4/8/2015 Increasing health care costs at an unsustainable rate - - PDF document

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4/8/2015 Increasing health care costs at an unsustainable rate - - PDF document

4/8/2015 Increasing health care costs at an unsustainable rate Lack of access to health care Payment based on fee-for-service vs. quality Potential overuse or misuse of spending Ordering unnecessary tests Darci Becker, PhD,


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Darci Becker, PhD, CCC-SLP, BCS-S Assistant Professor, MSLP program, St. Ambrose University beckerdarcil@sau.edu Speech-Language Pathologist, Genesis Medical Center beckerd@genesishealth.com

Increasing health care costs at an

unsustainable rate

Lack of access to health care Payment based on fee-for-service vs. quality

  • Potential overuse or misuse of spending

Ordering unnecessary tests Varying rates charged for procedures Patients admitted to hospitals could be managed as

  • utpatients or not discharged as soon as medically

stable

  • Widely varying treatment patterns

March 2010: Patient Protection and Affordable

Care Act (ACA) & Health Care Education and Reconciliation Act (HERA) signed into law

  • Reductions in payments

Much of the change occurring in acute care

  • Penalties

Hospital-acquired infections Readmissions Wrong procedures

  • Incentives

Outcomes

More changes with each passing year

  • “Triple

“Triple “Triple “Triple Aim of Aim of Aim of Aim of Reform” Reform” Reform” Reform”

Vision

  • Improve

Improve Improve Improve the patient the patient the patient the patient experience of care Quality Quality Quality Quality Satisfaction Satisfaction Satisfaction Satisfaction

  • Improve

Improve Improve Improve the health the health the health the health of populations

  • Reduce

Reduce Reduce Reduce the per capita cost the per capita cost the per capita cost the per capita cost of health care

Means

Move from fee-for-service model to pay-for-performance

There is enormous opportunity to eliminate waste in US

There is enormous opportunity to eliminate waste in US There is enormous opportunity to eliminate waste in US There is enormous opportunity to eliminate waste in US health health health health c c c care are are are

  • Potential sources of waste include

Failures of the Care Delivery

  • Lack of adoption of best care processes

best care processes best care processes best care processes Failure of Care Coordination Care Coordination Care Coordination Care Coordination

  • “Patients fall through the slats of fragmented care”
  • Overtreatment

“Subjecting patients to care that according to sound science and the patients’ own preferences, cannot possibly help them”

  • E.g. Excessive antibiotics, intensive care at end of life
  • E.g. Dementia patients and holding food; rehabilitative model is not

beneficial

  • Administrative Complexity

When government, accrediting bodies, payers etc. create inefficient and misguided rules

  • Pricing Failures

Prices exceed actual costs and fair profit

  • Fraud and Abuse

Good intentions to improve patient care and

reduce healthcare costs with ACA regulations

Because of growing, critical shortfall of

healthcare professionals:

Increased patient wait times Shortened patient time with caregivers Decreased patient satisfaction Increased workloads and documentation demands Increased workloads and documentation demands Increased workloads and documentation demands Increased workloads and documentation demands for employees Increased patient acuity Increased patient acuity Increased patient acuity Increased patient acuity for employees Reduced staff due to necessary layoffs Greater employee stress, dissatisfaction and burnout Greater employee stress, dissatisfaction and burnout Greater employee stress, dissatisfaction and burnout Greater employee stress, dissatisfaction and burnout Increased potential for safety events Increased potential for safety events Increased potential for safety events Increased potential for safety events Ethical dilemmas Ethical dilemmas Ethical dilemmas Ethical dilemmas between employees “following their moral conscience and obeying potentially immoral orders of their superiors”

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Allowable Allowable Allowable Allowable ”nonproductive time” reduced Time Time Time Time before patients transitioned to next level of care decreased decreased decreased decreased Documentation demands Documentation demands Documentation demands Documentation demands increased increased increased increased Amount of time required to sift time required to sift time required to sift time required to sift through all the evidence through all the evidence through all the evidence through all the evidence has increased increased increased increased “…health care, and especially the economics

economics economics economics

  • f health care, will be undergoing
  • f health care, will be undergoing
  • f health care, will be undergoing
  • f health care, will be undergoing a dramatic

a dramatic a dramatic a dramatic change change change change over the next several years. Although momentum for these changes has been developing over the past decade, concrete changes in health care delivery and payment changes in health care delivery and payment changes in health care delivery and payment changes in health care delivery and payment are imminent are imminent are imminent are imminent.”

Recommendations focused efforts on five areas:

  • Re

Re Re Re-

  • framing/re

framing/re framing/re framing/re-

  • branding the profession

branding the profession branding the profession branding the profession

  • Reconsideration/expansion of the clinical paradigm
  • Quality and outcomes measures and management

needs

  • Professional preparation
  • Member education and widespread dissemination of

information

Ad Hoc Committee formed

  • Met throughout 2013
  • Produced a 21 page report in December 2013

http://www.asha.org/uploadedFiles/Reframing-the- Professions-Report.pdf#search=%22reframing%22

Information Strategies Overall

Overall Overall Overall Aim Aim Aim Aim of Reframing the Professions

  • Provide value

value value value to individuals with communication and/or feeding/swallowing disorders

“deliver services that improve functional outcomes improve functional outcomes improve functional outcomes improve functional outcomes that matter to clients’ everyday lives…with a high degree of high degree of high degree of high degree of patient/family satisfaction and is cost effective patient/family satisfaction and is cost effective patient/family satisfaction and is cost effective patient/family satisfaction and is cost effective”…

BEST CARE PRACTICES CARE COORDINATION IMPROVE DOCUMENTATION FUNCTIONAL GOALS BETTER OUTCOMES COST- EFFECTIVENESS

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“Evidence based decision making involves the use of best evidence

best evidence best evidence best evidence, best clinical judgment best clinical judgment best clinical judgment best clinical judgment and the ethical imperative to select ethical imperative to select ethical imperative to select ethical imperative to select interventions interventions interventions interventions (using best evidence and judgment) that conform with that conform with that conform with that conform with the patient's values and expectation the patient's values and expectation the patient's values and expectation the patient's values and expectations, and to collaborate collaborate collaborate collaborate with the patient in selecting the most appropriate intervention. ”

Cheers, James James James James L. Coyle

  • L. Coyle
  • L. Coyle
  • L. Coyle, Ph.D., CCC-SLP; BRS-S

Assistant Professor, Communication Science and Disorders

Level I Level I Level I Level I Evidence from one well-conducted randomized randomized randomized randomized clinical trial Level II Level II Level II Level II-

  • 1

1 1 1 Evidence from one well-conducted study with controls but without randomization Level II Level II Level II Level II-

  • 2

2 2 2 Evidence from one well-designed cohort or case-control study preferably from independent researchers Level II Level II Level II Level II-

  • 3

3 3 3 Evidence from multiple time-series single- subject investigations or dramatic results from non- controlled experiments Level III Level III Level III Level III Opinions of authorities, Opinions of authorities, Opinions of authorities, Opinions of authorities, descriptive studies, case studies, reports of expert committees

Section 1 Task Force of the Division of Clinical Psychology of the American Psychological Association Task Force (1998)

  • Recognize that’s the case

Recognize that’s the case Recognize that’s the case Recognize that’s the case

  • Form a theory

theory theory theory or working hypothesis

Takes EFFORT! Takes TIME!

Little to NO time during the typical work day in many healthcare settings

  • 1. Spend a little time reading the literature
  • 1. Spend a little time reading the literature
  • 1. Spend a little time reading the literature
  • 1. Spend a little time reading the literature

regularly regularly regularly regularly

  • SIG 13 community forum

Be a critical consumer of this information Save relevant posts

Categorize by topic Reference manager software options available

Perspectives

Current and clinically relevant summaries of the literature CEUs ($5, 2.5-4 hours)

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  • 2. Develop some strategies for accessing

accessing accessing accessing preliminary evidence preliminary evidence preliminary evidence preliminary evidence quickly quickly quickly quickly *

(e.g. In 5 minutes, seeing a patient with Guillain-Barre)

  • Saved/categorized listserv posts
  • Create a “library” with at least one comprehensive

text per broad subject area

Dysphagia, Motor Speech, Aphasia, Acquired Cognitive Disorders, Voice

  • 3. Develop strategies for more extensive

more extensive more extensive more extensive literature reviews, when time allows literature reviews, when time allows literature reviews, when time allows literature reviews, when time allows

  • http://www.ncbi.nlm.nih.gov/pubmed/

Search topics (at a minimum: abstracts) See “related citations”

  • www.asha.org
  • See also www.googlescholar.com
  • See also: ASHA's National Center for Evidence-

Based Practice in Communication Disorders (N-CEP) compiles information on practice guidelines and systematic reviews, arranged by topic http://www.asha.org/members/ebp/compendium/

  • 4. Accessing articles
  • Free access
  • Use “General Google: put the title in quote marks and add pdf after it may bring

up some….”-Paula Leslie, University of Pittsburgh

  • “…use your web search engine and type in "open access medical journals" ...

Here are a couple more – just enter a search term in the search box to see if the site has any good journal articles on the subject. I tried the simple "dysphagia" search term on all of these and got lots of hits…

  • http://journals.plos.org/plosmedicine/
  • http://www.dovepress.com/browse_journals.php
  • http://omicsonline.org/medical-sciences-journals.php
  • http://bmjopen.bmj.com/
  • http://www.oxfordjournals.org/en/oxford-open/index.html
  • http://www.elsevier.com/about/open-access/open-access-journals (don't type

"dysphagia" in the search box unless you want to see books too) -James Coyle

  • Also see:
  • The directory of open access journals (http://www.doaj.org/)
  • Highwire press (http://highwire.stanford.edu/)

Enter article name or browse by category (e.g. dysphagia) –James Coyle

  • Interlibrary loan (university; hospital library)
  • Access to Dysphagia journal (DRS membership,

$170 year)

Patients move along the continuum of healthcare

at a fast pace

Multiple health providers often involved Communication is vital!

Reduce safety events Reduce unnecessary tests, redundant tests Support adequate information exchange “The added time and effort required to added time and effort required to added time and effort required to added time and effort required to achieve achieve achieve achieve an effective effective effective effective referral/consultation or transition transition transition transition is generally is generally is generally is generally not not not not reimbursed” reimbursed” reimbursed” reimbursed”

(http://www.improvingchroniccare.org/downloads/reducing_care_fragmentatio n.pdf)

E.g. Patients referred for outpatient MBSS from SNF arrive with pertinent history information and desired information specified E.g. Faxing an MBS outpatient report Friday afternoon because patient is no longer aspirating thin liquids

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  • ASHA 2013 Healthcare Survey: SLPs spend about

20% of their time in documentation

  • 1. Educate SLPs on the need to document during the

session

  • 2. Develop templates to streamline all patient

documentation

  • 3. Determine what customers (physicians,

patients/families, payers, etc.) want, need, and read

“More is not necessarily better.” Point of service documentation

  • My concern: “Distracted therapy”

Cognitive resources Cognitive resources Cognitive resources Cognitive resources to generate a quality, novel written document AND treat effectively (cue, take quality data, e.g.) do not allow for optimal divided attention Can’t physically have eyes/hands both on the keyboard/screen and eyes/hands both on your patient Disrupts quality of the interaction

  • How many are doing POS documentation?
  • What % of the time?
  • “Evidence has shown that documenting at the point of care is a very valuable

tool in quality patient care. Having work completed at the end of a day for a clinician promotes less employee stress, improved team work, and a feeling promotes less employee stress, improved team work, and a feeling promotes less employee stress, improved team work, and a feeling promotes less employee stress, improved team work, and a feeling

  • f accomplishmen
  • f accomplishmen
  • f accomplishmen
  • f accomplishment, but more important, is critical for the clients medical

record to be current and up-to-date. Point of care documentation encourages:

  • Improved Safety Evidenced-based research on point of care documentation

supports improved patient safety improved patient safety improved patient safety improved patient safety and quick identification of potential

  • problems. For example, entering a patient's medication into the software at

point of care any drug interactions are immediately identified within the medication database. Additionally, ready access to patient teaching guides allows the clinician to discuss potential side effects and interaction at the time of the visit.

  • Accuracy of Documentation When entering information at the point of care

the potential for errors decreases potential for errors decreases potential for errors decreases potential for errors decreases. Writing the information on paper notes then transcribing it increases the risk of key stroking errors and misread or missed information. Answering Oasis questions accurately have a direct effect on outcomes and reimbursement. When documenting at the point of care, uncertainties regarding patient status can be addressed immediately…”

Abstract: Electronic medical record (EMR) point-of-care (POC) documentation in patients' rooms is a recent shift in technology use in hospitals. POC documentation reduces inefficiencies, decreases the probability of errors, promotes information transfer, and encourages the nurse to be at the bedside. However, EMR POC documentation has the potential to distract potential to distract potential to distract potential to distract the nurse's attention away from the patient the nurse's attention away from the patient the nurse's attention away from the patient the nurse's attention away from the patient and compromise the nurse compromise the nurse compromise the nurse compromise the nurse-

  • patient interaction.

patient interaction. patient interaction. patient interaction.

Templates are currently available for use with adult

and child populations (http://www.asha.org/Practice-Portal/Templates/)

  • Adults

Adults Adults Adults

Clinical Swallowing Evaluation Endoscopic Swallowing Evaluation Videofluoroscopic Swallowing Study

  • Children

Children Children Children

Infant Medical/Feeding History and Clinical Assessment Form Pediatric Feeding History and Clinical Assessment Form Videofluoroscopic Swallowing Exam (infants consuming liquids

  • nly)

Videofluoroscopic Swallowing Exam (children consuming liquids

  • nly)
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Pros

  • Standardizes language and approach
  • Quicker, sometimes

Cons

  • If you don’t have an “other” text box, problems
  • ften arise
  • Updating templates can be challenging

Lisa Satterfield,

ASHA Director of Health Care Regulatory Advocacy ISHA conference, October 2014 “If it wasn’t documented it wasn’t done” “Insufficient documentation…cited by Medicare as the

2nd highest cause for improper payment

“New message…progress

progress progress progress notes NEED to be detailed, notes NEED to be detailed, notes NEED to be detailed, notes NEED to be detailed, need to show the need for skilled need to show the need for skilled need to show the need for skilled need to show the need for skilled services…no longer “dumb down” notes

  • Skilled care

Use terminology that reflects the technical knowledge of the clinician

Counting number of coughs per meal

Indicate Indicate Indicate Indicate rationale and decision making rationale and decision making rationale and decision making rationale and decision making Report objective data Specify feedback Specify feedback Specify feedback Specify feedback to patient Elaborate and evaluate patient or caregiver training My advice: Be succinct

Be succinct Be succinct Be succinct, but…

  • Write clearly

clearly clearly clearly enough so others could replicate it and show need for skilled services

  • You have many potential “customers” (don’t forget

therapist)

Develop simple modules..on use of the International

International International International Classification of Disabilities and Function (ICF) framework Classification of Disabilities and Function (ICF) framework Classification of Disabilities and Function (ICF) framework Classification of Disabilities and Function (ICF) framework to develop functional treatment goals and determine

  • utcomes.
  • Develop standard templates and examples of functional

goals using the ICF framework. http://www.asha.org/slp/icf/

Additional Resources Functional Goal Writing Using ICF Aphasia Dementia Dysarthria Traumatic Brain Injury Voice Disorders

First created in 2001 Two parts:

  • 1) Functioning and Disability

Body Functions Body Functions Body Functions Body Functions (e.g. impaired chewing, reduced ability for oral manipulation of food and control of bolus) and Structures Structures Structures Structures (e.g. damage to cerebrum) Activity and Participation Activity and Participation Activity and Participation Activity and Participation (e.g. not going out to eat, avoiding social gatherings, not enjoying eating)

  • 2) Contextual Factors

Environmental Factors Environmental Factors Environmental Factors Environmental Factors (e.g. family support, food choices at SNF) Personal Factors Personal Factors Personal Factors Personal Factors (e.g. age, occupation)

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67 year old male with mild-moderate oral stage dysphagia

post left frontal lobe infarct

  • Functioning and Disability

Body Functions

  • impaired chewing; impaired oral manipulation of food and control of

bolus; reduced insight into difficulties, impaired problem solving, development of long-term memories Body Structures

  • damage to left side of cerebrum
  • Activity and Participation

Activity and Participation Activity and Participation Activity and Participation

  • Recreation and leisure activity (e.g. not

Recreation and leisure activity (e.g. not Recreation and leisure activity (e.g. not Recreation and leisure activity (e.g. not going out to eat, avoiding social going out to eat, avoiding social going out to eat, avoiding social going out to eat, avoiding social gatherings, not enjoying gatherings, not enjoying gatherings, not enjoying gatherings, not enjoying eating) eating) eating) eating)

  • Contextual Factors

Contextual Factors Contextual Factors Contextual Factors

  • Environmental Factors

Environmental Factors Environmental Factors Environmental Factors

  • spouse

spouse spouse spouse support, food choices at support, food choices at support, food choices at support, food choices at SNF SNF SNF SNF

  • Personal Factors

Personal Factors Personal Factors Personal Factors

  • age

age age age, , , , previous occupation, high socioeconomic status previous occupation, high socioeconomic status previous occupation, high socioeconomic status previous occupation, high socioeconomic status

Treatment

  • Impairments of chewing and bolus control
  • Use of chin-tuck and controlling rate and amount
  • f food/drink
  • Instruct wife and family, given patient’s limited

insight into his disorder

  • Wife seek restaurants that serve items patient likes

Wife seek restaurants that serve items patient likes Wife seek restaurants that serve items patient likes Wife seek restaurants that serve items patient likes and can eat safely and can eat safely and can eat safely and can eat safely

  • If eats favorite food of steaks, ensure are moist and

If eats favorite food of steaks, ensure are moist and If eats favorite food of steaks, ensure are moist and If eats favorite food of steaks, ensure are moist and thin thin thin thin-

  • cut

cut cut cut

  • Since loves coffee, with chin tuck and small sips

Since loves coffee, with chin tuck and small sips Since loves coffee, with chin tuck and small sips Since loves coffee, with chin tuck and small sips may be able drink safely may be able drink safely may be able drink safely may be able drink safely

  • Since typically enjoys drinking beer at baseball

Since typically enjoys drinking beer at baseball Since typically enjoys drinking beer at baseball Since typically enjoys drinking beer at baseball games, spouse could bring water, ask family games, spouse could bring water, ask family games, spouse could bring water, ask family games, spouse could bring water, ask family members who attend also drink water members who attend also drink water members who attend also drink water members who attend also drink water

There are many different outcome measures being used by clinicians

  • 1)Functional outcome measures: describe a patient’s functioning,

activities and/or participation in ADLs Functional Independence Measures (FIMs) ASHA’s National Outcomes Measurement System (NOMS) Dysphagia Outcome Severity Scale (DOSS) McGill Ingestive Skills Assessment (MISA)

  • 2) Clinically derived measures

S S S Standardized tandardized tandardized tandardized tools tools tools tools Penetration-Aspiration Scale MBSImP

  • 3) Patient

3) Patient 3) Patient 3) Patient-

  • reported outcomes: reported by patient themselves

reported outcomes: reported by patient themselves reported outcomes: reported by patient themselves reported outcomes: reported by patient themselves Q Q Q Quality of Life tools uality of Life tools uality of Life tools uality of Life tools SWAL SWAL SWAL SWAL-

  • QOL

QOL QOL QOL EAT EAT EAT EAT-

  • 10

10 10 10

“More and more, it has been recognized that some

assessments might best be made by the patients themselves… It is not sufficient that the clients meet It is not sufficient that the clients meet It is not sufficient that the clients meet It is not sufficient that the clients meet

  • ur goals, but they must meet their goals, as well.
  • ur goals, but they must meet their goals, as well.
  • ur goals, but they must meet their goals, as well.
  • ur goals, but they must meet their goals, as well. ”

” ” ”

(Travis T. Threats, SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, December 2012, Vol. 22, 128-135)

Train SLPs to involve the patient and family in

goal setting with a focus on function, , , , the impact on the patient’s ability to participate in life, and the outcomes that matter to

  • utcomes that matter to
  • utcomes that matter to
  • utcomes that matter to

patients patients patients patients.

. . . (Ad Hoc Reframing the Profession Report) EATING ASSESSMENT TOOL (EAT EATING ASSESSMENT TOOL (EAT EATING ASSESSMENT TOOL (EAT EATING ASSESSMENT TOOL (EAT-

  • 10

10 10 10) ) ) ) Circle an answer between 0 and 4 0 = No problem 4 = Severe problem

  • 1. My swallowing problem has caused me

problem has caused me problem has caused me problem has caused me to lose weight. to lose weight. to lose weight. to lose weight.

  • 2. My swallowing problem interferes with

interferes with interferes with interferes with my ability my ability my ability my ability to go out for meals to go out for meals to go out for meals to go out for meals. . . .

  • 3. Swallowing liquids takes extra effort.
  • 4. Swallowing solids takes extra effort.

takes extra effort. takes extra effort. takes extra effort.

  • 5. Swallowing pills takes extra effort.
  • 6. Swallowing is painful.
  • 7. The pleasure of eating is affected by my swallowing.
  • 8. When I swallow food sticks in my throat.
  • 9. I cough

cough cough cough when I eat. 10.Swallowing is stressful. stressful. stressful. stressful. Add up the sum of the numbers you circled for a TOTAL EAT-10 Score: If your score is greater than 3 you may have swallowing problems. We suggest that you share your EAT-10 results with your doctor

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Patient-related outcomes

  • Challenging to use in acute care (e.g. if dysphagia is
  • f new onset)

Few effects of dysphagia may be experienced before interventions are put into place Some measures, like SWAL-QOL, seek information about symptoms over the “last month” SWAL-CARE, which rates care/advice from SLP (e.g. Techniques to help me avoid choking) may be more beneficial even in acute care

  • Patients with cognitive deficits or reduced awareness
  • f their dysphagia may have difficulty reflecting on

their “swallowing problem.”

“The concept of value

value value value in health care is featured prominently as a key part of health key part of health key part of health key part of health care reform. care reform. care reform. care reform.

  • Value=ratio of quality and safety over total cost per

unit

(Ad Hoc Reframing the Profession report)

  • Do a “value” check

“value” check “value” check “value” check… … … …

  • With healthcare systems placing a focus on value, SLPs need to

SLPs need to SLPs need to SLPs need to position themselves position themselves position themselves position themselves so that they, not a lower cost provider, are the “value” provider “value” provider “value” provider “value” provider (Swigert, 2014)

Using EBP to get the best outcomes? Allotting the right amount of time to each disorder? “Communication is taking a back seat": Speech

pathologists' perceptions of aphasia management in acute hospital settings in Aphasiology (2014) (4-1-15 post)

Using the electronic medical record to improve cost

effectiveness Identify pertinent medical history Avoiding redundancy E.g. Multiple MBSSs/admissions

  • Determine when a consultative model is appropriate

“Shift the focus from providing direct service in so many visits to a consultative consultative consultative consultative model” model” model” model” (AdHoc Reframing the Profession report) Old mindset: “Here for 2 months, I will be the primary care provider…” New mindset New mindset New mindset New mindset: “From Day 1, using a consultative approach, how can the patient/family enhance outcomes and facilitate transfer of care” (Becker)

  • March 16, 2015, IHI Senior Vice President Trissa Torres, MD,

keynote address ”Build stronger relationships with patients “…leverage (our) clinical skills and the relationships (we have) with patients to have broader impact on the people and communities have broader impact on the people and communities have broader impact on the people and communities have broader impact on the people and communities we serve we serve we serve we serve.” “working in primary care today requires…new new new new mindsets mindsets mindsets mindsets that take into account patients’ own goals for themselves and leverage the leverage the leverage the leverage the assets they bring to the table assets they bring to the table assets they bring to the table assets they bring to the table.” .” .” .”

  • Empower patients and family members

To advocate for themselves advocate for themselves advocate for themselves advocate for themselves Patient access to medical records may lessen potential for fragmentation of care Teach them about their condition, goals, therapy

Patients are bombarded with health information More tests=more information Shorter stays= less

less less less time to time to time to time to learn learn learn learn

Even individuals without cognitive or language impairments don’t

always understand or remember health information

Use our expertise

Keep things simple Provide both verbal and written information Teaching methods, such as Teach-back (Swigert, 2015)

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Increase administrators’ understanding of

  • challenges to productivity

Patients are less accessible All disciplines are vying for same patients

  • Value in “non-productive” activities

Staying current on the literature Has high value if leads to better outcomes (I can’t use evidence-based practice if don’t know evidence-based practice!) Safety issues take away time from “productive” activities