Transforming Vulnerable Interactions to Effective Communication: An Application of Evidence for the Tele-Intensive Care Unit Nurse
Date of Conferral
Doctor of Nursing Practice (DNP)
Tele-intensive care collaboration in care of critically ill patients improves both the safety and quality of nursing care. However, the full benefits of the telemedicine service may not be realized unless tele-critical care nurses have the ability to communicate clearly with their remote nursing peers. The purpose of this DNP project was to create and validate an acronym style communication tool to assist the tele-critical care nurses with their communication. The relational coordination theory was the primary communication theory utilized for tool development. The tool creation phase of the project included informal observations and discussion with a convenience sample of 11 tele-critical care staff nurses. The formative feedback from this group helped to identify the episode of communication for which the tool was designed and suggested communication elements for inclusion. During the validation phase of this project, 9 volunteer experts evaluated the communication tool with a 5-point Likert scale survey. Descriptive statistics were used to analyze the survey results and provided summative feedback for validation of the tool. Mean scores between 3.44 and 4.44 demonstrated that the experts agreed with the applicability, relevance, and necessity of the tool. Feedback indicated the need for a pilot study implementing the tool to compare it with traditional communication practices and to evaluate its performance in clinical practice. This tool will be useful for future partnerships utilizing telemedicine. The project is socially significant because of its focus on communication and collaboration among healthcare providers in facilitating the patient experience and safety.
Mendez, Bethann, "Transforming Vulnerable Interactions to Effective Communication: An Application of Evidence for the Tele-Intensive Care Unit Nurse" (2015). Walden Dissertations and Doctoral Studies. 1625.