University Professors’ Perceptions About Patient Safety Teaching in an Interprofessional Education Experience: A Phenomenological Study (original) (raw)
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Patient safety teaching in undergraduate health programs: reflections on knowledge and practice
Interface - Comunicação, Saúde, Educação, 2016
This study was intended to analyze pedagogic projects of undergraduate courses in Nursing, Pharmacy, Physiotherapy, and Medicine in the Federal University of Sao Paulo, in order to appraise the contents of patient safety teaching in those courses. The study is of descriptive and exploratory nature using as strategy a documental review. The documents analyzed were the Pedagogic Projects of the courses. The teaching contents on patient safety were found to be fragmented, without the depth and conceptual scope recommended by the World Health Organization (WHO) guidelines. Each course highlights the specific topics related to the pretended formative process. Inserting and trying to unify the contents on patient safety is still in its beginning in Brazilian schools and it is not present in the educational objectives. There is a need of reviewing the curricula using an interdisciplinary and trans disciplinary approach to develop this topic.
Journal of Patient Safety, 2006
Objectives: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. Methods: Seventeen faculty members from 7 colleges and schools and medical center participatedVfrom the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multipleY response option questionnaires, and criterionbased assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. Results: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87%) and should be required for all health professions students (78%). Students achieved an application level of learning (77%) within the cognitive domain and the valuing level within the affective domain. Students agree (96%) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100%) that they value patient safety as a professional practice framework. Conclusion: The universitywide implementation case may offer important lessons to others nationally in health care education.
2019
Summary: This study involves the development of innovative approaches to engaging patient advisors in health profession education, utilizing IHI open school courses to teach patient safety and to promote interprofessional communication and collaboration. Students were highly satisfied with the interprofessional education activities and learned the impact of medical errors on patients. Content Outline: • Presentation Objectives • Introduction o Definition of terms ▪ Interprofessional education (IPE) ▪ Patient and family advisors. o List the IPE core competencies o List the Importance of developing IPE activities that teach patient safety and promote patient engagement. o Purpose of the study o Study Method ▪ Utilization of the Institute for Healthcare Improvement Open School modules to teach patient safety as a pre-seminar activity. ▪ Ways to promote patient and family advisors’ engagement in IPE. ▪ Utilization of an activity that promotes students’ learning of each other’s roles and...
Introduction Effective teamwork and interprofessional collaboration are vital for healthcare quality and safety; however, challenges persist in creating interprofessional teamwork and resilient professional teams. A study was undertaken to delineate perceptions of individuals involved with the implementation of an interprofessional patient safety competency-based intervention and intervention participants. Methods The study employed a qualitative study design that triangulated data from interviews with six steering committee members and five members of the project team who developed and monitored the intervention and six focus groups with clinical team members who participated in the intervention and implemented local patient safety projects within a large teaching hospital in Canada. Results Our study findings reveal that healthcare professionals and support staff acquired patient safety competencies in an interprofessional context that can result in improved patient and work flow processes. However, key challenges exist including managing projects amidst competing priorities, lacking physician engagement and sustaining projects. Conclusions Our findings point to leaders to provide opportunities for healthcare teams to engage in interprofessional teamwork and patient safety projects to improve quality of patient care. Further research efforts should examine the sustainability of interprofessional safety projects and how leaders can more fully engage the participation of all professions, specifically physicians.
It Takes a Village”: An Interprofessional Patient Safety Experience for Nursing and Medical Students
Medical Science Educator, 2013
Interprofessional education (IPE) is a "core" competency in professional school education. Challenges to successful collaboration include: aligning student abilities/experience, providing meaningful clinically-based interaction, and the need for extensive planning. Methods: Curriculum. A 3-1/2 hour IPE patient safety experience for final-semester medical and nursing students was developed. The content included an introduction, small-group low-fidelity simulation, and a large-group discussion of patient safety events observed by students during clinical rotations. Logistics. A planning committee met monthly to plan the curriculum and train faculty facilitators. Four sessions were held, accommodating 92 medical and 82 nursing students. Thirty faculty facilitators and 10 support personnel were needed for each session. Results: Over 70% students reported that the experience resulted in new learning and prompted self-reflection; 57% said it would change their practice. Students confirmed that the experience taught them about the importance of patient involvement in the team, the development of a shared mental model, and the importance of everyone's role on the team. Conclusions: This collaboration successfully aligned students with similar levels of clinical experience, involved many faculty from both professional schools, and gave students opportunities to discuss differences in their roles and responsibilities, while highlighting patient-centered care.
Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)
Journal of university teaching and learning practice, 2023
Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines. Practitioner Notes Practitioner Notes 1. Dedicated interprofessional training at the university education level can improve patient safety. 2. The TBL framework enables student learning through preparation, practice, and problemsolving with intra-and inter-team discussion. 3. This patient safety module promoted interprofessional collaboration and examined existing roles, practices, and biases of other disciplines. 4. Social capital is used to describe and understand how individuals benefit from participating in a social network and offers a valuable lens to analyse educational methods. 5. When designing interprofessional case-based activities, care must be taken to ensure the clinical case is relevant to all disciplines.
How We Engage Graduating Professional Students in Interprofessional Patient Safety
Nursing forum, 2015
Interprofessional curricula on patient safety do not acknowledge the culture and vulnerabilities of the student experience and often do not engage students. We describe a patient safety collaboration between graduating nursing and medical students during their Capstone courses that fostered conversations about the similarities and differences in professional school experiences around patient safety. Students wrote reflections about an unanticipated patient outcome. Qualitative content analysis was used to characterize themes within student reflections, and to create audience response system questions to highlight differences in each profession's reflections and to facilitate discussion about those differences during the collaboration. Medical students identified events in which perceived patient outcomes were worse than events identified by nursing students. Nursing students identified more near-miss events. Nursing students positively impacted the event and attributed action to...
Are we teaching patient safety to our academics?
International Journal for Innovation Education and Research, 2020
Nowadays, one of the biggest concerns in the health care field is centered on patient safety with a primary focus on the errors of the medical team. In 2009, WHO created a guide for universities aimed at patient safety in which it suggests new ways of approaching patients, thus improving the quality of trained professionals and dramatically reducing adverse events. There is a consensus that there is a restructuring of a system that currently presents serious failures that result in permanent harm to the objective of the medical team, which is the well-being of the patient, as well as an efficient inspection of the Decree Number 529/13 in Brazilian universities. It is in this context that the present work proposes to highlight the gap currently existing in Brazilian universities, based on the sampling of one of them, located in the countryside of São Paulo. Prospective intervention study using a quantitative and qualitative methodology, carried out in two stages: analysis of teaching...
Perspectives on Medical Education, 2016
Essentials • Students reported that partnerships between healthcare practitioners and patients are critical to the provision of optimal care • Students recognized that safety issues go beyond the standard measures of medication errors, falls, infection rates and adverse incidents and include nuances such as stigma • Students described the importance of advocating for patients and enabling empowerment so they could advocate for themselves to promote safe quality care • Future practice was enabled through student reflection on patients' perspectives of clinical error • Students embraced interprofessional communication and collaboration as a strategy to improve quality and safety Although instructional methods vary, few address the direct communication of the patient experience to students. This paper focuses on the learning and experiences of health profession students participating in a Safety Module as part of a Health Mentor Programme. In this context, health mentors are individuals living with chronic health challenges who share their experiences in the healthcare system with health profession students in order to contribute to their professional learning.