Building a patient safety curriculum for health professionals: An international collaboration

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Building a patient safety curriculum for health
professionals An international collaboration
Australia Merrilyn Walton Tim Shaw
United States Linda Emmanuel John Combes Joel
Shalowitz Joel Shalowitz Martie Hatlie Denys Lao
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Context

• Our focus health care teams working together
  caring for patients
• Our principles
• Workplace based
• Ownership by the organization
• Relevant to patient care
• Sustainable
• Practical

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A few problems

• Service delivery V education and training
• Patient safety education previously ill defined
• Who is responsible for patient safety education?
• No shortage of resources but poor uptake
• No coordinated approach

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What are we doing?

• Developing a Patient Safety Education Train the
  Trainer program to bring patient safety education
  to all health providers and managers in the USA
  and Australia

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What we will teach
How we will teach it
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What how we will teach
PLENARIES
The need for patient safety Legal regulatory
environment Conceptual framework for patient
safety How to teach implement patient safety
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MODULES
Human factors Understanding systems Understanding
managing clinical risk Communicating
effectively with patients and carers Communicating
in teams Organization and culture Using
technology Partnerships with patients and family,
carers Leadership organizational
support Aligning programs outcomes, harmonizing
standards using problem oriented
approaches Specific areas (rapid response teams,
ICU, ER, Pediatric settings, Continuity of care,
End of life care, palliative care, falls,
pressure ulcers.)
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Where are we at?

• Governing Council established to provide
  leadership and key stakeholder endorsement and
  buy-in (convened at IOM meeting May 2006)
• Advisory group established to provide broad and
  interprofessional expertise in development of
  program (first meeting held September 2006)
• Modules being developed

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Key Features of PSEP

• Strong support for education on patient safety
• Uses an evidenced based and patient centred
  curriculum based on the Australian NPSEF
• Uses a proven high impact train the trainer EPEC
  delivery model
• Pilots and evaluation planned
• Program designed to be self-sustaining

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Lessons we have learnt

• Need to have
• partners
• funding
• high level support
• dedicated writing group
• a writing template
• an understanding of educational principles
• a validation process
• Be realistic - it takes time