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dc.contributor.authorSlater, B.L.*
dc.contributor.authorLawton, R.*
dc.contributor.authorArmitage, Gerry R.*
dc.contributor.authorBibby, J.*
dc.contributor.authorWright, J.*
dc.date.accessioned2015-01-06T15:29:32Z
dc.date.available2015-01-06T15:29:32Z
dc.date.issued2012
dc.identifier.citationSlater 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.
dc.identifier.urihttp://hdl.handle.net/10454/7014
dc.descriptionNo
dc.description.abstractDespite 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.
dc.description.abstractDespite 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.
dc.language.isoenen
dc.subjectClinical competence
dc.subjectDiffusion of innovation
dc.subjectEducation
dc.subjectEducational measurement
dc.subjectEngland
dc.subjectHealth knowledge
dc.subjectHumans
dc.subjectInterprofessional relations
dc.subjectOrganisational culture
dc.subjectOrganisational objectives
dc.subjectOrientation
dc.subjectOutcome and process assessment
dc.subjectPatient care team
dc.subjectPatient safety
dc.subjectPhysicians/psychology/standards
dc.subjectProblem-based learning
dc.subjectProgram development
dc.subjectProgram evaluation
dc.subjectQualitative research
dc.subjectQuality improvement
dc.subjectQuestionnaires
dc.titleTraining and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology
dc.status.refereedYes
dc.typeArticle
dc.type.versionNo full-text in the repository
dc.identifier.doihttps://doi.org/10.1002/chp.21130
dc.openaccess.statusclosedAccess


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