Evidence-based intervention to address the Healthy

Evidence-based intervention to address the Healthy

Select a practice problem related to the below readings. Read the related chapter.

Bemker, M. A. & Ralyea, C. (2018). Population health and its integration into advanced nursing practice. DEStech Publications, Inc. Evidence-based intervention to address the Healthy

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  • Pediatric Issues (Chapter 7)
  • Gerontology and the Aging American (Chapter 8)
  • Military and Care for Veterans (Chapter 9)
  • Chronic Disease (Chapter 10)
  • Obesity – Opportunities Across the Continuum (Chapter 10)
  • Population Health in Trauma and Mental Health (Chapter 12)
  • Substance Use Disorders (Chapter 13)
  • Infectious Diseases as a Population Health Issue (Chapter 14)Evidence-based intervention to address the Healthy

Reflect on the above reading and address the following.

  • Provide a brief statement introducing the selected practice problem.
  • Identify the social determinant risk factors for the selected practice problem.
  • Describe a related Healthy People 2020 Goal.
  • Describe one evidence-based intervention to address the Healthy People 2020 goal.
  • Define one measurable objective to address the Healthy People 2020 goal. Evidence-based intervention to address the Healthy

Nutrition Assignment

Nutrition Assignment

Essay assignment (400 words minimum) on one macronutrient from two perspectives: one from a naturally occurring harvest, the other from a refining and manufacturing process.

Description

The learning objectives for this chapter include emphasis on whole foods versus refined and processed foods. Throughout the book, this is a common theme that encompasses many modern issues and decisions in nutritional choices. This assignment requires students to present two views on one macronutrient of choice, in the following scenario: Nutrition Assignment

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The patient is a relatively inactive 26-year old woman who lives alone in a highly urban city in an apartment. She works from home as a software engineer for 7-8 hours every day. She exercises 1-2 times a week at the local gym for 30-40 minutes each time. She typically runs on the treadmill, but does not do muscle training or any other form of exercise. The patient is inquiring about the benefits, risks, and costs of buying refined foods from the store versus whole foods from the farmer’s market. The store is 5 minutes’ walk away from the apartment, while the farmer’s market is around 7 miles from the city. The patient is seeking to purchase one food from each category of macronutrients: carbohydrates, proteins, and lipids. Nutrition Assignment

As such, one view is from the perspective of a naturally occurring harvest, and the other is from a processing and refining perspective.

Students should be able to answer the following three questions for one macronutrient:

  1. Whole Foods Perspective: what four benefits and four risks of this macronutrient in its whole, non-processed form?
  2. Refined Foods Perspective: what are four benefits and four risks of this macronutrient in its processed and refined form?
  3. Dietary Guidelines: according to the 2015 Dietary Guidelines, as well as the scenario, how much of this macronutrient should this patient consume?
  4. Health Options: what other lifestyle options can this patient pursue to maintain a healthy weight and wellbeing?

Students should also provide an organized list of APA-formatted citations and sources Nutrition Assignment.

Student Resources/Recommended Readings

  • Distance Learning Systems 2020 Nutrition eBook, Chapter 2
  • Basic infographic templates for Google Slides and PowerPoint
  • National Agricultural Library: Macronutrients
  • Innerbody Research: Macronutrients Nutrition Assignment

QEP PAPER DIABETES MELLITUS

QEP PAPER DIABETES MELLITUS

NUR 1211L (Medical-Surgical Nursing Clinical)

Health promotion is the act of empowering clients to take control over and achieve their optimal level of health. Utilizing the topics listed below and evidence-based practice, you will write a scholarly paper on health promotion including the following:

· Introduction to the topic (select one of the topics below)

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· Description of the disease process (topic) selected QEP PAPER DIABETES MELLITUS

· Implement 4 health promotion measures involved in the prevention and care of client with the disease process (topic) selected from the textbook, nursing journal articles, and evidence-based practice, including complementary therapies.

· Analyze how health promotion can improve the client’s overall health and avoid complications (include modifiable and non-modifiable factors such as age, gender, ethnicity, and lifestyle). Be sure to compare/contrast what happens to patients if they implement health promotion strategies and what could happen if these activities are not implemented.

· Reflection on what you learned from the assignment and how it will impact your practice in the future

NUR 1211L QEP Topic List:

  1. Endocrine      Disorders (Diabetes Mellitus)
    1. Diet, Foot Care, Management of Hypoglycemia, Prevention of Complications QEP PAPER DIABETES MELLITUS

PLEASE CHECK THIS REQUIREMENTS

QEP Paper Requirements:

  • Your paper must be APA format and      at least 750 words not to exceed 1000 words.
  • Double space your paper and use Times      New Roman standard 12-point font.
  • Proofread your paper, meet with a      writing tutor, and present proof of seeing a writing tutor before      submitting your paper to “Turn-it-in.”
  • A minimum of two (2) references      must be used. The two references will include the required class textbook      and at least one outside scholarly source (ex. journal article), and      health organization (CDC, ADA). APA format must be used in citing and referencing      sources. QEP PAPER DIABETES MELLITUS

 

Chemotherapy And Radiation

Chemotherapy And Radiation

400-600 words APA 6 format, in-text citation, Use at least two (2) scholarly references published within the last 5 years to substantiate your work. *Please provide a copy of all references used.

Assignment Details:

A woman in her mid-thirties suffered from a rare malignancy in her brain and around her spinal cord. She had surgery, and most of the tumor mass was removed, but the residual tumor remained in the brain and around the spinal cord. The doctors informed her that chemotherapy and radiation were possible treatment options but could cause serious problems such as sepsis, a permanent loss of IQ and stature, and even death. She wished to proceed with the therapy Chemotherapy And Radiation.

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After undergoing aggressive chemotherapy and radiation, she did independent research and read of several drugs being administered for cancer in other states that were unapproved by the Federal Drug Administration (FDA) and were illegal in their home state but were touted by physicians using them as “miracle cures.” The woman is considering suing her physician for failure to disclose alternative treatments, thus depriving her of informed consent Chemotherapy And Radiation.

A court awarded summary judgment to the physician.

Respond to the following questions about this case:

  • In your opinion, does the court’s decision seem warranted? Why or why not?
  • Under the doctrine of informed consent, should a physician be responsible for informing patients of all treatment options, even if some of the treatments are illegal or not yet proven effective? Explain your answer Chemotherapy And Radiation.

Learning Needs Assessment

Learning Needs Assessment

The effective nurse educator is able to use student learning needs to create specific and measurable learning outcomes for a lesson or curriculum.

The purpose of this assignment is to create a learning needs assessment in order to determine learning outcomes for the topic identified (CLABSI, Central Line Associated Blood Stream Infection)for the student’s education focus Learning Needs Assessment.

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Part 1: Develop a short needs assessment of 10-20 open-ended or closed-ended questions for a learning needs assessment related to your education focus to administer to your practicum audience. Administer a learning needs assessment in your practicum setting. This data will be used to develop your lesson plan in Topic 8 assignment.

Part 2: To accompany your assessment, write a 350-500 word data collection plan with the following information:

  1. Explanation of data collection techniques such as the format and how you will administer the learning needs assessment to your students.
  2. Description of how you will use the data collected from this learning needs assessment Learning Needs Assessment.

Submit both parts to the assignment dropbox.

Cite one or two peer reviewed/scholarly resources in your paper.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance Learning Needs Assessment.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
NUR-665E NUR-665E-O500 Learning Needs Assessment 60.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (80.00%) 3: Satisfactory (88.00%) 4: Good (92.00%) 5: Excellent (100.00%) Comments Points Earned
Content 100.0%
10-20 Questions 20.0% 10-20 open-ended and closed-ended questions are not present. 10-20 open-ended and closed-ended questions are present, but they lack detail or are incomplete. 10-20 open-ended and closed-ended questions are present. 10-20 open-ended and closed-ended questions are present and well developed. 10-20 open-ended and closed-ended questions are thoroughly developed.
Data Collection Techniques 25.0% An explanation of data collection techniques is not present. An explanation of data collection techniques is incomplete or incorrect. An explanation of data collection techniques is included but lacks supporting details. An explanation of data collection techniques is complete and includes supporting details. An explanation of data collection techniques is extremely thorough and includes substantial supporting details.
Use of Data 25.0% A description of how data collected from the learning needs assessment will be used is not present. A description of how data collected from the learning needs assessment will be used is incomplete or incorrect. A description of how data collected from the learning needs assessment will be used is included but lacks supporting details. A description of how data collected from the learning needs assessment will be used is complete and includes supporting details. A description of how data collected from the learning needs assessment will be used is extremely thorough and includes substantial supporting details.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Postpartum Depression Fact Sheet

Postpartum Depression Fact Sheet

Create a 1-page (front and back) information fact sheet on postpartum depression that will help to educate the vulnerable population on the disease or condition. The fact sheet should address prevention, detection, and treatment.

**Will provide more detailed instructions for the accepted bid

7/8/21, 3:18 PMFeedback for BC2003 Assessment Submission (Attempt 1) – BC2003: Social Ecological Model – Walden University – Tempo Learning Postpartum Depression Fact Sheet

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BC2003 Rubric Activity: BC2003 Assessment Submission (Attempt 1)

Course: BC2003: Social Ecological Model

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Name: Aiyana Watson

Rubric Criteria 0 – Not Present 1 – Needs Improvement 2 – Meets Expectations

Learning Objective 1.1: Apply the Social Ecological Model to health

conditions or diseases.

Learning Objective 2.1: Apply health behavior theories and models to

health behaviors. Postpartum Depression Fact Sheet

Learning Objective 3.1: Apply Healthy People 2020 focus areas and

objectives to health conditions or diseases.

Response is not present. Fact sheet includes a reference to the

Social Ecological Model that is

incomplete or unclear, or the

application of the level is not

explained fully.

Response is not present. Fact sheet includes a health behavior

theory or model that is inapplicable,

or the application of the theory or

model is not explained fully.

Response is not present. Fact sheet identifies and explains the

Healthy People 2020 focus area that

was chosen and describes one or

more objectives within that focus

area that apply directly to the health

condition or disease and the

vulnerable population selected. Postpartum Depression Fact Sheet

Criterion Feedback

Please specify which HP2030 topic or objective addresses this health issue

Response is not present. Fact sheet fails to fully address one

or more aspects of the health

condition or disease (prevention,

Fact sheet includes a reference to at

least one level of the Social

Ecological Model and describes how

the health condition or disease is

explained at that level. Postpartum Depression Fact Sheet

Fact sheet includes a reference to at

least one health behavior theory or

model and describes how the theory

or model helps to explain associated

health behaviors.

Fact sheet identifies a Healthy

People 2020 focus area and/or

objective that does not fully apply, or

neglects to explain how it applies to

the vulnerable population chosen.

Fact sheet includes information on

prevention, detection, and treatment

of the selected health condition or

 

 

7/8/21, 3:18 PMFeedback for BC2003 Assessment Submission (Attempt 1) – BC2003: Social Ecological Model – Walden University – Tempo Learning

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Learning Objective 3.2: Analyze prevention, detection, and treatment

of health conditions or diseases. Postpartum Depression Fact Sheet

Learning Objective 3.3: Identify population statistics applicable to

health conditions or diseases.

Learning Objective 3.4: Compare population health conditions or

disease statistics.

Learning Objective 3.5: Apply culturally and linguistically appropriate

standards to educational material.

Learning Objective 3.6: Evaluate culturally appropriate visual

material.

detection, and treatment).

Response is not present. Fact sheet includes statistics that are

not fully applicable to the health

condition or disease or the vulnerable

population selected, or the statistics

are invalid. Postpartum Depression Fact Sheet

Response is not present. Fact sheet includes a comparison that

is not applicable, not clear, or

inaccurate.

Response is not present. Fact sheet contains some information

or language that is not culturally

appropriate.

Response is not present. Fact sheet contains less than two

pieces of visual material or the

material presented is not culturally

appropriate.

Mastery Rubric No Yes

Learning Objective 1.1: Synthesize information from various sources. Fact sheet gives a comprehensive and culturally appropriate overview of the health

condition or disease that synthesizes

information from a variety of sources.

0 – Not Present 1 – Needs Improvement 2 – Meets Expectations

disease.

Fact sheet includes at least two

different statistics that pertain

directly to the health condition or

disease and to the vulnerable

population selected. Postpartum Depression Fact Sheet

Fact sheet includes at least one

statistical comparison between data

specific to the health condition or

disease and vulnerable population

and a population that is comparable.

Fact sheet contains information and

language that is culturally

appropriate to the vulnerable

population selected. Language is also

tailored to that culture. Postpartum Depression Fact Sheet

Fact sheet includes at least two

pieces of visual material that are

culturally appropriate to the

vulnerable population selected.

Fact sheet does not give a comprehensive and

culturally appropriate overview of the health

condition or disease that synthesizes

information from a variety of sources.

 

 

7/8/21, 3:18 PMFeedback for BC2003 Assessment Submission (Attempt 1) – BC2003: Social Ecological Model – Walden University – Tempo Learning

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Professional Skills Building

Written Communication WC 1.1: Construct complete and correct

sentences.

Written Communication WC 1.2: Demonstrate the effective use of

grammar and mechanics.

Written Communication WC 1.3: Create cohesive paragraphs with a

clear central idea. Postpartum Depression Fact Sheet

Written Communication WC 1.4: Use supporting material to support

a claim.

Written Communication WC 1.6: Identify sources.

Quantitative Fluency QF 1.2: Use both narrative and graphic form to

explain the same data.

Engaging Multiple Social and Cultural Perspectives EP 1.1: Recognize

the value of one’s own and others’ social and cultural perspectives.

Sentences are incoherent and impede

the reader’s access to ideas.

Sentences are incomplete and/or

include fragments and run-on

sentences, limiting the reader’s access to ideas.

Multiple inaccuracies in grammar and

mechanics impede the reader’s

access to ideas. Postpartum Depression Fact Sheet

Some inaccuracies in grammar and

mechanics limit the reader’s access to

ideas.

Paragraphs, or lack of paragraphs,

impede reader’s access to ideas.

Construction of main idea and/or

supporting paragraphs limit the

reader’s access to ideas.

Supporting materials are not present. Supporting material is used

inconsistently or inappropriately.

Sources are missing. Writing inconsistently identifies or

misrepresents sources.

Graphs and/or narrative is not

present.

Supportive connection between

narrative and graph is not clearly

explained. Postpartum Depression Fact Sheet

Recognition is not present. Response demonstrates a vague

understanding of the value of one’s

own and others’ social and cultural

perspectives.

Recognition is not present. Response demonstrates a vague

understanding of how different

cultural and social perspectives might

Sentences’ structure effectively

conveys meaning to the reader.

Use of grammar and mechanics is

straightforward and effectively

conveys meaning to the reader.

Main idea and/or supporting

paragraphs effectively convey

meaning to the reader.

Supporting material is used to

enhance meaning. Writing is

appropriately paraphrased and uses

direct quotes, as applicable.

Writing clearly identifies the source

of nonoriginal material and/or ideas.

Narrative explanation of quantitative

data explains the graph and the

graph illustrates and clarifies the

narrative.

Response demonstrates a clear

understanding of the value of one’s

own and others’ social and cultural

perspectives.

Response demonstrates a clear

understanding of how different

cultural and social perspectives might

 

 

7/8/21, 3:18 PMFeedback for BC2003 Assessment Submission (Attempt 1) – BC2003: Social Ecological Model – Walden University – Tempo Learning

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Overall Score

Engaging Multiple Social and Cultural Perspectives EP 1.2: Recognize

how knowledge from different cultural and social perspectives might

affect interpretations of issues in society.

Engaging Multiple Social and Cultural Perspectives EP 1.3: Evaluate

the source of one’s own perspectives on selected issues in culture

and society.

Engaging Multiple Social and Cultural Perspectives EP 1.4: Evaluate

competing social and cultural perspectives on specific problems in

order to arrive at a solution.

affect interpretations of issues.

Evaluation is not present. Response provides an incomplete

evaluation of the source of one’s own

perspectives on selected issues in

culture and society.

Evaluation is not present. Response provides an incomplete

evaluation of the source of

perspectives and/or does not offer a

viable solution. Postpartum Depression Fact Sheet

0 – Not Present 1 – Needs Improvement 2 – Meets Expectations

affect interpretations of issues.

Response provides a thorough

evaluation of the source of one’s own

perspectives on selected issues in

culture and society.

Response provides a thorough

evaluation of differing perspectives

and is able to make a judgment

regarding viable solutions. Postpartum Depression Fact Sheet

Describe how organizational values and culture

Describe how organizational values and culture

Prepare a 10-15 slide PowerPoint presentation, with speaker notes, that examines the significance of an organization’s culture and values. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the Topic Materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning, and an additional slide for References at the end Describe how organizational values and culture.

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  1. Outline the purpose of an organization’s mission, vision, and values.
  2. Explain why an organization’s mission, vision, and values are significant to nurse engagement and patient outcomes.
  3. Explain what factors lead to conflict in a professional practice. Describe how organizational values and culture can influence the way conflict is addressed.
  4. Discuss effective strategies for resolving workplace conflict and encouraging interprofessional collaboration.
  5. Discuss how organizational needs and the culture of health care influence organizational outcomes. Describe how these relate to health promotion and disease prevention from a community health perspective Describe how organizational values and culture.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide Describe how organizational values and culture

Reaching Out A Solution

Reaching Out A Solution

In a Microsoft Word document of 4-5 pages formatted in APA style, you will develop a process for advocating about an issue as a nurse, from identifying a problem that needs to be solved through articulating a process for doing so.

This assignment consists of answering each of the questions listed below from the “Political Analysis and Strategies” chapter of your course textbook. Write each question as a new topic area; then follow with a paragraph or two to answer the question Reaching Out A Solution.

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Let us assume that you are a school nurse in a high school. At a recent school athletic event, a spectator suffered a cardiac arrest in the stands. A coach of the home team went into the high school to fetch the automatic emergency defibrillator (AED) only to find out that it was not readily available. In the meantime, an emergency squad arrived and resuscitated the spectator. On Monday morning, you learn of the absence of the AED only to find out that it had been locked in the custodian’s closet. Reflect on the following questions outlined in the “Political Analysis and Strategies” chapter Reaching Out A Solution

  • What is the issue?
  • Is it my issue, and can I solve it?
  • Is this the real issue or merely a symptom of a larger one?
  • Does it need an immediate solution, or can it wait?
  • Is it likely to go away by itself?
  • Can I risk ignoring it?
  • What are the possible solutions? Are there risks to these solutions?
  • What steps would you need to take in order to solve the issue?
  • Does anyone else at the school need to be involved in the solution?
  • Where is the power leverage in the school to reach the preferred solution?
    • Reaching a solution requires the use of power vested in the nurse. Review Box 9-1 (Sources of Power) and determine which type(s) of power the school nurse has in this situation. State your reasons for your answer Reaching Out A Solution.

On a separate references page, cite all sources using APA format. Helpful APA guides and resources are available in the South University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the South University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style Reaching Out A Solution.

Nursing Assignment Expectations

Nursing Assignment Expectations

  • Length should be 1250-1500 words, not including Title and References pages (typed, 12 point font, double spaced).
  • These subheadings are required (content expectation is also provided)
    • Introduction (list the three mechanisms that you have picked and provide a brief overview)
    • Mechanism 1 (Describe the cellular source of the mechanism. Explain how this mechanism produces an effect inside the host. Provide an example pathogen that utilizes this mechanism).

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    • Mechanism 2 (Describe the cellular source of the mechanism. Explain how this mechanism produces an effect inside the host. Provide an example pathogen that utilizes this mechanism).
    • Mechanism 3 (Describe the cellular source of the mechanism. Explain how this mechanism produces an effect inside the host. Provide an example pathogen that utilizes this mechanism).
    • Professional application (Explain how understanding these mechanisms increases the effectiveness of a nurse).
  • Support your content with at least (3) citations. Make sure to reference the citations using APA writing style for the presentation.

Hardwiring Bedside Shift Report

Hardwiring Bedside Shift Report

OBJECTIVE: The purpose of this project was to increase nurse compliance with bedside report and increase patient satisfaction scores. BACKGROUND: Bedside report is an evidence- based practice used to increase patient involvement in their care and improve patient satisfaction. A change management strategy and standardized approach to bedside report can help increase nurse compliance with the process. METHODS: This study used a quasi-experimental, between-group, preimplementation and postimplemen- tation comparison of patient satisfaction scores from returned surveys on 2 units in a 149-bed community hospital. We also compared nurse compliance with bed- side report preimplementation and postimplementation. RESULTS: Five months after using a change man- agement strategy to Bhardwire[ (ingrain systems and tools) bedside report, nurse compliance with bedside report and patient satisfaction scores improved in both intervention units. CONCLUSIONS: A change management strategy and standardized approach to bedside report helped increase nurse compliance with the process, leading to improved patient satisfaction Hardwiring Bedside Shift Report.

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The Joint Commission1 recommends patients to be actively involved in their care and the use of a stan-

dardized handoff communication process during change of care providers. Bedside report addresses both of these requirements. The primary function of bedside report is communication of patients_ clinical infor- mation and their plan of care from nurse-to-nurse at the change of shift.2 Failure to communicate perti- nent clinical information adequately and consistently during shift report puts patients at risk of harm.3,4

Patient involvement at the bedside is crucial. With- out their involvement, patients have lack of infor- mation about their care. Shift report away from the bedside does not allow patient involvement or active participation.5 A standardized approach to bedside report and manager support of nurses can enhance shift handoff and improve patient safety, outcomes, patient and nurse satisfaction, time management, and accountability.6,7Hardwiring Bedside Shift Report

The facility in this project implemented bedside report in 2009 using video education for the imple- mentation strategy. Subsequently, issues of inconsis- tency in both frequency and quality of bedside report seemed to be related to a lack of nursing leadership support, not holding staff accountable, and failing to address staff barriers, as well as a less than effective implementation plan. The purpose of this project was to increase nurse compliance with bedside report on inpatient units and patient satisfaction. It was surmised patient satisfaction would improve because nurses consistently performed shift report at the bed- side. The objectives were to improve compliance with bedside report (process) and ultimately improve patient experience, resulting in improved patient satisfaction scores (outcome).

Hardwiring Bedside Report

Studer8(p2) defines hardwiring as a process to Bingrain systems and tools.[ Management reinforcement with staff regarding the benefits of bedside report has been reported to help gain nurse buy-in with the process.7,9-12Hardwiring Bedside Shift Report

Addressing staff perceived barriers such as receiving

JONA ! Vol. 47, No. 3 ! March 2017 147

Author Affiliations: Director of Professional Practice/Magnet Program Director (Dr Scheidenhelm), OSF St Joseph Medical Center, Bloomington, Illinois; and Assistant Professor (Dr Reitz), Mennonite College of Nursing at Illinois State University, Normal.

Drs Scheidenhelm and Reitz are employees of OSF St Joseph Medical Center where this study was conducted. The facility has contractual relationships with Studer Group and Press Ganey. There are no other disclosures.

Correspondence: Dr Scheidenhelm, DNP, RN, NEA-BC, OSF St Joseph Medical Center, 2200 E Washington St, Bloomington, IL 61701 (Sandra.L.Scheidenhelm@osfhealthcare.org).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal_s Web site (www.jonajournal.com).Hardwiring Bedside Shift Report

DOI: 10.1097/NNA.0000000000000457

Copyright © 2017 Wolters Kluwer Health, Inc. All rights reserved.

 

 

report from too many nurses, interruptions to meet patient needs, confidentiality, and waking patients are issues to address before the implementation of bedside report.7,10,11,13 Using a standardized tool for bedside report is helpful. Researchers report the use of situation, background, assessment, and recom- mendation (SBAR) as helpful to guide nurses during bedside report.10,11,14-17 Monitoring compliance with bedside report and mentoring staff for at least 2 weeks have been reported as effective practices in supporting successful hardwiring of the process of bedside report.6,9-11,17

Patient Safety and Satisfaction

Patients who experienced bedside report stated feeling safer.5 Safety scans are opportunities to review the environment for safety concerns or prevention mea- sures and are performed by the care provider. Safety scans during bedside report in the literature include medication review, call light in reach, and reviewing suction, oxygen, and other equipment regarding proper settings and performance. Researchers have reported incidents such as medication errors, falls, and skin tears, decreased after bedside report implementa- tion.18,19 Patients report better understanding of their care plans and discharge planning with bedside report, thus improving safety. Wilson2 found patients who experienced bedside report felt more involved in their care, leading to decreased complaints. Patients reported staff focused on them and their needs, worked as a team, and involved them in decisions. Patients felt viewed as partners and active participants with the healthcare team.20 Families also report feeling bed- side report is an essential aspect of care.2,12 Patients and families have an opportunity to clarify and cor- rect inaccuracies during bedside report. Bedside re- port encourages and supports patients and families to participate in their desired level of care decision making.4,7,20,21 Communication with nurses has been reported to improve with bedside report.9-11,21,22Hardwiring Bedside Shift Report

Overall, patients felt more informed about their care and who was caring for them.5,14 After participating in bedside report, patients felt nurses listened, explained things in an understandable way, and treated them with courtesy.11,14

Opposition to Bedside Report

Several researchers noted concerns with the imple- mentation of bedside report.2,7,12,18,20 The main concern identified is a breach of patient privacy and the violation of the Health Insurance Portability and Accountability Act.7,18 Other concerns include the belief that the process will increase shift report time, medical jargon could confuse patients or increase their anxiety, and the patient or family will monopolize the

conversation during report.18,22 Providing educational materials for patients and using a script to inform patients of the process, what to expect, and how they will be involved, including Health Insurance Porta- bility and Accountability Act issues, have been sug- gested to address these concerns.7

Organizational Assessment

We conducted a strengths, weaknesses, opportuni- ties, and threats analysis to assess the organization_s current state with bedside report. Strengths include congruence of the model with the mission of the hospital Bto serve persons with the greatest care and love.[23 The facility supports a culture of transpar- ency, a nonpunitive approach to errors, and reporting of all safety concerns to a safety hotline. The hospital promotes teamwork through an interprofessional shared governance structure and works collabora- tively to enhance patient satisfaction. One organizational weakness was the failure to use a change management strategy during the initial implementation of bedside report; therefore, using Lewin_s change theory15 was identified as an opportunity to hardwire the bedside report process. Another opportunity with bedside re- port is the hospital_s goals to achieve the upper quartile in patient satisfaction as measured by Press Ganey (PG). A threat to the organization is external pressure from the government and payers. Patient satisfac- tion, as measured by Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS), is part of Centers for Medicare and Medicaid Services_ reimbursement determination.24Hardwiring Bedside Shift Report

Framework

Peplau_s theory of interpersonal relations10 and Lewin_s theory of planned change15 provide the framework to reintroduce bedside shift report for this study. In Peplau_s theory, nurses aim to establish a therapeu- tic and trusting relationship during interactions with patients.10 During bedside report, nurses introduce the oncoming shift nurse, identify patient needs, re- view progress, and collaborate on the plan of care with the patient. This collaboration leads to an im- proved trusting relationship. Lewin_s framework has 3 phases: unfreezing, moving, and refreezing.15 Sev- eral researchers found the theory useful in hardwiring the bedside report process.15,17,25 During the unfreez- ing phase, the investigators presented the evidence behind bedside report, addressed staff barriers, and educated nurses on the impact of bedside report on patient satisfaction and financial reimbursement to the hospital. We worked with a team to conduct nurse simulations of the process and sought staff feedback in the unfreezing phase. In the moving phase, bedside

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report began with assistance from the implementation team. They monitored nurses conducting bedside report and then mentored and supported nurses dur- ing implementation. In the final refreezing phase, bed- side report is hardwired every shift, although not 100%. Studor reports, BOnce systems and processes are in place (hardwired) to sustain service and operational excel- lence, an organization is no longer dependent on a particular leader to ensure continued success.[8(p18)Hardwiring Bedside Shift Report

Methods

Design, Sample, and Setting

We conducted a quasi-experimental, between-group, preimplementation and postimplementation com- parison of patient satisfaction scores from returned surveys on 2 units in a 149-bed community hospital. The units included a 46-bed medical/surgical (M/S) unit and a 12-bed obstetrics (OB) unit. We chose these units because the M/S unit is representative of the larger population in relation to sex and age. For comparison, we selected the OB unit because it has high patient satisfaction scores and a higher current nurse compliance with the bedside report process. We also compared nurse compliance with bedside report from random observation preimplementation and postimplementation.

Procedure

We trained a team to conduct simulations of bedside report and assigned an electronic learning module on the facility_s educational system to nurses on both units. The module included evidence supporting bed- side report, addressed staff barriers to bedside report, and described the standardized approach to the process. With permission, we included tools from the Studer Group ToolkitTM26 in a packet given to each nurse. The toolkit included a detailed process on how to con- duct bedside report, the SBAR format for the report, a patient letter describing the process for them, and a bedside handoff competency checklist. Next, the team used simulation of bedside report and a com- petency tool (see Document, Supplemental Digital Content 1, http://links.lww.com/JONA/A517) to check nurses_ adherence to the standardized process. The team monitored bedside report using the competency checklist for 2 weeks and then at 1 and 3 months postimplementation. We will monitor again at 6 months. We obtained patient satisfaction scores and patient demographics from the password-protected PG Web site for patients who returned surveys for the 4 months pre- implementation and postimplementation.Hardwiring Bedside Shift Report

Instruments

Press Ganey measures patient satisfaction through a survey integrating HCAHPS statements with satis-

faction questions.27 The tools are used by many organizations (n = 935 PG, n = 1066 HCAHPS) to measure patient satisfaction and are supported as being valid and reliable.27 To determine bedside report compliance, the denominator was the number of nurses observed, and the numerator was the number of nurses who completed bedside report during ran- dom observations. Trained observers on each unit conducted observations during shift change on their scheduled shifts. If a nurse conducted bedside report, the observers documented Byes[ on the log, and they documented Bno[ if the nurse did not conduct bedside report (see Document, Supplemental Digital Content 2, http://links.lww.com/JONA/A518).Hardwiring Bedside Shift Report

Human Subjects_ Protection

Before the study, we obtained institutional review board approval through the University of Illinois College of Medicine at Peoria and Illinois State University. We sent a consent cover letter explaining the purpose, procedure, risks, benefits, and alterna- tives to all nurses on the intervention units. We in- formed nurses that their participation in the random observations was voluntary and provided them with opt-out instructions. All data from PG were de-identified before obtaining them. For the preintervention and postintervention time frames, we obtained mean scores or percent Balways[ responses for each survey state- ment and the number of survey respondents with their sex and age. Data from the random observations included numerator (nurses completing bedside re- port), denominator (nurses observed), and date. Trained observers conducted all observations for 4 weeks before implementation and at 1 month post- implementation. We secured data on a password- protected program on a password-protected computer in a locked office.

Data Management and Analysis

We compared each intervention unit_s preimplemen- tation and postimplementation mean score for the 3 statements Bnurses kept you informed,[ Bstaff in- cluded you in decisions regarding treatment,[ and Bnurses explained in a way you understand.[ We also compared the preimplementation and postimple- mentation percentile rank in the Blarge PG database[ (n = 723 hospitals) from facility reports. On the HCAHPS survey, we compared the total percentage of Balways[ responses and percentile rank in the LPG database (n = 1090 hospitals) before and after bed- side report implementation for the Bcommunication with nurses[ domain and for the statement Bnurses explained in a way you understand[ from facility reports. For descriptive data analysis of the sample of patients who returned surveys, we used Statistical Hardwiring Bedside Shift Report

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Package for the Social Sciences version 22 (Armonk, New York). Patient demographics included sex and age, including means, standard deviations, and range. We conducted a statistical analysis separately or each unit_s (M/S and OB) individual patient satis- faction questions and nurse observations of the bedside report process. Statistical analysis included independent-samples t tests to compare preimple- mentation and postimplementation samples and mean scores for each unit_s patient satisfaction survey ques- tions (P 9 .05). We compared the percent compliance with bedside report for each unit (number of Byes[ completed report/number of nurses observed) pre- implementation to 1 and 3 months postimplementation.

Results

Participants

For the 4 months before implementation, 197 pa- tients returned surveys for the M/S unit, and 93 were returned for the OB unit. For the 4 months post- implementation, 190 patients returned surveys for M/S, and 99 patients returned surveys for OB. There were no significant differences in the 2 samples for either unit (Table 1). Random observations (Table 2) included 132 nurses preimplementation (n = 73 M/S, n = 59 OB), 202 nurses postimplementation at 1 month (n = 147 M/S, n = 55 OB), and 147 nurses at 3 months (n = 94 M/S, n = 53 OB).

Bedside Report Compliance Results

Comparison of nurse compliance with bedside report, as observed through random observations, improved at 1 month on both units (Table 2). Preimplementa- tion observations indicated the nurses complied with bedside report, 12% (M/S) and 55% (OB). Post-

implementation, nurses complied with the process for 85% (M/S) and 84% (OB) at 1 month and 84% (M/S) and 90.6% (OB). These results confirm our hypothesis: the intervention increases nurse compli- ance with bedside report.Hardwiring Bedside Shift Report

Patient Satisfaction Survey Results

We used independent-samples t tests to compare the mean scores separately for both units for the state- ments Bnurses kept you informed,[ Bstaff included you in decisions regarding treatment,[ and Bnurses explained in a way you understand.[ From facility PG reports, we compared preimplementation and postimplementation percentile ranks for these state- ments, for the Bcommunication with nurses[ do- main, and for the statement Bnurses explained in a way you understand.[ We compared the percentage of Balways[ responses on PG and HCAHPS survey domain Bcommunication with nurses[ and the state- ment Bnurses explained in a way you understand[ for both intervention units based on facility reports.

M/S Unit For the statement Bnurses kept you informed,[ the mean score of the preimplementation respondents was lower (mean [SD], 89.95 [15.99]) than the mean (SD) of the postimplementation (92.74 [12.84]) but was not statistically significant (t = j1.89, P = .059). The percentile rank greatly improved from 22 to 86. Although the mean (SD) improved from the pre- implementation group (89.11 [16.12]) to the post- implementation group (91.16 [12.88]), the 2nd statement, Bstaff included you in decisions regarding treatment,[ also had no significant differences be- tween the means (t = j1.359, P = .175) of the 2 groups. The percentile rank improved significantly from 33 to 96. For the Bcommunication with nurses[ domain,

Table 1. Demographic Characteristics of Patient Satisfaction Survey Respondents to Preimplementation and Postimplementation of Bedside Report

Survey Respondents Preimplementation, n (%) Postimplementation, n (%)

OB sex Women 93 (100) 99 (100)

OB age, y Range 21-50 20-41 Mean (SD) 30.19 (4.56) 29.56 (3.83)

M/S sex 197 190 Women 100 (51) 94 (49) Men 97 (49) 96 (51)

M/S age, y Range 20-95 24-97 Mean (SD) 68.57 (15.67) 67.61 (16.36)

Preimplementation, 4 months before October 1, 2015 to January 31, 2016; postimplementation, 4 months after March 15 to July 13, 2016. Abbreviations: OB, 12-bed obstetrics unit; M/S, 46-bed medical/surgical unit.

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the percentage of Balways[ responses increased from 79.6 to 86.8, and percentile rank increased from 52 to 99. For the statement Bnurses explained in a way you understand,[ the mean (SD) score improved from 92.22 (14.79) to 94.3 (11.54) but was not sig- nificant (t = j1.158, P = .248). The percentage of Balways[ responses increased from 75.2 to 81.0, and percentile rank increased from 43 to 94 from preimplementation to postimplementation (Table 3).Hardwiring Bedside Shift Report

Obstetrics For the statement Bnurses kept you informed,[ the mean (SD) score of the preimplementation respon- dents was slightly higher (96.56 [10.48]) than the mean of the postimplementation respondents (96.36 [10.44]) but was not statistically significant (t = 0.129, P = .897). Although the mean (SD) improved from the preimplementation group (94.26 [13.95]) to the postimplementation group (95.51 [9.32]), the

Table 2. Nurse Compliance With Bedside Report

Preimplementation 1-mo Postimplementation 3-mo Postimplementation

n % n % n %

OB 33/59 55.9 46/55 83.6 48/53 90.6 M/S 9/73 12.3 125/147 85.0 79/94 84.0

Preimplementation, January 6 to February 12, 2016; postimplementation, March 15 to April 19, 2016 (1 month), and May 15 to June 11, 2016 (3 months). Abbreviations: OB, 12-bed obstetrics unit; M/S, 46-bed medical/surgical unit.

Table 3. Patient Satisfaction Survey Responses

Survey Respondents Preimplementation,

Score/Rank/% Postimplementation,

Score/Rank/% t Pa

Patient satisfaction statements OB BNurses kept you informed[

Mean (SD) score 96.56 (10.48) 96.36 (10.44) 0.129 .897 Percentile rankb 99 99

BStaff included you in decisions regarding treatment[ Mean (SD) score 94.26 (13.95) 95.51 (9.32) j0.736 .463 Percentile rankb 99 99

BCommunication with nurses[ Percentage of Balways[ responsesb 90.60 94.60 Percentile rankb 99 99

BNurses explained in a way you understand[ Mean (SD) score 97.80 (7.12) 97.55 (8.34) 0.216 .829 Percentage of Balways[ responsesb 92.10 91.90 Percentile rankb 99 99

M/S BNurses kept you informed[

Mean (SD) score 89.95 (15.99) 92.74 (12.84) j1.89 .059 Percentile rankb 22 86

BStaff included you in decisions regarding treatment[ Mean (SD) score 89.11 (16.12) 91.16 (12.88) j1.359 .175 Percentile rankb 33 96

BCommunication with nurses[ Percentage of Balways[ responsesb 79.60 86.80 Percentile rankb 52 99

BNurses explained in a way you understand[ Mean (SD) score 92.22 (14.79) 94.30 (11.54) j1.158 .248 Percentage of Balways[ responsesb 75.20 81.80 Percentile rankb 43 94

Preimplementation, 4 months before October 1, 2015 to January 31, 2016; postimplementation, 4 months after March 2015 to July 13, 2016. Abbreviations: OB, 12-bed obstetrics unit; M/S, 46-bed medical/surgical unit. aSignificance set at .05 level. bObtained from facility reports.

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2nd statement, Bstaff included you in decisions regarding treatment,[ also had no significant differ- ences between the means (t = j0.736, P = .463) of the 2 groups. For the Bcommunication with nurses[ domain, the percentage of Balways[ responses increased from 90.6 to 96. For the statement Bnurses explained in a way you understand,[ the mean (SD) score decreased slightly from 97.8 (7.12) to 97.55 (8.34) but was not significant (t = 0.216, P = .829). The percentage of Balways[ responses also decreased from 92.1 to 91.9. The percentile rank remained at the 99th from preimplementation to post- implementation for all statements (Table 3).Hardwiring Bedside Shift Report

Discussion

Nurse compliance with bedside report increased on both units. Patient satisfaction mean scores, percentile rank, and percentage of Balways[ responses improved on all 4 statements for M/S. For OB, the satisfaction mean score improved on 1 statement and decreased slightly on 2 statements. The percentage of Balways[ responses improved on the Bcommunication with nurses[ domain and decreased slightly on 1 statement. The percentile rank for OB remained high at 99. Whereas M/S demonstrated high improvement, the OB unit saw less improvement. The OB unit had higher percentage compliance (55.9%) with bedside report preimplementation than M/S (12.3%), which may account for the difference in degree of improve- ment. There are a number of factors affecting the results. First, presenting the evidence supporting bedside report, addressing staff barriers, and educat- ing nurses on the impact of bedside report on patient satisfaction were crucial to gain staff buy-in. Second, the use of a competency tool for the bedside report process helped to ensure standardization. Third, the support of organizational leadership set the expecta- tion and allowed resources to monitor the imple- mentation for the 1st 2 weeks. Unexpected findings included the length of time it took to hardwire nurse compliance. The implementation team monitoring of nurses conducting bedside report and providing im- mediate feedback to nurses assisted in gaining buy-in, but nurse compliance took longer than we expected. To sustain the change, trained observers conducted random observations of nurse compliance with bed- side report at 1 and 3 months after the postimple- mentation 2-week monitoring ended. The observers will repeat random observations at 6 months post- implementation. We presented the comparison results of the preimplementation and postimplementation bedside report compliance and patient satisfaction to staff, managers, and directors of the units. In charge nurse meetings, we explained expectations to continue Hardwiring Bedside Shift Report

monitoring compliance and addressing issues with nurses. Without continued monitoring vigilance, the compliance with the process could decrease. Three months was deemed too brief a time frame to ingrain a new process.

These results are consistent with the following literature. Addressing staff barriers to bedside report, using a standardized approach to the process, and using SBAR help gain nurse buy-in to the process.7,10,11

Monitoring nurses conducting bedside report for at least 2 weeks is effective in hardwiring com- pliance.6,9-11,17 Bedside report is effective in improv- ing patient satisfaction scores for communication with nurses,9-11,21,22 keeping patients informed,5,14

and explaining things in a way they understand.11

The purpose of this project was to increase nurse com- pliance with bedside report and patient satisfaction scores. A change management strategy and standard- ized approach to bedside report helped increase nurse compliance with the process on these 2 units.

Limitations We conducted this project at 1 community hospital on 1 OB unit and 1 MS unit. This limits generaliz- ability to other facilities and patient populations. We recommend repeating the study in other facilities, including other samples. We also only randomly ob- served nurse compliance with the bedside report process. The actual compliance with the process is difficult to measure due to the inability to monitor every nurse on every shift. Other factors may influence patient satisfaction so we cannot generalize increased compli- ance with bedside report is solely responsible for the significant improvement. Further research control- ling for other patient satisfaction factors may address this limitation Hardwiring Bedside Shift Report

Conclusions

As organizations continue to implement evidence- based practices in a rapidly changing environment, providing resources and support to manage the change is important. A change management strategy and standardized approach to bedside report helped in- crease nurse compliance with the process. The use of Lewin_s theory of planned change15 was effective in increasing nurse compliance with bedside report, leading to improvement in patient satisfaction. We achieved improved compliance with bedside report by educating nurses, addressing nurse barriers, stan- dardizing the process, monitoring, and providing leadership support.

Acknowledgments The authors thank Natasha Smith, MSN, RN, CNL, and Angela Stiner, MSN, RN.

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2. Wilson R. Improving clinical handover in emergency de- partments. Emerg Nurse. 2011;18(11):22-26.

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18. Chaboyer W, McMurray A, Wallis M. Bedside nursing hand- over: a case study. Int J Nurs Pract. 2010;16(1):27-34.

19. Bradley S, Mott S. Handover: faster and safer? Aust J Adv Nurs. 2012;30(1):23-32.

20. National Nursing Research Unit. What are the benefits and challenges of Bbedside[ nursing handovers? Available at https://www.kcl.ac.uk/nursing/research/nnru/policy/By-Issue- Number/Policy–Issue-36.pdf. Accessed December 8, 2016.

21. Bedside rounds improve communication. Hosp Case Manage. 2013;21(6):78 Hardwiring Bedside Shift Report

22. Sherman J, Sand-Jecklin K, Johnson J. Investigating bedside nursing report: a synthesis of the literature. Medsurg Nurs. 2013;22(5):308-312.

23. OSF Healthcare. OSF Healthcare about us: mission. Avail- able at https://www.osfhealthcare.org/about/mission/. Accessed December 8, 2016.

24. Centers for Medicare and Medicaid Services. HCAHPS: patients_ perspectives of care survey. Available at https://www.cms.gov/ Medicare/Quality-Initiatives-Patient-Assessment-instruments/ HospitalQualityInits/HospitalHCAHPS.html. Accessed December 8, 2016.

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26. Studer Group. Bedside shift report tool kit. 2015. Available at https://www.studergroup.com/resources/learning-lab/ resources/aligned-behavior/bedside-shift-report/bedside- shift-report-toolkit. Accessed December 8, 2016.

27. Press Ganey. 2015. HHCAHPS regulatory survey. Available at http://www.pressganey.com/ourSolutions/patient-voice/regulatory- surveys/hhcahps-survey.aspx. Accessed December 8, 2016.

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