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461. Mod5-Disclosure-Checklist (pdf file)
     pcmh.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-disclosure-checklist.pdf
     April 01, 2016 - ■ Strongly consider including one or more team members in the disclosure with the patient to help … ■ Consider whether a surrogate/family member should be present. … ■ Consider your own feelings and seek support, as needed. … ■ Consider ways to involve patients in post-event learning.

462. Mod5-Disclosure-Checklist (pdf file)
     patientregistry.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-disclosure-checklist.pdf
     April 01, 2016 - ■ Strongly consider including one or more team members in the disclosure with the patient to help … ■ Consider whether a surrogate/family member should be present. … ■ Consider your own feelings and seek support, as needed. … ■ Consider ways to involve patients in post-event learning.

463. Mod5-Disclosure-Checklist (pdf file)
     ahrqpubs.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-disclosure-checklist.pdf
     April 01, 2016 - ■ Strongly consider including one or more team members in the disclosure with the patient to help … ■ Consider whether a surrogate/family member should be present. … ■ Consider your own feelings and seek support, as needed. … ■ Consider ways to involve patients in post-event learning.

464. Mod5-Disclosure-Checklist (pdf file)
     talkingquality.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-disclosure-checklist.pdf
     April 01, 2016 - ■ Strongly consider including one or more team members in the disclosure with the patient to help … ■ Consider whether a surrogate/family member should be present. … ■ Consider your own feelings and seek support, as needed. … ■ Consider ways to involve patients in post-event learning.

465. Mod5-Disclosure-Checklist (pdf file)
     teamstepps.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-disclosure-checklist.pdf
     April 01, 2016 - ■ Strongly consider including one or more team members in the disclosure with the patient to help … ■ Consider whether a surrogate/family member should be present. … ■ Consider your own feelings and seek support, as needed. … ■ Consider ways to involve patients in post-event learning.

466. Tool 5: Portfolio Design
     www.cpsi.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/medicaidreadmitguide/mcaidread_tool5_portfolio_des.pptx
     September 02, 2016 - Consider whether anything is missing. … Consider: improving hospital-based transitional care processes, collaborating with cross-setting partners … Create a Driver Diagram – 2 Analyze your first draft driver diagram to consider: Are all readmission

467. Tool 5: Portfolio Design
     ce.effectivehealthcare.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/medicaidreadmitguide/mcaidread_tool5_portfolio_des.pptx
     September 02, 2016 - Consider whether anything is missing. … Consider: improving hospital-based transitional care processes, collaborating with cross-setting partners … Create a Driver Diagram – 2 Analyze your first draft driver diagram to consider: Are all readmission

468. D2 Combo Projectcharter (doc file)
     ce.effectivehealthcare.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/combined/d2_combo_projectcharter.docx
     December 23, 2009 - Consider adding representatives from the physician and nursing staff, along with quality improvement … Consider factors that are potential barriers to success such as resistance to change, resource limitations … Consider including representatives from stakeholder groups noted above.

469. INSTRUCTIONS: Project Charter (pdf file)
     ce.effectivehealthcare.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/qitoolkit/d2-projectcharter.pdf
     December 23, 2009 - Consider adding representatives from the physician and nursing staff, along with quality improvement … Consider factors that are potential barriers to success such as resistance to change, resource limitations … Consider including representatives from stakeholder groups noted above.

470. Static Teach-back Interactive Module (pdf file)
     cahps.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/teachback-module-accessible.pdf
     January 01, 2013 -  Examine the scenarios over the next series of screens and consider the difference between Scenario … Scenario 1 Reflection Now that you’ve had the opportunity to explore both scenarios again, consider … If the patient is unable to teach back after several attempts, consider:  Enlisting the help of a … : When using teach-back with children, consider the following: When using teach-back with patients … who speak a different first language, consider the following: 20.

471. Static Teach-back Interactive Module (pdf file)
     healthcare411.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/teachback-module-accessible.pdf
     January 01, 2013 -  Examine the scenarios over the next series of screens and consider the difference between Scenario … Scenario 1 Reflection Now that you’ve had the opportunity to explore both scenarios again, consider … If the patient is unable to teach back after several attempts, consider:  Enlisting the help of a … : When using teach-back with children, consider the following: When using teach-back with patients … who speak a different first language, consider the following: 20.

472. Static Teach-back Interactive Module (pdf file)
     monahrq.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/teachback-module-accessible.pdf
     January 01, 2013 -  Examine the scenarios over the next series of screens and consider the difference between Scenario … Scenario 1 Reflection Now that you’ve had the opportunity to explore both scenarios again, consider … If the patient is unable to teach back after several attempts, consider:  Enlisting the help of a … : When using teach-back with children, consider the following: When using teach-back with patients … who speak a different first language, consider the following: 20.

473. Static Teach-back Interactive Module (pdf file)
     patientregistry.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/teachback-module-accessible.pdf
     January 01, 2013 -  Examine the scenarios over the next series of screens and consider the difference between Scenario … Scenario 1 Reflection Now that you’ve had the opportunity to explore both scenarios again, consider … If the patient is unable to teach back after several attempts, consider:  Enlisting the help of a … : When using teach-back with children, consider the following: When using teach-back with patients … who speak a different first language, consider the following: 20.

474. Static Teach-back Interactive Module (pdf file)
     ahrqpubs.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/teachback-module-accessible.pdf
     January 01, 2013 -  Examine the scenarios over the next series of screens and consider the difference between Scenario … Scenario 1 Reflection Now that you’ve had the opportunity to explore both scenarios again, consider … If the patient is unable to teach back after several attempts, consider:  Enlisting the help of a … : When using teach-back with children, consider the following: When using teach-back with patients … who speak a different first language, consider the following: 20.

475. Static Teach-back Interactive Module (pdf file)
     ce.effectivehealthcare.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/teachback-module-accessible.pdf
     January 01, 2013 -  Examine the scenarios over the next series of screens and consider the difference between Scenario … Scenario 1 Reflection Now that you’ve had the opportunity to explore both scenarios again, consider … If the patient is unable to teach back after several attempts, consider:  Enlisting the help of a … : When using teach-back with children, consider the following: When using teach-back with patients … who speak a different first language, consider the following: 20.

476. 1. Are we ready for this change? | Agency for Healthcare Research and Quality
     pbrn.ahrq.gov/patient-safety/settings/hospital/resource/pressureulcer/tool/pu1.html
     October 01, 2014 - Tools Consider administering a survey to assess clinical staff attitudes about pressure ulcers. … Consider using this to field an anonymous survey assessing awareness of the clinical and cost impact … Consider the aspects of the problem that will be most compelling to your stakeholders. … Consider how support for this effort fits with other institutional values and commitments in order to … Resources In identifying potential owners or champions for the effort, consider the tips at http:/

477. 1. Are we ready for this change? | Agency for Healthcare Research and Quality
     pcmh.ahrq.gov/patient-safety/settings/hospital/resource/pressureulcer/tool/pu1.html
     October 01, 2014 - Tools Consider administering a survey to assess clinical staff attitudes about pressure ulcers. … Consider using this to field an anonymous survey assessing awareness of the clinical and cost impact … Consider the aspects of the problem that will be most compelling to your stakeholders. … Consider how support for this effort fits with other institutional values and commitments in order to … Resources In identifying potential owners or champions for the effort, consider the tips at http:/

478. Section 1: Planning a Care Management Program | Agency for Healthcare Research and Quality
     www.qualitymeasures.ahrq.gov/patient-safety/settings/long-term-care/resource/hcbs/medicaidmgmt/mm1.html
     October 01, 2014 - Dedicated planning can help a State consider various program design options, assess existing internal … Understand Motivation for Program and Establish Program Goals States might consider implementing a … To estimate program costs and understand program financing, they should consider the following issues … Program staff should consider whether they will build, buy, or assemble a care management program and … √ Consider pilot testing to test intervention on a smaller scale.

479. Section 1: Planning a Care Management Program | Agency for Healthcare Research and Quality
     www.cpsi.ahrq.gov/patient-safety/settings/long-term-care/resource/hcbs/medicaidmgmt/mm1.html
     October 01, 2014 - Dedicated planning can help a State consider various program design options, assess existing internal … Understand Motivation for Program and Establish Program Goals States might consider implementing a … To estimate program costs and understand program financing, they should consider the following issues … Program staff should consider whether they will build, buy, or assemble a care management program and … √ Consider pilot testing to test intervention on a smaller scale.

480. Section 1: Planning a Care Management Program | Agency for Healthcare Research and Quality
     ce.effectivehealthcare.ahrq.gov/patient-safety/settings/long-term-care/resource/hcbs/medicaidmgmt/mm1.html
     October 01, 2014 - Dedicated planning can help a State consider various program design options, assess existing internal … Understand Motivation for Program and Establish Program Goals States might consider implementing a … To estimate program costs and understand program financing, they should consider the following issues … Program staff should consider whether they will build, buy, or assemble a care management program and … √ Consider pilot testing to test intervention on a smaller scale.