scholarly journals Health professional education and practice in preventing and controlling infections in New Zealand: a review to inform strategies for enhancing practitioner competencies and patient safety

2020 ◽  
Vol 2 (1) ◽  
pp. e000034
Author(s):  
Linda Gulliver ◽  
Heather Brooks ◽  
Linda Kinniburgh ◽  
Rebecca Aburn ◽  
Jo Stodart ◽  
...  
Keyword(s):  
Quality Assurance ◽  
New Zealand ◽  
Medical Students ◽  
Nursing Students ◽  
Health Professional ◽  
Professional Education ◽  
Infection Prevention And Control ◽  
Health Professional Education ◽  
Formal Assessment ◽  
Nursing Curricula

ObjectiveQuality assurance for reducing infections is a key objective of the WHO’s global action plan targeting antimicrobial resistance, yet no studies have employed a multifaceted approach to review health professional education and practice in infection prevention and control (IPC). This study completed such a review.Methods and analysisNew Zealand medical and nursing curricula were analysed for IPC-related teaching and assessment. Clinicians (undergraduate to senior) received peer-expert evaluation while performing procedures demonstrating IPC competencies. Patient and clinician self-evaluation followed. Hospital IPC practice monitoring was also reviewed.ResultsMedical curricula had approximately twice the total IPC-related theory compared with nursing (79.71 vs 41.66 hours), emphasising microbiology. IPC theory in nursing curricula was applied, emphasising health and safety. Junior nursing students were rigorously taught (16.17 hours) and assessed (2.91 hours) in practical IPC competencies, whereas little practical instruction (2.62 hours) and no formal assessment existed for junior medical students. IPC teaching chiefly occurred during medical students’ senior clinical years, and was opportunistic, rotation-specific or in introductory sessions. Senior medical and nursing students were expected to be IPC-proficient but no formal assessment occurred. Peer review generally revealed satisfactory practice, however both professions had lapses with hand hygiene, asepsis and incorrect donning, removal and use of personal protective equipment. Clinician confidence in providing and being peer-reviewed for best IPC practice, and patients’ confidence in receiving best IPC care, was positively associated with clinician experience. Trainee interns, whose confidence in IPC practice was not matched by the same desire for monitoring/feedback as senior colleagues, were the exception.ConclusionMultifaceted approaches to IPC quality assurance have utility in identifying gaps, reducing infection transmission and reassuring staff and patients.

Simulation in Health Professional Education

2010 ◽  
pp. 51-67 ◽  
Author(s):  
David Kaufman
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Professional ◽  
Health Care System ◽  
Professional Education ◽  
Health Professional Education ◽  
Software Environment ◽  
Aids Patients ◽  
Health Related ◽  
Definition Of

This chapter begins with a definition of “simulation” and outlines simulation attributes. It then discusses the purpose of simulations, distinguishing and illustrating their various categories and forms in medical and health professional education, and describes their benefits, limitations, and ways to use them effectively. The elements of effective simulations for learning, and why these are important, are then explained. To illustrate these concepts, the chapter concludes by describing health-related simulations developed in the SAGE for Learning project, including COMPS, a collaborative online multimedia problem-based simulation; COMPSoft, a software environment for creating cases and allowing learners to work through them online; HealthSimNet, a simulation for HIV/AIDS patients and professionals to experience navigating the health care system; and MIRAGE, a psychiatry prototype for medical students.

scholarly journals Translation and validation of the Dutch version of the health professional education in patient safety survey amongst nursing students in Belgium: A psychometric analysis

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247869
Author(s):  
Jochen Bergs ◽  
Katrien Peeters ◽  
Isabel Kortleven ◽  
Sarah Creemers ◽  
Dorien Ulenaers ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Health Professional ◽  
Psychometric Properties ◽  
Professional Education ◽  
Discriminant Validity ◽  
Health Professional Education ◽  
Clinical Learning ◽  
Dutch Version ◽  
The Impact

Objectives Evaluate the psychometric properties of the Dutch version of the Health Professional Education in Patient Safety Survey (H-PEPSSDutch), an instrument used to assess self-efficacy regarding patient safety competence. Methods The H-PEPSSDutch was administered to 610 students in two Belgian nursing schools. We used confirmatory factor analysis, for both classroom and clinical learning, to examine the psychometric properties. Results The analysis of construct validity showed a good fit to the hypothesised models. Cronbach’s alpha values ranged from 0.70 to 0.87 for classroom learning and from 0.56 to 0.86 for clinical learning, indicating good reliability. Differentiating between the H-PEPSS constructs in the clinical setting showed to be complicated; hence, discriminant validity was not supported for all dimensions. Conclusions Overall, this provides us with a reliable instrument to measure self-reported patient safety competence among nursing students. Further research is needed to validate the H-PEPSS as a longitudinal monitoring tool and as a pre-and-post measurement on the impact of interventions related to patient safety in the nursing curricula.

The Effect of Patient Safety Education on Undergraduate Nursing Students’ Patient Safety Competencies

2020 ◽  
pp. 0272684X2097421
Author(s):  
Mahya Torkaman ◽  
Amirreza Sabzi ◽  
Jamileh Farokhzadian
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Health Professional ◽  
Professional Education ◽  
Repeated Measures ◽  
Health Professional Education ◽  
Safety Education ◽  
Factors Affecting ◽  
Safety Issues ◽  
Patient Safety Education

Patient safety is influenced by a set of factors in various levels of the healthcare system. One of the factors affecting patient safety is safety competencies of the nursing students. The current study aimed to evaluate the effect of patient safety education on patient safety competencies of the nursing students. This quasi-experimental study was conducted with a pretest-posttest deign. The levels of patient safety competencies of 50 nursing students were investigated in a nursing school affiliated to large university of medical sciences in the south of Iran in 2019. Data were collected using Health Professional Education in Patient Safety Survey (H-PEPSS). The data were analyzed in SPSS 21 using descriptive statistics and repeated measures ANOVA. The three investigated intervals were significantly different in terms of the total H-PEPSS dimensions, while the lowest was attributed to the dimension “managing safety”. Mean scores of “how broader patient safety issues are addressed in health professional education” and “comfort speaking up about patient safety” significantly increased during the follow-up periods. The educational intervention was partially effective in improving patient safety competencies of the nursing students over long term.

scholarly journals Australian Health Review call for papers

2006 ◽  
Vol 30 (4) ◽  
pp. 417
Author(s):  
Sandra Leggat
Keyword(s):  
New Zealand ◽  
Health Professional ◽  
Health Workforce ◽  
Professional Education ◽  
Health Professionals ◽  
Research Policy ◽  
Tertiary Education ◽  
Health Professional Education ◽  
Australian Health ◽  
Health Review

The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

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