Abstract
<p class="Toverskrift3" style="margin: 6pt 0cm;"><span style="mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US;" lang="EN-US"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;">Abstract</span></span></strong></span></p><p class="Toverskrift3" style="margin: 6pt 0cm;"><span style="mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US;" lang="EN-US"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;">Quality improvement seminar as a method to improve nursing students&rsquo; competence in the field of quality improvement and as a method to promote patient safety in medication management</span></span></strong></span></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US;" lang="EN-US">Quality improvement projects between academia and clinical practice are in demand. The aim of this project was to develop and test an improvement method which could be implemented in a busy clinical hospital environment. An action research inspired approach was used. The action consisted of a quality improvement seminar where nursing students, teachers and nurses from clinical wards analyzed six case reports related to adverse events in medication management. Questionnaires determining the competence of nursing students related to improvement in medication management were used in a pretest - posttest study. Findings showed a significant improvement both in knowledge about the quality improvement process (p = 0.001) and about adverse events of medication (p = 0.005). On a scale from 0 (not suited) to 7 (</span></em><span class="hps"><em style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: EN-US;" lang="EN-US">particularly well suited)</span></em></span><em style="mso-bidi-font-style: normal;"><span style="mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US;" lang="EN-US">, students scored 6.0 related to learning outcome of the quality improvement seminar. Quality improvement seminars seem to be effective for stimulating reflection on adverse events related to medication management.</span></em></span></span></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><em style="mso-bidi-font-style: normal;"><span style="mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US;" lang="EN-US"><span style="font-family: Times New Roman; font-size: small;">&nbsp;</span></span></em></p>
Highlights
Quality improvement projects between academia and clinical practice are in demand
The action consisted of a quality improvement seminar where nursing students, teachers and nurses from clinical wards analyzed six case reports related to adverse events in medication management
Questionnaires determining the competence of nursing students related to improvement in medication management were used in a pretest - posttest study
Summary
Forbedringsgrupper kan ses i sammenheng med lærende organisasjoner, der en gruppe gjennom systematisk refleksjon vurderer og analyserer utfordringer i arbeidssituasjonen (Gjerberg, 2009). Ferdigheter i kritisk refleksjon der en i samarbeid med andre helsearbeidere kontinuerlig reflekterer over praksis, vil kunne bidra til et miljø der forbedringsarbeid har en sentral plass (Aron & Headrick, 2002 ; Batalden & Davidoff, 2007 ; Batalden, Stevens & Kizer, 2002 ; Mikkelsen & Hage, 2007). I dette prosjektet har en benyttet seks kasuistikker (pasienthistorier) hentet fra avviksmeldinger og nettsteder for pasientsikkerhet som ramme for refleksjon. Refleksjon over narrativer hevdes å være en god måte å tilegne seg sykepleiekunnskap på, ved å oppøve evne til kritisk tenkning (Maehre & Storli, 2011)
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