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Lecturer in Occupational Therapy, Department of Health and Social Care, Brunel University, Middlesex, UK
Correspondence:
Anita Atwal,
Department of Health and Social Care,
Brunel University,
Borough Road,
Isleworth,
Middlesex TW7 5DU,
UK.
E-mail: anita.atwal@brunel.ac.uk
ATWAL A. (2002)
Introduction
In every health care system throughout the world, increasing patient needs and expectations continue to outstrip
available resources. Changing social policy and scarce
resources affect the delivery of health and social services,
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Background
In order to facilitate the discharge process it is suggested
that it should begin as early as possible, allowing potential
problems to be identified [British Geriatrics Society and
Association of Director of Social Services (BGS and ADSS)
1989, DOH 1989, Henwood 1994, Audit Commission
1995]. There is a general consensus that the process should
begin as the patient actually arrives in the Accident and
Emergency Department, but in clinical practice this rarely
occurs (Atwal 1995, Audit Commission 1995). It is essential
that discharge plans are accurate, as in many cases this
will determine whether a patient can be discharged home,
whether additional rehabilitation is required or whether a
nursing or residential home is more appropriate. Health care
professionals must take responsibility for the outcome of the
discharge plan as it is dependent on the individual skill(s) of
each member of the health care team. A survey by Bennett
et al. (1995) of older people in nursing homes found that
many had been wrongly assessed. Reed and Morgan (1999)
found that nurses did not initiate discussions with older
persons moving from hospital to a nursing or residential
home. Furthermore there was a lack of clarity over whose
responsibility it was to initiate such discussions.
Throughout the discharge process it is imperative that the
social diagnosis runs parallel with the medical diagnosis as
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A. Atwal
Data collection
The study
Aims
The aims of the study were:
to explore nurses perceptions of discharge planning;
to identify the type of interactions which occurs in multidisciplinary team meetings and its impact on discharge
planning.
Data analysis
The interview and observation data were fully transcribed
and content analysis undertaken. Transcripts from the
observations were analysed by identifying the types of
interaction in multidisciplinary meetings and which professional participated in each interaction. To ensure reliability
another researcher worked independently on samples of the
data to identify categories, which were then discussed to
reach consensus.
The first step in analysis of interviews was to conceptualize
the data by breaking down each sentence into something that
represented an incident (Strauss & Corbin 1990). Codes were
applied to a group of words and ideas in order to categorize
them together. These codes were assertiveness, confidence,
time constraints, skills, knowledge and expertise. Once
particular phenomena in the data were identified, their labels
were grouped together, which is referred to as categorizing.
Categories that emerged were each given a name, and those
that were related to one another were merged.
Checking codes, an essential part of qualitative content
analysis, improved the objectivity of the research data. It
enabled me to ascertain whether there was agreement
regarding the definition of a code(s) and whether it needed
to be expanded or rectified. This event took place as soon as
the categories were formulated. Two independent judges
performed the interrater agreement testing. One was an MSc
student in research methods whilst the second was a senior
occupational therapist. Separately, they coded five pages of
transcription. The two coded passages were then compared
and disagreements amongst the two judges were discussed.
To ascertain the rate of intercoder agreement the number of
agreements was divided by the total number of agreements
and disagreements. It is recommended that intercoder agreement should be between 80% and 95% (Miles & Huberman
1994). Initially the two coders had only 65% agreement. The
process was repeated until the two coders reached the
standard required. The same procedure was repeated twothirds of the way through the study to ensure that a high
agreement between the two coders was maintained (83%).
Findings
Interprofessional discharge education and training
There was considerable evidence that the expertise of
professionals affected the management of patients. There
was no evidence from the observational study of health care
professionals educating other professionals about their role
and/or the discharge process. Discussions in the observational
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A. Atwal
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Interprofessional working
It was observed that nurses and members of the multidisciplinary team did not attend multidisciplinary meetings when
faced with other pressing priorities. A staff nurse (medicine)
reported that other professionals often arrived on the ward
at the most inconvenient times and expected her to drop
everything and communicate with them. Then she would
have to spend time phoning the social work department for
the outcome of the assessment:
If you are really busy and the whole place is bedlam and the care
manager walks onto the ward you just think, Oh God no! and you
know that you are going to have to talk and you know that you are
going to have to spend time and often you dont have it. It is an
inconvenience and, you know, an hour later you are phoning them up
trying to get them to come up to the ward so you can speak to them.
But if they come at a time when you are not expecting them it is
One staff nurse (acute medicine) was of the opinion that the
effectiveness of communication was dependent on its
importance to the communicators. Nurses in all three
specialities valued communication where both parties were
Nursing handover
The shift patterns of nurses can be detrimental to maintaining
interprofessional communication and continuity of care. The
nursing handover is an important part of nursing and
interprofessional communication and is used as a tool to
co-ordinate patient care. In general the ward was considered
a central focus for interprofessional communication; however, staff nurses in medicine and in orthopaedics reported
that communication is lacking on the ward. A staff nurse
(medicine) and a care manager (acute) compared communication on the wards to Chinese whisper and a staff nurse in
orthopaedics echoed this opinion: By the time that it had got
to the night shift it is forgotten about.
Discussion
The interviews showed that a social history is not collected on
admission and there is considerable delay in collecting this
information throughout the discharge process. If accurate
and credible information were collected on admission and
shared with other members of the team then many discharge
potential problems might be alleviated. The research data
support the findings of McBride (1995) and the Audit
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A. Atwal
Conclusion
Nurses play a key role in discharge planning and are best
placed to deliver patient-centred care. As a component of the
mentoring of junior nurses, senior nurses need to ensure that
discharge skills continue to develop. Discharge planning is a
complex process that involves many different agencies and
health and social care professionals. As co-ordinators of care,
nurses need to ensure that they understand how health and
social care agencies function. They need to be committed to
the principles of team-working and allow sufficient time for
interprofessional and intraprofessional communication. They
need to value their own vital contribution to effective and
efficient interprofessional working. It is imperative that
nurses value the social aspects of patient care and that this
is seen as an integral part of the discharge process.
Acknowledgements
I wish to thank the nursing staff who took part in this study.
The research was possible due to a PhD studentship funded
by the School of Health, Biological and Environmental
Sciences at Middlesex University. I would like to thank
Kay Caldwell (Principal Lecturer at the School of Health,
Biological and Environmental Sciences, Middlesex University, London), and Christine Craik (Director of Undergraduate Occupational Therapy, Brunel University, London)
for their support and encouragement.
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