scholarly journals Competence in Patient Safety: A Multifaceted Experiential Educational Intervention for Resident Physicians

2011 ◽  
Vol 3 (3) ◽  
pp. 360-366 ◽  
Author(s):  
Michael P Lukela ◽  
Vikas I Parekh ◽  
John W Gosbee ◽  
Joel A Purkiss ◽  
John Del Valle ◽  
...  
Keyword(s):  
Patient Safety ◽  
Patient Care ◽  
Faculty Attitudes ◽  
Learning Program ◽  
Improvement Project ◽  
Faculty Evaluations ◽  
Safe Patient Care ◽  
Safety Improvement ◽  
Care Processes ◽  
Comprehensive Survey

Abstract Background The need to provide efficient, effective, and safe patient care is of paramount importance. However, most physicians receive little or no formal training to prepare them to address patient safety challenges within their clinical practice. Methods We describe a comprehensive Patient Safety Learning Program (PSLP) for internal medicine and medicine-pediatrics residents. The curriculum is designed to teach residents key concepts of patient safety and provided opportunities to apply these concepts in the “real” world in an effort to positively transform patient care. Residents were assigned to faculty expert-led teams and worked longitudinally to identify and address patient safety conditions and problems. The PSLP was assessed by using multiple methods. Results Resident team-based projects resulted in changes in several patient care processes, with the potential to improve clinical outcomes. However, faculty evaluations of residents were lower for the Patient Safety Improvement Project rotation than for other rotations. Comments on “unsatisfactory” evaluations noted lack of teamwork, project participation, and/or responsiveness to faculty communication. Participation in the PSLP did not change resident or faculty attitudes toward patient safety, as measured by a comprehensive survey, although there was a slight increase in comfort with discussing medical errors. Conclusions Development of the PSLP was intended to create a supportive environment to enhance resident education and involve residents in patient safety initiatives, but it produced lower faculty evaluations of resident for communication and professionalism and did not have the intended positive effect on resident or faculty attitudes about patient safety. Further research is needed to design or refine interventions that will develop more proactive resident learners and shift the culture to a focus on patient safety.

Who’s who? Championing the ‘#TheatreCapChallenge’

2019 ◽  
Vol 29 (6) ◽  
pp. 166-171 ◽  
Author(s):  
Suzanne Gorman ◽  
Tessa Cox ◽  
Rebecca Sandford Hart ◽  
Lewis Marais ◽  
Scott Wallis ◽  
...  
Keyword(s):  
Social Media ◽  
Patient Safety ◽  
Quality Of Care ◽  
Patient Care ◽  
Systematic Approach ◽  
Service Improvement ◽  
Media Campaigns ◽  
Improvement Project ◽  
Simple Idea

Our Developing Perioperative Practice service improvement project, sponsored by the Royal Bournemouth Hospital, addressed whether the remarkably simple idea of putting names and roles on hats in theatre would improve communication and patient care. We were inspired by our own experiences as a group of student Operating Department Practitioners: unfamiliarity with members of the team, wanting to feel included in the work but not out of our depth, and by social media campaigns such as the ‘#TheatreCapChallenge’ and ‘#hellomynameis’, aiming to humanise care and increase patient safety. Researching, clinically trialling and presenting this project gave us a systematic approach to improving the quality of care within the theatre environment.

What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety?

2021 ◽  
Author(s):  
◽  
Philip Charles Hawes
Keyword(s):  
Patient Safety ◽  
Clinical Practice ◽  
Learning Styles ◽  
Patient Care ◽  
Role Models ◽  
Clinical Environment ◽  
Contributing Factors ◽  
Clinical Role ◽  
Safe Patient Care ◽  
Clinical Risk

<p>This research was undertaken to investigate how newly graduated nurses recognise and develop skills relating to clinical risk and patient safety. I set out to understand how and where new graduates learn those skills and what would help future undergraduate nurses better prepare for the complexities of the clinical setting.  A qualitative research study using Appreciative Inquiry (AI) was the chosen methodology. This was selected for its aspirational outlook, which allows positive conclusions to be drawn from the study’s findings. Nine nurses in their first year of clinical practice participated in the study and they were interviewed on a one-to-one basis.  The key findings demonstrated that the approaches to teaching clinical risk and safe patient care and experiences of these in the undergraduate setting were variable, with many participants describing that they were ill prepared for the rigours of the clinical environment. They identified workplace culture, clinical role models, exposure to the clinical environment; experiential learning, narrative story sharing, debriefing and simulation as contributing factors to their ability to learn and understand clinical risk and safe patient care.  Despite their initial uncertainty, the participants were able to describe safe patient care and clinical risk. They identified cultures of safe patient care, safe teaching and safe learning. The participants further identified their preferred learning styles and recommended strategies that educationalists and clinical stakeholders employ to facilitate their professional development and understanding of clinical risk and patient safety.  The participants identified a more thoughtful, structured and overt approach to teaching the subject of clinical risk and patient safety to prepare for the clinical environment. They desired more experiential exposure, either clinical or simulated. They highlighted the need for effective preceptors and role models, alongside opportunities for sharing their clinical experiences and debriefing critical incidents. Furthermore, they recognised aspects of workplace cultures that facilitated or hindered effective clinical practice and safe patient care.</p>

NURSE STAFFING UNDER DEMAND UNCERTAINTY TO REDUCE COSTS AND ENHANCE PATIENT SAFETY

2014 ◽  
Vol 31 (01) ◽  
pp. 1450005 ◽  
Author(s):  
ASHLEY DAVIS ◽  
SANJAY MEHROTRA ◽  
JANE HOLL ◽  
MARK S. DASKIN
Keyword(s):  
Patient Safety ◽  
Intensive Care ◽  
Patient Care ◽  
Demand Uncertainty ◽  
Nurse Staffing ◽  
Cost Savings ◽  
Staffing Level ◽  
Safe Patient Care ◽  
Demand Distribution ◽  
Using Data

Hospitals must maintain safe nurse-to-patient ratios in patient care units to offer adequate and safe patient care. Since the patient demand is highly variable, during high patient demand periods temporary or overtime nurses are hired to ensure safe nurse-to-patient ratios. These overtime nurses incur higher expense, and are often less effective. We study the problem of permanent nurse staffing level estimation under demand uncertainty as a newsvendor model. Our models are based on limited moment information of the demand distribution. Additionally, we introduce the use of asymmetric cost functions representing overstaffing and understaffing nursing costs. Findings using data from the general surgery and intensive care units at hospitals in Chicago, IL and Augusta, GA are presented. Computational results based on publically available cost data show that 3.1% and 7.3% annual cost savings result by introducing salvage value and newsvendor optimization in intensive care and general care units respectively. This new staffing scheme also improves patient safety as shifts are staffed with more permanent nurses.

Supporting a Psychiatric Hospital Culture of Safety

2012 ◽  
Vol 18 (5) ◽  
pp. 299-306 ◽  
Author(s):  
Jane S. Mahoney ◽  
Thomas E. Ellis ◽  
Gayle Garland ◽  
Nancy Palyo ◽  
Pamela K. Greene
Keyword(s):  
Health Care ◽  
Patient Safety ◽  
Psychiatric Hospital ◽  
Professional Training ◽  
Survey Design ◽  
Team Training ◽  
Improvement Project ◽  
Positive Direction ◽  
Safe Patient Care ◽  
Team Attributes

Background: Concerns for patient safety have risen to the forefront of health care, including mental health care. Safe patient care depends, to a large extent, on high functioning teams, yet team training is lacking in basic professional training programs. To address the need for team training, one psychiatric hospital adopted the Team Strategies and Tools to Enhance Performance and Patient Safety program (TeamSTEPPS). Objectives: To describe the implementation of TeamSTEPPS throughout the organization and to describe the differences in team attributes prior to and following implementation of TeamSTEPPS. Design: Quality improvement project using a pre–post survey design. Results: TeamSTEPPS was successfully implemented, and changes in all team attributes trended in a positive direction with 5 of 7 subscales reaching significance ( p ≤ .01). Conclusions: TeamSTEPPS provided a practical approach for our hospital to systematically weave safety throughout the culture and improve team functioning and other attributes of highly effective teams.

scholarly journals What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety?

2021 ◽  
Author(s):  
◽  
Philip Charles Hawes
Keyword(s):  
Patient Safety ◽  
Clinical Practice ◽  
Learning Styles ◽  
Patient Care ◽  
Role Models ◽  
Clinical Environment ◽  
Contributing Factors ◽  
Clinical Role ◽  
Safe Patient Care ◽  
Clinical Risk

<p>This research was undertaken to investigate how newly graduated nurses recognise and develop skills relating to clinical risk and patient safety. I set out to understand how and where new graduates learn those skills and what would help future undergraduate nurses better prepare for the complexities of the clinical setting.  A qualitative research study using Appreciative Inquiry (AI) was the chosen methodology. This was selected for its aspirational outlook, which allows positive conclusions to be drawn from the study’s findings. Nine nurses in their first year of clinical practice participated in the study and they were interviewed on a one-to-one basis.  The key findings demonstrated that the approaches to teaching clinical risk and safe patient care and experiences of these in the undergraduate setting were variable, with many participants describing that they were ill prepared for the rigours of the clinical environment. They identified workplace culture, clinical role models, exposure to the clinical environment; experiential learning, narrative story sharing, debriefing and simulation as contributing factors to their ability to learn and understand clinical risk and safe patient care.  Despite their initial uncertainty, the participants were able to describe safe patient care and clinical risk. They identified cultures of safe patient care, safe teaching and safe learning. The participants further identified their preferred learning styles and recommended strategies that educationalists and clinical stakeholders employ to facilitate their professional development and understanding of clinical risk and patient safety.  The participants identified a more thoughtful, structured and overt approach to teaching the subject of clinical risk and patient safety to prepare for the clinical environment. They desired more experiential exposure, either clinical or simulated. They highlighted the need for effective preceptors and role models, alongside opportunities for sharing their clinical experiences and debriefing critical incidents. Furthermore, they recognised aspects of workplace cultures that facilitated or hindered effective clinical practice and safe patient care.</p>

scholarly journals An Investigation of Patient Safety Culture: The Beginning for Quality and Safety Improvement Plans in Patient Care Services

2020 ◽  
Vol 11 (2) ◽  
pp. 235-247
Author(s):  
E Rahimi ◽  
SH* Alizadeh ◽  
AR Safaeian ◽  
N Abbasgholizadeh ◽  
◽  
...  
Keyword(s):  
Patient Safety ◽  
Patient Care ◽  
Safety Culture ◽  
Patient Safety Culture ◽  
Quality And Safety ◽  
Care Services ◽  
Safety Improvement

Clinical Cybersecurity Training Through Novel High Fidelity Simulations (Preprint)

2018 ◽  
Author(s):  
Christian Dameff ◽  
Jordan Selzer ◽  
Jonathan Fisher ◽  
James Killeen ◽  
Jeffrey Tully
Keyword(s):  
Patient Safety ◽  
Patient Care ◽  
Medical Devices ◽  
Healthcare Systems ◽  
High Fidelity ◽  
Protected Health Information ◽  
Patient Harm ◽  
Security Vulnerabilities ◽  
Clinical Simulations ◽  
Medical Infrastructure

BACKGROUND Cybersecurity risks in healthcare systems have traditionally been measured in data breaches of protected health information but compromised medical devices and critical medical infrastructure raises questions about the risks of disrupted patient care. The increasing prevalence of these connected medical devices and systems implies that these risks are growing. OBJECTIVE This paper details the development and execution of three novel high fidelity clinical simulations designed to teach clinicians to recognize, treat, and prevent patient harm from vulnerable medical devices. METHODS Clinical simulations were developed which incorporated patient care scenarios with hacked medical devices based on previously researched security vulnerabilities. RESULTS Clinician participants universally failed to recognize the etiology of their patient’s pathology as being the result of a compromised device. CONCLUSIONS Simulation can be a useful tool in educating clinicians in this new, critically important patient safety space.

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