Perceived Benefit of Teaching Patient Safety to Pharmacy Students by Integrating Classroom Teaching With Introductory (IPPE) Visits

2016 ◽  
Vol 30 (1) ◽  
pp. 115-120 ◽  
Author(s):  
Katy E. Trinkley ◽  
Edward T. Van Matre ◽  
Scott W. Mueller ◽  
Robert L. Page ◽  
Kavita Nair
Keyword(s):  
Health Care ◽  
Patient Safety ◽  
Health Care Professionals ◽  
Formal Education ◽  
Active Role ◽  
Pharmacy Students ◽  
Safety Education ◽  
Future Health ◽  
Perceived Benefit ◽  
Patient Safety Education

Introduction: Ensuring a culture that prioritizes and implements patient safety requires educating all future health care professionals to prepare them for their active role in reducing medical errors. There is limited literature describing integration of patient safety education into the curriculum of health care professionals, including pharmacists. The purpose of this study was to evaluate the perceived benefit of integrating patient safety education into a pharmacy curriculum. Methods: Second-year pharmacy students (P2s) completed a patient safety self-study, followed by in-class and experiential application of a root cause analysis (RCA). An electronic, anonymous postsurvey was administered to P2s and third-year pharmacy students (P3s) who had not had formal patient safety education. Results: Of the 310 students, 53% responded to the survey. Significantly more P2s reported more confidence to describe patient safety and its purpose ( P = .0092), describe factors that influence patient safety ( P = .0055), and conduct an RCA ( P < .001). P2s also reported significantly better ability to conduct a RCA compared to P3s (88.9% positive vs 58.7%, respectively; P ≤ .001). Conclusions: Both classes perceived patient safety education to be valuable; however, formal education resulted in some significant improvements in perceived confidence and understanding, including ability to conduct an RCA.

Studying and More: Part-Time Employment as an Educational Challenge?

2020 ◽  
Vol 1 (1) ◽  
pp. 57-63
Author(s):  
Silke Heuse ◽  
Cathrin Dietze ◽  
Daniel Fodor ◽  
Edgar Voltmer
Keyword(s):  
Health Care ◽  
Perceived Stress ◽  
Health Care Professionals ◽  
Cross Sectional Study ◽  
Study Data ◽  
Future Health ◽  
Cross Sectional ◽  
Professional Students ◽  
Educational Challenge ◽  
Part Time

Background: Future health-care professionals face stress both during education and in later professional life. Next to educational trainings, many students are forced to assume part-time employment. Objective: Applying the Job Demands-Resources Model to the educational context, we investigate which role part-time employment plays next to health-care professional students’ education-specific demands and resources in the prediction of perceived stress. Method: In this cross-sectional study, data from N = 161 health-care students were analysed, testing moderation models. Results: Education-specific demands were associated with higher and education-specific resources with lower amounts of perceived stress. Part-time employment functioned as moderator, i.e. demands were less associated with stress experiences in students who were employed part-time. Conclusion: Identifying part-time employment as a resource rather than a demand illustrates the need to understand students’ individual influences on stress. Both educators and students will benefit from reflecting these resources to support students’ stress management.

Achieving Clinical Quality and Patient Safety: Education and Research as Critical Success Factors

2013 ◽  
Vol 3 (5) ◽  
Author(s):  
Darrell G. Kirch ◽  
◽  
David A. Davis ◽  
Linda A. Headrick ◽  
Nancy Davis ◽  
...  
Keyword(s):  
Patient Safety ◽  
Critical Success Factors ◽  
Success Factors ◽  
Safety Education ◽  
Clinical Quality ◽  
Critical Success ◽  
Quality And Patient Safety ◽  
Patient Safety Education

Patient Safety Education in Medical Education

2011 ◽  
Vol 21 (2) ◽  
pp. 141-141
Author(s):  
Anne J. Gunderson ◽  
Ara Tekian ◽  
Kelly Smith
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Safety Education ◽  
Patient Safety Education

Development of the perceptions of preventable adverse events assessment tool (PPAEAT): measurement properties and patients’ mental health status

2021 ◽  
Vol 33 (2) ◽  
Author(s):  
Franziska Maria Keller ◽  
Christina Derksen ◽  
Lukas Kötting ◽  
Martina Schmiedhofer ◽  
Sonia Lippke
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Patient Safety ◽  
Primary Health Care ◽  
Adverse Events ◽  
Health Care Professionals ◽  
Discriminant Validity ◽  
Assessment Tool ◽  
Primary Health ◽  
Item Scale

Abstract Background Patient-centered care and patient involvement have been increasingly recognized as crucial elements of patient safety. However, patient safety has rarely been evaluated from the patient perspective with a quantitative approach aiming at making patient safety and preventable adverse events measurable. Objectives The objectives of this study were to develop and evaluate the psychometric properties of a questionnaire assessing patient safety by perceived triggers of preventable adverse events among patients in primary health-care settings while considering mental health. Methods Two hundred and ten participants were recruited through various digital and print channels and asked to complete an online survey between November 2019 and April 2020. Exploratory factor analysis was performed to identify domains of triggers of preventable adverse events affecting patient safety. Furthermore, a multi-trait scaling analysis was performed to evaluate internal reliability as well as item-scale convergent–discriminant validity. A multivariate analysis of covariance evaluated whether individuals below and above the symptom threshold for depression and generalized anxiety perceive triggers of preventable adverse events differently. Results The five factors determined were information and communication with patients, time constraints of health-care professionals, diagnosis and treatment, hygiene and communication among health-care professionals, and knowledge and operational procedures. The questionnaire demonstrated a good total and subscale internal consistency (α = 0.90, range = 0.75–0.88), good item-scale convergent validity with significant correlations between 0.57 and 0.78 (P &lt; 0.05; P &lt; 0.01) for all items with their associated subscales, and satisfactory item-scale discriminant validity between 0.14 and 0.55 (P &gt; 0.05) with no significant correlations between the items and their competing subscales. The questionnaire further revealed to be a generic measure irrespective of patients’ mental health status. Patients older than 50 years of age perceived a significantly greater threat to their own safety compared to patients below that age. Conclusion The developed Perceptions of Preventable Adverse Events Assessment Tool (PPAEAT) exhibits good psychometric properties, which supports its use in future research and primary health-care practice. Further validation of the PPAEAT in different settings, languages and larger samples is needed. The results of this study need to be considered when assessing patient safety in the context of health-care research.

Patient safety education in anesthesia

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Monica W. Harbell ◽  
Emily Methangkool
Keyword(s):  
Patient Safety ◽  
Safety Education ◽  
Patient Safety Education

scholarly journals Surveillance, anticipation and firefighting: Perspectives of patient safety from a New Zealand case study

2020 ◽  
Author(s):  
J Wailling ◽  
Brian Robinson ◽  
M Coombs
Keyword(s):  
Health Care ◽  
Patient Safety ◽  
New Zealand ◽  
Health Care Professionals ◽  
Nuclear Power ◽  
High Reliability ◽  
Health Care Systems ◽  
Tertiary Hospital ◽  
Structured Interviews

© 2018 John Wiley & Sons Ltd Aim: This study explored how doctors, nurses and managers working in a New Zealand tertiary hospital understand patient safety. Background: Despite health care systems implementing proven safety strategies from high reliability organisations, such as aviation and nuclear power, these have not been uniformly adopted by health care professionals with concerns raised about clinician engagement. Design: Instrumental, embedded case study design using qualitative methods. Methods: The study used purposeful sampling, and data was collected using focus groups and semi-structured interviews with doctors (n = 31); registered nurses (n = 19); and senior organisational managers (n = 3) in a New Zealand tertiary hospital. Results: Safety was described as a core organisational value. Clinicians appreciated proactive safety approaches characterized by anticipation and vigilance, where they expertly recognized and adapted to safety risks. Managers trusted evidence-based safety rules and approaches that recorded, categorized and measured safety. Conclusion and Implications for Nursing Management: It is important that nurse managers hold a more refined understanding about safety. Organisations are more likely to support safe patient care if cultural complexity is accounted for. Recognizing how different occupational groups perceive and respond to safety, rather than attempting to reinforce a uniform set of safety actions and responsibilities, is likely to bring together a shared understanding of safety, build trust and nurture safety culture.

scholarly journals Integrating Patient Safety Education in the Undergraduate Nursing Curriculum: A Discussion Paper

2018 ◽  
Vol 12 (1) ◽  
pp. 125-132 ◽  
Author(s):  
Mansour J Mansour ◽  
Shadi F Al Shadafan ◽  
Firas T Abu-Sneineh ◽  
Mohammed M AlAmer
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Cultural Context ◽  
Nursing Curriculum ◽  
Safety Education ◽  
Discussion Paper ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Competency Based ◽  
Patient Safety Education

Background:This paper explores the opportunities and challenges for integrating patient safety education in undergraduate nursing curriculum.Methods:Four dimensions of undergraduate nursing education are examined: National accreditation of nursing programs, building a competency-based nursing education, a model of nursing education and building faculty capacity in patient safety education and research.Results:Incorporating patient safety in a nursing curriculum can be “institutionalized” by making it a pre-requisite for granting program accreditation. At the operational level, transforming undergraduate nursing education to incorporate inquiry-based learning and moving toward competency-based patient safety education are two key requirements for engaging the students with patient safety science. Building faculty capacity who are experts in both patient safety teaching and research remains a key challenge that needs to be addressed to enable a shift in the patient safety “mindset” for future nursing workforce.Conclusion:Efforts to introduce patient safety in nursing education are both necessary and timely, and should accommodate students’ unique needs and cultural context.

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