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Medical and healthcare · programme 06

Humanise patient welcome

Improve the experience of patients and their families, from arrival to discharge.

Why this programme

Patients remember how they were welcomed, informed and listened to as much as the care they received. The programme takes teams through the journey of a patient and their loved ones, with their expectations, their worries and their waiting times. Care staff, medical secretaries and reception staff work together to find the actions and words that make all the difference.

The secret of the care of the patient is in caring for the patient.

Francis W. Peabodyphysician, professor at Harvard Medical School“The Care of the Patient”, JAMA 1927;88(12):877-882, 1927

What your teams experience

  1. The patient journey: place on a timeline the moments when a patient waits, worries or feels lost.
  2. The right words: as a team, rephrase difficult news or discharge instructions; the room votes for the clearest.
  3. The place of loved ones: find, for each situation, how to inform and involve the family.
  4. The department’s commitment: each team chooses one concrete gesture of care to offer patients from the following week.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

Better-informed, more reassured patients, fewer complaints, and teams that share the same idea of a successful welcome.

Staging written for you

In your client area, a form specific to this programme collects your content: it is built into the challenges and cinematic sequences, exactly as you provide it. The look uses your logo and your colours. Teams are formed on the spot or based on your organisation chart.

Follow-up, up to D+30

Your follow-up dashboard stays with the programme, from the order to the final results.

  • After the session: the session report, with the gap between the opening and closing measures.
  • At D+7: a reminder asks a few key questions again, and the D+7 report shows what has been retained.
  • At D+30: a second reminder, and the D+30 report shows what holds over time.

Follow-up: before, during, after

The sources of this programme

The published research that this programme's games, measures and debriefs refer to. You can check every reference.

  1. Doyle, C., Lennox, L., & Bell, D. (2013). A systematic review of evidence on the links between patient experience and clinical safety and effectiveness. BMJ Open, 3(1), e001570. 10.1136/bmjopen-2012-001570
  2. Thompson, D. A., Yarnold, P. R., Williams, D. R., & Adams, S. L. (1996). Effects of actual waiting time, perceived waiting time, information delivery, and expressive quality on patient satisfaction in the emergency department. Annals of Emergency Medicine, 28(6), 657-665. 10.1016/S0196-0644(96)70090-2
  3. Boudreaux, E. D., & O'Hea, E. L. (2004). Patient satisfaction in the emergency department: A review of the literature and implications for practice. Journal of Emergency Medicine, 26(1), 13-26. 10.1016/j.jemermed.2003.04.003
  4. Swayden, K. J., Anderson, K. K., Connelly, L. M., Moran, J. S., McMahon, J. K., & Arnold, P. M. (2012). Effect of sitting vs. standing on perception of provider time at bedside: A pilot study. Patient Education and Counseling, 86(2), 166-171. 10.1016/j.pec.2011.05.024
  5. Schillinger, D., Piette, J., Grumbach, K., et al. (2003). Closing the loop: Physician communication with diabetic patients who have low health literacy. Archives of Internal Medicine, 163(1), 83-90. 10.1001/archinte.163.1.83
  6. Davidson, J. E., Aslakson, R. A., Long, A. C., et al. (2017). Guidelines for family-centered care in the neonatal, pediatric, and adult ICU. Critical Care Medicine, 45(1), 103-128. 10.1097/CCM.0000000000002169
  7. Liu, J., Gan, Y., Jiang, H., et al. (2019). Prevalence of workplace violence against healthcare workers: A systematic review and meta-analysis. Occupational and Environmental Medicine, 76(12), 927-937. 10.1136/oemed-2019-105849
  8. Price, O., Baker, J., Bee, P., & Lovell, K. (2015). Learning and performance outcomes of mental health staff training in de-escalation techniques for the management of violence and aggression. British Journal of Psychiatry, 206(6), 447-455. 10.1192/bjp.bp.114.144576
  9. Heckemann, B., Zeller, A., Hahn, S., Dassen, T., Schols, J., & Halfens, R. (2015). The effect of aggression management training programmes for nursing staff and students working in an acute hospital setting. A narrative review of current literature. Nurse Education Today, 35(1), 212-219. 10.1016/j.nedt.2014.08.003
  10. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  11. Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
  12. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
Further reading (1 reference)

Other research we drew on to design this programme.

  1. Kelley, J. M., Kraft-Todd, G., Schapira, L., Kossowsky, J., & Riess, H. (2014). The influence of the patient-clinician relationship on healthcare outcomes: A systematic review and meta-analysis of randomized controlled trials. PLoS ONE, 9(4), e94207. 10.1371/journal.pone.0094207
Shared foundations (15 references)

The mechanics of all our sessions (team play, the debrief, the before-and-after measure, spaced reminders) and the research that also underpins the other programmes in the same specialty or sector.

  1. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
  2. Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making: Biased information sampling during discussion. Journal of Personality and Social Psychology, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
  3. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
  4. Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768-770. 10.1136/bmj.320.7237.768
  5. Edmondson, A. C. (1996). Learning from mistakes is easier said than done: Group and organizational influences on the detection and correction of human error. Journal of Applied Behavioral Science, 32(1), 5-28. 10.1177/0021886396321001
  6. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. 10.2307/2666999
  7. Tucker, A. L., & Edmondson, A. C. (2003). Why hospitals don't learn from failures: Organizational and psychological dynamics that inhibit system change. California Management Review, 45(2), 55-72. 10.2307/41166165
  8. Okuyama, A., Wagner, C., & Bijnen, B. (2014). Speaking up for patient safety by hospital-based health care professionals: A literature review. BMC Health Services Research, 14, 61. 10.1186/1472-6963-14-61
  9. Dekker, S. (2007). Just Culture: Balancing Safety and Accountability. Ashgate (ouvrage).
  10. Organisation mondiale de la santé (2021). Global Patient Safety Action Plan 2021-2030: Towards Eliminating Avoidable Harm in Health Care (rapport). iris.who.int/handle/10665/343477
  11. Hughes, A. M., Gregory, M. E., Joseph, D. L., et al. (2016). Saving lives: A meta-analysis of team training in healthcare. Journal of Applied Psychology, 101(9), 1266-1304. 10.1037/apl0000120
  12. Weaver, S. J., Dy, S. M., & Rosen, M. A. (2014). Team-training in healthcare: A narrative synthesis of the literature. BMJ Quality & Safety, 23(5), 359-372. 10.1136/bmjqs-2013-001848
  13. Neily, J., Mills, P. D., Young-Xu, Y., et al. (2010). Association between implementation of a medical team training program and surgical mortality. JAMA, 304(15), 1693-1700. 10.1001/jama.2010.1506
  14. King, H. B., Battles, J., Baker, D. P., et al. (2008). TeamSTEPPS: Team Strategies and Tools to Enhance Performance and Patient Safety. In K. Henriksen et al. (dir.), Advances in Patient Safety: New Directions and Alternative Approaches, vol. 3 : Performance and Tools. Agency for Healthcare Research and Quality (rapport). www.ncbi.nlm.nih.gov/books/NBK43686/
  15. Cook, D. A., Hatala, R., Brydges, R., et al. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. JAMA, 306(9), 978-988. 10.1001/jama.2011.1234

Before you book

How is a Corporate Solutions experience different from team building?

It starts from a business objective, not an activity: onboarding new hires, preventing a risk, bringing your commitments to life. It is staged for your company, with your content, your figures and your brand. Your teams play in person, on their phones, while a big screen tells the story and a facilitator runs the room. And it is followed up: the session report, then the D+7 and D+30 reminders in your client area.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Humanise patient welcome” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo