Related Experiment Videos
Assessment of parental presence during bedside pediatric intensive care unit rounds: effect on duration, teaching,
Lorri M Phipps1, Cheryl N Bartke, Debra A Spear
1Division of Nursing, Department of Pediatrics, Penn State Children's Hospital, Pennsylvania State University College of Medicine, Hershey, PA, USA.
Insights
Parental presence during pediatric intensive care unit rounds does not negatively impact time spent or teaching. Parents reported satisfaction and no privacy concerns, with staff finding it beneficial.
Area of Science:
- Pediatric Intensive Care Unit (PICU) Medicine
- Family-Centered Care
- Medical Education
Background:
- Limited research exists on family presence during bedside medical rounds in PICUs.
- Concerns include increased time, decreased teaching, staff dissatisfaction, family stress, and privacy violations.
Purpose of the Study:
- To evaluate the effects of parental presence during morning medical rounds in a PICU.
- To compare outcomes with and without family member presence.
Main Methods:
- Prospective, blinded, observational study in a 12-bed academic PICU.
- Documented parental presence and time allocation; surveyed medical staff and 81 family members (out of 105 admissions).
Main Results:
- No significant difference in time spent on rounds or physician teaching time with or without parents.
- Parents reported satisfaction with discussion time and no privacy violations.
- Most medical staff found parental presence beneficial.
Conclusions:
- Parental presence during PICU rounds does not disrupt educational or communication processes.
- Parents are satisfied with participation, and privacy is not a significant concern from their perspective.
Objective:
There is a paucity of literature evaluating the effects of family member presence during bedside medical rounds in the pediatric intensive care unit. We hypothesized that, when compared with rounds without family members, parental presence during morning medical rounds would increase time spent on rounds, decrease medical team teaching/education, increase staff dissatisfaction, create more stress in family members, and violate patient privacy in our open unit.
Design:
Prospective, blinded, observational study.
Setting:
Academic pediatric intensive care unit with 12 beds.
Participants:
A total of 105 admissions were studied, 81 family members completed a survey, and 187 medical team staff surveys were completed.
Interventions:
Investigators documented parental presence and time allocated for presentation, teaching, and answering questions. Surveys related to perception of goals, teaching, and privacy of rounds were distributed to participants.
Measurements:
Time spent on rounds, time spent teaching on rounds, and medical staff and family perception of the effects of parental presence on rounds.
Results:
There was no significant difference between time spent on rounds in the presence or absence of family members (p = NS). There is no significant difference between the time spent teaching by the attending physician in the presence or absence of family members (p = NS). Overall, parents reported that the medical team spent an appropriate amount of time discussing their child and were not upset by this discussion. Parents did not perceive that their own or their child's privacy was violated during rounds. The majority of medical team members reported that the presence of family on rounds was beneficial.
Conclusions:
Parental presence on rounds does not seem to interfere with the educational and communication process. Parents report satisfaction with participation in rounds, and privacy violations do not seem to be a concern from their perspective.
Related Concept Videos
01:23Ethical Standards II
Nurses are entrusted with upholding various ethical principles and standards. Nurses forge solid therapeutic relationships using trust, empathy, autonomy, confidentiality, and professional competence.
Confidentiality is crucial, embodying respect for individual privacy and...
01:23Assessment of Respiration
Subjective Assessment: Nurses interview the patient to gather information directly during the subjective assessment. It includes questions about the individual's medical history, medications, and symptoms, focusing on past respiratory conditions like asthma or COPD,...
01:20Assessment of Ventilation I: Respiratory Rate
A Ventilation assessment is critical for monitoring a patient's health status. Respiration, one of the most accessible vital signs, provides insights into the function of numerous body systems and can indicate serious health issues, such as brainstem injuries from head trauma.
Critical Guidelines for Assessing Ventilation:
01:25Assessment of apical radial pulse
The A-R pulse assessment involves simultaneous evaluation of the apical and radial pulses. When the apical and radial pulse rates vary, this assessment helps identify a pulse deficit.
Pre-Procedural Preparation
01:15Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
01:29SBAR I: Understanding the Concept
Standardized methods of communication have been developed to ensure that information is...