Tuesday, October 20, 2009

NU501 Assignment 3

This one took a bit longer than I had planned, but I'm glad that I took the time.


Some personal context


I work as a staff nurse in the neurosciences intensive care unit at the Brigham and Women's Hospital (BWH) in Boston. My primary clinical interest is caring for patients and families at end of life. I am also very interested in how information technology can be used to support patient care and nursing education.


My professional experience is split between my clinical work, which has been spent practicing in a range of critical care settings, and with patients receiving hemodialysis for end stage renal disease; and my work with patient care information systems, and with systems used more broadly as tools for individuals and organizations.


Many key advances in health care information technology occurred in the Boston-area. I've met and worked with some of the people who have played important roles in this industry, and I have incorporated a few personal recollections and observations in this assignment.

Brigham and Women's Hospital (BWH)


BWH is a 747-bed nonprofit teaching affiliate of Harvard Medical School, and one of the two founding member of Partners HealthCare System (Partners), an integrated health care delivery network.

source 2008 AnnualReport, Partners HealthCare (pdf)

BWH provides medical and surgical services, and has established clinical centers of excellence for oncology, and women's and reproductive health, cardiovascular/thoracic, neurosciences, orthopedics, and arthritis.

BWH has over thirteen thousand (13,000+) employees, of which over two thousand (2,000+) are staff physicians, and over twenty-eight hundred (2,800+) are registered nurses.

According to the most recent data from the American Hospital Directory, Partners member hospitals account for over sixteen percent (16%) of staffed beds, and over twenty-seven percent (27%) of gross patient revenue in Massachusetts.

BWH accounts for approximately 5 percent (5%) of the staffed beds, and approximately 8 and a half percent (8.5%) of gross patient revenue.



The foundation for information technology at BWH

This paper does not consider BWH's use of information technology prior to the formation of Partners in 1994.

Massachusetts General Hospital (MGH) has a notable history of computerization dating back over 40 years, which directly influenced the implementation and use of information teachnology at BWH. When Partners was established, the department responsible for developing and supporting information systems at MGH was reorganized as a corporate service to meet the needs the new organization's member hospitals. The core systems currently in use at BWH were developed and are maintained by this corporate services group, Partners/IT.

The systems currently in use at BWH can be appreciated in the context of the history of computerization at MGH. The impact of this history is most clearly seen in the development of the Massachusetts General Hospital Utility Multi-Programming System (MUMPS) by Neil Pappalardo and Kurt Marble, working under under G. Octo Barnett at the MGH Laboratory of Computer Sciences.

Pappalardo and colleagues developed MUMPS in 1966 and 1967 specifically to provide a set of programming and data management tools best suited for patient care computer systems. MUMPS was developed as an alternative to the tools and systems then in use to support commercial and scientific organizations.

As Henry Heffernan noted in his presentation at the 1980 meeting of the MUMPS Users Group (MUG) in Washington, DC:
“The data management and communications needs of clinical care and health care management were quite different from the business batch processing and large scale scientific computation tasks that had dominated the software system design thinking of the previous decade. The lesson…was that software systems should be designed to fit the paradigms of information usage in medical applications, instead of medical applications being twisted and stretched to fit batch processing paradigms.”

Pappalardo later founded MEDITECH, a company that continues to sell and support a wide range of integrated applications for hospitals and other health care organizations. He still heads the company as chairman. One industry observer has noted:
"...the talent involved in the founding of MEDITECH is astronomical. These are some very, very smart and successful people who made extensive contributions...I'm in awe of the influence these pioneers have had, not only in healthcare automation, but in healthcare in general...the story of MEDITECH and its founders is, to me, the most fascinating and awe-inspiring of any firm in our industry. Someone should write a book."

I worked at MEDITECH from January to October, 1986, and though I probably won't be the one to write that book, I did gain some insights into the company, its values, and its leadership role in the industry. There were about 350 people working at MEDITECH while I was there. The current count likely exceeds 3,500, just one indication of the company's steady growth.

I personally found MEDITECH's management culture too restrictive, which prompted my decision to leave. But nothing succeeds like success.

I left MEDITECH for a sales position at Collaborative Medical Systems (CoMED), where I worked for the next 8 years selling CoPATH, the best-of-breed anatomic pathology system. My customers included MGH, the Lahey Clinic, the University of Kentucky Medical Center, the University of Tennessee Medical Center, the University of Maryland Medical System, the Cleveland Clinic Foundation, University Hospitals of Cleveland, the Toledo Hospital, Children’s Hospital of Columbus, Mercy Health System, and other leading institutions throughout the country. I also sold a copy of CoMED's clinical laboratory system, CoLAB, to MGH as a replacement for an internally developed system used by the hematology and chemistry departments there.

CoPATH and CoLAB were written in MUMPS, and three of CoMED’s four founders had worked at MEDITECH earlier in their careers. One of CoMED's founders had developed MEDITECH's first commercial clinical laboratory system, and was responsible for hiring Howard Messing, who now serves as MEDITECH's president. All four CoMED founders were graduates of the Massachusetts Institute of Technology (MIT), as were Neil Pappalardo and Kurt Marble.

Another company bought CoMED shortly after I left in 1995. That company was, in turn, later acquired by Cerner Corp. CoPATH is still in wide use, including at U.S. Military hospitals around the world. That sale of CoPath to the U.S. Department of Defense was my final contribution and the company's largest sale ever.

It was a nice way to go out.


Information technology at BWH

The patient care systems currently deployed at the Brigham and Women’s Hospital include a mix of applications developed by Partners/IT, along with applications obtained from vendors.

The core inpatient care system is called BICS – Brigham Integrated Computer System. It supports key administrative and patient demographic functions to support inpatient admissions and includes a master patient index (MPI), a permanent repository of information associated all admitted inpatients and registered outpatients.

BICS is also the mechanism for provider order entry (POE), where physicians and advanced practice nurses request a range of ancillary services including clinical lab tests and medications; and through which clinical staff access findings and results. Though POE does not provide all of the elements for a fully automated patient electronic medical record (EMR), it serves as an important component of the base from which an EMR is built.

Finally, BICS supports the complex needs of the BWH clinical laboratory and pharmacy departments, including the full range of each department’s functional processing and internal control requirements.

BICS was developed and is supported by Partners/IT using a toolset called Cache, provided by InterSystems of Cambridge, Massachusetts. Like MEDITECH, InterSystems is a leading vendor still headed by its founder, and whose history can be traced directly back to the initial development of MUMPS; though InterSystems evolved into a developer and provider of programming tools for others to use when building application systems.

This illustration shows the patient care applications most frequently used by clinicians and ancillary personnel at the Brigham and Women’s Hospital, and indicates the central role played by BICS.




Partners/IT has also developed an inpatient system for nurses and house staff called eMAR – the Electronic Medication Administration Record – though its capabilities go beyond administering and recording inpatient medications. eMAR is the main system used by staff nurses with mobile notebook computers during the course of most patient care, and is the conduit for access to other systems that include word processing and email, web browsing, facility and departmental policies and procedures, and BICS.

The following illustration depicts core eMAR functions, along with the interaction between BICS and eMAR.



Inpatient medication ordering and administration at BWH is controlled by several interacting information systems
  • BICS OE subsystem for provider order entry
  • BICS Pharmacy subsystem for pharmacy staff review/approval, drug-interaction and formulary check, and other internal controls
  • eMAR for scheduling medications
  • Omnicell for medication inventory management
  • Omnicell for medication access by nursing staff
  • BICS results reporting for nursing staff to review pertinent laboratory and related patient data
  • eMAR for patient/medication reconciliation by nursing staff using handheld scanner to identify the patient and the medication
  • eMAR for quick communication between nursing and pharmacy staff
Partners/IT has also developed a system for outpatient care called LMR – the Longitudinal Medical Record – which has been deployed throughout the Partners network at outpatient clinics and in provider offices. LMR supports continuity of care with access for authorized users, incuding primary care providers, to the full range of an individual’s inpatient and outpatient data.



The combination of systems developed by Partners/IT and obtained from vendors places BWH firmly within the very small minority of institutions found by reserachers to have comprehensive systems.
“On the basis of responses from 63.1% of hospitals surveyed, only 1.5% of U.S. hospitals have a comprehensive electronic-records system (i.e., present in all clinical units), and an additional 7.6% have a basic system (i.e., present in at least one clinical unit). Computerized provider-order entry for medications has been implemented in only 17% of hospitals.”

from Use of Electronic Health Records in U.S. Hospitals

Similarly, the widespread application of information technology to support patient care establishes the Partners network as well along towards meeting national goals.


source 2008 AnnualReport, Partners HealthCare (pdf)

Other considerations

BWH house staff independently acquire and use their preferred personal digital assistant (PDA). These devices can be synchronized with various medical department schedules, as well as provide access to the Partners email system through Microsoft Exchange Server.

Partners attending physicians and house staff use online telehealth to review radiology images at affiliated sites, an application I’m personally familiar with as a member of an accredited stroke center.

Finally, the near-term system development objectives for BWH includes replacing the current paper chart used for written inpatient progress notes and other patient care charting with a fully computerized electronic medical record.

BWH is the most fully automated patient care setting I have ever worked in. The systems here meet my professional needs and support quality patient care.

Tuesday, September 22, 2009

A great invitation

I noted in a previous post that I've got the OK to use my other blog on nursing education for end of life care to meet the final project requirements for NU501.

I'm developing a brief paper on the general subject of blogging to go along with the blog and its content, and one of the issues in that paper is the value of links and related forms of recognition from like-minded bloggers and other media.

In that spirit, here's an email I just got today from Christian Sinclair, a hospice and palliative care physician, and co-editor of Pallimed.
We have the December slot (for Palliative Care Grand Rounds) open if you think your Death Club blog would be up for it?

Great job writing so far. I have been meaning to highlight a few of your posts but have not gotten to it yet. I plan on submitting some for the upcoming PC Grand Rounds at Geripal.

I most certainly am up for it! I'm grateful for the chance.

Monday, September 21, 2009

This will probably come in handy later

I posted a piece in my end of life care blog last week, called "Closer to dying, far from dead." The piece was prompted by some discussion and thought about the process of aging and its relation to end of life.

At about the same time, a friend who teaches at an associates degree in nursing program told me about her need to revise an assignment that had previously been called 'the well elder paper.' In that assignment, the first year/first semester nursing students were charged with interviewing an older adult who was not in an acute or long-term care setting.

My friend and her colleagues had decided to modify the assignment, to make it possible for the students to conduct the interview in the clinical setting to which they had been assigned. Some students have been assigned to acute care hospitals, while others have been assigned to rehabilitation and long-term care facilities, for their first clinical rotations of the program.

It has fallen on my friend to draft the details of the assignment, and the due date loomed near. I offered to help, and she gratefully accepted.

Since nursing education is my area of concentration in the online program at Ol' Saint Joe's, I figured I'd get a head start on some future assignment in one upcoming course or another. This is what I came up with.
- - - - -
Assignment
Interview and assess an older adult who has been assigned to you, paying primary attention to their functional health status; and to how their current functional health status affects their perceived quality of life, ability for self care, and subjective independence. Focus on their activities of daily living and instrumental activities of daily living. Consider how their current acute illness or injury, if applicable, has affected their functional status; identify the prognosis and plan for recovery and rehabilitation, if applicable; and identify the presence or absence of support from family, friends, community, and other resources. Finally, conduct a physical assessment of your patient's feet, and identify any actual or possible relationships between this specific aspect of your physical assessment and the patient's overall level of independence and functional health status.

Reporting requirements
  • Minimum 3 pages, maximum 5 pages, typed, single-spaced, no title/cover page
  • Due date: Month/date
Important terms and concepts
  • Health assessment, primary data
  • Functional health status, functional health assessment
  • Aging, the older adult
  • Quality of life
  • Self-care, independence
  • Activities of daily living (ADL's)
  • Instrumental activities of daily living (IADL's)
  • Lawton and Brody IADL Scale
I tried to think what could be accomplished in this visit. She was in good condition for her age, but she faced everything from advancing arthritis and incontinence to what might be metastatic colon cancer. It seemed to me that, with just a forty-minute visit, Bludau needed to triage by zeroing in on either the most potentially life-threatening problem (the possible metastasis) or the problem that bothered her the most (the back pain). But this was evidently not what he thought. He asked almost nothing about either issue. Instead, he spent much of the exam looking at her feet.

“Is that really necessary?” she asked, when he instructed her to take off her shoes and socks.

“Yes,” he said. After she’d left, he told me, “You must always examine the feet.” He described a bow-tied gentleman who seemed dapper and fit, until his feet revealed the truth: he couldn’t bend down to reach them, and they turned out not to have been cleaned in weeks, suggesting neglect and real danger.

Gavrilles had difficulty taking her shoes off, and, after watching her struggle a bit, Bludau leaned in to help. When he got her socks off, he took her feet in his hands, one at a time. He inspected them inch by inch—the soles, the toes, the web spaces. Then he helped her get her socks and shoes back on and gave her and her daughter his assessment.

from “The Way We Age Now” by Atul Gawande
- - - - -
Required reading, tools, and resources

Craven and Hirnle (their selected text for nursing fundamentals)
  • Chapter 25 “Health Assessment of Human Functions”
    - p. 378, table 25-1 “Comparison of Functional Health, Head to Toe, and Body Systems Frameworks”
    - pp. 381-388, “Obtaining Subjective Data: the Interview”
    - pp. 409-411, “Lifespan Considerations – Adult and Older Adult”
  • Chapter 19 “The Older Adult”
  • Chapter 33 “Self-Care and Hygiene”
    - p. 710, Table 33-1 “Levels of Self-Care”
    - p. 711, Table 33-2 “Index of Independence in Activities of Daily Living”
    - p. 720, Table 33-5 “Common Foot Problems”
- - - - -

Sunday, September 20, 2009

NU501, second feedback

I just got my instructor's feedback on the two part Unit 2 assignment that I've posted here and here.
"Assignment 2, Grade A

You did an excellent job with this assignment. You demonstrated proficiency in Word, Excel and PowerPoint. Your proposal was clear, concise and compelling and was supported by data. I liked you format it (sic) posed and answered questions that come up during presentations of proposals. I also liked your creative approach. You did a great job with the Excel spreadsheet using formulas appropriately to calculate costs and percentages. I liked your PowerPoint presentation it had an appropriate background and was very readable."

I guess that sez it all.

Monday, September 14, 2009

NU501 - Unit 2, Assignment Part 2


So, let's get down to bidness...

Improving Patient Education – A Proposal from the Patient Education Working Group

Executive Summary

Monthly patient satisfaction surveys demonstrate that patient education is the consistently lowest measure of our unit's clinical effectiveness. Survey respondents are not satisfied with either the time we spend discussing information that is important to them, or with the quality of the information we provide.

Education and teaching have long been recognized as vital components of the nursing process. The central role of nurses in providing patient education is especially important in a busy acute care setting like ours, where we have many opportunities for planned as well as spontaneous teaching in the course of delivering patient care each day.

The Patient Education Working Group has developed this proposal because our patients depend on us for timely and reliable health information. This proposal details one of the methods that will help us meet our responsibility more effectively – a dedicated patient education resource center (the Center).

We propose to house the Center in an existing space that is grossly underutilized, the 9CD storage closet off the main corridor. The 9CD storage closet has almost 300 square feet of well-lighted space that includes functioning grounded electrical outlets and a large screened window overlooking the Prouty Gardens, but it is currently used only to store six pieces of outdated equipment that can no longer be safely used for its original purpose.

We propose to renovate and equip the Center with computers and associated devices to support research and individual/group teaching, as well as with a selection of software, books, and other printed materials specifically chosen to address the health issues that have been identified as most important by our patients and staff.

The initial equipment costs for the Center are $17,000. Once the outdated equipment has been removed by the appropriate hospital personnel, the 9CD storage closet space will be cleaned and refurbished at no cost by volunteer members of the unit's staff – that is how strongly we all believe in this endeavor.

The Patient Education Working Group has also identified members who are qualified to conduct initial training sessions, both on the basis of their work experience and academic preparation, to help remaining nursing staff become more skilled and confident providing individual and group education to patients and families at the Center, and to assess the Center's ongoing effectiveness.

The Center will be open at designated times under the supervision of a staff nurse who is already scheduled to work on the unit, and who has undergone the initial training. That nurse's patient assignment will be covered by co-workers – again indicating our shared belief in the importance of this project.

We do not propose to use the Center's patient education activities to generate any revenue to offset costs at this time. The Center may serve as a venue for professional education that could generate revenue at some future date, though that activity is not directly addressed in this proposal.

What's the problem?

Quite bluntly, the problem is that our patients say we're doing a lousy job teaching them. The following chart shows that the percentage of patients who say they're satisfied with the time we spend providing them with health information, and with the quality of the information we provide, ranked at or below 65% for 9 of the 12 months surveyed most recently.


Our Department's goal, as stated by Jane Hamsher, RN, Senior Vice President for Nursing and Patient Care Services, is “to exceed 95% patient satisfaction in all categories, each and every month.”

It's important to note that for the month of June, when we came closest to meeting that goal with a patient satisfaction score of 84.4%, a member of the Patient Education Working Group brought her personal laptop computer onto the unit for the specific purpose of using it as a tool to conduct individual and group sessions for patients and families on three selected topics:

  • Managing multiple medications at home
  • The most common post-surgical problems, and how you can cope with them
  • Using relaxation techniques to help manage your pain
Here are just a few of the 20 positive comments from patients and families who participated in those structured sessions in June, and who completed patient satisfaction surveys that month:
“Thank you for taking the time to make sure that my husband and I both understood his medications, and for giving us a specific way to organize them. I was very nervous about the thought of him coming home, and me not being able to make sure that he took them on time. God bless you.”

“I was very afraid that I would not be able to manage my pain at home, and that I would end up being 'zonked out' on too many medications. Now I know how to help myself relax with some simple techniques, and that will help me a lot. Thanks!”

“You nurses are terrific. Nobody every talked to me before in a language that I could understand, or took the time to answer my questions, but you sure did. I feel much more comfortable about going home now.”

We believe that our experience with that simple pilot project supports the value of the Center we have proposed.

What will we do, and how?

When this proposal is accepted and approved, the following actions will take place:

  • Hospital maintenance staff will remove outdated equipment from 9CD storage closet
  • Volunteer nursing staff will clean, paint, decorate, and furnish the vacant space with donated materials and items, at no cost to the hospital or department
  • Designated members of the Patient Education Working Group will work with the hospital's Purchasing and Materials Management Department to acquire the approved computer equipment and other budgeted items
  • Volunteer nursing staff will complete the Center's set-up
  • Open for business!
Designated members of the Patient Education Working Group will simultaneously finalize the development of topics and materials that have been identified as being the highest priority, based on surveys conducted through the course of the past year. These members will work closely with the Department of Nursing Education for course development and final approval of all materials.

How long will this project take?

We anticipate that all of the steps identified above can be completed within four (4) weeks of final approval.

What will this project cost?

The only direct dollar costs are those associated with acquiring computer hardware and associated equipment, along with selected educational software and printed materials, as follows:


As noted previously, with the exception of the removal of outdated equipment by personnel from the hospital's Maintenance Department, all other costs will be borne by volunteers who have agreed to donate their time, materials, and furnishings.

The cost to staff the Center will be covered within the unit's existing payroll budget, without the need for additional nursing personnel or allocated hours.

How will we measure our success?

Our goal is simple – to exceed 95% patient satisfaction in the category of patient education within 4 months of opening the Center, the goal articulated for our Nursing Department by Ms. Hamsher.

Attachments

  • Excel worksheets with proposed project budget and patient satisfaction scores
  • PowerPoint Presentation for the Nursing Department's Executive Committee
And now, the pitch...








Have I said how much I hate PowerPoint?

NU501 - Unit 2, Assignment Part 1

As Pavlov said, "Does the term 'no-brainer' ring a bell?"

I'm comfortable with my proficiency. Here are some of the many available sites providing tutorials for these products:

Microsoft Word

Microsoft Excel

Microsoft PowerPoint

Microsoft Access

Addendum - I haven't bought a copy of Microsoft Office since about 1999 or so, when I picked up a gray market CD of Office 97 on eBay for $20. I've re-installed it on my latest computer, so that I can double-check the assignment files I've written in OpenOffice before turning them in.

As for the use of PowerPoint, well, let's just say that my opinion of the tool is entirely consistent with Edward Tufte's. As Tufte said in an essay that appeared in a 2003 issue of Wired magazine:

"The standard PowerPoint presentation elevates format over content, betraying an attitude of commercialism that turns everything into a sales pitch...PowerPoint's pushy style seeks to set up a speaker's dominance over the audience. The speaker, after all, is making power points with bullets to followers. Could any metaphor be worse? Voicemail menu systems? Billboards? Television? Stalin?"

For anybody who might be interested - here's Edward Tufte's own site.

I seriously recommend him and his work to anyone who's planning to teach, or who otherwise might need to provide others with information through a report or presentation.

I stumbled across Tufte while doing an online search for information that was critical of PowerPoint. He conducts workshops in major cities throughout the country, and I attended one last year when he came to Boston. It literally changed my professional life.

I also recommend this article by Ian Parker, which appeared in a 2001 issue of the New Yorker magazine.

"The usual metaphor for everyday software is the tool, but that doesn’t seem to be right here. PowerPoint is more like a suit of clothes, or a car, or plastic surgery. You take it out with you. You are judged by it—you insist on being judged by it. It is by definition a social instrument, turning middle managers into bullet-point dandies.

But PowerPoint also has a private, interior influence. It edits ideas. It is, almost surreptitiously, a business manual as well as a business suit, with an opinion—an oddly pedantic, prescriptive opinion—about the way we should think. It helps you make a case, but it also makes its own case: about how to organize information, how much information to organize, how to look at the world."
Less PowerPoint! More teaching and learning!

Saturday, September 5, 2009

Looking ahead

Nailed

With one unit down, I've looked at the remaining assignments and have plotted out my plan to submit one each week and complete the course quickly.

I reviewed the options for a final project (Unit 5 - Implementing Information Technology Into Your Practice), and suggested my other blog in an email to my instructor:
Looking ahead to the final project for Unit 5, I propose one along the lines of option #4, specifically a project that integrates information technology into my practice to benefit colleagues and patients, and that contributes to my professional growth. I propose to further develop a blog that I began in February on end of life care and nursing education. It's available for your initial review here.

If you think this is a viable final project, I'll develop a more detailed set of objectives and evaluation criteria for us to review. One of my goals in starting that site was to fold it into my school work. Another was to develop it as a support tool for a project at work to develop an end of life care team on my unit.

I look forward to hearing your feedback on this idea.
Her response was prompt and direct:

That sounds like a very intriguing idea for your last assignment. I think it will be fine, and I am looking forward to viewing it. Thanks
My subsequent response:
Great. Thanks.

I'll provide some supporting information, including objectives, methods, and assessments when I submit it as my final project.
I'll provide those details here when I submit them, but if anybody's interested and wants to do something similar - just get a free Blogger Account and jump right in.

Blogging's easy. The hard part is having something to say.