Training and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology
Publication date
2012Keyword
Clinical competenceDiffusion of innovation
Education
Educational measurement
England
Health knowledge
Humans
Interprofessional relations
Organisational culture
Organisational objectives
Orientation
Outcome and process assessment
Patient care team
Patient safety
Physicians/psychology/standards
Problem-based learning
Program development
Program evaluation
Qualitative research
Quality improvement
Questionnaires
Peer-Reviewed
YesOpen Access status
closedAccess
Metadata
Show full item recordAbstract
Despite an explosion of interest in improving safety and reducing error in health care, one important aspect of patient safety that has received little attention is a systematic approach to education and training for the whole health care workforce. This article describes an evaluation of an innovative multiprofessional, team-based training program that embeds patient safety within quality improvement methods. METHODS: Kirkpatrick's "levels of evaluation" model was adopted to evaluate the program in health organizations across one city in the north of England. Questionnaires were used to assess reaction of participants to the program (Level 1). Improvements in patient safety knowledge and patient safety culture (Level 2) were assessed using a 12-item multiple-choice questionnaire and a culture questionnaire. Interviews and project-specific quantitative measurements were used to assess changes in professional practice and patient outcomes (Levels 3 and 4). RESULTS: All aspects of the program were positively received by participants. Few participants completed the MCQ at both time points, but those who did showed improvement in knowledge. There were some small but significant improvements in patient safety culture. Interviews revealed a number of additional benefits beyond the specific problems addressed. Most importantly, 8 of the 11 teams showed improvements in patient safety practices and/or outcomes. DISCUSSION: This program is an example of interprofessional education in practice and demonstrates that team-based learning using quality improvement methods is feasible and can be effective in improving patient safety, but requires time and space for participants. Alignment with continuing education arrangements could support mainstream adoption of this approach within organizations.Despite an explosion of interest in improving safety and reducing error in health care, one important aspect of patient safety that has received little attention is a systematic approach to education and training for the whole health care workforce. This article describes an evaluation of an innovative multiprofessional, team-based training program that embeds patient safety within quality improvement methods. Methods: Kirkpatrick's “levels of evaluation” model was adopted to evaluate the program in health organizations across one city in the north of England. Questionnaires were used to assess reaction of participants to the program (Level 1). Improvements in patient safety knowledge and patient safety culture (Level 2) were assessed using a 12-item multiple-choice questionnaire and a culture questionnaire. Interviews and project-specific quantitative measurements were used to assess changes in professional practice and patient outcomes (Levels 3 and 4). Results: All aspects of the program were positively received by participants. Few participants completed the MCQ at both time points, but those who did showed improvement in knowledge. There were some small but significant improvements in patient safety culture. Interviews revealed a number of additional benefits beyond the specific problems addressed. Most importantly, 8 of the 11 teams showed improvements in patient safety practices and/or outcomes. Discussion: This program is an example of interprofessional education in practice and demonstrates that teambased learning using quality improvement methods is feasible and can be effective in improving patient safety, but requires time and space for participants. Alignment with continuing education arrangements could support mainstream adoption of this approach within organizations.
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Slater BL, Lawton R, Armitage G et al (2012) Training and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology. Journal of Continuing Education in the Health Professions. 32(2): 80-89.Link to Version of Record
https://doi.org/10.1002/chp.21130Type
Articleae974a485f413a2113503eed53cd6c53
https://doi.org/10.1002/chp.21130