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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, B. L., Lawton, R., Armitage, G., Bibby, J. and Wright, J. (2012) Training and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology. J Contin Educ Health Prof, 32 (2), 80-9.
dc.identifier.urihttp://hdl.handle.net/10454/7014
dc.description.abstractINTRODUCTION: 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.
dc.relation.isreferencedbyhttp://dx.doi.org/10.1002/chp.21130
dc.subjectClinical Competence/standards
dc.subjectDiffusion of Innovation
dc.subjectEducation, Medical, Continuing/economics/*methods
dc.subjectEducational Measurement
dc.subjectEngland
dc.subject*Health Knowledge, Attitudes, Practice
dc.subjectHumans
dc.subject*Interprofessional Relations
dc.subjectOrganizational Culture
dc.subjectOrganizational Objectives
dc.subjectOrientation
dc.subjectOutcome and Process Assessment (Health Care)/methods
dc.subjectPatient Care Team
dc.subject*Patient Safety
dc.subjectPhysicians/psychology/standards
dc.subjectProblem-Based Learning/methods
dc.subjectProgram Development/economics
dc.subjectProgram Evaluation
dc.subjectQualitative Research
dc.subject*Quality Improvement
dc.subjectQuestionnaires
dc.titleTraining and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology
dc.typearticle


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