Methods: Developed and implemented by two night-shift frontline nurses, the study utilized a quasi-experimental comparative intervention design. The study was conducted on the transitional care unit within a large metropolitan pediatric medical center in the southwestern United States; Institutional Review Board approval was obtained. Study sample included: (1) experimental group composed of prospectively-recruited caregivers (n =34; average age 34 years; 88% female) and (2) a medical-condition-matched control group (n = 34; average age 5 months; 59% male; 74% respiratory failure diagnosis) where retrospective chart review data from pre-intervention TCU patients, prior to January 2015, were obtained for the length of stay and days of documented discharge teaching variables. In addition, this study also used a within-group repeated-measure study design for parental stress levels of experimental group caregivers at two time points: prior to start of boot camp training program and upon completion of program. The “boot camp” training program included: (1) admission care conference, (2) training contract, (3) structured daily training schedule, and (4) completion with nine structured training sessions (three hours of content per session). Outcome measurements included: (1) demographic data from 34 caregivers and their children, (2) pre- and post-intervention scores on parental stress levels from the 36-item Parenting Stress Index-4-Short Form with three subscales (PSI-4-SF; Abidin, 2012), (3) caregiver satisfaction related to the training, and (4) comparisons of average or median lengths of stay of patients (on unit and in hospital) whose caregivers were enrolled in the experimental group and matched-control group of medically-dependent patients whose caregivers completed pre-boot camp training. Data analyses performed were descriptive data (means, standard deviations, medians, percentages, frequencies for all study measures, independent-sample Mann-Whitney U tests for non-normal data (total length of stay in hospital, length of stay on TCU), paired-sample ttests for total number of days of documented discharge training, and repeated measures analysis of variance (RMANOVA) for within-group PSI-4-SF scores.
Results: Results pre-and post- boot camp implementation included: (1) median unit length of stay (LOS; 77 versus 43 days [p=0.004]), decreased by 44%; (2) median hospital LOS (146.5 versus 82 days [p=0.017]), decreased by 44%; (3) average documented discharge training days (41.5 versus 15.7 days [p<0.0001]), decreased by 62%; (4) Parental Stress scores related to: (a) Perceived Parental Distress (26.7 versus 23.1 [p<0.0001]), (b) Dysfunctional Interaction (22.3 versus 20.5[p=0.012]), (c) Perceived Difficult Child (23.4 versus 21.8 [p=0.021]), and (c) Total Parental Stress scores (72.8 versus 65.4 [p<0.0001]); and (4) Caregiver Satisfaction with Boot Camp Training (>90% were very satisfied). With DRG-related 42-50 day LOS limits, pre-boot camp 77-day LOS, and average daily unit cost of $1974, savings were estimated between $53,300 and $69,900 per patient on the transitional care unit.
Conclusion: The boot camp training program significantly decreased days of documented discharge training, parental stress, and length of stay with positive financial impact. One lesson learned was the need for frequent communication between disciplines regarding research process and outcomes, to sustain support and buy-in. The structured training format and engagement of research team with unit frontline nurses have contributed to caregiver satisfaction and accountability as well as nursing staff engagement with the boot camp initiative. Based on study findings, senior nursing administration has agreed to develop a Family Educator position to track and evaluate boot camp discharge education and its outcomes on the transitional care unit. Next step will be the evaluation of correlations between caregiver boot camp training and patient early hospital readmissions. The implementation of a structured “boot camp” training program for caregivers led to increased staff comprehension on what is expected for the discharge training needed by caregivers of complex medically-dependent children. This model could be customized to other areas (adult and pediatric) where there are medically complex patients.