Make family members 'faculty' to orient staff
Clinicians view issues from a patient perspective
At The Children's Hospital of Philadelphia (PA), a group of 15 parents of chronically ill children treated at the institution are recognized as "family faculty."
These volunteers present their experiences to staff, discussing their challenges and providing input on ways to improve the delivery of family-centered care that works for both the hospital and the families, explains Laura Bedrossian, MS, a family consultant at The Children's Hospital of Philadelphia.
"There is a long list of opportunities for family faculty to work with staff and bring their perspective," says Bedrossian.
Every other Monday, a member of the family faculty joins one of the family consultants to present at the new employee orientation, which includes all positions from housekeepers to physicians. The presentation includes the parent's personal story, a discussion of family- centered care, and information on how to incorporate family-centered care into the work each employee does.
In order for employees to apply family- centered care to their particular job, family faculty presenters must be able to give broad thoughts and suggestions on how to practice it in partnership.
Family faculty also can sit on the Family Advisory Council or take part in committee work such as the blood stream infection committee or rapid response committee. A family faculty member may be asked to provide input on a web site design or work with an architect to make sure a new building project has a family-centered environment.
Family faculty also teach by request, attending meetings to help departments address issues with which they struggle. For example, if wait times were increasing at a clinic, a member of the family faculty may be asked to discuss the waiting experience and how staff can be most effective in communication with families during unanticipated periods of waiting, says Michele Lloyd, senior vice president for Patient Care and Family Services at The Children's Hospital of Philadelphia.
Also, pediatric residents ask for feedback from the family faculty. For example, they may want education on how to deliver bad news to families. family faculty provide a way for staff to dialogue and learn ways they can more effectively support and partner with families, says Lloyd.
It is important to note that family faculty are recognized as teachers and are on equal footing with other faculty members. They have expertise and can teach staff, says Lloyd.
Skills identified
What makes a parent suited for the role of family faculty? Bedrossian says individuals who are articulate and outgoing make good faculty. Also helpful is an understanding of the health care system and an ability to think broadly, not only in terms of a parent's own challenges, but also some of the challenges the health care providers face.
"We look for individuals that are outgoing in that they are not afraid to speak up, and they want to share their story, because they want to make a difference. But they do so in a way that is constructive," says Bedrossian.
Families that have had a fair amount of experience with many different services and have the ability to communicate with health care staff in a respectful way are good faculty members.
"We are very flexible with our families as far as scheduling them, because we understand that their child is chronically ill, but we do ask that they are committed to being a part of our family faculty," says Bedrossian.
Before deciding to participate, family members must focus on commitment and understand that sometimes it is difficult for people to share their story in front of a large group. This type of sharing is very different from talking to a friend, says Bedrossian.
It also is important for families to know that a position on the faculty is not the same as joining a focus group. In a focus group, people focus on their child's diagnosis or situation, but as family faculty, they must think openly and be a good listener. In addition, family faculty must gain the confidence of health care providers for open, honest discussions, understanding that often what is discussed must stay in the room.
Family faculty do advocate for a family-centered approach to the delivery of health care but in partnership with the health care team, states Bedrossian.
Selections are made through an interview process. At that time, special attention is given to a person's listening skills, as well as his or her communication skills.
However, it is the training process that helps make a family faculty member successful. "We train them to think broadly in terms of helping an entire health system not just focusing on their child's diagnosis or situation. In that way, what is shared is of value globally to our families, rather than what would be helpful in a support group," explains Bedrossian.
Family faculty members go through a two-hour formal training program. During this time, the faculty members learn about family-centered care, how to formally give a presentation, and the skills and guidelines for family faculty are reviewed. These include having a positive attitude, listening to all sides, and speaking concisely.
"To be effective as a family faculty member, parents must see the big picture, and to do that they need to step back from their personal situation and see what the needs are for members throughout the hospital," says Bedrossian.
Source
For more information about establishing family faculty at your health care facility, contact:
Laura Bedrossian, MS, Family Consultant, The Children's Hospital of Philadelphia, 34th and Civic Center Blvd., Main Bldg.-8th floor, Philadelphia, PA 19104. Telephone: (215) 590-5501. E-mail: [email protected].
At The Children's Hospital of Philadelphia (PA), a group of 15 parents of chronically ill children treated at the institution are recognized as "family faculty."You have reached your article limit for the month. Subscribe now to access this article plus other member-only content.
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