Why A Comprehensive Curriculum?
Curriculum Purpose Statement
Our Triage Comprehensive Curricula™ serves a two-fold purpose: To promote clinical expertise, accompanied by an empathetic approach to patient care, through managing point-of-entry processes and department workflow.
Why a Comprehensive Triage Curriculum?
There is a significant disparity between a triage acuity scale and a triage system, necessitating a comprehensive curriculum. A triage acuity scale is a sorting and prioritizing tool. A triage system should include a triage acuity scale, but triage is much more than using one tool to address systemic issues of the dynamic and fluid process that triage has become. As we have been saying since our company’s inception, “Triage is not a place, it is a process.”
While nurses and medics may receive education regarding a specific acuity scale tool, no scale is perfect. Studies have revealed that all currently existing triage acuity scales only hold “good” interrater validity and reliability. Our education regarding these scales holds the ability to improve outcomes because the tool is properly placed within the system into which triage has evolved. For example, clinical knowledge of criteria and discriminators for an acuity scale does not erase or diminish the factors that often bias the acuity assignment. In summary, a tool cannot drive a system.
Triage System Complexity
The triage system, which we provide through our comprehensive curricula, describes the many facets or components that work together and affect one another in hospital emergency departments, and acute/urgent care and obstetrical arenas, regardless of the annual census or facility culture. A system cannot work effectively with any part or parts missing. An efficient triage system requires the well-ordered interaction of certain essential parts, all of which are not only described in our course, but the relationships between the components are clarified and unified so that participants will understand how each part is dependent on the other parts to function efficiently.
The following terms and strategies are fully explored throughout the Triage First curricula:
- Rapid triage assessment
- Comprehensive triage assessment
- Immediate bedding (pull-to capacity and split flow concept)
- Any open bed
- Team triage
- “Closing triage,” “no triage,” or “bypass triage”
- Dual triage
- Appropriate visits
- Waiting room dynamics
- Bedside registration
- Parallel processing
- Point-of-entry process
- Metrics (such as arrival to triage, door to provider, left without being seen)
- Department decompression