In Module Three, you analyzed a given program and wrote a critique to compare the expected and actual outcomes, the effectiveness, and the improv
In Module Three, you analyzed a given program and wrote a critique to compare the expected and actual outcomes, the effectiveness, and the improvement areas of the program.
In this assignment, you will critique a health or healthcare program from the literature. Before you begin working on this assignment, please visit the module Resources section and explore the provided program critique reading resource. Then, analyze the resource requirements of the given program and provide justification for the inclusion or exclusion of resources used in the program. Also, offer suggestions for improving the program’s resource use.
This assignment will help you analyze the flaws, shortfalls, or both in resource planning and understand how to avoid or address them. It will also help you consider the risks and benefits of a program and the positive and negative impacts a program may have on a person (patient or staff member), a group or department, and an organization.
Prompt
Write a program critique analysis that critically examines a health or healthcare program intended to meet a specific health need.
Specifically, you must address the following rubric criteria:
- Resource Requirement: Describe whether the resources required for the given program were justified. Consider the following questions to guide your response:
- How does a program’s resource requirement planning influence the overall success of the program?
- How did you conclude whether the resource requirements for the given program were justified?
- Improvement Areas: Describe two areas of improvement the organization in the given scenario could consider regarding resource requirements. Consider the following question to guide your response:
- How will your suggestions help improve the program’s overall success?
- Risks and Benefits, Positive and Negative Impacts: Describe the positive and negative impacts of this program and the risks and benefits associated with this program. Consider the following questions to guide your response:
- What are two risks associated with implementing this program, and which activity could minimize the identified risks?
- What are two negative impacts this program might have, and which activities could help minimize them?
- Summary and Recommendations: Summarize your findings from the program analysis, and share your recommendations. Consider the following question to guide your response:
- What would you have done differently while planning the resource requirements for this program?
Note that all the claims in your deliverable should be evidence based. Your citations should be from your independent search for evidence (not from the scenario, textbook, or module resources) of credible sources and be current within the last five years. You are required to cite a minimum of two sources overall. Refer to the Shapiro Library Guide: Nursing—Graduate located in the Start Here section of the course for additional support. If you need writing support, access the Online Writing Center through the Academic Support module of your course.
Guidelines for Submission
Your submission should be a 2- to 3-page Word document. Also include a title page. Use 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style.
Supporting Materials
The following resources support your work on the assignment:
Document: Program Critique Guide
Review this document to help you understand the difference between criticism and critiquing. This review will help you complete your program critique assignment.
Template: Program Critique Template
Review this document to help you complete your program critique assignment. You are not required to submit this template for grading, but it is highly recommended that you use this document to organize your thoughts and claims for your program critique assignment.
IHP 670 Program Critique Guide
This guide will help you understand the purpose and step-by-step process of writing a program critique. Use it to help you construct your program critique activities in the course.
The first step to critiquing an article is to understand the difference between the verbs “to criticize” and “to critique.” According to Seager (2018), “criticism is judgmental and focused on finding fault, while critique is descriptive and balanced” (para. 6). The following chart compares these two actions:
Critique |
Criticism |
Comes from a position of expertise |
Comes from a position of ignorance |
Constructive (offers ideas to improve components of the program) |
Destructive (emphasizes what was done wrong) |
Selfless (respects the author’s work) |
Selfish (advances personal goals) |
Specific |
Vague |
Focuses on the creation of the program and its component parts |
Focuses on the creator of the program |
Offered to assist the author |
Offered to highlight faults within the work |
The program critique assignments ask that you critique a program described within an identified article. These articles were chosen because they relate to the module’s topics and demonstrate some common problems that programs encounter. Critique the program’s components—its resources, activities, outcome measures, and use of feedback loops. Find areas that could be/need to be improved and offer recommendations. The following outline will help you structure your critique. We have also included a Sample Critique for you to review.
Critique Paper
1. Format your cover page per APA guidelines.
2. Introduce the assigned article with the title, authors, and an appropriate citation. Present the main point of the article. Describe the health or healthcare need or disparity the program tries to address.
3. Briefly summarize the program described within the article. Include a description of the program’s goals and desired outcomes.
4. Identify key resources and activities used.
5. Determine if the desired results were achieved. Did the author(s) report statistical significance?
6. Describe any actions the program takes to adjust and improve.
7. Review the program aspects you believe were well done; review the aspects you believe should be strengthened.
8. Summarize your analysis of the program.
9. Offer recommendations for future programs designed to address similar needs or disparities.
Reference
Seager, T. P. (2018). Critique vs. criticism. https://medium.com/storygarden/critique-vs-criticism-36ddf0d191ff
,
IHP 670 Program Critique Template
Use this template to help you format your program critique assignments in this course. If you choose to use this template, be sure to replace all text in brackets with your responses and remove the bracketed text before submitting this completed template for grading.
Please note that not all the suggested information in this template may be applicable to your assignment, depending on the module in which you submit it. Refer to your specific module’s program critique guidelines and rubric for additional details.
Name: [Insert student name.]
Date: [Insert date.]
APA-formatted reference for article reviewed in this critique: [Insert APA-formatted reference]
Introduction
[Insert a paragraph that includes the article/resource title and the author and summarizes the core idea or goal of the program. Also, provide a 1- to 2-sentence summary of your critique for this program.]
Program Summary
[Insert a summary of the program based on information you gained from reviewing the provided resource. You may include information such as population need, targeted population and location, resources used, activities or interventions implemented, outcome measures and desired results, and authors’ conclusions and recommendations.
Be sure to address rubric-specific criteria from your module’s program critique guidelines and rubric information in this section, as appropriate.]
Critique
[Insert your critique of this program based on information you gained from reviewing the provided resource and other module resources. You may include information such as strengths and weaknesses of the program, whether the program results reflected success, and whether you agreed with the author or program’s conclusions and/or recommendations, as well as why you feel that way.
Be sure to address rubric-specific criteria from your module’s program critique guidelines and rubric information in this section as appropriate.]
Conclusion
[Insert a paragraph that summarizes the major points of the program and your critique. You may include information such as summarizing the key activities and results of the program, stating whether you believe the program should be replicated for other populations and why, and expressing your conclusions with suggestions for how future programs can use this program’s experience.
Be sure to address rubric-specific criteria from your module’s program critique guidelines and rubric information in this section as appropriate.]
,
A Health System-Based Critical Care Program with a Novel Tele-ICU: Implementation, Cost,
and Structure Details
Spyridon Fortis, MD, Craig Weinert, MD, MPH, Robyn Bushinski, MA, NE, PHN, RN, Alison Greiner Koehler, MHA, Greg Beilman, MD, FACS
BACKGROUND: Improving the efficiency of critical care service is needed as the shortfall of intensivists is increasing. Standardizing clinical practice, telemedicine, and organizing critical care service at a health system level improves outcomes. We developed a health system Critical Care Pro- gram based at an academic medical center. The main feature of our program is an intensivist who shares on-site and telemedicine clinical responsibilities. Tele-ICU facilitates the stan- dardization of high-quality critical care across the system. A common electronic medical record made the communications among the ICUs feasible. Combining faculty from medical and surgical critical care divisions increased the productivity of intensivists.
STUDY DESIGN: We retrospectively reviewed the administrative database data from 2011 and 2012, including mean census, number of transfers, age, sex, case mix index, mortality, readmissions, and financial data.
RESULTS: The Critical Care program has 106 adult ICU beds; 54 of those beds can be managed remotely using tele-ICU based at the main University hospital. The mean midnight census of the system for 2012 was 69.44 and total patient-days were 34,406. The capital cost of the tele-ICU was $1,186,220. The annual operational cost is $1,250,112 or $23,150 per monitored ICU-bed. Unadjusted mortality was 6.5% before and 4.9% after implementation (p < 0.0002).
CONCLUSIONS: We describe a novel health system level ICU program built using “off the shelf” technology based on a large University medical center and a tele-ICU with a full degree of treatment authority across the system. (J Am Coll Surg 2014;219:676e683. � 2014 by the American College of Surgeons)
Management of critically ill patients by intensivists im- proves outcomes1 including mortality2,3 and ICU length of stay.4,5 The Society of Critical Care Medicine recom- mends that an intensivist, usually unit-based, have the authority to intervene and directly care for critically ill patients in urgent and emergent situations 24 hours per day, 7 days per week.6
The demand for critical care services in the United States is anticipated to increase due to aging of the
Disclosure Information: Nothing to disclose.
Received February 11, 2014; Revised April 15, 2014; Accepted April 29, 2014. From the University of Minnesota Medical Center-Fairview (Fortis, Weinert, Bushinski, Koehler, Beilman), Critical Care and Acute Care Surgery Division (Fortis, Beilman), and Pulmonary and Critical Care Division (Fortis, Weinert), University of Minnesota, Minneapolis, MN. Correspondence address: Spyridon Fortis, MD, University of Minnesota Medical Center-Fairview, 420 Delaware St SE, MMC 276, Minneapolis, MN 55455. email: [email protected]
676 ª 2014 by the American College of Surgeons Published by Elsevier Inc.
population and the 35% shortfall of intensivists that is anticipated by 2030.7 New methods are needed to improve the efficiency of critical care service delivery and increase the number of critically ill patients that can be managed around-the-clock per each intensivist. Recent innovations have the potential to improve the
efficiency of care for patients in the ICU. These include the electronic medical record (EMR), computerized physician order entry, and use of standardized proto- cols.8,9 Another technological development with potential for improving care is the use of telemedicine that can remotely provide care to critically ill patients located in community hospitals.10
Military traumas systems have improved their clinical performance mainly by using evidence-based practice guidelines and telemedicine under the umbrella of a large trauma system.11 Evidence-based guidelines have reduced the variation in clinical practice in military trauma, and
http://dx.doi.org/10.1016/j.jamcollsurg.2014.04.015
ISSN 1072-7515/14
Abbreviations and Acronyms
CMI ¼ case mix index EMR ¼ electronic medical record FHS ¼ Fairview Health System MICU ¼ medical ICU SICU ¼ surgical ICU UMMC ¼ University of Minnesota Medical Center
Vol. 219, No. 4, October 2014 Fortis et al Health System-Based Critical Care Program 677
telemedicine allows the providers to discuss their patients across the continuum of care.11 Trauma patients are trans- ferred within the trauma system from the battlefield to the tertiary hospital when necessary to escalate their care. Civilian hospitals are increasingly organized in verti- cally integrated systems to improve care but also to align with economic and regulatory incentives to reduce health care costs.12
The Fairview Health System (FHS), like many others, has increasingly moved toward a stronger interaction be- tween hospitals of the system to improve economies of scale and to share lessons learned about best practices in patient care and other areas. As the ICUs of the FHS became increasingly busy, and as more patients were cared for by one group of intensivists, both administrators and intensivists believed that there were considerable ben- efits to be gained by efforts to more effectively use the ICU resources across the system. Using the example of the US Military Joint Theater Trauma System,13 in which patients are cared for within one system across 3 conti- nents, we sought to set up, although on a much smaller scale, an ICU program to provide needed patient care at the appropriate level across the FHS. This program included components that allowed appropriate optimiza- tion and standardization of patient care through multidis- ciplinary team efforts. We will describe its components.
METHODS
Critical Care Program hospitals
The Fairview Critical Care Program includes 5 hospitals and 7 ICUs in FHS. Fairview operates 7 hospitals in
Table 1. Characteristics of Fairview System Intensive Care Un
Hospital ICU beds, n Da
UMMC-E 52 Daytime acad
UMMC-W 6 Nurse practit
Lakes 10 Hospitalist þ Northland 4 Hospitalist þ Ridges 12 Hospitalist þ Southdale 22 Intensivist þ UMMC-E, East bank campus of University of Minnesota Medical Center (m Medical Center.
Minnesota with 22,000 employees, 74,649 acute care admissions in 2012, and annual revenue of $3.22 billion. The hospitals of the program are Lakes, Northland, Ridges, Southdale, and the East and West bank campuses of University of Minnesota Medical Center (UMMC-E and UMMC-W). The UMMC-E is the primary teaching hospital of the University of Minnesota Medical School and is operated by Fairview and administratively linked with the UMMC-W. The hospital characteristics are in Table 1 and the components of the Fairview Critical Care Program are summarized in Table 2.
History of Critical Care Program development to current state
For many years, the ICUs of FHS, apart from those in UMMC-E, functioned without fellowship-trained inten- sivists. Fairview-employed hospitalists and private prac- tice internal medicine, general surgery, or subspecialty physicians managed ICU patients. At UMMC-E, medical ICU (MICU) and surgical ICU (SICU) were staffed by traditional academic teams including medical students, residents, and fellows and were led by a faculty attending during the day. At night, residents managed ICU patients with fellows or attendings taking call from home and coming to the hospital if needed. In 2008, Southdale Hospital contracted with University of Minnesota Physi- cians (ie, a faculty practice plan of the Medical School) to provide dedicated intensivist services from 7 AM to 11 PM with intensivist call from home after 11 PM with rapid ability to return to the ICU to deliver face-to-face care if needed. Hospitalists are also available to provide care for emergencies. In 2009, Ridges Hospital contracted with University of Minnesota Physicians to provide on- site intensivist services for 4 hours in the morning and 24-hour availability by phone and return when needed. All intensivists were full-time faculty from the Depart- ments of Medicine and Surgery at University of Minne- sota with fellowship training in medical or surgical critical care. In 2011, all FHS hospitals started using a common EMR (Epic). In October of 2011, an in-house
its
ytime care model Nighttime care model
emic intensivist þ trainees On-site intensivist ioner þ intensivist Tele-ICU open ICU Tele-ICU
open ICU Tele-ICU
Intensivist Tele-ICU
open ICU Tele-ICU
ain hospital); UMMC-W, West bank campus of University of Minnesota
Table 2. Components of the Fairview Critical Care Program
Component Roles/representation
Critical Care Program leadership Medical director of the Fairview ICU system, medical and nursing directors of tele-ICU, nursing directors of medical ICU and surgical ICU at UMMC-E and project manager
Physician leadership group Chiefs of Divisions of pulmonary and critical care and surgical critical care at UMMC, directors of ICUs from all hospitals
Steering committee Critical Care Program leadership, CNOs from all hospitals, presidents of Southdale and UMMC-E, VP nursing of UMMC-E, medical directors of medical ICU and surgical ICU at UMMC-E
ICU physician group Peer review, practice issues, guidelines, break down specialty barriers
Tele-ICU Active patient monitoring at all sites, data gathering for PI, nurse, and physician education, “eyes on ground”
Medical informatics Quality measures, technology management (eg, Epic, cameras, computer issues)
Critical Care Program working group Multidisciplinary, multisite working group, data sharing, PI, protocol, and order set development and implementation
Research and education ICU for hospitalist course, anesthesia rotations, pulmonary and surgical critical care fellowship programs, funded ICU research
CNO, chief nursing officer; PI, performance improvement; UMMC, University of Minnesota Medical Center; UMMC-E, East bank campus of University of Minnesota Medical Center (main hospital); VP, Vice President.
678 Fortis et al Health System-Based Critical Care Program J Am Coll Surg
intensivist service, staffed by faculty alternating every week between the 2 departments, began serving as the admitting attending for both MICU and SICU at UMMC-E from 6 PM to 7 AM. The need for intensivist direction in the other ICUs
within Fairview, especially at night, became apparent. At that time, the two options were to contract for tele- ICU coverage from an out-of-state vendor or build our own tele-ICU program. To reduce the per-bed tele- ICU cost to the remote hospitals, at the end of 2011, the nighttime intensivist at UMMC-E started serving as the tele-intensivist using a newly built tele-ICU hub. Costs to the remote ICUs were lowered because 66% of the nighttime intensivist compensation is paid by UMMC-E and the program did not have to use a com- mercial tele-ICU care management program in addition to the existing EMR, thereby avoiding licensing fees. All critical care providers have educational responsibil-
ities at UMMC through residency or fellowship programs and many of them work at the bedside in 2 or 3 of the Fairview ICUs. They also share nighttime ICU duties at UMMC-E and tele-ICU responsibilities. Combining the staff of the departments reduces the nighttime call commitments to 1 to 3 in-house nights per month and 2 nights per month taking call from home with availabil- ity to come to the bedside at Southdale or Ridges for new admissions or for issues requiring direct intensivist presence.
Critical Care Program leadership
The medical director of the Fairview ICU system, the medical and nursing directors of the tele-ICU, the
nursing directors of MICU and SICU at UMMC-E, and the project manager of the Fairview Critical Care program meet twice a month. The ICU leadership com- municates with the individual ICUs and reports to the hospital and system leadership group.
Physician leadership group
The ICU leadership meets every 3 months with the physi- cian leadership from all the hospitals (Division Chiefs of pulmonary and critical care and acute care surgery/critical care at UMMC and ICU directors from all hospitals) to discuss the practice of critical care medicine, staff, and contract issues.
Steering committee
The ICU leadership brings issues for discussion to the steering committee, which meets every 3 months. Hospi- tal and system executives and ICU leadership constitute the steering committee (Table 2), which is responsible for the management of financial aspects and approves the decisions of ICU system leadership.
Intensive care unit physician group
The ICU physician group is composed of academic phy- sicians from the Departments of Anesthesiology (n ¼ 1), Medicine (n ¼ 21), and Surgery (n ¼ 10) in the Medical School and convenes every other month. The goal of this group is to minimize differences in clinical practice by adopting common diagnostic and treatment protocols. This is especially important as the training history and clinical practice of medical and surgical intensivists can result in different approaches to clinical problems that
Vol. 219, No. 4, October 2014 Fortis et al Health System-Based Critical Care Program 679
could confuse the users of the tele-ICU program. They also share their expertise to optimize protocols.
Critical Care Program working group
The meeting site for this group rotates among all the tele- ICU hospitals to facilitate face-to-face communication and to gain familiarity with the physical layout of the monitored ICUs. To improve and standardize critical care practice throughout the system, ICU leadership as- signs tasks to multidisciplinary working groups composed of physicians, nurses, pharmacists, nutritionists, and administrative employees from the hospitals. Topics have included standardizing vasoactive medication dosing, glucose control, mechanical ventilation bundle, sedation protocols, pain assessment, and ICU admission order sets. The group regularly monitors “customer satis- faction” by surveying the medical and nursing staff that interacts with the tele-ICU program.
Tele-intensive care unit program
The cornerstone of our Critical Care Program is the tele- ICU, which provides support to the ICUs of 5 Fairview hospitals, but not for UMMC-E ICUs (Table 1). The tele-ICU command center (hub) is a 444-square foot room located adjacent to the SICU at UMMC-E. A tele-ICU registered nurse (tele-RN) is in the hub 24 hours per day and does not have bedside patient care re- sponsibilities when in the hub. All tele-RNs maintain active bedside ICU practice at other times. The main duties of tele-RNs are patient monitoring every 2 or 4 hours, depending on severity of illness, updating patient lists, and phone call assistance for nursing issues or triag- ing to tele-intensivists for medical issues. Because of lower patient care needs during the daytime, the tele-RN also has quality-improvement duties, such as abstracting compliance data from the EMR as requested by the work- ing group. The tele-intensivists are full-time faculty in the Medical
School and have ongoing bedside critical care practices at the ICUs within FHS. The daytime tele-intensivist is either the MICU or SICU attending, who is also leading the traditional fellow-resident-student team. Because there is an on-site intensivist for all the ICUs except two (Lakes and Northland), the tele-intensivist work load is low during the day, allowing the MICU or SICU attending to have this dual role. At night, the intensivist also has two roles: admitting and attending physician for both MICU and SICU (assisted by over- night medical or surgical residents with fellows taking call from home) and tele-intensivist for the rest of the sys- tem’s critical care beds. Based on a work-frequency anal- ysis we performed for 2 weeks in 2013, the UMMC-E
and tele-ICU time commitment is split about equally throughout the night. The tele-intensivist has permission for full “treatment authority” for all patients in the moni- tored ICUs and can call the at-home intensivist to come to the bedside for issues that cannot be managed remotely. Mechanisms for provision of needed services (eg, intubation, central-line placement) vary between each site. We have identified mechanisms to provide these services 24 hours daily. The back-up intensivist can be physically present for unstable patients and new ICU admissions.
Medical informatics
An important element of the Critical Care Program is the common EMR (Epic), which allows immediate access to vital signs, flow sheets, medication lists, laboratory results, and radiology images in the same EMR that clinicians use during bedside care and ambulatory care. We created a tele-ICU module within Epic that aggregates patients from all the Fairview ICUs (except for UMMC-E ICUs) into a single patient list with flow sheets that have simple “one-click” buttons indicating when a tele- ICU patient was reviewed and which interventions were performed. There is also a free-text progress note section that is prominently titled as “Tele-ICU” so the daytime clinicians can read about patient care issues overnight and the interventions made by the tele-ICU. Fifty-four ICU rooms have moveable and zoom-
capable cameras (Video Guidance) controlled from the hub. When the video system is on, the patient’s television monitor displays a video image of the tele-ICU clinicians, allowing two-way video and audio conversation between the tele-ICU and patients, family, or bedside nurses. Real-time ECG telemetry, blood pressure, respiratory rate, and oxygen saturation are also displayed in the tele-ICU hub (SpaceLabs monitors) with capability to re- view ECG recordings for up to 24 hours in the past. Tele- ICU staff use 3 Epic workstations, 2 monitors for viewing patient rooms remotely, and 1 high-resolution radiology monitor.
Education and research
Apart from sharing clinical responsibilities, the Depart- ments of Medicine and Surgery organize education activ- ities, such as critical care fellowship rotations and the combined monthly medicine-surgery critical care confer- ence for staff, fellows, residents, and students. Our Crit- ical Care Program also provides education for clinicians outside of the departments. In the last 2 years, >50 prac- titioners have participated in a 4- or 5-day “Critical Care for the Hospitalist” course. In addition, for the last 12 years, there has been a joint, 1- or 2-day, annual
Table 3. Mean Daily Census and Total Patient Days per Year Monitored by the Tele-Intensive Care Unit Physician in 2012
Hospitals Mean ICU census, n
Total patient-days per year
Tele-ICU (off-site) 32.64 16,973
Northland 1.46 865
Lakes 4.32 2,413
Ridges 8.48 4,654
Southdale 15.97 7,705
UMMC-W 2.4 1,336
UMMC (on-site) 36.81 17,433
Total 69.44 34,406
UMMC, University of Minnesota Medical Center (main hospital); UMMC-W, west part of University of Minnesota Medical Center.
Table 4. Capital and Annual Operational Cost of Tele- Intensive Care Unit
Cost, $
Capital cost
Spacelab monitors (vitals, ECG, etc) 323,000
Facilities (build out of the hub) 290,000
Cisco systems for the hub (cameras in the hub) 4,000
Computer monitors (hub) 8,000
Video guidance charges (set up, maintenance) 1,277
Video guidance 54 cameras in ICU rooms 414,456
Network costs 144,000
Imaging computers 1,487
Total 1,186,220
Total cost per ICU bed 21,967
Operational annual cost
Tele-ICU nurse 550,200
Intensivist* 547,675
Administrative cost 152,237
Total 1,250,112
Total cost per ICU bed 23,150
*The tele-intensivist cost was subsidized by 66% from medical ICU and surgical ICU for on-site service at the East bank campus of University of Minnesota Medical Center (main hospital). Tele-ICU nurse is in the tele- ICU hub 24 hours per day.
Table 5. Patient Outcomes Across Fairview Intensive Care Units
Outcomes 2011 2012 p Value
ICU admissions, n 6,063 6,097
Age, y, mean � SD 58.1 � 19.2 58.2 � 19.7 0.9774 Female, n (%) 2,876 (47.4) 2,894 (47.5) 0.6258
CMI � SD 5.69 � 6.1 5.89 � 6.01 0.0559 Death, n (%) 394 (6.5) 299 (4.9) 0.0002
ICU readmissions, n (%) 54 (0.89) 29 (0.49) 0.0064
CMI, case mix index.
680 Fortis et al Health System-Based Critical Care Program J Am Coll Surg
continuing medical education course that includes pre- sentations of relevance to a multidisciplinary group. The goal of these educational activities is to improve the care of critically ill patients within Fairview or other hospital systems that have hospitalists who care for ICU patients. In addition, the Critical Care Program funds 4 research projects per year ($15,000 to $20,000 each) sub- mitted by the intensivist faculty via a competitive grant process. Although, our objective is mainly to provide informa-
tion about how we built our health systemewide Critical Care Program, we reviewed administrative data of FHS to investigated whether our intervention improves outcomes across the health system.
Data analysis
We retrospectively reviewed the hospitals’ administrative database from January 2011 to December of 2012, including mean census, number of transfers, age, sex, case mix index (CMI), mortality and readmissions. Case mix index is a measure of patient acuity based on diagnosis-related group and hospital characteristics (eg, diversity of populations, hospital facilities, etc).14
Diagnosis-related group is determined by patient charac- teristics, comorbidities, and diagnoses.15 We also reviewed financial data of our tele-ICU. Continuous or scale vari- ables were compared using Student’s t-test. Categorical or nominal variables were compared using chi-square. A p value <0.05 was considered statistically significant.
RESULTS In 2012, the Fairview Critical Care program had 52 ICU beds at UMMC-E and 54 tele-ICU beds remotely (Table 1). Mean midnight census for the entire program was 69.44 and total patient-days were 34,406 (Table 3). Mean daily census of the tele-ICU program only was
32.64 patients and the total number of patient-days was 16,973. The capital cost of the tele-ICU was $1,186,220
(Table 4). The annual operational cost is $1,250,112 or $23,150 per monitored ICU-bed. The annual cost of the tele-ICU nurses is $550,200. Sixty-six percent of the cost of the tele-intensivist is paid by UMMC-E for providing in-house service, which reduces the cost for the remote hospitals for the tele-ICU physicians to $547,675 (Table 4). The ICU mortality and 48-hour readmission rates were
slightly lower in 2013 compared with 2012, although the acuity of the patients was similar, as reflected by CMI (Table 5). Two hundred and thirty-three critically ill pa- tients from Fairview hospitals were transferred in 2012.
Vol. 219, No. 4, October 2014 Fortis et al Health System-Based Critical Care Program 681
One hundred and ninety-five (84%) were transferred to another ICU within our system and 38 (16%) were trans- ferred for medical care in facilities outside of Fairview.
DISCUSSION This study describes the development and operational de- tails of a health care system level ICU program patterned off the much larger Military Joint Theater Trauma Sys- tem.13 To our knowledge, it is one of the few studies that provide details about the structure and the operation of ICUs at a health system level.16
Our system-wide ICU program has led to standardiza- tion of some aspects of critical care in the Fairview sys- tem. Traditionally, the decisions at a system level affect financial and organization issues, and critical care service are organized at an ICU level by the ICU directors. Here, ICU leadership participates in strategic decisions about the entire critical care service of the system. This kind of multidisciplinary approach to critical care is known to be beneficial at a hospital level.16 In addition, because all of the intensivists are in the same physician practice group and medical school, there is greater ability to adopt common critical care protocols or order sets,16 which de- creases unnecessary variation. This is not a one-way pro- cess originating only from the University hospital; UMMC-E has adopted protocols and practice standards that started in the community hospitals. Our novel Critical Care program is based on the pres-
ence of an intensivist at UMMC-E around-the-clock who also serves as the tele-ICU physician. This dual-role model would not be feasible if there were so much tele- ICU work that direct patient care was neglected or vice versa. Covering approximately 36 ICU
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