ABSTRACT
INTRODUCTION: This project aimed to standardize and improve the emergency tracheostomy "go-bag" provided by our institution and to increase "go-bag" compliance, supply organization, and emergency preparedness and confidence among caregivers of tracheostomy-dependent children. METHOD: We provided caregivers with a new trifold "go-bag," containing four zippered pockets. Diagram-based supply checklists were placed in each "go-bag" to assist with supply organization and supply checks performed by the clinical team. Caregiver questionnaires were administered before and after "go-bag" distribution to assess the impact of the practice change. RESULTS: Between July 1, 2020 and February 28, 2021, 43% (n = 30) of tracheostomy-dependent children followed by the Department of Otolaryngology received a new "go-bag." Overall, "go-bag" compliance, supply organization, and caregiver confidence related to providing care at home and intervening in an emergency improved from baseline. Caregivers reported overwhelmingly positive feedback regarding the new "go-bag" design and utility. DISCUSSION: These findings support the use of standardized, user-friendly tracheostomy "go-bags" provided by health care institutions and the performance of routine "go-bag" supply checks to ensure patient safety and caregiver preparedness.
ABSTRACT
BACKGROUND/PURPOSE: Ongoing dissatisfaction with anonymous peer feedback led to problem solving to equip nurses to provide and receive respectful and meaningful feedback during face-to-face peer review. PROBLEM: Giving and receiving feedback about other's performance and collaboration are a vital aspect of teambuilding; yet, no programmatic training existed to prepare and equip nurses to feel confident and comfortable in providing or receiving face-to-face peer feedback. A search of the literature demonstrated a dearth of evidence related to developing these teambuilding relationships. The facilitator role appeared in some literature outside nursing but was poorly articulated and yet appeared important to the process. METHODS: This was a quality improvement project that utilized online surveys with both multiple-choice and open-ended questions for data collection across 3 time points for 2 different cohorts over a 2-year implementation period. Strategies included education related to providing feedback with positive intent regardless of feedback type. A facilitator role was used to ensure effective communication and provide support to the peers during the process. RESULTS: Nurse participants described increased comfort and knowledge related to providing/receiving face-to-face feedback. Training and use of a facilitator provided the necessary support; 75% of participants reported comfort with giving face-to-face feedback. However, the greater majority, 80% to 92%, of participants reported increased comfort with receiving face-to-face feedback. CONCLUSIONS: Using active peer-to-peer support has become an accepted standard for face-to-face peer feedback as an aspect of the annual review process.
