Keywords
health information exchange - electronic health records - child - outcome assessment,
health care - school nursing
Background and Significance
Background and Significance
Electronic health records (EHRs) have become the standard of communication and documentation
for health care systems. In the United States, 86% of office-based physicians and
94% of hospitals used their EHR data to perform processes that inform clinical practice.[1]
[2] For pediatricians, the use of a fully functional EHR with pediatric functionality
had doubled from 8.2% in 2012 to 16.9% in 2016 (p = 0.01), yet full functionality has not yet been achieved.[3] A fully functional EHR should include the ability to facilitate health information
exchange (HIE) between health care providers and care team members for a school-aged
child's care coordination, including school nurses.[4] An integrative review found only a few articles on the use of EHRs for HIE with
school nurses, consenting and information sharing guidelines complicated the HIE process.[5]
School nurse access to and communication of medical information is complicated by
the intersection of two federal guidelines that protect student/patient health information.
The Health Insurance Portability and Accountability Act of 1996 (HIPAA) and the Family
Educational Rights and Privacy Act of 1974 (FERPA) regulate medical information access
and communication between schools and health care systems.[6] For example, HIPAA allows health care providers to disclose the student's protected
health information without parental consent for “treatment purposes,” and under FERPA
a school nurse can “clarify” an outside health care providers treatment instructions.[7] This is not always clear to health care systems, and school nurses may be denied
information without parental consent. On the other hand, FERPA does require a school
nurse to obtain parental consent to share student personally identifiable information,
including student medical information, with a health care provider.[7] The specifics of what regulation applies, in what situation for sharing a student's
health information can be confusing and hinder communication.[4]
[8]
[9] Therefore, health care providers of school-aged children and school nurses need
to be educated on both HIPAA and FERPA. There are helpful resources like The Joint Guidance on the Application of FERPA and the HIPAA to Student Health Records
[7] and Data Sharing Guidance for School Nurses.[10]
In addition, current HIE between pediatric health care providers and school nurses
is antiquated, relying on outdated and inefficient communication using fax, phone,
and traditional mail.[5]
[10] School nurses are managing more students with complex health care needs that require
communication between care coordination team members.[11]
[12]
[13] Chronic conditions are conditions expected to last more than one year, involve functional
limitations or medical needs greater than usual for one's age,[14]
[15] and may involve long-term physical, emotional, behavioral, and developmental disorders
occurring on a mild to severely disabling continuum.[16]
[17] Chronic health conditions commonly seen in school populations include asthma, seizure
disorders, cancer, diabetes, cystic fibrosis, cerebral palsy, sickle cell anemia,
severe allergies, and mental health conditions.[18]
[19]
[20]
[21] These complex conditions require care coordination and school nurse access to health
care provider orders, health care plans, and up-to-date medical information. However,
the current information systems used are not adequate for efficient HIE.
The American Academy of Pediatrics recommends pediatricians establish a working relationship
and communication methods to exchange information with school nurses.[22] The school nurse is frequently the only health care provider in a school overseeing
emergencies and daily management of chronic health conditions; thus, they should be
considered essential caregivers and part of the health care team for pediatric patients.[23] With heavy caseloads that span multiple schools, access to accurate, timely medical
information is crucial for school nurses to provide effective and efficient care for
improved patient outcomes. School nurse access to the student's EHR can provide that
real time, up-to date information and possibly prevent ED visits and hospitalizations
when optimal care coordination occurs with improved information access.
Research on patient outcomes related to this type of HIE between health care providers
and school nurses is limited. Reeves et al[24] reported a significant decrease in hospital admissions for 33 children with asthma
from 60.6% 12 months pre to 21.2% 12 months post messaging between school nurses and
health care providers through the EHR. While the hospital admission results were encouraging,
the sample size was small, and the study concentrated on only one chronic condition,
asthma. We hypothesized that school nurse access to accurate, timely medical information
in a hospital-based EHR might be a factor in decreasing ED visits and hospitalizations
for students with multiple types of chronic conditions.
Objectives
To determine the effects of providing school nurses access to the medical information
in a student's hospital-based EHR in a larger sample of students with multiple chronic
conditions, we examined ED visits and inpatient admissions (hospitalizations) before
and after school nurses were given EHR access. We included students with one or more
of the four most common chronic conditions (type 1 diabetes, asthma, severe allergies,
and seizures) seen in the school population. We hypothesized that school nurse access
to accurate, timely medical information in a hospital-based EHR might be a factor
in decreasing ED visits and hospitalizations for their students with chronic conditions.
Methods
Study Design
This study was a retrospective secondary data analysis utilizing a quasi-experimental
matched pre/post design. The aim was to determine the possible impacts of school nurse
access to medical records from an EHR on patient ED visits and hospitalizations for
school-aged patients with type 1 diabetes, asthma, severe allergies, and seizures/epilepsy.
This study was approved as exempt from human subjects review as secondary data analysis
by the Colorado Multiple Institutional Review Board (COMIRB).
Study Setting and Participants
The student sample (n = 336) came from a pool of 162 school nurses with EHR access to their medical records
from three urban public school districts in the Denver metropolitan area. All the
students in the sample were patients of the hospital's health care system and had
a medical record in the hospital's EHR. Participants were identified by searching
in the EHR for students with a School Connect consent in the EHR media tab and were
identified by an Encounter labeled school consent ([Fig. 1]). Inclusion criteria included: 3 to 19 years of age, diagnosed with one of four
chronic conditions (type 1 diabetes, seizures, life-threatening allergies, and asthma),
patients from a regional children's hospital in the western United States, had parental
consent, and attended one of the public schools (pre-K to 12th grade) participating
in the “Colorado Connect School Nurses Program.” Data was abstracted from the EHR
through the hospital's data warehouse for 6 months before and 6 months after the date
the school nurse was granted access to the student's EHR. Chronic conditions were
identified based on the following International Classification of Diseases 10 diagnostic
codes: Allergies-T78*, Z87.892*, Z88*, or Z91*; Asthma-J45*; Type 1 Diabetes Mellitus-E10*;
and Seizures or Epilepsy-G40* or R56*. The data was collected for two years of the
“Colorado Connect School Nurses Program” from 2018 to 2020. Data were collected for
two academic years to have a larger sample size as school districts were being onboarded
on a rolling basis. The continual onboarding of school nurses and their varying times
of initial access to the EHR means that specific dates are not reported here but were
used for determining the pre and post access.
Fig. 1 Workflow for School Nurse EHR Access. The shapes in this swimlane diagram represent
the beginning and end of the process (oval shape), square/rectangle for process step, and a document symbol (
).
Description of EHR Access Program
The “Colorado Connect School Nurses Program” is a hospital-based program that provides
view-only mode EHR access to school nurses via a web portal.[25] Epic systems published an article highlighting this innovative program.[26] The version of the hospital-based EHR used is based on EpicCare Link (Epic Systems,
Verona, Wisconsin).[27] With Internet access, the school nurses can log into EpicCare Link and view the
student's chart, including the longitudinal plan of care (LPOC), Encounters, current
medications, school health care plans, medical orders, audiology reports, laboratory
test results, immunizations, and notes related to clinic visits, ED visits, and hospitalizations.
Behavioral health, minor consent notes, and protected notes are not accessible to
the school nurse unless special consent has been obtained from the parent or adolescent.
The school nurse EHR access did not include any functionality for bidirectional communication
via Inbox messaging or documentation by the school nurse as it was view-only access.
For this study, a multi-step EHR access process ([Fig. 1]) started with approval by the school districts and regional children's hospital
through a Health Information Sharing Agreement. School nurses were required to complete
an online EHR training, sign a Security User Agreement, and attend an in-person training
that included technical information and HIPAA and FERPA education. Educational and
administrative forms and training videos were available via the program's external-facing
website. Once training was completed, the school nurses received their username and
password for login and were set up to receive EHR updates via Broadcast Messages in
the EHR by email. School nurses then obtained consent from parents of individual students,
which was then faxed to the hospital school health department. The school health department
and information technology program administrators follow program guidelines to enter
the school and the school nurse as care team members into the EHR and grant school
nurse access to that student's EHR.
Measures
The primary outcomes were the number of emergency department (ED) visits and hospitalizations.
ED visits and hospitalizations are measurements typically used in assessing patient
outcomes for care coordination activities.[28] The categories of ED visits were identified as 'Emergency' or 'Urgent Care.' Hospitalization
categories of patients were identified as “Renal Dialysis,” “Bedded Outpatient,” “Surgery
Admit,” “Ambulatory Surgery,” “Observation,” “Extended Recovery,” and “Inpatient.”
The Renal dialysis category was used only in those requiring hospitalization.
Demographics and Covariates
The following demographics were also extracted for the patient population: age (in
years), sex (male and female), race (White, Black, and Other), and ethnicity (Hispanic
or Latino or not). The study participants' chronic conditions extracted were allergies,
asthma, type 1 diabetes, and seizures or epilepsy (diagnosis codes listed earlier).
Analysis
Descriptive analysis was conducted on demographic variables. ED visits and hospitalizations
were not normally distributed by the Shapiro-Wilks test (W = 0.52, p <0.0001; W = 0.52, p <0.0001). Therefore, unadjusted matched Wilcoxon Rank Sum tests were conducted to
compare outcomes between each subject's pre and post-access time periods. A multivariate
mixed Poisson regression was conducted to estimate the impact of EHR access for school
nurses on outcomes, adjusting for covariates: age, sex, race, ethnicity, asthma, allergies,
type 1 diabetes, seizures, or epilepsy. This model accounted for the matched design.
Incident rate ratios (IRRs) were calculated for each covariate. IRR describes the
added or subtracted incidence of an outcome for one category concerning a reference
category.[29]
Power analysis was calculated based on the ED visit outcome from a similar study.[24] Assuming an expected difference of 0.25, a standard deviation of 0.60, an α level of 0.05, 50 subjects would provide 85.6% power to detect a difference.
Results
Study Population Characteristics
The study sample consisted of 336 students. Students had at least one of the four
diagnoses, with the largest percentage of students with life-threatening allergies
(40%), followed by asthma (32%), seizures (31%), and type 1 diabetes (4%). The median
age was 9.6 years (± 4.3). Students were mainly Hispanic or Latino (54%) and White
(47%). The complete demographic results are shown in [Table 1].
Table 1
Demographic variables (N = 336)
Variables
|
N (%)
Means (SD)
|
Race
|
|
White
|
159 (47%)
|
Black
|
53 (16%)
|
Other
|
124 (37%)
|
Ethnicity
|
|
Hispanic or Latino
|
183 (54%)
|
Not Hispanic or Latino
|
153 (46%)
|
Age
|
9.6 (4.3)
|
Asthma
|
109 (32%)
|
Allergies
|
134 (40%)
|
T1DM
|
14 (4%)
|
Epilepsy/Seizures
|
105 (31%)
|
Abbreviations: T1DM, type 1 diabetes mellitus.
Emergency Department Visits and Hospitalizations
There was a 34% (n = 64) reduction in ED visits from 190 visits before school nurse access to the EHR
to 126 ED visits after access (p = 0.01). Hospitalizations decreased by 44% (n = 77) from 176 before to 99 hospitalizations after access (p <0.001). See [Table 2] for complete bivariate results for outcomes, pre and post-school nurse EHR access.
Table 2
Bivariate results for outcomes (pre-access versus post-access, N = 336)
|
Pre-access
N
Mean (SD)
Median (IQR)
|
Post-access
N
Mean (SD)
Median (IQR)
|
p-Value[a]
|
ED visits
|
190
0.56 (1.1)
0 (1)
|
126
0.38 (0.8)
0 (0)
|
0.01
|
Hospitalizations
|
176
0.52 (1.0)
0 (1)
|
99
0.29 (0.7)
0 (0)
|
<0.001
|
a
p-Value calculated by matched Wilcoxon tests.
The regression model results are presented in [Table 3]. Adjusted post-access IRR was 0.66 (CI 0.53–0.83; p-value = 0.00035) for ED visits and 0.56 (95% CI 0.44–0.72; p-value ≤ 0.0001) for hospitalizations compared with IRRs for pre-access. Students
with asthma had significantly higher rates of ED. visits (IRR 2.04, CI 1.40–3.08,
p = 0.0007) and hospitalizations (IRR 1.61, CI 1.07–2.42, p = 0.02) compared with students without asthma. Students with allergies had significantly
higher hospitalizations (IRR 1.75, CI 1.17–2.64, p = 0.007). For demographic variables, the only significant finding was for White,
Hispanic, or Latino students and hospitalizations (IRR 1.73, CI 1.12–2.66; p = 0.012) and age for ED visits (IRR 0.95, CI 0.90–0.99, p = 0.026). See [Fig. 2A] and [B] for Forest Plots of IRRs for ED visits and hospitalizations, indicating the point
estimates (IRR) and confidence intervals (95% CI).
Fig. 2 Forest plots of IRRs for ED visits and hospitalizations, indicating the point estimates
(IRR) and confidence intervals (95% CI) represented by whiskers. The red dotted vertical
line plots the reference point (1), with the statistical significance of each variable's
individual point and whiskers compared with that reference line. (A) Forest Plot of incidence rate ratios: ED visits. (B) Forest plot incidence rate ratios: hospitalizations.
Table 3
Regression results for patient outcomes and variables
Variables
|
ED visits
IRR (95% CI; p-value)
|
Hospitalizations
IRR (95% CI; p-value)
|
Post-Access (Ref: Pre-Access)
|
0.66
(0.53–0.83; p = 0.00035)
|
0.56
(0.44 - 0.72; p ≤0.0001)
|
Race: White (Ref: Black)
|
1.18 (0.65–2.14; p = 0.57)
|
1.45 (0.81–2.61; p = 0.21)
|
Race: Other (Ref: Black)
|
1.0 (0.52–1.92; p = 0.99)
|
1.36 (0.73–2.64; p = 0.32)
|
Ethnicity: Not Hispanic or Latino (Ref: Hispanic or Latino)
|
1.30 (0.52–1.92; p = 0.23)
|
1.73* (1.12–2.66; p = 0.012)
|
Age
|
0.95* (0.90–0.99; p = 0.026)
|
0.97 (0.93–1.02; p = 0.22)
|
Asthma: Yes (Ref: No)
|
2.04* (1.40–3.08; p = 0.0007)
|
1.61* (1.07–2.42; p = 0.02)
|
Allergies: Yes (Ref: No)
|
1.35 (0.89–2.05; p = 0.15)
|
1.75* (1.17–2.64; p = 0.007)
|
T1DM: Yes (Ref: No)
|
0.61 (0.20–1.89; p = 0.39)
|
0.81 (0.27–2.40; p = 0.70)
|
Epilepsy/Seizures: Yes (Ref: No)
|
1.09 (0.72–1.66; p = 0.66)
|
1.17 (0.78–1.75; p = 0.46)
|
Abbreviations: IRR, incidence rate ratio; Ref, reference that variable is being compared
with; Var, variable; T1DM, type 1 diabetes mellitus. Significant results are indicated
by *.
Discussion
This study found an overall decrease in ED visits and hospitalizations from pre to
post-access for this sample of students with chronic conditions. The decrease in hospitalizations
was similar to Reeves,[24] in hospitalization rates for their sample of students with asthma. However, this
study also found a significant decrease in ED visits post access, contrary to Reeves,[24] whose results showed a slight insignificant increase in ED visits post access. Factors
such as sample size, population diseases, and time frames may have contributed to
the differences in the results between our studies.
The high incidence rates of ED visits and hospitalizations for students with asthma
and allergies after adjusting for EHR access in this study align with research that
the highest percentage of hospitalizations for children is for asthma, more than epilepsy
and type 1 diabetes.[11]
[30] Medical encounters such as ED visits and hospitalizations for children are consistently
cited as causing high costs to families and communities related to lost school days,
parents' loss of wages, and health care access and expenditures.[31]
[32]
[33] Previous intervention data focused on students with chronic conditions like asthma
have demonstrated reduced morbidity, absenteeism, and exacerbations with various electronic
messaging and transmission of health care plans.[6]
[34]
[35]
[36]
In this study, school nurse access to the EHR allowed them to obtain school health
forms independently, view updated medical information, and access school-related orders
without contacting or causing time burdens on clinicians and clinics. Studies have
looked at the documentation burden of EHR use for pediatricians estimating that pediatricians
spend approximately 3.4 hours a day on care documentation.[3]
[37] However, it is unknown how much of that burden and time is related to communication
and documentation for school health-related forms. When the school nurse can access
school forms in the EHR independently, it can help decrease the time and lessen the
burden of EHR use for the pediatricians and health care staff. Overall, EHRs are not
used to their full functionality for potential cost savings and fall short of adequately
supporting care coordination needs.[38]
[39]
[40] The results of this study highlight steps toward more robust use of the EHR.
The school nurse's visibility can be increased with their contact information in the
EHR, but bidirectional communication could provide even more EHR functionality. When
the school nurse submits the parental consent, the school is added as a “provider,”
and the school nurse's contact information is added to the care team section of the
LPOC. Traditionally, school nurse visibility can be limited with their high caseloads
and numbers of schools; communication of medical information is commonly cited as
a barrier by parents, school nurses, and health care providers.[34]
[41]
[42]
[43]
[44]
[45]
[46] Bidirectional documentation and messaging functionality in the EHR for the school
nurse could be an added factor in breaking down the barriers in communication. However,
even with some bidirectional messaging in the Reeves study,[24] the laborious consent process and lack of interoperability between the EHR and a
school-based information system were limitations to seamless communication. Other
barriers may arise from parents' mistrust in sharing of medical information[24] and pediatricians have voiced concerns about inappropriate disclosures of medical
information through EHR use in general.[3]
Limitations
This research was conducted in a large urban setting with a school health department
and robust information technology resources in a children's hospital. The results,
therefore, may not be generalizable to other settings. In this study, any ED visits
or hospitalizations in other organizations would not have been accounted for; however,
the care network involves multiple health care utilization sites. School nurse competency
in utilizing technology associated with the EHR, initiative to obtain parental consent,
frequency of EHR use, or interventions related to EHR access was not evaluated and
could potentially affect the study's results as confounding factors. Seasonal differences
in the pre and post-data were not reported because the rolling basis of consent dates
and data collection 6 months pre- and post-consent meant a variety of peak and non-peak
months were included in the study. Some final data collection ended in May of 2020
when the COVID-19 pandemic could have affected the use of ED and hospitalizations
for students. We did a sensitivity analysis incorporating observations not impacted
by the pandemic and found similar patterns. Further, this study did not account for
the variation in the schools. There were many school clusters with few students in
those clusters. However, this study included a larger sample with more diverse chronic
conditions than the previous Reeves study.[24] In the future, research could include a larger sample across multiple organizations
over several years, other health outcomes like hemoglobin A1c levels for children
with type 1 diabetes, and socio-economic data such as zip codes.
Conclusion
This study suggests that school nurse access to medical information and school health
care plans in a hospital-based EHR may be a factor in improving health outcomes for
students with chronic conditions. HIE that allows for real-time accurate medical information
is essential for optimal patient outcomes. Further research should explore the feasibility
of large-scale, national efforts for bidirectional HIE and interoperability for all
care team members in pediatric care coordination. There is a critical need to facilitate
communication among children, families, schools, and clinicians that ensure confidentiality
but support integrated care.[6]
[47] HIE through EHRs with organizations outside of health care systems is essential
for improved data capture and use of social data as the importance of social determinates
of health is realized in health care.[48]
Clinical Relevance Statement
Clinical Relevance Statement
School nurse access to hospital-based EHRs is a feasible and effective method to improve
patient outcomes for school-aged children with chronic conditions. Health care practitioners
such as pediatricians, nurses, and school nurses can work together with clinical informaticians
to create HIEs for improved communication in care coordination. The future of HIEs
includes health care information access for a variety of external partners in the
journey toward better patient care.
Multiple Choice Questions
Multiple Choice Questions
-
When considering health information exchange between school nurses and health care
providers, what Federal guidelines should be considered?
Correct Answer: The correct answer is option c. Both HIPAA and FERPA Federal guidelines need to be
considered for sharing of information between school nurses and health care providers.
It is important to follow the guidance of resources like the Joint Guidance on the Application of the Family Educational Rights and Privacy Act
(FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA)
to Student records. Student health records are considered part of the academic record and thus need
to be treated under FERPA for information flow from the school to the health care
provider. The specifics of what regulation applies, in what situation, for sharing
a student's health information, can be confusing and hinder communication when coordinating
care in the school environment.
-
What clinical practice measures were positively affected with school nurse access
to medical information through hospital-based EHRs in this study?
-
Faster referral process.
-
Real-time access to more accurate and up to date information.
-
Increased appointment scheduling process.
-
Direct communication between provider and school nurse through Inbox messaging.
Correct Answer: The correct answer is option b. In this study, the school nurses could independently
access school forms and view important medical information through the EHR. The functionality
of the EHR access was limited to view only and did not include bidirectional messaging
with health care providers at the hospitals or clinics. There was no functionality
to make appointments or submit referrals. Other studies have documented feasibility
of bidirectional messaging between school nurses and hospital and health care systems.