E-learning on risk management. An opportunity for sharing knowledge and experiences in patient safety

Agra, Y.; García-Álvarez, Víctor; Remón, Carlos Aibar; Aranaz, Jesús María; Villán, Yuri Fabiola Villán; Recio, Miguel

doi:10.1093/intqhc/mzy223

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…Organizations must be able to design technology to make revolutionary changes in knowledge worker creation, communication, and knowledge management. One example is e-learning (24). Through the adoption of information technology, organizations can increase their ability and strength to develop knowledge, new ideas so that they can produce new findings that provide added value to customers through information obtained from consumers (25).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21<sup>st</sup> Century: Literature Review

Dw¹,

Pandin²

2021

Preprint

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Students' knowledge of the concept of patient safety in infection prevention and control and treatment safety is still low. Real-life problem-based learning approaches in the area of clinical education assist in patient safety education. This study was designed to identify, evaluate and summarize available evidence on the effectiveness of clinical education on student achievement of patient safety competencies. The Methode that use in this study is systematic review. Search for articles in research journals obtained from Sciencedirect, Ebscohost, Garuda, Proquest and Scopus. As many as 228 articles were obtained consisting of nursing journals and health journals with the keywords clinical education, competence, and patient safety. After that, the screening process was carried out based on the inclusion criteria and obtained 25 articles that met the criteria. The result of this study are the contribution of educational institutions in the achievement of patient safety competencies for nursing students is still low and the achievement of patient safety competencies for students at the professional level is better than for students who are still learning theory in educational institutions. The conclusion of this study is clinical education carried out by educational institutions is considered ineffective in achieving the competence of patient safety for nursing students. Therefore, it is necessary to develop a patient safety model or curriculum that is attached to clinical education in nursing education institutions

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Section: Discussionmentioning

confidence: 99%

Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21<sup>st</sup> Century: Literature Review

Dw¹,

Pandin²

2021

Preprint

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“…Developing an e-learning course and offering it as a supplement and alternative to traditional teaching was an important decision. 26 In 2018, the regional network group decided to conduct a survey to examine how the users (the EMTs and ED nurses) used and understood SATS-N, according to the official manual and to uncover possible areas for improvement. All health trusts participated in the survey, in which they could assign PLs to a set of clinical vignettes.…”

Section: Regional Network Group and Surveymentioning

confidence: 99%

Implementing a new emergency medical triage tool in one health region in Norway: some lessons learned

et al. 2022

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BackgroundAcutely sick or injured patients depend on ambulance and emergency department personnel performing an accurate initial assessment and prioritisation (triage) to effectively identify patients in need of immediate treatment. Triage also ensures that each patient receives fair initial assessment. To improve the patient safety, quality of care, and communication about a patient’s medical condition, we implemented a new triage tool (the South African Triage Scale Norway (SATS-N) in all the ambulance services and emergency departments in one health region in Norway. This article describes the lessons we learnt during this implementation process.MethodsThe main framework in this quality improvement (QI) work was the plan–do–study–act cycle. Additional process sources were ‘The Institute for Healthcare Improvement Model for improvement’ and the Norwegian Patient Safety Programme.ResultsBased on the QI process as a whole, we defined subjects influencing this work to be successful, such as identifying areas for improvement, establishing multidisciplinary teams, coaching, implementing measurements and securing sustainability. After these subjects were connected to the relevant challenges and desired effects, we described the lessons we learnt during this comprehensive QI process.ConclusionWe learnt the importance of following a structured framework for QI process during the implementation of the SATS-N triage tool. Furthermore, securing anchoring at all levels, from the managements to the medical professionals in direct patient-orientated work, was relevant important. Moreover, establishing multidisciplinary teams with ambulance personnel, emergency department nurses and doctors with various medical specialties provided ownership to the participants. Meanwhile, coaching provided necessary security for the staff directly involved in caring for patients. Keeping the spirit and perseverance high were important factors in completing the implementation. Establishment of the regional network group was found to be important for sustainability and further improvements.

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E-learning on risk management. An opportunity for sharing knowledge and experiences in patient safety

Cited by 2 publications

References 20 publications

Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21<sup>st</sup> Century: Literature Review

Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21<sup>st</sup> Century: Literature Review

Implementing a new emergency medical triage tool in one health region in Norway: some lessons learned

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