Patient Safety Education Research Articles

Proposal for What-If Kiken-Yochi Training (risk prediction training) Patient Safety Education Design: Improve risk assessment of medical students

Proposal for What-If Kiken-Yochi Training (risk prediction training) Patient Safety Education Design: Improve risk assessment of medical students

Nurse's Perception of Patient Safety Culture in an Effort to Improve Service Quality in the Operating Room of Riau Province Hospital

The aim of the study is to find out Nurse's perception of patient safety culture in an effort to improve service quality. This study uses qualitative research methods with a phenomenological approach. The result of the study is obtained that the informants assume that the socialization carried out by the hospital in the context of increasing knowledge related to patient safety is not effective. Education and training for patient safety is carried out continuously to increase knowledge, improve and maintain staff competence. While the socialization carried out by the hospital did not have much influence to increase the informant's knowledge related to patient safety.

Students' Assessment on the Patient Safety Education: The Case of College of Medicine and Health Sciences, University of Gondar.

Background:It is well-known that clinical practice could never be free from medical errors. Respectively, in the case of a large number of students with a huge diversity of disciplines, the breach of patients' safety is not uncommon. Thus, this study aimed to assess students' evaluation of patients' safety education in their curriculum.Materials and Methods:A cross-sectional study was conducted among 338 students at the University of Gondar. A descriptive analysis was done by using Stata version 13 software and data were presented in tables and text.Results:As stated by 33.40% of medical interns and 51.10% of nursing students, patients' safety education was given as a chapter of a course. On the contrary, 48.20% of midwifery and 32.10% of health officer students stated that it was given as a small portion in a chapter in their curriculum. Almost 60% of students of all professional categories self-reported that their average level of knowledge on the patients' safety rested between “fair” and “poor.” Likewise, more than half of students of all professional categories had a “neutral” to “disagree” level of attitude for attitude items. Concerning teaching methods, most students preferred real-life examples and problem-based learning approaches as helpful in patients' safety education.Conclusions:Patients' safety education has been given less emphasis. Students also self-reported that their average level of knowledge was low. Real-life examples and problem-based learning approaches were preferred learning methods among most of the students.

Professional interaction in management of the triad: Permanent Education in Health, patient safety and quality.

Objective:to understand how professional interaction takes place in the hospital organizational structure for the management of Permanent Education in Health, to guarantee patient safety and the quality of nursing care.Method:this is a qualitative study, which used the structuralist aspect of the Grounded Theory as a methodological framework. 27 interviewers participated in the study, who made up four sample groups.Results:six categories and 13 subcategories were presented, representing the studied phenomenon and highlighting particularities of the public health system and the influence of the manager’s support and management priority, the disposition of the organizational structure, the institutional culture, the external encouragement to institution, and the nurses’ initiative and leadership in the professional interaction for the management of the Permanent Education in Health, patient safety, and quality of care triad, revealing the need for cultural change through interdisciplinarity.Conclusion:the professional interaction in the hospital organizational structure requires the creation of new management models with an emphasis on more participative management, in order to improve the care processes in hospital institutions.

SAFETY OF PATIENTS AND MEDICAL STAFF IN CURRICULA AND TRAINING PROGRAMS FOR MEDICAL PROFESSIONALS IN UKRAINE

The aim: The Canada and Poland experience in the educational field in the practical implementation of international practices for the prevention of patient safety incidents is significant, taking into consideration the effectiveness of health care models. We have to analyze the documents on the training of medical professionals in terms of safety as a first step in introducing into the domestic (Ukrainian) medical educational practice of existing international experience in teaching patient safety. Materials and methods: The research was based on international documents on patient safety, thematic scientific publications, plans, and programs for the training of medical professionals in Ukraine. Bibliosemantic, systems analysis, mathematical (relative values) research methods were used in the study. Conclusions: The analysis of thematic plans of separate disciplines in "Nursing" specialty has shown, that according to experts, questions of safety of patients should contain more than in 70% of subjects; on the topics of classes safety issues are provided in the range from 45.1% (basics of nursing) to 0.0% (anesthesiology and resuscitation); the actual content of educational and methodical materials was from 14.6% (basics of nursing) to 0.0% (anesthesiology and resuscitation). The time allotted to study disciplines related to occupational safety and health of health workers (life safety, basics of bioethics and biosafety, as well as occupational safety in the industry) is six times higher than the hours of study of the discipline (medical law) related to patient safety in the Working Curriculum (second (master's) level of higher education in the field of knowledge 22 "health" specialty 222 "medicine"). As a result of the analysis of work programs of educational disciplines at all levels of medical specialists training, a sharp discrepancy in the new information support of the educational process was revealed in terms of patient safety.

Patient safety in a Resource-constrained Context: A cross-sectional study of experience, drivers, barriers and preventive measures for safety incidents and accidents amongst medical doctors in South-east Nigeria.

Globally, safety of patients in healthcare environment has been an issue of the decade, especially in resource-constrained settings. The Hippocratic maxim primum non nocere requires medical practitioners to give utmost importance to the principle of beneficence and safety in attending to patients. It is a current paradigm in quality of care metrics that determines what happens to patients who interface with the healthcare system. The study was aimed at describing the experience, drivers, barriers and preventive measures for patient safety incidents and accidents in a cross-section of medical practitioners in Abia State, Southeast Nigeria. This was a cross-sectional study carried out on 185 physicians in Southeast Nigeria. Data collection was done using a pre-tested, self-administered questionnaire that elicited information on experience, drivers, barriers and preventive measures for patient safety incidents. The mean age ± standard deviation of the respondents was 36 ± 5.6 years, with a range of 25-72 years. There were 163 (88.1%) males and 22 (11.9%) females. Lifetime and previous 1-year committal of patient safety incidents were 100% (185/185) and 61.0% (113/185), respectively, with the most committed safety incident being medication errors. The most common driver of patient safety incidents was physician stress and burnout (100%) (185/185), whereas the most common barrier was communication (100%) (185/185). The most common preventive measure was patient safety incident reporting system (100%) (185/185). One-year committal of patient safety incidents was associated with duration of practice <10 years (P = 0.00001) and sex (P = 0.011). Patient safety incidents occurred amongst the study participants, with the most committed safety incident being medication errors. The most common driver was physician stress and burnout. The most common barrier was communication and feedback barrier, whereas the most common preventive measure was patient safety incident reporting system. Patient safety information, education and training should be the target for continuing professional development in order to safeguard the health of the patients in healthcare environment.

Building the Bridge to Quality: An Urgent Call to Integrate Quality Improvement and Patient Safety Education With Clinical Care.

Current models of quality improvement and patient safety (QIPS) education are not fully integrated with clinical care delivery, representing a major impediment toward achieving widespread QIPS competency among health professions learners and practitioners. The Royal College of Physicians and Surgeons of Canada organized a 2-day consensus conference in Niagara Falls, Ontario, Canada, called Building the Bridge to Quality, in September 2016. Its goal was to convene an international group of educational and health system leaders, educators, frontline clinicians, learners, and patients to engage in a consensus-building process and generate a list of actionable strategies that individuals and organizations can use to better integrate QIPS education with clinical care.Four strategic directions emerged: prioritize the integration of QIPS education and clinical care, build structures and implement processes to integrate QIPS education and clinical care, build capacity for QIPS education at multiple levels, and align educational and patient outcomes to improve quality and patient safety. Individuals and organizations can refer to the specific tactics associated with the 4 strategic directions to create a road map of targeted actions most relevant to their organizational starting point.To achieve widespread change, collaborative efforts and alignment of intrinsic and extrinsic motivators are needed on an international scale to shift the culture of educational and clinical environments and build bridges that connect training programs and clinical environments, align educational and health system priorities, and improve both learning and care, with the ultimate goal of achieving improved outcomes and experiences for patients, their families, and communities.

Analysis of Subgroups with Lower Level of Patient Safety Perceptions Using Decision-Tree Analysis

This study was aimed to investigate experiences, perceptions, and educational needs related to patient safety and the factors affecting these perceptions. Study design was a descriptive survey conducted in November 2019. A sample of 1,187 Koreans aged 20-80 years participated in the online survey. Based on previous research, the questionnaire used patient safety-related and educational requirement items, and the Patient Safety Perception Scale. Descriptive statistics and a decision tree analysis were performed using SPSS 25.0. The average patient safety perception was 71.71 (± 9.21). Approximately 95.9% of the participants reported a need for patient safety education, and 88.0% answered that they would participate in such education. The most influential factors in the group with low patient safety perceptions were the recognition of patient safety activities, age, preference of certified hospitals, experience of patient safety problems, and willingness to participate in patient safety education. It was confirmed that the vulnerable group for patient safety perception is not aware of patient safety activities and did not prefer an accredited hospital. To prevent patient safety accidents and establish a culture of patient safety, appropriate educational strategies must be provided to the general public.

A case of Patient Safety Education Program for Building Psychological Safety: EARRTH, Early Awareness & Rapid Response Training in Hospitals.

A case of Patient Safety Education Program for Building Psychological Safety: EARRTH, Early Awareness & Rapid Response Training in Hospitals.

A Case Report on Using a Board Game in Undergraduate Patient Safety Education to Enable Communication Error Experiences

A Case Report on Using a Board Game in Undergraduate Patient Safety Education to Enable Communication Error Experiences

Experiences in Patient Safety Education of Patient Safety Officer Using Focus Group Interview

Experiences in Patient Safety Education of Patient Safety Officer Using Focus Group Interview

Medical Students’ Attitude in Patient Safety: A Survey From a Tertiary Hospital in Thailand

Background: Understand patient safety attitude in medical students is important and useful to improve teaching on patient safety at undergraduate level.&#x0D; Objective: To assess the attitude on patient safety in clinical year medical students.&#x0D; Methods: A cross-sectional survey was conducted in 4th to 6th year medical students in Maharat Nakhon Ratchasima Hospital from August to September 2018. The 26-item Attitudes toward Patient Safety Questionnaire (APSQ) was sent via Google Forms to medical students for voluntary, anonymous answer. The 9 topics of patient safety culture were collected and analyzed.&#x0D; Results: There were 106 of 128 medical students responded to the questionnaire. In 9 topics of safety culture, the highest positive attitude in medical students was working hours as an error cause (76.1%). Meanwhile, the lowest positive attitude was professional incompetence as an error cause (26.9%). Neither academic year nor grade point average (GPA) of medical students was associated with positive attitude score. Half of medical students reported a positive attitude of the importance of patient safety in the curriculum.&#x0D; Conclusions: Medical students had positive attitude of patient safety. Perspective in systems thinking of patient safety should be emphasized in patient safety education of medical students.&#x0D;

Using the jigsaw technique to teach patient safety

ABSTRACT Background: Medical education is rapidly changing where there has been decreased emphasis on passive didactics and increased focus on novel modes of teaching and learning to address the unique needs of millennial learners. As educators, it is challenging to keep up and find active teaching strategies outside of routine small group exercises to engage learners. Although the traditional small group activities, such as cased-based learning, allows for interactive and effective teaching, this modality may require the use of multiple faculty facilitators, which can be a difficult resource to find. The jigsaw learning method is cooperative learning that utilizes peer teaching and promotes collaborative learning, and additionally, only one facilitator is required of this type of learning technique. Objectives: We aimed to assess the effectiveness of the jigsaw method by comparing it to the traditional small group learning method to teach principles of diagnostic reasoning. Design: Residents were assigned to either the traditional small group teaching method or the jigsaw method. We compared pre-test, post-test, one-year follow-up test results between participants, and resident perception of the exercises. Results: A 2 × 3 repeated measures ANOVA indicated statistically significant improvement in tests scores from before to after participation with the jigsaw method compared to the traditional small group method. Post-survey demonstrated higher resident satisfaction with the jigsaw method. Conclusion: Our study demonstrates that a jigsaw cooperative learning approach can be used as an effective method to promote collaborative learning and engagement.

Knowledge and Practices of Doctors About Patient Safety Working at Primary and Secondary Level Health Care Facilities in Bangladesh

Aim: This descriptive type of cross sectional study was conducted with an objective to evaluate the views of doctors regarding knowledge and practices about patient safety working at primary and secondary level health care facilities in Bangladesh.&#x0D; Methods: Study period was from August 2016 to December 2016. Multistage, convenience sampling was done . Sample size was 550. Self administered semi structured questionnaire was used for data collection after pre testing. Data was collected by principle investigator , co-investigator &amp; data collectors. Data was also collected by sending questionnaire by postage followed by a focal group discussion.&#x0D; Results: Result showed 70 % were male and 57% were primary level medical officers. 44.9% understands patients safety. 51.1% understands medical errors . 37.5% agreed that less duty hours will reduce medical errors . 62% strongly agreed that Learning about patient safety will enhance competency. 44.5% agreed that undergraduate course prepared them to ensure patient safety. 37.5 % agreed that they learned about medical errors during their undergraduate course. 40.6% stated that they were assigned to perform the tasks for which they were not trained competently, 34% said that they were assigned to perform the tasks which could have resulted easily in medical errors . Most of the respondents strongly agreed that teaching about patient safety should be an important priority. 46% stated that these should be in clinical teaching and 40% stated the same to be in bed side teaching . 24% stated that there were not enough topics in the existing curriculum regarding patient safety. 46% confessed that they made medical errors during their practices. 33% stated that they want patient safety education in their professional practice, 76.9% strongly agreed that patient safety is an important issue in their professional practices and 44% sensitizes their colleagues about patient safety to learn &amp; practices. 54.7% stated that they did not have error reporting system/ death review/ medical audit in their hospital, 89.7% did not have attended any training on patient safety . 90% thought that training on patient safety is essential for doctors 67.2% respondents opined that there should be a competent organization / body who can take care of patient safety &amp; medical errors in Bangladesh.&#x0D; Conclusion: The study reflects that many primary level medical officers do not understand patients safety and medical errors. The study also showed that most of them has a positive attitude torwards patient safety. Study recommended that doctors serving at primary and secondary level healthcare facilities to be oriented/ trained on different aspects of patient safety&#x0D; J Bangladesh Coll Phys Surg 2020; 38(1): 5-11

The attitudes of Korean medical students toward patient safety.

PurposeThis study investigated the attitudes of Korean medical students about patient safety to determine which perspectives required increased focus in terms of educational development.MethodsAttitudes were assessed using the Patient Safety Questionnaire, a tool designed to measure attitudes toward patient safety among medical students. Questionnaires were distributed to 580 clinical year students across four medical schools in December 2018.ResultsA total of 300 returned questionnaires were used in the final analysis. More than half of all respondents agreed (i.e., gave more than 4 out of 7 points) with most items and thoroughly considered the concept of patient safety. However, many students misperceived several items (e.g., professional incompetence as a cause of errors, disclosure responsibility, the importance of patient safety in the curriculum, and situational awareness).ConclusionAttitudes toward patient safety are highly important due to their substantial impacts on behavioral decisions in the clinical setting. As such, patient safety education should be designed to place greater emphasis on proper attitude. This study’s findings should be useful for medical instructors who wish to determine the appropriate areas of curricular focus.

Jump-Starting Faculty Development in Quality Improvement and Patient Safety Education: A Team-Based Approach.

Quality improvement (QI) and patient safety (PS) are cornerstones of health care delivery. Accreditation organizations increasingly require that learners engage in QIPS. For many faculty, these are new domains. Additional faculty development is needed for them to teach and mentor trainees. Existing programs, such as the Association of American Medical Colleges Teaching for Quality (Te4Q) program, target individual faculty and thus accommodate only limited participants at a time, which is problematic for institutions that need to train many faculty to support their learners. The authors invited diverse stakeholders from across the University of California, San Francisco (UCSF) School of Medicine and related health systems to participate in a team-based adaptation of the Te4Q program. The teams completed 5 projects based on previously identified priority areas to increase local capacity for QIPS teaching: (1) online modules for faculty new to QIPS, (2) a tool kit for graduate medical education programs, (3) a module for medical school clerkship directors, (4) guidelines for faculty to integrate early learners into QI projects, and (5) a "Teach-for-UCSF" certificate program in teaching QIPS. Thirty-five faculty members participated in the initial Te4Q workshop in January 2015, and by fall 2016, all projects were implemented. These projects led to additional faculty development initiatives and a rapidly expanding number of faculty across campus with expertise in teaching QIPS. Further collaborations between faculty focused on QIPS in care delivery and those focused on QIPS education to promote QIPS teaching have resulted from these initial projects.

Current Practices and Future Directions in Patient Safety Education and Curriculum in Medical Schools

In 2018, The Ministry of Health and Welfare announced its first comprehensive plan for patient safety, which included the imperative to develop a patient safety curriculum for students studying to become health professionals. The aim of this study is to assess current patient safety education and points of consideration for introducing new curriculum. An online survey was used to understand the status of patient safety education in medical schools, and key informant interviews and focus group interviews were used to collect qualitative data on the experience of patient safety education. The results of the online survey from 16 out of 40 medical schools (40% response rate) and the qualitative data analysis were integrated and analyzed. Twelve schools (75%) had established courses related to patient safety. The qualitative responses suggest that patient safety education is appropriate both before and after clinical training through a variety of educational methods, and that the topics should be linked with clinical training. The challenge of securing lecture time to address patient safety was mentioned as a realistic obstacle. When patient safety education is integrated in future curriculum, it is necessary to consider it as a priority. Moreover, in the early stages of introducing patient safety education, a step-by-step, policy-based approach is required for seamless adoption and settlement.

1229 Resident Education in the Placement and Confirmation of Feeding Tubes

INTRODUCTION: Nasogastric feeding tube (FT) placement is often done by trainees without uniform education. Serious complications can occur if FT are improperly inserted. This study assesses trainee education in FT insertion to identify knowledge-gaps and a need for standardized training. METHODS: A 16- item, web-based E-questionnaire was distributed to 149 Internal Medicine, Medicine-Pediatrics, Family Medicine, Obstetrics and Gynecology, General Surgery and Neurology residents at a university medical center and a community-based teaching hospital near Chicago, IL. Results were collected and analyzed through the web-based platform. The study was exempted from institutional review. RESULTS: One hundred seventeen residents responded (78.5% response rate). Most were Internal Medicine residents (66.1%) in postgraduate year 1 (37.8%). 76.1% of survey respondents received training in residency and 59.8% in medical school. The majority of survey respondents (94.9%) learned by bedside demonstration. The second most common training method was simulator training, but this was reported by only 29.9%. Most survey respondents felt they had adequate training (74.1%); however, only 50% felt very confident in their ability. Most residents reported requirements between 0 and &lt;10 supervised placements before being certified by their institution. Almost a third (32.8%) of respondents were unaware of the requirements for certification, and surprisingly 23.3% reported that none were required. Most indicated that residents or fellows placed the majority of FT at their institutions. Almost all respondents (96.6%) were able to correctly identify abdominal Xray as the gold standard to confirm correct FT placement. Though 47% stated they were responsible for certifying proper positioning of FT, only 62.6% of responders reported they received instruction in Xray interpretation, and only 36.8% were able to correctly answer a question regarding radiographic landmarks of properly-placed tubes. CONCLUSION: Our study is the first to survey American medical residents regarding their knowledge, training, and comfort in placing FT. While the data indicate residents generally feel they receive adequate training, only half reported being very confident in this skill, and training in Xray interpretation was inadequate. This suggests a role for standardized training in placement and confirmation of FT to improve patient safety and resident education.

A Synchronous Interprofessional Patient Safety Simulation Integrating Distance Health Professions Students.

Increasing rates of medical errors necessitate incorporation of patient safety education for health professions students. Institutions must address the needs of both campus- and distance-based learners to meet interprofessional education (IPE) accreditation requirements. The purpose of this project was to evaluate a synchronous interprofessional patient safety simulation to train students on interprofessional teamwork and communication through recognition of patient safety and medical hazards. Students from health care professions participated in a Haunted Hospital/Heartbreak Hospital patient hazard/medical error simulation. A total of 201 students in 41 teams, both campus and distance, participated over three semesters. Mean Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) scores significantly improved from 44.81 ± 3.59 to 47.08 ± 3.31 (p < .0001). Qualitative responses indicated that students appreciated working with other health care students through collaborative practice and recognized the importance of discipline-specific expertise. This simulation provided campus and distance learners with a collaboration opportunity that improved their perceptions of IPE. [J Nurs Educ. 2019;58(10):577-582.].

30 Occupational Therapists Delivering Patient and Caregiver Home Safety Education in a Rehabilitation Setting

Abstract Background The patient profile in a 160-bed rehabilitation hospital is evolving with increasing numbers of older adults admitted with falls and frailty. In 2018 a snapshot audit revealed over 60% of patients obtained scores indicative of cognitive impairment. Traditional falls prevention education delivered in a group format relies on attendees having an adequate level of sensory registration and cognitive abilities to comprehend and recall information given. The Occupational Therapists (OTs) proposed greater benefits from caregiver inclusion in such education to enhance understanding for both patients and caregivers on falls prevention and home environment modifications to facilitate safer home discharges. Methods A mixed-methods design was used. Quantitative data was gathered using a pre and post education 10-point Likert scale to assess attendees’ perceived knowledge in four domains: (1) Falls risk factors(2) Modifiable environmental factors(3) Managing falls(4) Accessing support/information to reduce risk of falls Qualitative data was gathered through written feedback. Referrals were generated by OTs. Evening sessions facilitated increased caregiver attendance. OTs delivered a 45 minute PowerPoint presentation, demonstrated adaptive equipment and engaged in discussion with attendees. Information packs were provided to caregivers including a Home Safety Assessment Tool to aid with home environment modification. Results Data from April 2018-2019 was analysed using Microsoft Excel. 21 groups were facilitated with 385 attendees overall. Average percentage increase in knowledge in each of the four domains was 30%. Overall knowledge increased by 32%. Conclusion Increased knowledge of modifiable falls risk factors and supporting persons at risk of falls in the home was demonstrated. OTs reported reduced caregiver concerns regarding home environment modification. Home assessments completed after group attendance found caregivers had implemented recommendations made in the presentation. Further data could be collected to measure the degree of environmental modification completed prior to OT home assessments. Additional qualitative data is required to fully assess benefits to both patients and caregivers.