Patient and Family-Centered I-PASS SCORE Program: Resident and Advanced Care Provider Training Materials
Kheyandra D. Lewis,
Lauren Destino,
Jennifer Everhart,
Anupama Subramony,
Benard Dreyer,
Brenda Allair,
Michele Anderson,
Jennifer Baird,
Zia Bismilla,
Brian Good,
Jennifer Hepps,
Alisa Khan,
Nicholas Kuzma,
Christopher P. Landrigan,
Katherine Litterer,
Theodore C. Sectish,
Nancy D. Spector,
H. Shonna Yin,
Clifton E. Yu,
Sharon Calaman,
Jennifer K. O'Toole
Affiliations
Kheyandra D. Lewis
Assistant Professor, Department of Pediatrics, Drexel University College of Medicine and St. Christopher's Hospital for Children
Lauren Destino
Clinical Associate Professor of Pediatrics, Department of Pediatrics, Stanford University School of Medicine and Lucile Packard Children's Hospital Stanford
Jennifer Everhart
Clinical Associate Professor of Pediatrics, Department of Pediatrics, Stanford University School of Medicine and Lucile Packard Children's Hospital Stanford
Anupama Subramony
Assistant Professor, Department of Pediatrics, Hofstra Northwell School of Medicine and Cohen Children's Medical Center
Benard Dreyer
Professor, Department of Pediatrics, NYU Grossman School of Medicine and Hassenfeld Children's Hospital at NYU Langone
Brenda Allair
Family Mentor, Family Advisory Council, Boston Children's Hospital
Michele Anderson
Family Centered Care Parent Mentor, Family Centered Care Department, Lucile Packard Children's Hospital Stanford
Jennifer Baird
Research Nurse Scientist, Institute for Nursing and Interprofessional Research, Children's Hospital Los Angeles
Zia Bismilla
Associate Professor, Department of Pediatrics, University of Toronto and The Hospital for Sick Children
Brian Good
Associate Professor, Department of Pediatrics, University of Utah and Primary Children's Hospital
Jennifer Hepps
Assistant Professor, Uniformed Services University of the Health Sciences and Walter Reed National Military Medical Center
Alisa Khan
Assistant Professor, Department of Pediatrics, Harvard Medical School and Boston Children's Hospital
Nicholas Kuzma
Associate Professor, Department of Pediatrics, Drexel University College of Medicine and St. Christopher's Hospital for Children
Christopher P. Landrigan
Professor, Department of Pediatrics, Boston Children's Hospital; Professor, Departments of Medicine and Neurology, Brigham and Women's Hospital and Harvard Medical School
Katherine Litterer
Family Mentor, Office of Experience, Boston Children's Hospital
Theodore C. Sectish
Professor, Department of Pediatrics, Harvard Medical School and Boston Children's Hospital
Nancy D. Spector
Professor, Department of Pediatrics, Drexel University College of Medicine
H. Shonna Yin
Associate Professor, Departments of Pediatrics and Population Health, NYU Grossman School of Medicine, NYC Health + Hospitals, and Bellevue Hospital Center
Clifton E. Yu
Professor, Directorate for Education, Training, and Research, Uniformed Services University of the Health Sciences and Walter Reed National Military Medical Center
Sharon Calaman
Professor, Department of Pediatrics, NYU Grossman School of Medicine and Hassenfeld Children's Hospital at NYU Langone
Jennifer K. O'Toole
Professor, Departments of Pediatrics and Internal Medicine, University of Cincinnati College of Medicine and Cincinnati Children's Hospital Medical Center
Introduction Patient and family-centered rounds (PFCRs) are an important element of family-centered care often used in the inpatient pediatric setting. However, techniques and best practices vary, and faculty, trainees, nurses, and advanced care providers may not receive formal education in strategies that specifically enhance communication on PFCRs. Methods Harnessing the use of structured communication, we developed the Patient and Family-Centered I-PASS Safer Communication on Rounds Every Time (SCORE) Program. The program uses a standardized framework for rounds communication via the I-PASS mnemonic, principles of health literacy, and techniques for patient/family engagement and bidirectional communication. The resident and advanced care provider training materials, a component of the larger SCORE Program, incorporate a flipped classroom approach as well as interactive exercises, simulations, and virtual learning options to optimize learning and retention via a 90-minute workshop. Results Two hundred forty-six residents completed the training and were evaluated on their knowledge and confidence regarding key elements of the curriculum. Eighty-eight percent of residents agreed/strongly agreed that after training they could activate and engage families and all members of the interprofessional team to create a shared mental model; 90% agreed/strongly agreed that they could discuss the roles/responsibilities of various team members during PFCRs. Discussion The Patient and Family-Centered I-PASS SCORE Program provides a structured framework for teaching advanced communication techniques that can improve provider knowledge of and confidence with engaging and communicating with patients/families and other members of the interprofessional team during PFCRs.
