Skills Monitoring in Healthcare Studies – For Patient Safety and Healthcare Quality

Slavinska, Andreta; Grigorovica, Evita; Palkova, Karina; Jansone-Ratinika, Nora; Silis, Matiss; Sabeļņikovs, Oļegs; Pētersons, Aigars

doi:10.17770/sie2021vol1.6448

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…At the C1 level, the student performs the skill in a real work environment under the supervision of a mentor. At the C2 level, the student applies the skill independently in a real work environment under the responsibility of the mentor (Slavinska et al, 2021).…”

Section: Skills Monitoring In the Study Processmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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The aim of the study was to explore social measurements and COVID-19 -related behavioral choices from a network structure perspective. We tested network models by comparing network structures in 46 countries by cultural dimensions (Hofstede et al., 2010). The pre-registered hypothesis was that the network structure of variables predicting COVID-19-related behavioral choices will be robust across countries, regardless of the mean differences of these variables between countries characterized by high vs low culture dimension indices. Behavioural choices toward COVID-19 situation were: physical hygiene, policy support, and physical contact. In network analysis we used several social/psychological constructs: social belonging, trait optimism, collective narcissism, moral identity, self-esteem, national identification, trait self-control, morality as cooperation, conspiracy beliefs, political ideology, and narcissism. We analysed twelve conditions based on dichotomized culture dimensions (high vs. low Power distance, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence) across demographics (e.g., age, gender). We conducted network structure analysis using high-dimensional undirected graph estimation with glasso procedure splitting the data by culture dimensions in total with N = 40 795 individuals. The study findings indicated that the network models were fairly consistent across cultures with different scores on each of Hofstede's six cultural dimensions. This similarity reflects the previous studies in terms of the stability of associations between variables regardless of sex, age, and political beliefs.

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Section: Skills Monitoring In the Study Processmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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Section: Skills Monitoring In the Study Processmentioning

confidence: 99%

Simulated Hospital for Medical Students as an Essential Step Towards Guality in Clinical Work and Patient Safety

Blumberga,

Jansone-Ratinika,

Grigoroviča

et al. 2023

Human, Technologies and Quality of Education, 2023

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Simulation-based education provides a transition from theory-based learning to the application of knowledge, skills, and attitudes in complex situations in conditions close to real healthcare facilities. In healthcare, a simulation-based learning approach provides the opportunity to learn skills in a safe environment and gain confidence in the students’ abilities before working in a real clinical setting. In the academic year 2022/2023, for 2 weeks, the Rīga Stradiņš University (RSU) Medical Education Technology Centre (METC) in cooperation with the Department of Nursing and Midwifery implemented the concept of a simulated hospital to provide 114 international 3rd year students of the study programme “Medicine” with pre-clinical practice in a simulated environment in the fields of internal diseases and surgery. A simulated hospital is a concept in which the hospital environment is reproduced in the premises of the METC, encompassing 2 hospital wards, 6 patient rooms, 2 nursing stations, 2 medication rooms, a laboratory, and examination locations, as well as using 8 patient manikin and 38 simulated patients. Students provided a self-assessment of 64 skills (technical and non-technical) before and after pre-clinical practice using a scale from 1–5. Data were collected electronically and analyzed using IBM SPSS and compared statistically before and after the teaching intervention. Students demonstrated improvement in self-assessment of performance of all 64 skills. Students indicate that they not only learned new knowledge and skills, but also strengthened existing knowledge and skills. Students answer that they feel better prepared to work in a real clinical environment. One of the conclusions is that pre-clinical practice should be an integral part of the study process before working in a real clinical environment. that pre-clinical practice should be an integral part of the study process before working in a real clinical environment.

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Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

Slavinska,

Palkova,

Grigoroviča

et al. 2024

Laws

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The quality of healthcare varies significantly from one country to another. This variation can be attributed to several factors, including the level of healthcare professionals’ professionalism, which is closely linked to the quality of their education. Medical and healthcare education is unique in its need for students to learn and practice various clinical skills, algorithms, and behaviours for clinical situations. However, it is challenging to ensure these educational experiences do not compromise the quality of healthcare and patient safety. A simulation-based educational (SBE) approach offers a solution to these challenges. However, despite the widespread adoption of the SBE approach in medical and healthcare education curricula; its recognition for its high value among students, educators, and healthcare professionals; and evidence showing its positive impact on reducing risks to both patients and healthcare professionals, there is still an absence of a standardized approach and guidelines for integrating simulations, which includes determining when, how, and to what ex-tent they should be implemented. Currently, there is no regulation on the need for SBE integration in medical and healthcare curricula. However, the framework of this article, based on the results of the analysis of the legal framework, which includes a set of laws, regulations, principles, and standards set by various government, administrations, and authoritative institutions, will determine the fundamental aspects of the integration of the SBE approach that justify and argue the need to (1) incorporate simulation-based education across all levels of medical and healthcare education programs and (2) adhere to certain standards when integrating the SBE approach into medical and healthcare programs. This is an area that needs to be developed with the involvement of legal, health, and education experts.

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Skills Monitoring in Healthcare Studies – For Patient Safety and Healthcare Quality

Cited by 3 publications

References 3 publications

Human, Technologies and Quality of Education, 2023

Human, Technologies and Quality of Education, 2023

Simulated Hospital for Medical Students as an Essential Step Towards Guality in Clinical Work and Patient Safety

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

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Skills Monitoring in Healthcare Studies – For Patient Safety and Healthcare Quality

Cited by 3 publications

References 3 publications

Human, Technologies and Quality of Education, 2023

Human, Technologies and Quality of Education, 2023

Simulated Hospital for Medical Students as an Essential Step Towards Guality in Clinical Work and Patient Safety​

Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula

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Product

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Simulated Hospital for Medical Students as an Essential Step Towards Guality in Clinical Work and Patient Safety