Patient satisfaction
Order Instructions:
General Training Topic (1–2 pages).
The scenario based on the topic is: Houston Methodist St. John Hospital patient satisfaction scores have decreased over the past year.
A general description of the training topic.
Why this training is needed.
Who is to be trained.
How many are being trained.
Develop a training needs analysis for your topic (3–4 pages). For the purposes of this project, you are not expected to actually conduct the training needs analysis (TNA). Instead, create the following information as if it is based on a TNA.
Identify what the trainees should know or be able to do after they have completed the training program. Research your topic to determine what you want your trainees to learn. Your sources might be anything from an Internet search for data, to a meeting with subject matter experts (SMEs) who are good at the task involved. For example, if you training topic is how to tile a wall, you might search the Internet for do-it-yourself instructions, or you might consult with a specialist at a home improvement store.
Summarize the results of your research or provide a set of the questions you would ask SMEs if you were to meet with them.
Identify what the trainees know or what they can do before the training.
Create a sample survey, a questionnaire, a set of interview questions, or an observation checklist. Include this in your assignment submission as a separate attachment.
Develop training objectives for your training program (1–2 pages). Create 3–5 specific training objectives for your topic.
Create your objectives based on what you have determined the trainees should know (or be able to do) after attending the training program.
Design a training program for your topic (3–4 pages). Define each of the following aspects and explain why you made the choices you did.
How long will the training program be?
Will there be one or more training sessions?
Will those who facilitate the training be internal or external instructors?
Where will the training program be held?
How will learners be motivated to learn?
Who is the intended audience for the training?
SAMPLE ANSWER
Introduction
Patient satisfaction remains a significant and commonly used indicator that many medical facilities incorporate in measuring the quality of health care services they offer to patients. It is imperative to realize that patient satisfaction has the capacity to affect the retention of patients, medical malpractice complaints, and clinical outcomes (Hall, Shirey, & Waggoner, 2013). It also impacts the efficiency, timely, and patient-centered delivery of quality health care plan.
The Houston Methodist St. John Hospital in its delivery of services to the community has realized a decrease in patient satisfaction scores over the past years, a factor that has reduced the retention levels of patients in the medical facility (Hall, et.al). In order to address the issue, the management of the hospital embarks on a mission to develop a training program aimed at targeting the analytical needs that are designed to identify the background, motivations and expertise that can be employed by the learners to improve the condition of the hospital.
General description of the training topic
Houston Methodist St. John Hospital has realized the need to improve the quality of health delivery. The hospital in solving this issue is striving to define and measure the quality of healthcare provision in order to improve patient satisfaction scores. This comprehensive training program is therefore aimed at educating the medical practitioners within the institution in sound methodologies that can be employed in improving patient satisfaction (Hall, et.al).
The training program is therefore based on the concepts of practical improvements that require sound local evidence that determines the nature of the existing problem and risks and also considering the possible solutions. Inclusive of the training program is the systematic analysis of the specific interventions that can be employed and that fit within the medical facilities context.
The need for Training
It is essential to note that this training program is a vital element for Houston Methodist St. John Hospital. The essence of the program is on improving patient-physician communication. It has been discovered that patient-physician communication is a primary contributor to reduced patient satisfaction. Patient-physician communication has been a challenge, and if improved, a tremendous opportunity for improvement is likely to be noticed (Hall, et.al).
Studies have determined that when in patients are asked to identify the physicians who are in charge of their care during their times of discharge, close to 90% of the patients are unable to identify and correctly name the doctors responsible (Hall, et.al). When it turns to orthopedic patients, challenges are even more intense since these patients are mostly admitted to the emergency departments and are identified as unable to identify their treating physicians.
It is important to notice that the acuity of some orthopedic injuries may not allow some patients and their surgeons to establish a concise and strong patient-physician relationship prior to surgeries (Otani, Herrmann, & Kurz, 2011). In such a setting, it may be difficult to address patient concerns and priorities as a result of the differences that exist between surgeons and patients, a factor that results in low patient satisfaction. However, when there is an active inbound relationship between a physician and a patient, the patients are more likely to be satisfied, a factor that results in better outcomes.
The other need for this training is on finding better approaches geared towards improving the satisfaction of patients in the medical facility. The Houston Methodist St. John Hospital is therefore working out on the sound modules that can be employed in training to enhance patient satisfaction among their patient population by ensuring that medical practitioners are trained on effectuating their communication approaches on patients (Otani, et.al). It is anticipated that after training, there will be improved physician recognition and enhanced communication between the patients and their physicians, a factor that will increase the patient satisfaction scores.
The management of patient expectations and psychosocial factors such as depression and pain that have the capacity to drive patient satisfaction may prove to be challenging. However, through an individualized patient preoperative counseling approach and a shared decision-making, medical practitioners are likely to identify the specific factors that affect patients such as chronic pains that may negatively impact their satisfaction scores (Otani, et.al). Through the management of depression and pain including setting up an appropriate preoperative expectation, physicians are able to attain good outcomes. This training is therefore developed for all the medical employees and the RN within the Houston Methodist St. John Medical facility including support staff members in the facility. The number of patients and employees to be trained amounts to one hundred
Training Needs Analysis
The training and development of the medical practitioners and other support staff members within this medical facility is pivotal to the overall vision of the medical fraternities aimed at improving patient satisfaction through an improved quality of the care of patients. In order to achieve this, it is essential that the learning and development resources are appropriately aimed at ensuring the efficiency of training programs (Otani, et.al). The management fraternity of the Houston Methodist St. John Hospital is committed to ensuring that it’s skilled workforce is motivated by providing quality services aimed at improving the satisfaction of patients.
The hospital is therefore articulating approaches of training all the relevant staff members on the provision of better care. Through the training needs analysis (TNA), an outline is provided that ensures appropriate, and relevant training needs to the staff groups are comprehensively covered. The TNA, therefore, focuses on the specific training requirements that are mandatory in meeting the institution’s needs.
Houston Methodist St. John Hospital is a comprehensive surgical and medical hospital with 121 beds. The hospital according to sources records visits that amount to 24,940 patients in the emergency room. The total admissions of the hospital also amount to 6, 628 with its physicians performing 2,062 inpatients, and 2995 outpatient surgeries. The hospital specializes in the treatment of Cancer, heart and vascular diseases, gastroenterology, and GI surgeries, neurological and neurosurgeries, orthopedic and sports medicine, transplants among other services.
With these facts, it is significant to notice that the hospital attends to a broad range of individuals who have varied health needs and require special care that satisfies their needs. The staff members in this facility, therefore, have the responsibility to maintain professional standards through a fulfilled training initiative (Otani, et.al). The training needs analysis TNA will, therefore, ensure that compliance is monitored carefully, and the results of the training are noticeable in practice. Find the training needs analysis attached on the appendix.
Summary of the Research Results
After carrying out a research on the need for training in order to address the low levels of patient satisfaction; it has been determined that there are certain factors such as noise levels and the doctors’ bedside manner. In addition, whether patients are in position to recommend the hospital to friends or family is also part of the areas that need to be observed in order to improve patient satisfaction.
These factors, therefore, hold a key in the future of the hospital (Otani, Chumbler, Judy, Herrmann, & Kurz, 2015). The research determined that patient satisfaction remains the main key to a new marketing tool for many hospitals, considering the fact that many patients are now involved in choosing hospitals. It is, therefore, significant to note that the findings of the study determined the fact that patients liking of the doctors has much to do with their getting better.
A patient’s expectation when they visit a medical facility is in receiving good services. It has come to realization that these expectations are determined by the gender, age, nature of illness, and the attitudes towards the circumstances of a patient. Patients also expect doctors to keep time, communicate in a simple language that is understandable, and behave cordially (Otani, et. al). They also expect care, courtesy, concern and in addition to this, professionalism. In summary, the study revealed that patient satisfaction is the key driver of patient outcomes and plays an important aspect of the pay-for –performance metrics. This therefore translates to the fact that an improved patient-physician communication has the capacity to improve patient satisfaction.
Before the training program commenced, it was discovered that the trainees had an idea from past experiences on how to improve patient satisfaction. However, their knowledge was not applicable in the context of Houston Methodist St. John Hospital since the approaches they had in mind were used in different medical organizations. This, therefore, called for the need to derive a contextualized approach that is particularly formulated to meet the needs of this medical facility (Otani, et. al). The trainees were therefore expected to prepare for the training through availing themselves and making sure that they complete the process. The trainees are also expected to incorporate the learned ideas in their practice in order to promote patient satisfaction in the health facility.
Training Objectives for the Training Program
Table 1.1
| OBJECTIVE | OUTCOME |
| Patient Satisfaction/Quality Outcomes | 1. Reduction of medical errors.
2. Eliminated instances of bad communication. 3. Increased relationship with patients. 4. Elimination of wrong surgeries. 5. Patients are well cared for in the facility. |
| Team Work and Communication | 1. An Improved employee satisfaction score.
2. An Improved patient satisfaction score. 3. An Improved physician satisfaction score. 4. Deceased staff turnovers. 5. Increased patient turnover. |
| Efficiency | 1. Improved provision of quality health services.
2. Improved response time to patients. 3. Increased attendance to patients with pain and depression. |
| Reliability | 1. Decreased levels of medical errors.
2. Compliance with the Medical regulations in caring for patients 3. Increased staff-patient relationship. |
Specific Training Objectives
The specific training objectives include;
- Improving the patient-physician communication
- Developing personal relationships with patients through showing care and compassion.
- Improving the quality of services.
Training Program
In order to develop the competencies among the trainees, it is significant that time is clearly factored in order to allow the exploration of the subject in depth and detail. Through this, the trainees are able to acquire more details and get opportunities to demonstrate their newly acquired skills through practice (Otani, et. al). The training program will, therefore, take a period of 4 days spread over a period of one year in order instill the developed learning needs.
The training will be organized on an annual basis as a result of the costs associated in developing such programs. The facilitators of the training will be external instructors who have the knowledge on the subject. The trainings will be carried out within the organizations facilities and the learners will be motivated to learn through an approach aimed at waiving the training costs and fees.
The learners who show absolute commitment to the training will also be awarded (Otani, et. al). The intended audiences for the training include medical personnel’s from other health organization. The registered nurses and other medical employees within Houston Methodist St. John Hospital will be among the audience attending the training.
Table 1.2
| DAY | TIME | TOPIC | TRAINING METHOD | COMPETENCY |
| Day 1 | 0800-0900 am | Introduction to the Training Program. | ||
|
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00 13.00-
14.00 14.00-15.00
15.00-16.00 16.00-
17.00 |
What is Patient Satisfaction
The Results of Unsatisfied Patients.
Causes of Unsatisfaction in a health facility LUNCH
Global priorities in reduced patient satisfaction research Understanding the need for improving patient satisfaction. |
Lecture
Lecture
Small Group discussion
Lecture
Hands on practice |
1.1
1.2
1.3
1.3
2.1 |
|
| Day 2 | 0800-0900 am | Understanding the causes of decreased patient satisfaction | Lecture | 1.6 |
|
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00
13.00-
13;00-14;00
14.00 14.00-15.00
15.00-16.00 16.00-
|
Understanding the things that affect patients; The system approach Understanding the things that affect patients; Human factors
Understanding the things that affect patients; Organizational Level
LUNCH
Research Findings on the things that affect patients and impact their satisfaction
Review of the Discussions of the Day Discussions among Groups |
Lecture
Lecture
Lecture & Discussion
Lecture and Small Group Discussion
Group Discussion |
1.6
1.6
1,6
1,6
1.7 |
|
| Day 3 | 0800-0900 am | Case analysis of a Hospital | Hands on Practice | 1.6 |
|
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00 13.00-
13;00-14;00
14.00 14.00-15.00
15.00-16.00 16.00-
|
Research methods on measuring the success levels of a health institution.
Research findings on measuring the success levels of a health institution. Qualitative approach, Interviews. Approaches of improving patient satisfaction in Medical Organization
LUNCH
Improving patient satisfaction in Medical facilities Patient roles in ensuring they are satisfied with the provision of health services |
Lecture
Lecture
Lecture
Lecture
Lecture |
1.6
1.6
1.6
1.6
1.6 |
|
| Day 4 | 0800-0900 am | Group Presentations of Research plan | Group Presentation | |
|
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00 13.00-
13;00-14;00
14.00 14.00-15.00
|
Organizational Changes that can be employed to solve the problem Implementing Change in an institutional level
LUNCH
Using evidences to demonstrate patient
Implementing Change on a individual level |
Group work
Lecture
Lecture
Lecture |
3.5
3.5
3.5
3.4 |
Conclusion
Patient satisfaction remains a significant and commonly used indicator that many medical facilities incorporate in measuring the quality of health care services they offer to patients. A patient’s expectation when they visit a medical facility is in receiving good services. It has come to realization that these expectations are determined by the gender, age, nature of illness, and the attitudes towards the circumstances of a patient.
Patients also expect doctors to keep time, communicate in a simple language that is understandable and behave cordially. It is imperative to realize that patient satisfaction has the capacity to affect the retention of patients, medical malpractice complaints, and clinical outcomes (Otani, et. al). It is essential to note that this training program is a vital element for Houston Methodist St. John Hospital. Patient-physician communication has been a challenge, and if improved, a tremendous opportunity for improvement is likely to be noticed.
The essence of the program is on improving patient-physician communication. The essence of the training program is on improving patient-physician communication. It has been discovered that patient-physician communication is a primary contributor to reduced patient satisfaction. After training, it is anticipated that the levels of patient satisfaction will increase, a factor that will impact an organizations delivery of services in the community. Through the training, the trainees learned variable approaches of improving communication and also increasing the delivery of services to patients aimed at improving the satisfaction levels of patients.
References
Hall, D., Shirey, M. A., & Waggoner, D. C. (2013). Improving Access and Satisfaction with Spiritual Care in the Hospice Setting. Omega: Journal Of Death & Dying, 67(1/2), 97-107.
Otani, K., Herrmann, P. A., & Kurz, R. S. (2011). Improving patient satisfaction in hospital care settings. Health Services Management Research, 24(4), 163-169. https://www.doi:10.1258/hsmr.2011.011008
Otani, K., Ye, S., Chumbler, N. R., Judy, Z., Herrmann, P. A., & Kurz, R. S. (2015). The Impact of Self-Rated Health Status on Patient Satisfaction Integration Process. Journal Of Healthcare Management, 60(3), 205-218.
Appendix
TRAINING NEEDS ANALYSIS (TNA) FOR HOUSTON METHODIST ST. JOHN HOSPITAL.
| EMPLOYEE NAME: | POSITION | TNA DONE BY: | ||||
| Major tasks of position | Training/skills development required? | If yes, identify what training needs exist | How will this be achieved?
(eg on the job, external training) |
When? | Who to organise?
|
|
| Y | N | |||||
| <insert major tasks of position> | ü | <insert training needs, if any> | <insert how this will be achieved>
|
<insert when> | <insert who is going to deliver the training> | |
| eg on the job, external training | ||||||
| What do we want to achieve in the period ahead? | ||||||
| <insert comments> | ||||||
| How will the trainees attitudes change towards the new information provided during training? | ||||||
| <insert comments> | ||||||
| How are we going to make this happen? | ||||||
| <insert comments> | ||||||
| What will you need from the Medical Institution to help you to reach your career goals? | ||||||
| <insert comments> | ||||||
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