>> I think it's the tool use, because we've had teamwork training before.
And we made it interdisciplinary, we tried to do everything right.
And remember how we said that the physicians got up and
left in the middle of the training?
And we said, do you know how to do this?
And they said, yes, I know how to do a briefing.
And then we went to watch them, and they know what a briefing is, but
they could not do the briefing.
>> Yeah, and I'm wondering too, if using the tools is not just a training
of the tools but understanding the reason why we're doing it.
So does this go hand in hand?
>> Right.
>> Yes. >> Okay,
do we all think that this would be a major reason that would often threaten?
>> I think so.
When you look at the models for change management, they all say that,
you have to kind of make that burning platform to get people on board.
Okay, all right, so I'm going to put this up here too,
not any less important, but about equally important.
And then, so that we could make sure we're effective as a group and
not bite off more than we could chew.
Should we just stick with this for now and
decide on what actions we're going to choose to mitigate these threats?
>> Yeah, let's do that, and we can reconvene later.
>> Okay.
Okay, so now let's go back to David's ideas.
When we were doing our brainstorming session he was already thinking of
potential action items or solutions that could help mitigate the threats.
So the first one that we have here is assess
knowledge six to nine months after training.
And that sounds like it might fit with the potato.
>> Mm-hm, mm-hm.
>> The portion.
And then we have, make participation in team steps part of a yearly evaluation.
So it's not just this one time training,
but there would be ongoing training, if that.
>> That's usually how it's successful.
Everybody thinks you go to training and you got everything down.
But this comes from aviation, and the aviators,
they have to have training almost yearly, every 12 to 18 months.
So we think it's a one time only, but it's really not to be successful.
>> Okay. >> And
I think another thing in addition to those two is what do you think if we.
We're thinking about redoing the unit orientation for all of the staff levels.
And what do you think if we included at least some initial team steps
knowledge in that orientation for new staff and for the residents?
>> because that'll sort of help to address two things, I think.
This issue and then the issue of the turnover and using agency.
>> Sure.
>> Yeah. >> That'll be great.
>> And actually, this one here, regular train the trainer,
that also might address those factors.
>> Mm-hm. >> Yeah.
>> And should we actually, thinking of the training and the data collection.
Should we also do a baseline data collection?
So we assess where people are at the point of training, so
it's six to nine months later and then on a regular basis.
>> Okay. >> We could also have kind of
a pre-assessment, kind of a pretest, what's your knowledge going in.
>> Mm-hm. >> And I think that,
that might be really helpful.
Especially if we're going to look at it at six to nine months.
Maybe immediately in six to nine months, do they retain it?
Do they actually use it?
>> I think this is a great point.
And perhaps it could help us highlight
the team steps behavior to give us another solution that you can have up here.
Once we have a good understanding of their baseline knowledge,
deciding on what behavior we're focusing on to adopt or
integrate into practice, and then reassess.
>> And it might be nice even when we're assessing their knowledge to have a place
on the form where we ask about their current challenges or barriers.
>> So we can address that maybe in being able to
highlight those team step behaviors as well and the trainer trainers.
So we're taking feedback from them, not only on their assessment of knowledge, but
also the challenges of barriers they've encountered.
>> Great, great idea, so I just wrote that on the baseline data post-it.