Principles of Documentation: Difference between revisions
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=== Common Elements of Documentation === | === Common Elements of Documentation === | ||
* Information about the patient's current situation and background | * Information about the patient's current situation and background<ref name=":4">Erickson ML, Utzman RR, McKnight R. Physical Therapy Documentation: From Examination to Outcome. Third Edition. SLACK Incorporated. 2020</ref> | ||
* Patient's input | * Patient's input<ref name=":4" /> | ||
* Measurable and observable data from the patient encounter | * Measurable and observable data from the patient encounter<ref name=":4" /> | ||
* Professional assessment of findings | * Professional assessment of findings<ref name=":4" /> | ||
* Patient-centred plan of care | * Patient-centred plan of care<ref name=":4" /> | ||
* Outcomes of care | * Outcomes of care<ref name=":4" /> | ||
==== Patient Situation and Background ==== | ==== Patient Situation and Background ==== | ||
Relevant information to include in documentation: | Relevant information to include in documentation<ref name=":1" />: | ||
* What brings the patient to you, the rehabilitation professional? | * What brings the patient to you, the rehabilitation professional? | ||
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* Information unique to a specific rehabilitation profession | * Information unique to a specific rehabilitation profession | ||
Useful strategies to consider: | |||
* Remembering elements of a patient / client's social history: '''BLANKETS'''<ref>Warner BE, Millar K, Bolland M, McNicholas J, Dani M. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9234405/pdf/postgradmedj-2021-140207.pdf BLANKETS: a toasty tool to improve social history documentation for our older patients.] Postgraduate medical journal. 2022 Jul;98(1161):564-6.</ref> | |||
** '''B'''ladder and bowel | |||
** '''L'''egal arrangements | |||
** '''A'''ctivities of daily living | |||
** '''N'''eurology/cognition | |||
** '''K'''it (dentures, hearing / visual aids) | |||
** '''E'''tOH (alcohol or smoking) | |||
** '''T'''rips/falls (walking aids, exercise tolerance) | |||
** '''S'''etup at home | |||
* | * Teaching students how to compose the history of present illness ('''HPI'''): | ||
** Near-peer facilitation may be an effective strategy to teach students how to compose the history of present illness (HPI). Residents acting as facilitators to second-year medical students were as effective as faculty facilitators in teaching HPI documentation skills.<ref>Kusnoor AV, Balchandani R, Pillow MT, Sherman S, Ismail N. [https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03790-0 Near-peers effectively teach clinical documentation skills to early medical students.] BMC Medical Education. 2022 Dec;22(1):1-4.</ref> | |||
* | |||
* | |||
Near-peer facilitation may be an effective strategy to teach students how to compose the history of present illness (HPI). Residents acting as facilitators to second-year medical students were as effective as faculty facilitators in teaching HPI documentation skills. | |||
==== Measurable and Observable Data ==== | ==== Measurable and Observable Data ==== | ||
Revision as of 13:16, 5 February 2024
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Original Editor - User Name
Top Contributors - Wanda van Niekerk and Jess Bell
Introduction to Professional Documentation[edit | edit source]
The importance of precise clinical documentation is key, as it plays a crucial role in patient care, facilitating communication among various healthcare disciplines and ensuring proper financial reimbursement. Developing and mastering the capability to create high-quality clinical documentation is a fundamental skill that every healthcare professional must acquire.[1]
Principles of Documentation[edit | edit source]
The four primary topics to be considered are[2]:
- the context of documentation
- the characteristics of effective documentation
- the common elements of documentation
- the methods of documentation
Context of Documentation[edit | edit source]
Contextual factors related to documentation include:
- different clinical settings (for example, acute in-hospital care vs home visit vs outpatient practice)[3]
- external factors such as different norms, processes and influences. These factors are often outside the control of the rehabilitation professional[3]
- education strategies for documentation[2]
- Studies in nursing have shown that education alone may enhance compliance to improve documentation in nurses, but more research is necessary to determine if it will be to a meaningful extent.[4]
- A disconnect between university education providers and clinical placement facilities are reported regarding the clinical documentation preparation and training of physiotherapy students. All stakeholders should find ways to support students in understanding the importance of clinical documentation and to work on their documentation skills. More documentation-related teaching activities in pre-clinical courses are recommended and clinical placement facilities should provide clear site-specific expectations to students.[5]
- Documentation processes may be a valuable learning tool for interprofessional collaboration among students.[6]
Components of the context of documentation to consider are[2]:
- the audience (readers of documentation)
- colleagues (same profession as well as other members of multidisciplinary team)
- payers for services such as insurance companies
- utilisation reviewers and auditors
- students[6]
- accreditation or regulatory bodies
- researchers
- patients and clients[7]
- If you'd like to read more about the impact of OpenNotes ( a mandate in the United States of America, which requires that most health-related documentation be readily available to patients in real time) on Clinical Ethics, you can read the following articles:
- ourselves
- Remember that personal factors such as state of mind, fatigue, cultures and backgrounds, cultural perspectives and practices also affect documentation.[9]
- the setting in which documentation occurs
- the influence of time surrounding documentation[10]
Characteristics of Effective Documentation[edit | edit source]
Effective documentation should be:
- comprehensive
- concise
- understandable
- clear
- consistent
Inconsistent documentation may lead to undertreatment, reduced quality of care and adverse patient outcomes.[11]
Include elements such as[2]:
- when and where session occurred (date and time)
- who was present/ notable to the event (signed)
- what occurred during the session
- how it occurred
- outcome of the session
- patient and/or caregiver participation and response to the session
- patient condition
- plan of care
- context relevant to encounter
- common background information – social and surgical history, past medical history, allergies, medication lists, lab and radiology results
Patient-centered ethical documentation is accurate and truthful. Ethical principles to follow include these listed in the World Health Organization's Code of Ethics and Professional Conduct: integrity, accountability, independence and impartiality, respect and professional commitment.[12]
Common Elements of Documentation[edit | edit source]
- Information about the patient's current situation and background[13]
- Patient's input[13]
- Measurable and observable data from the patient encounter[13]
- Professional assessment of findings[13]
- Patient-centred plan of care[13]
- Outcomes of care[13]
Patient Situation and Background[edit | edit source]
Relevant information to include in documentation[2]:
- What brings the patient to you, the rehabilitation professional?
- Personal background
- Current condition
- Past medical history
- Medications
- Referrals
- Information unique to a specific rehabilitation profession
Useful strategies to consider:
- Remembering elements of a patient / client's social history: BLANKETS[14]
- Bladder and bowel
- Legal arrangements
- Activities of daily living
- Neurology/cognition
- Kit (dentures, hearing / visual aids)
- EtOH (alcohol or smoking)
- Trips/falls (walking aids, exercise tolerance)
- Setup at home
- Teaching students how to compose the history of present illness (HPI):
- Near-peer facilitation may be an effective strategy to teach students how to compose the history of present illness (HPI). Residents acting as facilitators to second-year medical students were as effective as faculty facilitators in teaching HPI documentation skills.[15]
Measurable and Observable Data[edit | edit source]
- Measurements
- Interventions or treatments
- Observations
- Test or assessment results
- Profession-specific interpretation of data - clinical reasoning skills
- Information about patient situation and anticipated implications of presenting issue
Documentation Frameworks
SOAP (Gately et al)
Subjective
Objective
Assessment
Plan
You can read more here: provide link
DAP notes
Data
Assessment
Plan
PIE notes
Problem
Intervention
Evaluation
BIRP/ SIRP
Behaviour / Situation
Intervention
Response to intervention
Plan
Narrative FormatBook chapter ref
Problem-Oriented Medical Record (POMR)(Book chapter ref)
Functional Outcomes Reporting (Book chapter ref)
Evidence supporting that the use of standardised frameworks, education strategies to enhance communication and reporting accurcy and may reduce error and harm:
Pongpipatpaiboon K, Selb M, Kovindha A, Prodinger B. Toward a framework for developing an ICF-based documentation system in spinal cord injury-specific rehabilitation based on routine clinical practice: a case study approach. Spinal cord series and cases. 2020 May 5;6(1):33.
McCabe ME, Mink R, Turner DA, Boyer DL, Tcharmtchi MH, Werner J, Schneider J, Armijo-Garcia V, Winkler M, Baker D, Mason KE. Best practices in medical documentation: a curricular module. Academic Pediatrics. 2022 Nov 1;22(8):1271-7.
Berenspöhler S, Minnerup J, Dugas M, Varghese J. Common Data Elements for Meaningful Stroke Documentation in Routine Care and Clinical Research: Retrospective Data Analysis. JMIR Medical Informatics. 2021 Oct 12;9(10):e27396.
Methods of Documentation[edit | edit source]
Narrative documentation
Free-writing
long phrases or full sentences
blank spaces on paper, text boxes, blank computer-based forms, dictation
sometimes written chronologically (telling a story)
Different practice settings will have different structures and flow of documentation
May use own or provided templates
Time-intensive
May unintentionally leave out relevant or essential details
Electronic documentation
Computer-based documentation
Usually part of a larger electronic medical or health record within a practice setting or health system
Read more about electronic documentation here
Some professions have their own specific and unique form of electronic documentation. Surgeons make use of synoptic operative reporting and this has been shown to improve the quality of documentation. Documentation is more complete and time efficient when compared to narrative operative reporting.
Read more on this here: Stogryn S, Hardy KM, Abou-Setta AM, Clouston KM, Metcalfe J, Vergis AS. Advancement in the quality of operative documentation: a systematic review and meta-analysis of synoptic versus narrative operative reporting. The American Journal of Surgery. 2019 Sep 1;218(3):624-30.
Read more about electronic medical records add link
Sub Heading 3[edit | edit source]
Resources[edit | edit source]
- bulleted list
- x
or
- numbered list
- x
References[edit | edit source]
- ↑ McCabe ME, Mink R, Turner DA, Boyer DL, Tcharmtchi MH, Werner J, Schneider J, Armijo-Garcia V, Winkler M, Baker D, Mason KE. Best practices in medical documentation: a curricular module. Academic Pediatrics. 2022 Nov 1;22(8):1271-7.
- ↑ 2.0 2.1 2.2 2.3 2.4 Cecil, A. Principles of Documentation Course. Plus. 2024
- ↑ 3.0 3.1 American Physical Therapy Association (APTA). Setting-Specific Considerations in Documentation. 2018
- ↑ Bunting J, de Klerk M. Strategies to improve compliance with clinical nursing documentation guidelines in the acute hospital setting: A systematic review and analysis. SAGE Open Nursing. 2022 Feb;8:23779608221075165.
- ↑ Field L, Gane E, Forbes R. Clinical documentation during clinical placements: Perspectives of physiotherapy students and clinical educators. Australian Journal of Clinical Education. 2023 May 2;12(1):1-22.
- ↑ 6.0 6.1 Gudmundsen AC, Norbye B, Dahlgren MA, Obstfelder A. Interprofessional student groups using patient documentation to facilitate interprofessional collaboration in clinical practice–A field study. Nurse Education Today. 2020 Dec 1;95:104606.
- ↑ 7.0 7.1 Kaplan H, Guidry-Grimes L, Crutchfield P, Hulkower A, Horner C, Burke JE, Fedson S. An Open Discussion of the Impact of OpenNotes on Clinical Ethics: A Justification for Harm-Based Exclusions from Clinical Ethics Documentation. The Journal of clinical ethics. 2022 Dec 1;33(4):303-13.
- ↑ Childers C, Marron J, Meyer EC, Abel GA. Clinical ethics consultation documentation in the era of open notes. BMC Medical Ethics. 2023 Dec;24(1):1-6.
- ↑ Brooks LA, Manias E, Bloomer MJ. A retrospective descriptive study of medical record documentation of how treatment limitations are communicated with family members of patients from culturally diverse backgrounds. Australian Critical Care. 2023 Jun 18.
- ↑ Moy AJ, Schwartz JM, Chen R, Sadri S, Lucas E, Cato KD, Rossetti SC. Measurement of clinical documentation burden among physicians and nurses using electronic health records: a scoping review. Journal of the American Medical Informatics Association. 2021 May 1;28(5):998-1008.
- ↑ Tate K, Ma R, Reid RC, McLane P, Waywitka J, Cummings GE, Cummings GG. A first look at consistency of documentation across care settings during emergency transitions of long-term care residents. BMC geriatrics. 2023 Jan 11;23(1):17.
- ↑ World Health Organization (WHO). Code of Ethics and Professional Conduct (Abridged). Last accessed 5 February 2024.
- ↑ 13.0 13.1 13.2 13.3 13.4 13.5 Erickson ML, Utzman RR, McKnight R. Physical Therapy Documentation: From Examination to Outcome. Third Edition. SLACK Incorporated. 2020
- ↑ Warner BE, Millar K, Bolland M, McNicholas J, Dani M. BLANKETS: a toasty tool to improve social history documentation for our older patients. Postgraduate medical journal. 2022 Jul;98(1161):564-6.
- ↑ Kusnoor AV, Balchandani R, Pillow MT, Sherman S, Ismail N. Near-peers effectively teach clinical documentation skills to early medical students. BMC Medical Education. 2022 Dec;22(1):1-4.
