement for the number of CLC per minute (CLC/min) was moderate and good, respectively, based on Lin's concordance correlation coefficient [95%CI] (0.57 [-0.40;0.94] and 0.77 [0.33;0.94]). However, the agreement was poor for the percentage of CLC (0.37 [-0.58;0.89] and -0.36 [-0.71;0.14], respectively). The study found that a lower number of CLC/min was correlated with an increased duration of the simulation (r = -0.75 [-0.93; -0.25]). CONCLUSION: The CAST Grid showed a relatively good inter-rater agreement to quantify the number of CLC/min which was inversely correlated with the duration of care. This tool opens up the possibility of quantifying CLC and allows for new analyses of team functioning and interactions.

Impact of an Automated Closed-Loop Communication and Tracking Tool on the Rate of Recommendations for Additional Imaging in Thoracic Radiology Reports.

OBJECTIVE: Assess the effects of feedback reports and implementing a closed-loop communication system on rates of recommendations for additional imaging (RAIs) in thoracic radiology reports. METHODS: In this retrospective, institutional review board-approved study at an academic quaternary care hospital, we analyzed 176,498 thoracic radiology reports during a pre-intervention (baseline) period from April 1, 2018, to November 30, 2018; a feedback report only period from December 1, 2018, to September 30, 2019; and a closed-loop communication system plus feedback report (IT intervention) period from October 1, 2019, to December 31, 2020, promoting explicit documentation of rationale, time frame, and imaging modality for RAI, defined as complete RAI. A previously validated natural language processing tool was used to classify reports with an RAI. Primary outcome of rate of RAI was compared using a control chart. Multivariable logistic regression determined factors associated with likelihood of RAI. We also estimated the completeness of RAI in reports comparing IT intervention to baseline using χ2 statistic. RESULTS: The natural language processing tool classified 3.2% (5,682 of 176,498) reports as having an RAI; 3.5% (1,783 of 51,323) during the pre-intervention period, 3.8% (2,147 of 56,722) during the feedback report only period (odds ratio: 1.1, P = .03), and 2.6% (1,752 of 68,453) during the IT intervention period (odds ratio: 0.60, P < .001). In subanalysis, the proportion of incomplete RAI decreased from 84.0% (79 of 94) during the pre-intervention period to 48.5% (47 of 97) during the IT intervention period (P < .001). DISCUSSION: Feedback reports alone increased RAI rates, and an IT intervention promoting documentation of complete RAI in addition to feedback reports led to significant reductions in RAI rate, incomplete RAI, and improved overall completeness of the radiology recommendations.

Closed-Loop Communication in Interprofessional Emergency Teams: A Cross-Sectional Observation Study on the Use of Closed-Loop Communication Among Anesthesia Personnel.

OBJECTIVES: Communication failure is one of the most common causes of adverse events in hospitals and poses a direct threat to patient safety. Research recommends the use of closed-loop communication in interprofessional emergency teams to prevent such events. Multiple studies have examined closed-loop communication during simulation training, but few have investigated its use in clinical practice. The aim of the study was to explore the use of closed-loop communication by anesthesia personnel in real-life interprofessional emergency teams. METHODS: This study had a descriptive, cross-sectional design where structured field observations were used to assess anesthesia personnel's use of closed-loop communication in real-life interprofessional emergency teams. A total of 60 interprofessional teams were observed, including 120 anesthesia personnel at a hospital in South-Eastern Norway. Data were analyzed using descriptive statistics. RESULTS: A total of 1626 call outs were registered, in which closed-loop communication was applied in 45%. Closed-loop communication was used more frequently when call outs were directed using eye contact and when the call outs were medication orders. There was no difference in the use of closed-loop communication between nurse anesthetists and anesthesiologists. Closed-loop communication was used more frequently in cardiac arrest teams than in trauma teams. CONCLUSIONS: The findings in this study have contributed knowledge about anesthesia personnel's use of closed-loop communication in real-life interprofessional emergency teams and indicate a potential for improvement. Further research is needed about real-life interprofessional emergency teams' communication patterns and potential barriers from using closed-loop communication, with the aim to improve patient safety.

Predictors of Completion of Clinically Necessary Radiologist-Recommended Follow-Up Imaging: Assessment Using an Automated Closed-Loop Communication and Tracking Tool.

BACKGROUND. Patients with adverse social determinants of health may be at increased risk of not completing clinically necessary follow-up imaging. OBJECTIVE. The purpose of this study was to use an automated closed-loop communication and tracking tool to identify patient-, referrer-, and imaging-related factors associated with lack of completion of radiologist-recommended follow-up imaging. METHODS. This retrospective study was performed at a single academic health system. A tool for automated communication and tracking of radiologist-recommended follow-up imaging was embedded in the PACS and electronic health record. The tool prompted referrers to record whether they deemed recommendations to be clinically necessary and assessed whether clinically necessary follow-up imaging was pursued. If imaging was not performed within 1 month after the intended completion date, the tool prompted a safety net team to conduct further patient and referrer follow-up. The study included patients for whom a follow-up imaging recommendation deemed clinically necessary by the referrer was entered with the tool from October 21, 2019, through June 30, 2021. The electronic health record was reviewed for documentation of eventual completion of the recommended imaging at the study institution or an outside institution. Multivariable logistic regression analysis was performed to identify factors associated with completion of follow-up imaging. RESULTS. Of 5856 recommendations entered during the study period, the referrer agreed with 4881 recommendations in 4599 patients (2929 women, 1670 men; mean age, 61.3 ± 15.6 years), who formed the study sample. Follow-up was completed for 74.8% (3651/4881) of recommendations. Independent predictors of lower likelihood of completing follow-up imaging included living in a socioeconomically disadvantaged neighborhood according to the area deprivation index (odds ratio [OR], 0.67 [95% CI, 0.54-0.84]), inpatient (OR, 0.25 [95% CI, 0.20-0.32]) or emergency department (OR, 0.09 [95% CI, 0.05-0.15]) care setting, and referrer surgical specialty (OR, 0.70 [95% CI, 0.58-0.84]). Patient age, race and ethnicity, primary language, and insurance status were not independent predictors of completing follow-up (p > .05). CONCLUSION. Socioeconomically disadvantaged patients are at increased risk of not completing recommended follow-up imaging that referrers deem clinically necessary. CLINICAL IMPACT. Initiatives for ensuring completion of follow-up imaging should be aimed at the identified patient groups to reduce disparities in missed and delayed diagnoses.

Licentîa hypomnema: reflections and perceptions in teacher education / Licentîa hypomnema: reflexões e percepções na formação de educadoras(es) / Licentîa hypomnema: reflexiones y percepciones en la formación del profesorado

Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.(AU)

O protagonismo de estudantes tem grande importância no processo de construção do conhecimento. Neste artigo, discutimos um recurso didático-pedagógico chamado licentîa hypomnema (LH), inspirado em portfólios e diários de aprendizagem, isto é, estudantes de licenciatura escrevem suas compreensões e reflexões acerca de assuntos pedagógicos vistos na universidade em um processo de meta-aprendizagem sobre aprender a ensinar. O contexto inicial da pesquisa foi um curso de Desenvolvimento Psicológico e Ensino, ministrado em cursos de Licenciatura da Universidade de Brasília (UnB). Duas das autoras eram estudantes do curso de Letras, elas produziram seus LH, realizando avaliação por pares entre si durante o curso. As estudantes-autoras trouxeram em seus registros duas situações pedagógicas relacionadas ao uso desse recurso em suas próprias práticas de ensino que causaram um impacto em suas trajetórias formativas. São esses relatos que compõem os dados para análise e discussão. Além disso, procuramos discutir possíveis desdobramentos para o uso do recurso da escrita reflexiva na formação docente e em outros contextos de aprendizagem. A produção do LH fornece suporte para a produção de conhecimento e permite ao aluno conectar teoria e prática, o que, consequentemente, reverbera na prática de ensino do aluno. O LH é um recurso didático-pedagógico e não uma ferramenta fechada, portanto, tanto o contexto quanto as pessoas que o utilizam devem ser considerados.(AU)

El protagonismo de los estudiantes tiene gran importancia en el proceso de construcción del conocimiento. En este trabajo, discutimos un recurso didáctico-pedagógico llamado licentîa hypomnema (LH), que se inspira en diarios de aprendizaje, es decir, estudiantes de profesorado escriben sus comprensiones y reflexiones sobre temas pedagógicos aprendidos en la universidad, produciendo un proceso de meta-aprendizaje sobre aprender a enseñar. El contexto inicial de la investigación fue un curso de Desarrollo Psicológico y Enseñanza, impartido en el programa de Formación de Profesores de la Universidade de Brasília (UnB). Dos de las autoras eran alumnas de la carrera de Letras que produjeron sus LH y realizaron una evaluación por pares mutua durante el curso. Las estudiantes autoras plantearon en su LH dos situaciones pedagógicas relacionadas con el uso de este recurso en sus propias prácticas de enseñanza, causando un impacto en su trayectoria formativa. Estos materiales constituyen los datos para el análisis y la discusión en esta investigación. Buscamos discutir posibles desdoblamientos para el uso del recurso de la escritura reflexiva en la formación docente y en otros contextos de aprendizaje. La producción de este recurso da soporte a la producción de conocimiento y permite al estudiante conectar teoría y práctica, lo que consecuentemente repercute en su práctica docente. El LH es un recurso didáctico-pedagógico y no una herramienta cerrada, por lo tanto, se debe considerar tanto el contexto como las personas que lo utilizan.(AU)

Closed loop communication in the trauma bay: identifying opportunities for team performance improvement through a video review analysis.

OBJECTIVES: Communication among trauma team members in the trauma bay is vulnerable to errors, which may impact patient outcomes. We used the previously validated trauma-non-technical skills (T-NOTECHS) tool to identify communication gaps during patient management in the trauma bay and to inform development strategies to improve team performance. METHODS: Two reviewers independently assessed non-technical skills of team members through video footage at Sunnybrook Health Sciences Centre. Team performance was measured using T-NOTECHS across five domains using a five-point Likert scale (lower score indicating worse performance): (1) leadership; (2) cooperation and resource management; (3) communication and interaction; (4) assessment and decision making; (5) situation awareness/coping with stress. Secondary outcomes assessed the number of callouts, closed loop communications and parallel conversations. RESULTS: The study included 55 trauma activations. Injury severity score (ISS) was used as a measure of trauma severity. A case with an ISS score ≥ 16 was considered severe. ISS was ≥ 16 in 37% of cases. Communication and interaction scored significantly lower compared to all other domains (p < 0.0001). There were significantly more callouts and completed closed loop communications in more severe cases compared to less severe cases (p = 0.017 for both). Incomplete closed loop communications and parallel conversations were identified, irrespective of case severity. CONCLUSION: A lower communication score was identified using T-NOTECHS, attributed to incomplete closed loop communications and parallel conversations. Through video review of trauma team activations, opportunities for improvement in communication can be identified by the T-NOTECHS tool, as well as specifically identifying callouts and closed loop communication. This process may be useful for trauma programs as part of a quality improvement program on communication skills and team performance.

RéSUMé: OBJECTIFS : La communication entre les membres de l'équipe de traumatologie dans la salle de traumatologie est vulnérable aux erreurs, ce qui peut avoir un impact sur les résultats des patients. Nous avons utilisé l'outil de compétences non techniques en traumatologie (T-NOTECHS) précédemment validé pour identifier les lacunes en matière de communication pendant la prise en charge des patients dans la salle de traumatologie et pour informer les stratégies de développement visant à améliorer les performances de l'équipe. MéTHODES: Deux examinateurs ont évalué de manière indépendante les compétences non techniques des membres de l'équipe au moyen de séquences vidéo réalisées au Sunnybrook Health Sciences Centre. La performance de l'équipe a été mesurée à l'aide de la T-NOTECHS dans cinq domaines à l'aide d'une échelle de Likert à cinq points (un score plus bas indiquant une performance plus faible) : (1) leadership ; (2) coopération et gestion des ressources ; (3) communication et interaction ; (4) évaluation et prise de décision ; (5) conscience de la situation/ gestion du stress. Les résultats secondaires ont évalué le nombre d'appels, de communications en boucle fermée et de conversations parallèles. RéSULTATS: L'étude a porté sur 55 activations de traumatismes. Le score de gravité des blessures (ISS) a été utilisé comme mesure de la gravité du traumatisme. Un cas présentant un score ISS ≥ 16 était considéré comme grave. L'ISS était ≥ 16 dans 37 % des cas. La communication et l'interaction ont obtenu des scores significativement plus faibles par rapport à tous les autres domaines (p<0,0001). Il y avait significativement plus d'appels et de communications en boucle fermée terminées dans les cas plus graves que dans les cas moins graves (p = 0.017 pour les deux). Des communications incomplètes en boucle fermée et des conversations parallèles ont été identifiées, indépendamment de la gravité du cas. CONCLUSION: Un score de communication plus faible a été identifié en utilisant le T-NOTECHS, attribué à des communications incomplètes en boucle fermée et à des conversations parallèles. Grâce à l'examen vidéo des activations de l'équipe de traumatologie, les possibilités d'amélioration de la communication peuvent être identifiées par l'outil T-NOTECHS, ainsi que l'identification spécifique des appels et de la communication en boucle fermée. Ce processus peut être utile pour les programmes de traumatologie dans le cadre d'un programme d'amélioration de la qualité sur les compétences de communication et la performance de l'équipe.

Safety gaps in medical team communication: Closing the loop on quality improvement efforts in the cardiac catheterization lab.

Closed-loop communication (CLC) is a fundamental aspect of effective communication, critical in the cardiac catheterization laboratory (cath lab) where physician orders are verbal. Complete CLC is typically a hospital and national mandate. Deficiencies in CLC have been shown to impair quality of care. Single center observational study, CLC for physician verbal orders in the cath lab were assessed by direct observation during a 5-year quality improvement effort. Performance feedback and educational efforts were used over this time frame to improve CLC, and the effects of each intervention assessed. Responses to verbal orders were characterized as complete (all important parameters of the order repeated, the mandated response), partial, acknowledgment only, or no response. During the first observational period of 101 cases, complete CLC occurred in 195 of 515 (38%) medication orders and 136 of 235 (50%) equipment orders. Complete CLC improved over time with various educational efforts, (p < 0.001) but in the final observation period of 117 cases, complete CLC occurred in just 259 of 328 (79%) medication orders and 439 of 581 (76%) equipment orders. Incomplete CLC was associated with medication and equipment errors. CLC of physician verbal orders was used suboptimally in this medical team setting. Baseline data indicate that physicians and staff have normalized weak, unreliable communication methods. Such lapses were associated with errors in order implementation. A subsequent 5-year quality improvement program resulted in improvement but a sizable minority of unacceptable responses. This represents an opportunity to improve patient safety in cath labs.

Promoting health literacy through the teach back method among Iranian health ambassadors: A randomized controlled trial / Promoting health literacy through the teach back method among Iranian health ambassadors: A randomized controlled trial / Promoção da alfabetização em saúde mediante o método teach-back entre os embaixadores da saúde iranianos: Un ensaio controlado aleatório

Objective. Describe the effect the teach back method on promoting the health literacy of health ambassadors in Urmia County in 2020. Methods. In the present quasi-experiment, 200 persons over 14 years old participated. They were divided into two research groups, a control (n=100) and an intervention (n=100). The sampling method was simple randomization and the data collection instrument was a questionnaire comprised of demographic information and health literacy (HELIA). The educational intervention took 4 sessions each 45 minutes in length following the teach back method. The questionnaire-based data were collected once before the intervention and once again three months after the intervention. Results. The present findings showed that 54% of the control group and 50% of the intervention group had a good or very good level of health literacy before the intervention(p>0.05). However, after the intervention, 52% of the control and 78% of the intervention group had a good or very good level of health literacy. The present findings revealed that the mean scores of health literacy dimensions (access to information, reading, understanding, appraisal, decision-making) and the overall health literacy score were significantly higher in the intervention group than the control (after the intervention). Wilcoxon's test results showed that the mean difference of the overall health literacy scores and the dimensions before and after the intervention were statistically significant (p<0.001). Conclusion. In the light of the present findings, we can conclude that participatory methods and the teach back method can improve health literacy, acquire reliable information and adopt healthy behaviors.

Objetivo. Describir el efecto del método teach-back en la promoción de la alfabetización en salud de los embajadores de la salud en el condado de Urmia, Irán en 2020. Métodos. En el presente estudio cuasiexperimental participaron 200 personas mayores de 14 años. Mediante muestreo de aleatorización simple se asignaron los grupos de investigación: de control (n=100) y de intervención (n=100). Se empleó un instrumento para la recogida de datos que contenía información demográfica y el instrumento Health Literacy for Iranian Adults -HELIA-. La intervención educativa consistió en 4 sesiones de 45 minutos, siguiendo el método teach- back. Los datos basados en el cuestionario se recogieron antes de la intervención y tres meses después de la misma. Resultados. Los hallazgos mostraron que el 54% del grupo de control y el 50% del grupo de intervención tenían un nivel bueno o muy bueno de conocimientos sobre alfabetización en salud antes de la intervención (p>0.05). Sin embargo, después de la intervención, el 52% del grupo de control y el 78% del grupo de intervención tenían un nivel bueno o muy bueno de conocimientos sanitarios. Los presentes resultados revelaron que las puntuaciones medias de las dimensiones de la alfabetización en salud acceso a la información, lectura, comprensión, valoración, toma de decisiones y de la puntuación global fueron significativamente mayores en el grupo de intervención que en el de control a los 3 meses después de la intervención. Finalmente, los resultados de la prueba de Wilcoxon mostraron que la diferencia media de las puntuaciones de la alfabetización en salud y de las dimensiones antes y después de la intervención eran estadísticamente significativas (p<0.001). Conclusión. A la luz de los resultados, se pudo concluir que la aplicación del método teach-back puede mejorar los conocimientos sobre la alfabetización en salud, además de ayudar a adquirir información fiable y a adoptar comportamientos saludables.

Objetivo. Descrever o efeito do método teach-back na promoção da alfabetização em saúde dos embaixadores da saúde no condado de Urmia, Irã em 2020. Métodos. No presente estudo quase-experimental participaram 200 pessoas maiores de 14 anos. Mediante amostragem de aleatória simples foram designados aos grupos de investigação: de controle (n=100) e de intervenção (n=100). Se empregou um instrumento para o recolhimento de dados que continha informação demográfica e o instrumento Health Literacy for Iranian Adults -HELIA-. A intervenção educativa consistiu em 4 sessões de 45 minutos, seguindo o método teach- back. Os dados baseados no questionário se recolheram antes da intervenção e três meses depois dela. Resultados. As descobertas mostraram que 54% do grupo de controle e 50% do grupo de intervenção tinham um nível bom ou muito bom de conhecimentos sobre alfabetização em saúde antes da intervenção (p>0.05). Porém, depois da intervenção, 52% do grupo de controle e 78% do grupo de intervenção tinham um nível bom ou muito bom de conhecimentos sanitários. Os presentes resultados revelaram que as pontuações médias das dimensões da alfabetização em saúde acesso à informação, leitura, compreensão, valoração, toma de decisões e da pontuação global foram significativamente maiores no grupo de intervenção que no de controle aos 3 meses depois da intervenção. Finalmente, os resultados da prova de Wilcoxon mostraram que a diferença média das pontuações da alfabetização em saúde e das dimensões antes e depois da intervenção eram estatisticamente significativas (p<0.001). Conclusão. À luz dos resultados, se pôde concluir que a aplicação do método teach-back pode melhorar os conhecimentos sobre a alfabetização em saúde, além de ajudar a adquirir informação confiável e a adotar comportamentos saudáveis.

The effect of Teach-back method education on the control of asthma and family care pressure of patients in Iran / El efecto de la educación del método Teach-back en el control del asma y la carga del cuidado familiar de los pacientes en Irán / O efeito da educação do método Teach-back no controle da asma e a carga do cuidado familiar dos pacientes no Irã

Objective. To investigate the effect of teach-back education on patient asthma control and family care pressure of patients with asthma. Methods. The present study is a clinical trial and the study population was patients referred to Shahid Faghihi and Shahid Motahhari clinics in Shiraz, Iran. 58 patients with asthma and their caregivers were randomly assigned to the intervention and control groups, for a total of 29 subjects in each group. In the intervention group: the teach-back method was delivered individually to the patient and his or her primary caregiver in three sessions of approximately 60 minutes at one-day intervals. each session included presentations, practical techniques and a booklet. In this study, patients and caregivers in the control group were not trained. Before the intervention, 4 and 8 weeks after the intervention, asthma control test and spirometry test were performed to evaluate asthma control; Also, before the intervention and 8 weeks after the intervention, Zarit test was performed to evaluate the care burden. Results. The findings of repeated measures tests showed that, compared to the control group, the intervention group obtained a greater increase in the vital capacity index (p=0.028) and in the disease control score (p=0.001), as well as a reduction in the burden of care on family members (p<0.001). Conclusion. The present study showed that teaching asthma related topics to the patient and her caregiver along with the follow-up and supervision of the nurse improves the asthma control of the patient and also reduces the caregiver pressure.

Objetivo. Investigar el efecto de la educación con el método teach-back sobre el control del asma y la carga del cuidado familiar de estos pacientes. Métodos. Ensayo clínico cuya población de estudio fueron los pacientes remitidos a las clínicas Shahid Faghihi y Shahid Motahhari en Shiraz, Irán. Se asignaron aleatoriamente 58 pacientes con asma y sus cuidadores a los grupos de intervención y control, con un total de 29 díadas en cada grupo. Las personas del grupo de intervención recibieron formación con el método teach-back que se impartió individualmente al paciente y a su cuidador principal en tres sesiones de aproximadamente 60 minutos en tres días consecutivos. Cada sesión incluía presentaciones, técnicas prácticas y un folleto. Los pacientes y cuidadores del grupo de control no recibieron formación. Antes de la intervención y a las 4 y 8 semanas después de la misma, se aplicaron las escalas de control del asma y la de Zarit para evaluación de la carga del cuidado y, además se practicó una espirometría. Resultados. Las pruebas de medidas repetidas entre los grupos de estudio mostraron que, comparando con el grupo control, el grupo de intervención obtuvo mayor aumento del índice de capacidad vital (p=0.028) y del puntaje de control de la enfermedad (p=0.001), además, se redujo la carga del cuidado en los familiares (p<0.001). Conclusión. El presente estudio mostró que con la enseñanza de temas relacionados con el asma al paciente y a su cuidador, junto con el seguimiento y la supervisión de la enfermera, se mejora el control del asma en el paciente y también se reduce la carga del cuidador.

Objetivo. Investigar o efeito da educação com o método teach-back sobre o controle da asma e a carga do cuidado familiar destes pacientes. Métodos. Ensaio clínico no qual a população de estudo foram os pacientes enviados às clínicas Shahid Faghihi e Shahid Motahhari em Shiraz, Irã. 58 pacientes com asma e seus cuidadores foram designados aleatoriamente aos grupos de intervenção e controle, com um total de 29 díade em cada grupo. As pessoas do grupo da intervenção receberam formação com o método teach-back que se transmitiu individualmente ao paciente e ao seu cuidador principal em três sessões de aproximadamente 60 minutos em três dias consecutivos. Cada sessão incluía apresentações, técnicas práticas e um folheto. Os pacientes e cuidadores do grupo de controle não receberam formação. Antes da intervenção e às 4 e 8 semanas depois dela, se aplicaram as escalas de controle da asma e a de Zarit para avaliação da carga do cuidado e, além disso se praticou uma espirometria. Resultados. As provas de medidas repetidas entre os grupos de estudo mostraram que, comparando com o grupo de controle, o grupo de intervenção obteve maior aumento do índice de capacidade vital (p=0.028) e da pontuação de controle da doença (p=0.001), ademais de que se reduziu a carga do cuidado nos familiares (p<0.001). Conclusão. O presente estudo mostrou que o ensino de temas relacionados com a asma ao paciente e ao seu cuidador, junto com o seguimento e a supervisão da enfermeira, se melhora o controle da asma no paciente e também se reduz a carga do cuidador.

Pathways of Teach-Back Communication to Health Outcomes Among Individuals With Diabetes: A Pathway Modeling.

Teach-back method can help promote interactive communication between patients and providers. However, the mechanism of how teach-back operates in routine care is uninvestigated. Using pathway analysis, we explored the potential pathways of patient teach-back to health outcomes among individuals with diabetes. Study sample included 2901 US adults with diabetes ascertained from the 2011 to 2016 Longitudinal Medical Expenditure Panel Survey. Our pathway model analysis showed that patient teach-back was associated with better interaction with providers, shared decision-making, and receiving lifestyle advice. Teach-back had a direct negative effect on condition-specific hospitalization and indirect negative effects through lifestyle advice and diabetic complication. Teach-back method may promote active interactions between patients and providers by creating an opportunity to be more engaged in shared decision-making and receive additional health advice from providers. These improvements seem to be associated with a reduction in risks for complications and related hospitalization.

Safe and effective use of a hybrid closed-loop system from diagnosis in children under 18 months with type 1 diabetes.

The management of type 1 diabetes in infancy presents significant challenges. Hybrid closed loop systems have been shown to be effective in a research setting and are now available for clinical use. There are relatively little reported data regarding their safety and efficacy in a real world clinical setting. We report two cases of very young children diagnosed with type 1 diabetes at ages 18 (Case 1) and 7 months (Case 2), who were commenced on hybrid closed-loop insulin delivery using the CamAPS FX™ system from diagnosis. At diagnosis, total daily dose (TDD) was 6 and 3.3 units for Case 1 and 2, respectively. Closed loop was started during the inpatient stay and weekly follow up was provided via video call on discharge. Seven months from diagnosis, Case 1 has an HbA1C of 49 mmol/mol, 61% time in range (TIR, 3.9-10 mmol/L) with 2% time in hypoglycemia (<3.9 mmol/L) with no incidents of very low blood glucose (BG; <3 mmol/L, 54 mg/dL) over 6 months. Given the extremely small TDD of insulin in Case 2, we elected to use diluted insulin (insulin aspart injection, NovoLog, Novo Nordisk Inc., Plainsboro, NJ, Diluting Medium for NovoLog®). Six months from diagnosis, the estimated HbA1c is 50 mmol/mol, TIR 76% with 1% hypoglycemia and no incidents of very low BG (<3 mmol/L, 54 mg/dL) over 6 months. We conclude that the use hybrid closed-loop can be safe and effective from diagnosis in children under 2 years of age with type 1 diabetes.

Investigating the effect of multimedia education in combination with teach-back method on quality of life and cardiac anxiety in patients with heart failure: a randomized clinical trial.

BACKGROUND: Education can contribute to promotion of the quality of life and reduction of heart anxiety in patients with heart failure, so it is important to find a suitable educational method for these patients. Therefore, the present study was an attempt to determine the effect of multimedia education using teach-back method on the life quality and cardiac anxiety in patients with heart failure. METHODS: The present study was a randomized clinical trial. 120 patients with heart failure class I to III and aged less than 60 years old were selected using sequential sampling; then, they were assigned randomly into two intervention groups and one control group. Group A (multimedia education), group B (education using multimedia together with teach-back method), and group C (control). The quality of life and cardiac anxiety were evaluated in the participants of the three groups before, after, 1 month, and 3 months after the intervention. Data were analyzed using descriptive tests, Pearson correlation, Kolmogorov-Smirnov, chi square and ANOVA test in SPSS 22. The significance level was set at P < 0.05. RESULTS: No significant differences were found in the mean scores of the quality of life and cardiac anxiety in the control and two intervention groups before the educational intervention. However, immediately after, 1 month and 3 months after the educational intervention, a significant difference was observed between the mean scores of the quality of life and cardiac anxiety in the intervention groups (P < 0.05). CONCLUSION: Multimedia education together with Teach-Back method is effective in promoting the quality of life and reducing cardiac anxiety in patients with heart failure. Therefore, it is recommended that health policymakers should use this educational method in providing treatment programs. IRANIAN REGISTRY OF CLINICAL TRIALS: 20190917044802N1. Registration date: 5/2/2020.

Post Discharge mHealth and Teach-Back Communication Effectiveness on Hospital Readmissions: A Systematic Review.

Hospital readmissions pose a threat to the constrained health resources, especially in resource-poor low-and middle-income countries. In such scenarios, appropriate technologies to reduce avoidable readmissions in hospitals require innovative interventions. mHealth and teach-back communication are robust interventions, utilized for the reduction in preventable hospital readmissions. This review was conducted to highlight the effectiveness of mHealth and teach-back communication in hospital readmission reduction with a view to provide the best available evidence on such interventions. Two authors independently searched for appropriate MeSH terms in three databases (PubMed, Wiley, and Google Scholar). After screening the titles and abstracts, shortlisted manuscripts were subjected to quality assessment and analysis. Two authors checked the manuscripts for quality assessment and assigned scores utilizing the QualSyst tool. The average of the scores assigned by the reviewers was calculated to assign a summary quality score (SQS) to each study. Higher scores showed methodological vigor and robustness. Search strategies retrieved a total of 1932 articles after the removal of duplicates. After screening titles and abstracts, 54 articles were shortlisted. The complete reading resulted in the selection of 17 papers published between 2002 and 2019. Most of the studies were interventional and all the studies focused on hospital readmission reduction as the primary or secondary outcome. mHealth and teach-back communication were the two most common interventions that catered for the hospital readmissions. Among mHealth studies (11 out of 17), seven studies showed a significant reduction in hospital readmissions while four did not exhibit any significant reduction. Among the teach-back communication group (6 out of 17), the majority of the studies (5 out of 6) showed a significant reduction in hospital readmissions while one publication did not elicit a significant hospital readmission reduction. mHealth and teach-back communication methods showed positive effects on hospital readmission reduction. These interventions can be utilized in resource-constrained settings, especially low- and middle-income countries, to reduce preventable readmissions.

Factorial Analysis Quantifies the Effects of Pediatric Discharge Bundle on Hospital Readmission.

BACKGROUND AND OBJECTIVES: Factorial design of a natural experiment was used to quantify the benefit of individual and combined bundle elements from a 4-element discharge transition bundle (checklist, teach-back, handoff to outpatient providers, and postdischarge phone call) on 30-day readmission rates (RRs). METHODS: A 24 factorial design matrix of 4 bundle element combinations was developed by using patient data (N = 7725) collected from January 2014 to December 2017 from 4 hospitals. Patients were classified into 3 clinical risk groups (CRGs): no chronic disease (CRG1), single chronic condition (CRG2), and complex chronic condition (CRG3). Estimated main effects of each bundle element and their interactions were evaluated by using Study-It software. Because of variation in subgroup size, important effects from the factorial analysis were determined by using weighted effect estimates. RESULTS: RR in CRG1 was 3.5% (n = 4003), 4.1% in CRG2 (n = 1936), and 17.6% in CRG3 (n = 1786). Across the 3 CRGs, the number of subjects in the factorial groupings ranged from 16 to 674. The single most effective element in reducing RR was the checklist in CRG1 and CRG2 (reducing RR by 1.3% and 3.0%) and teach-back in CRG3 (by 4.7%) The combination of teach-back plus a checklist had the greatest effect on reducing RR in CRG3 by 5.3%. CONCLUSIONS: The effect of bundle elements varied across risk groups, indicating that transition needs may vary on the basis of population. The combined use of teach-back plus a checklist had the greatest impact on reducing RR for medically complex patients.

Nonverbal closed loop communication during COVID-19 pandemic - Proposal of four tick technique.

This COVID-19 pandemic has posed difficulty in verbal communication among health-care workers with usage of respirators and personal protective equipments. We propose a four tick technique for the nonverbal closed loop communication in health-care settings with limited resources such as low and middle-income countries. It is simple, easy to learn, train, effective, ensuring patient safety and can be extended to nonhealth-care settings and in electronic form.

Electronic Health Record Closed-Loop Communication Program for Unexpected Nonemergent Findings.

Background Reliance on examination reporting of unexpected imaging findings does not ensure receipt of findings or appropriate follow-up. A closed-loop communication system should include provider and patient notifications and be auditable through the electronic health record (EHR). Purpose To report the initial design of and results from using an EHR-integrated unexpected findings navigator (UFN) program that ensures closed-loop communication of unexpected nonemergent findings. Materials and Methods An EHR-integrated UFN program was designed to enable identification and communication of unexpected findings and aid in next steps in findings management. Three navigators (with prior training as radiologic technologists and sonographers) facilitated communication and documentation of results to providers and patients. Twelve months (October 2019 to October 2020) of results were retrospectively reviewed to evaluate patient demographics and program metrics. Descriptive statistics and correlation analysis were performed by using commercially available software. Results A total of 3542 examinations were reported within 12 months, representing 0.5% of all examinations performed (total of 749 649); the median patient age was 62 years (range, 1 day to 98 years; interquartile range, 23 years). Most patients were female (2029 of 3542 [57%]). Almost half of the examinations submitted were from chest radiography and CT (1618 of 3542 [46%]), followed by MRI and CT of the abdomen and pelvis (1123 of 3542 [32%]). The most common unexpected findings were potential neoplasms (391 of 3542 [11%]). The median time between examination performance and patient notification was 12 days (range, 0-136 days; interquartile range, 13 days). A total of 2127 additional imaging studies were performed, and 1078 patients were referred to primary care providers and specialists. Most radiologists (89%, 63 of 71 respondents) and providers (65%, 28 of 43 respondents) found the system useful and used it most frequently during regular business hours. Conclusion An electronic health record-integrated, navigator-facilitated, closed-loop communication program for unexpected radiologic findings led to near-complete success in notification of providers and patients and facilitated the next steps in findings management. © RSNA, 2021 See also the editorial by Safdar in this issue.

Tecnologia para gestão do cuidado em saúde na assistência domiciliar em cuidados paliativos oncológicos / Technology for health care management in home care in palliative carer cancer

Objetivos: elaborar um instrumento para registro diário dos cuidadores acerca dos sinais e sintomas manifestados pelos pacientes em cuidados paliativos oncológicos na assistência domiciliar; validar o conteúdo do instrumento para registro diário dos cuidadores acerca dos sinais e sintomas manifestados pelos pacientes em cuidados paliativos oncológicos no domicílio, a partir dos elementos contemplados; e discutir os limites e possibilidades da aplicabilidade desta tecnologia para a gestão do cuidado em saúde na assistência domiciliar em cuidados paliativos oncológicos. Método: estudo metodológico desenvolvido em três fases: revisão integrativa; elaboração do instrumento; e validação de conteúdo. A revisão integrativa foi realizada nas bases de dados LILACS, MEDLINE e CINAHL, e buscou publicações de 2015 a 2019, com descritores: Sinais e Sintomas, Assistência Domiciliar, Cuidados Paliativos e Neoplasias. A validação de conteúdo foi realizada por 11 juízes. Para o reconhecimento dos juízes foram utilizados os critérios: ser mestre em qualquer área da saúde; ser mestre com dissertação na área oncológica e/ou em cuidados paliativos; ter publicação de artigo científico, livro ou capítulo de livro na área de oncologia e/ou cuidados paliativos e/ou assistência domiciliar; ter prática clínica de pelo menos três anos na temática do estudo; ter capacitação em assistência oncológica e/ou cuidados paliativos. A partir destas qualificações, para a fase de validação, foram aplicados os seguintes critérios de inclusão: ser profissional da área da saúde e apresentar obrigatoriamente o critério referente à prática clínica, somado a pelo menos mais um dos critérios listados na qualificação dos juízes. Foram critérios de exclusão: profissionais da área da saúde que estavam de férias ou licença de qualquer natureza durante o período de coleta de dados. O cenário do estudo foi a assistência domiciliar do Hospital do Câncer IV (INCA), referência na área da temática estudada. Para avaliação foram utilizadas escalas Likert, com quatro números de classes, realizando posteriormente o Índice de Validade de Conteúdo (IVC) e o coeficiente Alfa de Cronbach = 0,925. Resultados: o corpus final da revisão integrativa foi constituído de 35 artigos, sendo identificados 25 sinais e 23 sintomas. A análise dos itens baseou-se no número de vezes em que os sinais e sintomas foram citados pelo menos uma vez nos artigos, subsidiando o instrumento inicial abrangendo: dor, falta de ar, náuseas/vômitos, ansiedade, depressão/tristeza, bem-estar, sonolência, prisão de ventre, falta de apetite, cansaço e insônia. Como principais discordâncias entre os juízes destacaram-se detalhes nas imagens, que receberam alteração, independente do IVC > 80%. Esta análise possibilitou atestar o instrumento quanto relevância, clareza e objetividade, ratificando a validade de conteúdo. Duas alterações foram realizadas após a elaboração do protótipo do instrumento em acordo com as sugestões realizadas durante as três rodadas de validação realizadas, destacando alteração na escrita de dois sinais e sintomas, "Náuseas/Vômitos" para "Enjoo/Vômito" e, "Depressão/Tristeza" para "Tristeza". Conclusão: a versão final do instrumento "Registro de Sintomas do Paciente" propõe fornecer maior segurança aos cuidadores quanto ao acompanhamento do estado clínico do paciente e comunicação com os profissionais de saúde, possibilitando maior agilidade nas ações necessárias, consequentemente, no manejo dos sinais e sintomas e na promoção da qualidade de vida dos pacientes sob cuidados paliativos oncológicos no domicílio.

Objectives: to develop an instrument for daily registration of caregivers about the signs and symptoms manifested by patients in palliative oncology care in home care; validate the content of the instrument for daily registration of caregivers about the signs and symptoms manifested by patients in oncology palliative care at home from the elements contemplated; and to discuss the limits and possibilities of the applicability of this technology for the management of health care in home care in palliative oncology care. Method: methodological study developed in three phases: integrative review; elaboration of the instrument; and content validation. The integrative review was carried out in the LILACS, MEDLINE and CINAHL databases, and sought publications from 2015 to 2019, with descriptors: Signs and Symptoms, Home Care, Palliative Care and Neoplasms. The content validation was performed by 11 judges, selected through the criteria: being a master in any area of health; be a master with a dissertation in oncology and / or palliative care; publishing a scientific article, book or book chapter in the area of oncology and / or palliative care and / or home care; have clinical practice of at least three years in the study theme; have training in cancer care and / or palliative care. In this study we consider: being a health professional and mandatorily presenting the criterion referring to clinical practice, added to at least one more of the listed criteria. Exclusion criteria were: health professionals who were on vacation or on leave of any nature during the period of data collection at this stage of the study. The study scenario was home care at the Hospital do Cancer IV (INCA), a reference in the area of the subject studied. Likert scales were used for evaluation, with four class numbers, subsequently performing the Content Validity Index (CVI) and the Cronbach's alpha coefficient = 0.925. Results: the final corpus of the integrative review consisted of 35 articles, with 25 signs and 23 symptoms identified. The analysis of the items was based on the number of times the signs and symptoms were mentioned at least once in the articles, subsidizing the initial instrument covering: pain, shortness of breath, nausea/vomiting, anxiety, depression/sadness, well-being. being, drowsiness, constipation, lack of appetite, tiredness and insomnia. As main disagreements between the judges, details in the images were highlighted, which received alterations, regardless of the CVI> 80%. This analysis made it possible to attest to the instrument as to its relevance, clarity and objectivity, confirming the content validity. Two changes were made after the prototype of the instrument was developed in accordance with the suggestions made during the three validation rounds carried out, highlighting changes in the writing of two signs and symptoms, "Nausea/Vomiting" to "Sickness/Vomiting" and, "Depression/Sadness" to "Sadness". Conclusion: the final version of the "Patient Symptom Record" instrument proposes to provide greater security regarding the patient's clinical status, enabling greater agility in the necessary actions, consequently, in the management of signs and symptoms and in promoting the quality of life of patients under palliative oncology care at home.

Objetivos: desarrollar un instrumento para el registro diario de los cuidadores sobre los signos y síntomas que manifiestan los pacientes en cuidados oncológicos paliativos en el hogar; validar el contenido del instrumento para el registro diario de los cuidadores sobre los signos y síntomas que manifiestan los pacientes en cuidados paliativos oncológicos a domicilio a partir de los elementos contemplados; y discutir los límites y posibilidades de la aplicabilidad de esta tecnología para la gestión de la asistencia sanitaria en la atención domiciliaria en oncología paliativa. Método: estudio metodológico desarrollado en tres fases: revisión integradora; elaboración del instrumento; y validación de contenido. La revisión integradora se realizó en las bases de datos LILACS, MEDLINE y CINAHL, y se buscaron publicaciones de 2015 a 2019, con descriptores: Signos y Síntomas, Cuidados en el Hogar, Cuidados Paliativos y Neoplasias. La validación de contenido fue realizada por 11 jueces, seleccionados a través de los criterios: ser un maestro en cualquier área de la salud; ser un maestro con una disertación en oncología y / o cuidados paliativos; publicar un artículo científico, libro o capítulo de libro en el área de oncología y / o cuidados paliativos y / o cuidados domiciliarios; tener práctica clínica de al menos tres años en el tema de estudio; tener formación en cuidados oncológicos y / o cuidados paliativos. En este estudio consideramos: ser un profesional de la salud y presentar obligatoriamente el criterio referente a la práctica clínica, sumado al menos a uno más de los criterios enumerados. Los criterios de exclusión fueron: profesionales de la salud que estuvieran de vacaciones o de licencia de cualquier naturaleza durante el período de recolección de datos en esta etapa del estudio. El escenario de estudio fue la atención domiciliaria en el Hospital do Cáncer IV (INCA), referente en el área del tema estudiado. Para la evaluación se utilizaron escalas Likert, con cuatro números de clase, realizando posteriormente el Índice de Validez de Contenido (IVC) y el coeficiente alfa de Cronbach = 0,925. Resultados: el corpus final de la revisión integradora estuvo conformado por 35 artículos, con 25 signos y 23 síntomas identificados. El análisis de los ítems se basó en la cantidad de veces que los signos y síntomas fueron mencionados al menos una vez en los artículos, subsidiando el instrumento inicial que cubría: dolor, disnea, náuseas/vómitos, ansiedad, depresión/tristeza, bienestar. estar, somnolencia, estreñimiento, falta de apetito, cansancio e insomnio. Como principales desavenencias entre los jueces, se destacaron detalles en las imágenes, las cuales recibieron alteraciones, independientemente del IVC> 80%. Este análisis permitió dar fe del instrumento en cuanto a su relevancia, claridad y objetividad, confirmando la validez de contenido. Se realizaron dos cambios después de que se desarrolló el prototipo del instrumento de acuerdo con las sugerencias hechas durante las tres rondas de validación realizadas, destacando cambios en la escritura de dos signos y síntomas, "Náuseas/Vómitos" a "Enfermedad/Vómitos" y, "Depresión/Tristeza" a "Tristeza". Conclusión: la versión final del instrumento "Historial de síntomas del paciente" propone brindar mayor seguridad en cuanto al estado clínico del paciente, permitiendo una mayor agilidad en las acciones necesarias, consecuentemente, en el manejo de signos y síntomas y en la promoción de la calidad de vida de los pacientes bajo atención oncológica paliativa a domicilio.

Association of Patient-Provider Teach-Back Communication with Diabetic Outcomes: A Cohort Study.

BACKGROUND AND OBJECTIVES: The purpose of this study is to examine the patterns of patient teach-back experience (also known as "interactive communication loop") and determine its association with risk for diabetic complications and hospitalization, and health expenditures among individuals with diabetes. METHODS: A retrospective cohort study of 2901 US adults aged 18 years or older with a confirmed diagnosis of diabetes was conducted using data from the 2011 to 2016 Longitudinal Medical Expenditure Panel Survey. Survey-design adjusted multivariable models were used to examine whether having patient teach-back experience at the baseline year (Year 1) is associated with development of diabetic complications, hospitalization, and health expenditure at follow-up year (Year 2). Health expenditures were adjusted for inflation and expressed in 2017 US dollars. All adjusted models included patient sociodemographic and clinical characteristics. RESULTS: Analyses found that patients with teach-back experience were less likely to develop diabetic complications (adjusted odds ratio [AOR], 0.70; 95% CI, 0.52-0.96) and be admitted to the hospital due to diabetic complications (AOR, 0.51; 95% CI, 0.29-0.88) at 1-year followup. Patients having teach-back experience also had a significantly smaller increase in total expenditures of $1920 compared with those not having teach-back of $3639 (a differential change of -$1579; 95% CI, -$1717 to -$1443; P < .001). CONCLUSIONS: Teach-back could be an effective communication strategy that has potential to improve health outcomes, resulting in savings in diabetes care.

Reflexiones y estrategias de acompañamiento familiar en Atención Temprana / Reflections and strategies of family accompaniment in Early Intervention

El logopeda, en su condición de profesional experto en comunicación y lenguaje, es un miembro clave e indispensable en los equipos de Atención Temprana. Las prácticas recomendadas en los países con larga tradición en servicios de intervención a la primera infancia destacan la importancia del logopeda en el acompañamiento y la capacitación de la familia, además del apoyo que este profesional brinda a los otros miembros del equipo. Los profesionales que intervienen en Atención Temprana se enfrentan día a día al reto de establecer relaciones de colaboración con padres y cuidadores, situaciones para las que en muchas ocasiones no están preparados. Este trabajo describe las estrategias necesarias, con las que el logopeda puede dar un apoyo efectivo durante ese acompañamiento, describe de forma general las actuaciones claves, con el fin de lograr la capacitación del cuidador principal, y presenta los principios andragógicos en que debemos basarnos, con el fin de lograr una mayor eficacia de actuación. En la última sección presentamos algunos supuestos prácticos, con el fin de visualizar aquellas situaciones habituales, en las que el profesional puede encontrarse en sus consultas colaborativas con la familia, y se plantean las posibles soluciones y acciones a emprender

The speech therapist, as a professional expert in communication and language, is a key and indispensable member of Early Intervention teams. Recommended practice in countries with a long tradition in early childhood intervention services, highlights the importance of the speech therapist in the accompaniment and capacity-building of the family, in addition to their support to other team members. The professionals involved in Early Intervention, face the challenge of establishing collaborative relationships with parents and caregivers, situations for which they are often not prepared. This paper describes the strategies required for the speech therapist to provide effective support during this accompaniment. It describes in a general way key actions in training the main caregiver, and presents the andragogical principles we must use to achieve greater performance efficiency. In the last section we present some practical assumptions, in order to visualise the routine situations faced by the professional in their collaborative consultations with the family, and consider possible solutions and actions to be undertaken