将标准化的患者安全和质量能力纳入药学课程:评估对学生发展和职业认同的影响

IF 1.3 Q4 PHARMACOLOGY & PHARMACY Journal of the American College of Clinical Pharmacy : JACCP Pub Date : 2024-06-29 DOI:10.1002/jac5.2000
Jennifer Chang Pharm.D., Rachel G. Firebaugh Pharm.D., MPH, Curtis G. Jefferson Ed.D
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引用次数: 0

摘要

引言 提高患者安全和医疗质量是国家医疗保健工作的重中之重。虽然医疗保健系统的变革有助于解决这方面的一些问题,但医疗保健专业人员的知识、技能和态度也发挥着作用。医疗专业教育项目有责任确保全面的患者安全和质量培训。 目标 本研究旨在评估将循证框架中的标准化安全和质量能力纳入药学博士课程中的患者安全和质量课程的影响。 方法 采用加拿大患者安全研究所(CPSI)的指导原则进行差距分析,以探讨课程中包含的概念和能力的覆盖范围。该课程旨在解决课程中未涉及的关键能力问题。在课程结束时,为学生提供了一个经过改编的自我评估调查工具,以回顾性地评估学生在感知技能和态度方面的变化。使用配对样本 t 检验和 Cohen d 作为效果大小的衡量标准,对前后的平均回顾分数进行比较。对学生如何影响患者安全的开放式问题的回答进行了定性分析,以寻找新出现的主题。使用描述性统计分析了学生在课程期末考试中的表现,以评估知识掌握情况。 结果 63 名学生(80.8%)完成了调查并被纳入分析。在 24 个自我评估项目中,有 18 个项目出现了统计学意义上的重大变化,效果大小在中等至中等范围内。关于学生职业认同发展的关键主题包括错误预防、错误管理、报告文化、学习文化、公正文化和团队合作。学生在期末考试中的个人平均得分是 87.67% ± 4.87%。 结论 研究结果表明,使用 CPSI 框架的新课程对学生在患者安全领域的知识、感知技能和态度产生了积极影响。
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Integrating standardized patient safety and quality competencies in pharmacy curriculum: Evaluation of the impact on student development and professional identity

Introduction

Improving patient safety and quality of care is a national healthcare priority. While changes in healthcare systems help to address some concerns in this area, the knowledge, skills, and attitudes of healthcare professionals play a role as well. Health professions education programs have a responsibility to ensure comprehensive patient safety and quality training.

Objectives

This study aimed to evaluate the impact of integrating standardized safety and quality competencies from an evidence-based framework in a patient safety and quality course within a Doctor of Pharmacy program.

Methods

A gap analysis was conducted using guidelines from the Canadian Patient Safety Institute (CPSI) to explore curricular coverage of the included concepts and competencies. The course was designed to address key competencies not addressed elsewhere in the curriculum. An adapted self-assessment survey tool was administered at the end of the course for students to retrospectively assess changes in perceived skills and attitudes. Mean retrospective pre- and post-scores were compared using the paired sample t-tests and Cohen d as a measure of effect size. Responses to an open-ended question regarding how students could impact patient safety were qualitatively analyzed for emergent themes. Student performance on the course final exam was analyzed using descriptive statistics to assess knowledge.

Results

Sixty-three students (80.8%) completed the survey and were included in the analysis. A statistically significant change was observed in 18 of the 24 self-assessment items, with effect sizes in the modest to moderate range. Key themes emerged regarding student professional identity development including error prevention, error management, reporting culture, learning culture, just culture, and teamwork. The mean individual student score on the final examination was 87.67% ± 4.87%.

Conclusion

Findings suggest the new course using the CPSI framework had a positive impact on student knowledge, perceived skills, and attitudes in the area of patient safety.

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