Learning in Practice: Collaboration Is the Way to Improve Health System Outcomes.

Van Dam Van Dam,Giles Giles,Prior Prior,Paton Paton,Peterson Peterson,Griffin Griffin,Reeves Reeves,Kirkwood Kirkwood,Verma Verma

doi:10.3390/healthcare7030090

Van Dam Van Dam, Giles Giles + Show 7 more

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https://doi.org/10.3390/healthcare7030090

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Journal: Healthcare	Publication Date: Jul 9, 2019
Citations: 6	License type: CC BY 4.0

Affiliation: University of Tasmania

Abstract

Evidence suggests that it is challenging for universities to develop workplace-relevant content and curricula by themselves, and this can lead to suboptimal educational outcomes. This paper examines the development, implementation, and evaluation of Australia’s first tertiary graduate course in healthcare redesign, a partnership initiative between industry and university. The course not only provides students with an understanding of person-centered sustainable healthcare but also the skills and confidence to design, implement, and evaluate interventions to improve health service delivery. Increasing students’ application of new knowledge has been through work-integrated learning, a pedagogy that essentially integrates theory with the practice of workplace application within a purposely designed curriculum. The specific aim of this study was to examine the outcomes of the course after two years, utilizing an anonymous online survey of graduates. Sixty-two graduates (48%) completed the survey. Kirkpatrick’s four-level evaluation model was used to analyze the data. The analysis revealed high satisfaction levels in relation to the course content and delivery. Through successful completion of the innovative course, students had increased their knowledge of health system redesign methods and, importantly, the ability to translate that knowledge into everyday practice. Graduates of the clinical redesign course reported that they had been able to transfer their skills and knowledge to others in the workplace and lead further improvement projects.

Highlights

As the demand for healthcare grows, pressure is increasing on health services to deliver quality, timely, and equitable care
The need for organizations to innovate is driving a shift in the expectations of healthcare professionals, where quality improvement (QI) is viewed as a core competency
Health Networks, as completes well as thethe academic teaching team qualification. Who choose complete this unitdiagnostics, are eligible to graduate with a Certificate of at University of Tasmania (UTAS)

Summary

Introduction

As the demand for healthcare grows, pressure is increasing on health services to deliver quality, timely, and equitable care. Services must have the capacity to innovate and continuously improve [1,2,3]. The need for organizations to innovate is driving a shift in the expectations of healthcare professionals, where quality improvement (QI) is viewed as a core competency. Clinical redesign, focuses on QI in a more balanced and blended approach [4]. QI is a part of many preregistration training programs in medical, nursing, and allied health disciplines [5,6,7,8]. Organizations have developed in-house training programs to build capacity for health service redesign [9,10,11]

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