Patient safety education — A description and evaluation of an international, interdisciplinary e-learning programme

Evans, Alison; Ellis, Gemma; Norman, Sharon; Luke, Karl

doi:10.1016/j.nedt.2013.03.009

Cited by 16 publications

(17 citation statements)

References 6 publications

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“…While several reports exist for evaluations of online courses that were conducted to teach specific skills around patient safety (e.g., safety in blood transfusions and dosage calculation), 3 , 39 , 40 only very few exist in which the topic of patient safety was approached holistically by an online course. 41 Typically, patient safety education uses more face-to-face teaching methods such as simulation, role-playing, discussions, or games. 42 Our study showed that patient safety education using a distance-learning methodology was acceptable to a significant proportion of the population in question and that improving usability might increase students’ acceptance of such courses.…”

Section: Discussionmentioning

confidence: 99%

Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students

2018

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ObjectivesTo explore the influence of critical thinking, self-regulated learning and system usability on the acceptance of e-learning on patient safety. MethodsA cross-sectional study was conducted, using a 32-question online survey. One hundred ninety-three (n=193 medical students participated in the study and were asked to rate levels of reflective thinking, self-regulated learning and attitudes towards patient safety using scales from the Questionnaire for Reflective Thinking, the Attitudes to Patient Safety Questionnaire and the System Usability Scale. Differences between reflection levels were calculated using paired t-tests, associations between critical thinking and self-regulated learning were calculated using linear correlations. We performed linear multiple regression analysis to identify predictors for student acceptance of the e-learning. ResultsStudents (n=193) engaged in intermediate levels of reflection (5-point Likert, M=3.62, SD=0.73) and significantly (t(143)=15.15, p<0.001, d=1.57) lower levels (M=2.35, SD=0.87) of critical reflection. Most students showed high (≥ 4; 44.1%) or intermediate (<4 level > 2; 29.4 %) levels of self-regulated learning. A regression model indicated that 5 predictors (Reflection, critical reflection, self-regulated learning, relevance, usability) explained 65.3% of the variance (R²=0.653, F(5, 96)=39.02, p<0.01) of perceived total quality. ConclusionsThis study shows that reflection and learning skills are important factors for e-learning acceptance, but perceived relevance and system usability play a more important role. From a didactic perspective, it is indispensable to provide the students with sufficient examples and links to professional practice to enhance the perception of relevance and to improve system usability permanently.

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Section: Discussionmentioning

confidence: 99%

Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students

2018

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“…For example, studies that used interprofessional education activities involved interactive seminars, workshops or team-based simulation [20][21][22][23]. Often these educational interventions employed TeamSTEPPS or CRM (crisis resource management) approaches [24][25][26][27].…”

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confidence: 99%

Examining the nature of interprofessional interventions designed to promote patient safety: a narrative review

Reeves

Clark²,

Lawton³

et al. 2017

International Journal for Quality in Health Care

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Purpose: This narrative review aimed to scope the patient safety literature to identify interprofessional intervention approaches, the sources of evidence and reported outcomes.Data sources: Two major databases (MEDLINE, CINAHL) were searched from 2005 to 2015.Study selection: A total of 1,552 abstracts were initially identified. After screening these abstracts, 129 full papers were obtained. Further screening resulted in a total of 89 papers included in this review. Data extraction:The following information was extracted from each included paper: details on the patient safety intervention, study methods employed and outcomes reported.Results of data synthesis: It was found that the bulk of the included studies were undertaken in a North American acute care context. Most often, studies involved qualified professionals from nursing and medicine collaborating in hospitals and medical centres. Nearly half the studies reported in this review employed educational interventions, such as TeamSTEPPS, aimed at enhancing practitioners' competence of delivering safe patient care. Nearly a third of studies involved practice-based interventions (e.g. checklists) aimed at improving the delivery of safe care. Most of the studies used a quasi-experimental design and typically gathered survey data. The majority reported outcomes related to changes in professionals' attitudes, knowledge and skills. There were, however, fewer studies reporting changes in practitioners' safety behaviours, organisational practices or patient benefit. Conclusion:The use of different interprofessional interventions are key activities involved in promoting safe patient care practices. However, further work is needed to strengthen these interventions and their evaluations.

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“…Interaction during collaborative learning has both cognitive and emotional aspects. It also enables teachers to cater for variations in students’ learning styles and ages by using various sorts of learning materials, like links, pictures, videos and versatile discussion methods . However, to support collaborative learning, learning environments should have a student‐centred design, taking into account factors that prevent and promote collaborative learning .…”

Section: Introductionmentioning

confidence: 99%

Digital collaborative learning in nursing education: a systematic review

Männistö

Mikkonen

Kuivila

et al. 2019

Scandinavian Caring Sciences

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Patient safety education — A description and evaluation of an international, interdisciplinary e-learning programme

Cited by 16 publications

References 6 publications

Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students

Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students

Examining the nature of interprofessional interventions designed to promote patient safety: a narrative review

Digital collaborative learning in nursing education: a systematic review

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