place to address management of the restrained patient, however this author identified areas for improvement in compliance. Feedback from the staff, obtained in stage one, could have identified other problems that the nurse manager wasn't aware of regarding restraints. Acquirement of relevant resources and equipment is made in stage three. A review of literature on the clinical problem is made. The Standards Department of the Joint Commission can be consulted regarding the current standards on restraint use. Educational flyers about the proper use of restraints can be obtained to distribute among staff. Members from information services, nursing education and nursing administration can be asked to participate with clinical staff members to evaluate the situation and to better understand root causes of the problem. It would be helpful to ask staff from clinical areas caring for patients whom often require restraining measures, such as the psychiatric department to participate (Winston et al., 1999). A nurse researcher could be hired to study restraint issues on the unit, however this idea could be too costly for the institution (Stratmann et al., 1997).In stage four, choosing the solution, it is vital that the staff participates in choosing the solutions because they most likely know best what would work on their unit. One solution is continuing education services on restraint documentation and how to tie restraints on properly. Another method of education can include periodic validation of competency in management of a patient in restraints (Winston et al., 1999). This can include a demonstration of being able to tie restraints on properly and an evaluation of knowledge ofPatient Restraint7 the restraint policy. New nursing employees should have to attend a restraint education class and demonstrate the ability to tie restraints on properly before working on the unit. It might be helpful to color code which patients are rest...
