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Quality of Electronic Nursing Records: The Impact of Educational Interventions During a Hospital Accreditation Process

Nomura Aline Tsuma Gaedke MS RN; Pruinelli, Lisiane PhD, RN; da Silva, Marcos Barragan PhD, RN; Lucena, Amália de Fátima PhD, RN; Almeida, Miriam de Abreu PhD, RN
CIN: Computers, Informatics, Nursing: Post Author Corrections: September 28, 2017
doi: 10.1097/CIN.0000000000000390
Feature Article: PDF Only

Hospital accreditation is a strategy for the pursuit of quality of care and safety for patients and professionals. Targeted educational interventions could help support this process. This study aimed to evaluate the quality of electronic nursing records during the hospital accreditation process. A retrospective study comparing 112 nursing records during the hospital accreditation process was conducted. Educational interventions were implemented, and records were evaluated preintervention and postintervention. Mann-Whitney and χ2 tests were used for data analysis. Results showed that there was a significant improvement in the nursing documentation quality postintervention. When comparing records preintervention and postintervention, results showed a statistically significant difference (P < .001) between the two periods. The comparison between items showed that most scores were significant. Findings indicated that educational interventions performed by nurses led to a positive change that improved nursing documentation and, consequently, better care practices.

This study was supported by the Research Fund Incentive of the Hospital de Clínicas de Porto Alegre, Brazil (approval number: 130389).

The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.

Corresponding author: Lisiane Pruinelli, PhD, MS, RN, 1-683 Weaver-Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455 (pruin001@umn.edu).

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