Flashcards in TEAM STEPPS Deck (27)
The third leading cause of death is
Students and working professionals should develop and maintain proficiency in five core areas:
• Delivering patient‐centered care
• Working as part of interdisciplinary teams • Practicing evidence‐based nursing
• Focusing on quality improvement
• Using information technology
Team members ability to:
• Anticipate needs of others
• Adjust to each other’s actions and the changing environment
• Have a shared understanding of how a procedure or plan of care should happen
Effective team leaders:
Are responsible for ensuring that team members are sharing information,
monitoring situational cues, resolving conflicts, and helping each other PRN
• Manage resources
• Facilitate team actions by communicating
• Develop norms for information sharing
• Ensure team members are aware of situational changes to plan
• Backup and fill in for each other
• Are self correcting
• Compensate for each other
• Reallocate functions
• Distribute and assign work thoughtfully
• Regularly provide feedback to each other
Actively scan and assess elements of a “situation”
Team members with good communication skills can:
Communicate accurate and complete information in a clear & concise manner • Seek information from all sources
• Readily anticipate and share information
• Provide status update
• Verify information received
Reduce clinical errors
• Improve patient outcomes
• Improve process outcomes • Increase patient satisfaction • Increase staff satisfaction
• Reduce malpractice claims
• 3 activities that promote teamwork:
Brief: address the following questions
• Who is on the team?
• All members understand and agree upon goals?
• Roles & responsibilities are understood?
• What is our plan of care?
• Staff and provider’s availability throughout the shift? • Workload among team members?
• Availability of resources?
• Hold ad hoc, “touch‐base” meetings to regain situation awareness
• Discuss critical issues and emerging events
• Anticipate outcomes
and likely contingencies
• Assign resources
• Express concerns
Debrief addresses the following questions
Communication was clear?
• Role & responsibilities understood?
• Situation awareness maintained?
• Workload distribution equal?
• Task assistance requested or offered?
• Were errors made or avoided? Availability of resources?
• What went well, what should change, what should improve?
2 steps that involve situation monitoring:
IM SAFE checklist
An error reduction strategy that involves:
• Monitoring actions of other team members
• Providing a safety net within the team
• Ensuring mistakes or oversights are caught quickly and easily • “Watching each others backs”
Status of the patient
Alcohol and drugs
Eating and elimination
FEEDBACK SHOULD BE
directed towards improvement
Team members protect each other from work overload situations
• Effective teams place all offers & supports in terms of patient safety
• Team members foster a climate that assistance is actively sought & offered
t is your responsibility to assertively (not aggressively) voice concerns at least two (2) times
• Team member being challenged must acknowledge
• IF the outcome is still not acceptable: • Take a stronger course of action
• Utilize supervisor or chain of command
• Empower all team members to “stop the line” if they sense/discover an essential safety breach
TWO CHALLENGE RULE
• Win‐Win situation
• Team members, team, and patient
• Commitment to a common mission
• Involved full and open communication
• Meet objectives/goals without compromising • Maintain relationships
I pass the baton
Informs all teams members simultaneously during emergent situation • Helps team members anticipate next step
• Direct responsibility to a specific person for carrying out the task
• Leader: “Airway status?”
• Resident: “Airway clear”
• Leader: “Breath sounds?”
• Resident: “Breath sounds decreased RLL.” • Leader: “BP?”
• Resident: “BP is 90/62”
Closed loop communication to ensure information was conveyed by sender and receiver understood
• Steps include
• Sender initiates the message
• Receiver accepts the message and provides feedback
• Sender double‐checks to ensure that the message was received
• HCP: “Give 1 mg Morphine IV push now” • Nurse: “1 mg Morphine IV push now”
• HCP: “That is correct”
Transfer of information during transition of care • Change of shift
• Patient transfer
• Opportunity to ask questions, clarify, & confirm