I-PASS Handoff Curriculum: Campaign Toolkit

Publication ID Published Volume
9397 April 23, 2013 9

Abstract

The suite of I-PASS Campaign materials is designed to ensure successful I-PASS implementation at your institution. An Implementation Workbook and Curriculum Log are provided that give practical step-by-step instructions regarding I-PASS planning, development, and implementation. The Just in Time Didactic is a condensed presentation that revisits the major components of the I-PASS curriculum, and is designed for team members who may not have been using I-PASS recently (e.g. clinicians who may have substantial non-clinical commitments) as well as those who want a quick refresher. Speaker notes are provided to assist presenters. The visual advertising campaign includes standard-size pocket reference cards, screen frames for computer monitors, and posters for work areas, all of which can be produced locally using templates included within this Toolkit. I-PASS Tips of the Day could be formatted for printing as flip-books to display on chart racks or nursing stations, and mini-Tips can be tucked into fortune cookies! To ensure that you stay organized throughout the process, refer to the Implementation Workbook to keep track of key elements and timelines. Together and individually, these campaign materials will be essential for your successful I-PASS implementation.

A detailed article describing the development, implementation, and dissemination of the I-PASS Handoff Curriculum can be found at Academic Medicine 2014; 89(6): 876-884. PMID: 24871238.

Goals of the I-PASS Handoff Curriculum for Residents:

  • Understand the context of medical errors associated with communication failures
  • Introduce the TeamSTEPPS(TM) model of team training with an emphasis on leadership skills, training strategies, and communication skills in order to optimize team function
  • Learn the global elements of effective verbal and printed handoffs
  • Know the elements of an effective verbal handoff
  • Know the elements of an effective printed handoff document
  • Adopt the I-PASS mnemonic
  • Use high quality patient summaries to convey clinical information concisely and effectively in a handoff
  • Incorporate contingency planning in clinical care, especially in handoffs

Goals of the I-PASS Handoff Curriculum for Faculty:

  • Understand the role of a faculty champion in the I-PASS handoff program
  • Learn and be able to use the I-PASS handoff technique
  • Understand the elements and organization of the Core Resident Workshop and Handoff Simulation Exercises
  • Introduce the faculty observation process for the I-PASS handoff program

The I-PASS Handoff Curriculum: Campaign Toolkit is one of seven submissions which are part of the I-PASS Handoff Curriculum Collection, created by a group of pediatric educators, health services researchers, and hospitalists to teach a standardized approach to handoffs in inpatient settings. This collection is a comprehensive, evidence-based, and consensus-driven suite of educational materials created for a multi-site study that consists of seven major complementary components:

  1. I-PASS Handoff Curriculum: Core Resident Workshop, a 2-hour didactic and interactive session that teaches I-PASS techniques and concept

  2. I-PASS Handoff Curriculum: Handoff Simulation Exercises, a 1-hour interactive role-play session to allow for practicing of techniques learned in the resident workshop or computer module

  3. I-PASS Handoff Curriculum: Computer Module, an electronic tool that allows for independent learning and review of I-PASS concepts and techniques

  4. I-PASS Handoff Curriculum: Campaign Toolkit, a collection of materials to ensure adoption and implementation of the I-PASS handoff process and change institutional culture

  5. I-PASS Handoff Curriculum: Faculty Development Resources, a set of resources to educate and train faculty or handoff champions for the implementation of the I-PASS handoff program

  6. I-PASS Handoff Curriculum: Faculty Observation Tools, a series of assessment tools designed to be used by institutions implementing the I-PASS handoff process

  7. I-PASS Handoff Curriculum: Medical Student Workshop

The results of the multisite I-PASS Handoff Study are published and available at the New England Journal of Medicine 2014; 371: 1803-1812. PMID: 25372088.

In brief, we found in a detailed review of 10,740 patient admissions that a 23% reduction in medical errors and a 30% reduction in injuries due to medical errors (preventable adverse events) occurred following implementation of the I-PASS Handoff Bundle in 9 academic medical centers.  In direct observation of thousands of hours of resident workflow (time motion analysis) before and after implementation of the program, conducting handoffs using the I-PASS method was found to require no more time per handoff, and resident workflow throughout the shift was likewise unchanged, including no change in the amount of time spent at the computer or in direct patient care.

Citation

Rosenbluth G, Patel S, Destino L, et al. I-PASS handoff curriculum: campaign toolkit. MedEdPORTAL Publications. 2013;9:9397. http://doi.org/10.15766/mep_2374-8265.9397

Educational Objectives

  1. To list key elements of a campaign to transform the handoff process within your institution.
  2. To describe the use of Just in Time training didactic to reinforce learning.
  3. To identify key leaders who will become champions of change.

Keywords

  • Handoff, Curricular Implementation, Change Management, Transformational Change, Just in Time Training, Reinforcement, Handovers, Signout, IPASS

References

  1. Gladwell M. The Tipping Point: How Little Things Can Make a Big Difference. Little, Brown and Company, 2000. Boston, MA.
  2. Kotter JP. Leading Change: Why Transformation Efforts Fail. Harvard Business Review. Mar/Apr 1995; 73(2):59-67. http://dx.doi.org/10.1016/0024-6301(95)91633-4
  3. Starmer AJ, Spector ND, Srivastava R, Allen AD, Landrigan CP, Sectish TC, et al. I-PASS, a Mnemonic to Standardize Verbal Handoffs. Pediatrics. 2012; 129 (2): 201-204. http://dx.doi.org/10.1542/peds.2011-2966

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ISSN 2374-8265