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Found 794 results
  1. Content Article
    Over the past decade, the implementation of simulation education in health care has increased exponentially. Simulation-based education allows learners to practice patient care in a controlled, psychologically safe environment without the risk of harming a patient. Facilitators may identify medical errors during instruction, aiding in developing targeted education programs leading to improved patient safety. However, medical errors that occur during simulated health care may not be reported broadly in the simulation literature. This study in the Journal of Patient Safety aimed to identify and categorise the type and frequency of reported medical errors in healthcare simulation.
  2. Event
    until
    This is for those in NHS Trusts in England only. This practical course offers an overview of the principles that underpin a professional safety investigation interview with either a member of staff, a patient or a family. The course aligns to the PSIRF guidance on a systems approach to interviews. The course includes: Planning and preparing for an interview. Using a structured hierarchy of questions to facilitate comprehensive, accurate information. Asking system-focused questions. Closing an interview. Learning objectives Understand and describe the working elements of a standardised and tested approach to investigative interviewing. Understand how to apply the model to plan, conduct and evaluate your investigative interviews. Conduct more ethical and professional interviews. Reach stronger defensible investigation conclusions. Increase your own and others confidence in your ability to investigate complex matters. Register
  3. Event
    until
    This is for those in NHS Trusts in England only. This practical course offers an overview of the principles that underpin a professional safety investigation interview with either a member of staff, a patient or a family. The course aligns to the PSIRF guidance on a systems approach to interviews. The course includes: Planning and preparing for an interview. Using a structured hierarchy of questions to facilitate comprehensive, accurate information. Asking system-focused questions. Closing an interview. Learning objectives Understand and describe the working elements of a standardised and tested approach to investigative interviewing. Understand how to apply the model to plan, conduct and evaluate your investigative interviews. Conduct more ethical and professional interviews. Reach stronger defensible investigation conclusions. Increase your own and others confidence in your ability to investigate complex matters. Register
  4. Event
    until
    This is for those in NHS Trusts in England only. This practical course offers an overview of the principles that underpin a professional safety investigation interview with either a member of staff, a patient or a family. The course aligns to the PSIRF guidance on a systems approach to interviews. The course includes: Planning and preparing for an interview. Using a structured hierarchy of questions to facilitate comprehensive, accurate information. Asking system-focused questions. Closing an interview. Learning objectives Understand and describe the working elements of a standardised and tested approach to investigative interviewing. Understand how to apply the model to plan, conduct and evaluate your investigative interviews. Conduct more ethical and professional interviews. Reach stronger defensible investigation conclusions. Increase your own and others confidence in your ability to investigate complex matters. Register
  5. Event
    This is for those in NHS Trusts in England only. This session will provide an opportunity to ‘have a go’ and discuss some of the challenges and practical aspects of using thematic analysis for the purpose of learning from patient safety issues. Learning objectives: Define thematic analysis and its key concepts. Understand the relevance of using thematic analysis in the context of healthcare safety learning responses. Code a sample data set and develop themes. Relate the use of thematic analysis to your own safety learning response practice. Registration
  6. Event
    This is for those in NHS Trusts in England only. This session will provide an opportunity to ‘have a go’ and discuss some of the challenges and practical aspects of using thematic analysis for the purpose of learning from patient safety issues. Learning objectives: Define thematic analysis and its key concepts. Understand the relevance of using thematic analysis in the context of healthcare safety learning responses. Code a sample data set and develop themes. Relate the use of thematic analysis to your own safety learning response practice. Register
  7. Event
    This is for those in NHS Trusts in England only. This session will provide an opportunity to ‘have a go’ and discuss some of the challenges and practical aspects of using thematic analysis for the purpose of learning from patient safety issues. Learning objectives: Define thematic analysis and its key concepts. Understand the relevance of using thematic analysis in the context of healthcare safety learning responses. Code a sample data set and develop themes. Relate the use of thematic analysis to your own safety learning response practice. Register
  8. Event
    This is for those in NHS Trusts in England only. This session will provide an opportunity to ‘have a go’ and discuss some of the challenges and practical aspects of using thematic analysis for the purpose of learning from patient safety issues. Learning objectives: Define thematic analysis and its key concepts. Understand the relevance of using thematic analysis in the context of healthcare safety learning responses. Code a sample data set and develop themes. Relate the use of thematic analysis to your own safety learning response practice. Register
  9. Event
    This is for those in NHS Trusts in England only. This practical course is aimed at those who are planning to use, or may already be using, After Action Review (AAR) as one of their learning responses to patient safety events. It will also be useful for those in Patient Safety Incident Response Framework (PSIRF) oversight roles. The course is includes: Defining what After Action Review is. Understanding the principles of After Action Review. Discussing the attributes needed to be an After Action Review facilitator. Exploring how to conduct an After Action Review. Reflecting on the value of After Action Review. Learning objectives: Define what After Action Review is. Understand the principles of After Action Review. Know the attributes needed to be an After Action Review facilitator. Understand how to conduct an After Action Review. Register
  10. Event
    This is for those in NHS Trusts in England only. This practical course is aimed at those who are planning to use, or may already be using, After Action Review (AAR) as one of their learning responses to patient safety events. It will also be useful for those in Patient Safety Incident Response Framework (PSIRF) oversight roles. The course is includes: Defining what After Action Review is. Understanding the principles of After Action Review. Discussing the attributes needed to be an After Action Review facilitator. Exploring how to conduct an After Action Review. Reflecting on the value of After Action Review. Learning objectives: Define what After Action Review is. Understand the principles of After Action Review. Know the attributes needed to be an After Action Review facilitator. Understand how to conduct an After Action Review. Register
  11. Event
    This is for those in NHS Trusts in England only. This practical course is aimed at those who are planning to use, or may already be using, After Action Review (AAR) as one of their learning responses to patient safety events. It will also be useful for those in Patient Safety Incident Response Framework (PSIRF) oversight roles. The course is includes: Defining what After Action Review is. Understanding the principles of After Action Review. Discussing the attributes needed to be an After Action Review facilitator. Exploring how to conduct an After Action Review. Reflecting on the value of After Action Review. Learning objectives: Define what After Action Review is. Understand the principles of After Action Review. Know the attributes needed to be an After Action Review facilitator. Understand how to conduct an After Action Review. Register
  12. Event
    This is for those in NHS Trusts in England only. This practical course is aimed at those who are planning to use, or may already be using, After Action Review (AAR) as one of their learning responses to patient safety events. It will also be useful for those in Patient Safety Incident Response Framework (PSIRF) oversight roles. The course is includes: Defining what After Action Review is. Understanding the principles of After Action Review. Discussing the attributes needed to be an After Action Review facilitator. Exploring how to conduct an After Action Review. Reflecting on the value of After Action Review. Learning objectives: Define what After Action Review is. Understand the principles of After Action Review. Know the attributes needed to be an After Action Review facilitator. Understand how to conduct an After Action Review. Register
  13. Content Article
    The Government plans to expand physician associate (PA) and anaesthesia associate (AA) roles and to establish the General Medical Council (GMC) as their statutory regulator. There has been concerted opposition to the plans by groups including the Doctors’ Association UK (DAUK) and the British Medical Association (BMA). Earlier this month, the House of Lords sent the draft legislation to the main chamber for proper scrutiny, stating that this was the procedure when an issue "is politically or legally important or gives rise to issues of public policy". In this Medscape article, Dr Sheena Meredith outlines the Government's proposals and why the issue has become so contentious.
  14. News Article
    The government is considering plans to allow dentists from abroad to work without taking an exam to check their education and skills. The proposal, which is subject to a three-month consultation, aims to address the severe shortage of NHS dentists. It is hoped a quicker process would attract more dentists. The British Dental Association has accused the government of avoiding the issues "forcing" dentists to quit. The proposal forms part of the government's £200 million NHS Dental Recovery Plan for England, announced earlier this month. Under the plan, dentists could also be paid more for NHS work, while so-called "dental vans" would be rolled out to areas with low coverage, alongside an advice programme for new parents. There is also a proposal of £20,000 bonuses for dentists working in under-served communities, as part of an effort to increase appointment capacity by 2.5 million next year. At present, overseas dentists are required to pass an exam before they can start work in the UK - the new idea would see the General Dental Council (GDC) granted powers to provisionally register them without a test. Stefan Czerniawski, executive director of strategy at the GDC said: "We need to move at pace, but we need to take the time to get this right - and we will work with stakeholders across the dental sector and four nations to do so." Read full story Source: BBC News, 17 February 2024
  15. Content Article
    This is an independent review commissioned by NHS England, chaired by Siobhan Melia, Chief Executive, Sussex Community NHS Foundation Trust, to support the improvement of the culture within the ambulance service. The review considers the prevailing culture within ambulance trusts in England. It considers the core factors impacting cultural norms and offers actionable recommendations for improvement. Based on insights from key stakeholders, this review has identified six key recommendations to improve the culture in ambulance trusts.
  16. News Article
    Hundreds of frontline NHS staff are treating patients despite being under investigation for their part in an alleged “industrial-scale” qualifications fraud. More than 700 nurses are caught up in a potential scandal, which a former head of the Royal College of Nursing said could put NHS patients at risk. The scam allegedly involves proxies impersonating nurses and taking a key test in Nigeria, which must be passed for them to become registered and allowed to work in the UK. “It’s very, very worrying if … there’s an organisation that’s involving themselves in fraudulent activity, enabling nurses to bypass these tests, or if they are using surrogates to do exams for them because the implication is that we end up in the UK with nurses who aren’t competent,” said Peter Carter, the ex-chief executive of the RCN and ex-chair of three NHS trusts. He praised the Nursing and Midwifery Council (NMC) for taking action against those involved “to protect the quality of care and patient safety and the reputation of nurses”. Nurses coming to work in the UK must be properly qualified, given nurses’ role in administering drugs and intravenous infusions and responding to emergencies such as a cardiac arrest, Carter added. Forty-eight of the nurses are already working as nurses in the NHS because the NMC is unable to rescind their admission to its register, which anyone wanting to work as a nurse or midwife in Britain has to be on. It has told them to retake the test to prove their skills are good enough to meet NHS standards but cannot suspend them. The 48 are due to face individual hearings, starting in March, at which they will be asked to explain how they apparently took and passed the computer-based test (CBT) of numeracy and clinical knowledge taken at the Yunnik test centre in the city of Ibadan. The times recorded raised suspicions because they were among the fastest the nursing regulator had ever seen. Read full story Source: The Guardian, 14 February 2024
  17. Event
    This event gives trainees at all levels the opportunity to attend, present and gain feedback on their Audit and QI work. Further lectures will include the McKeown Medal Lecture, a keynote on patient safety and discussion from a Trainee Committee member. Trainees are invited to submit their abstracts for consideration for presentation at this event. Topics for submission: General Surgery, Trauma & Orthopaedic Surgery, Specialties & Common Interest and Patient Safety. Register
  18. Content Article
    This is part of our series of Patient Safety Spotlight interviews, where we talk to people working for patient safety about their role and what motivates them. Chidiebere is passionate about increasing representation of Black people in all forms of medical literature. In this interview, he explains how lack of representation at all levels of the healthcare system leads to disparities in healthcare experiences and outcomes. He outlines the importance of speaking openly about how racial bias affects patient safety, and argues that dispelling damaging myths about particular patient groups starts with equipping people with accurate health knowledge from a young age.
  19. Content Article
    One way to understand the links between unwanted events, conditions and interventions is via causal loop diagrams. These represent how situations perpetuate in 'causal loops'. They are depicted as words and phrases for events and conditions, and arrows with a plus or minus sign to indicate the direction of causal influence. Causal loop diagrams can assist a conversation via the gradual building of each loop. They can otherwise represent data from research and practice.  Steven Shorrock illustrate the progressive build of a causal loop diagram concerning reactions to unwanted events, including fixes that fail, based on practice and research. This might be useful to professionals seeking to understand why unwanted events continue to occur despite, or because of, interventions. The diagram is not ‘complete’ and would be drawn differently for different purposes, contexts and situations.
  20. Content Article
    Regardless of a proliferation of interest in reducing unsafe practices in healthcare, threats to patient safety (PS) remain high. Moreover, little attention has been paid towards the role of interprofessional education (IPE) in enhancing PS. This qualitative study was conducted to unfold the insights of the senior medical, dental and health sciences students at the University of Sharjah (UoS) in the United Arab Emirates (UAE) about PS in an online IPE-based workshop.
  21. Content Article
    Left-handedness was historically considered a disability and a social stigma, and teachers would make efforts to suppress it in their students. Little data are available on the impact of left-handedness on surgical training and this report aimed to review available data on this subject. The review revealed 19 studies on the subject of left-handedness and surgical training. Key findings include: Left-handedness produced anxiety in residents and their trainers. There was a lack of mentoring on laterality. Surgical instruments, both conventional and laparoscopic, are not adapted to left-handed use and require ambilaterality training from the resident. There is significant pressure to change hand laterality during training. Left-handedness might present an advantage in operations involving situs inversus or left lower limb operations.
  22. Content Article
    The Royal College of Surgeon in Ireland (RCSI) is pleased to announce that applications for our inter-professional and online Postgraduate Diploma/MSc in Human Factors in Patient Safety programme is now open for the September 2024 intake.
  23. Event
    until
    Fundamentals of Emergency Medicine Education is a 2-day, 17-hour course that provides participants with the knowledge and skills to become effective educators in emergency medicine. Through a dynamic and interactive format, the course focuses on best practice, strategies, updates, and educational innovations to optimize the educational environment in your Emergency Department. This course is designed for faculty at any career stage who work with trainees and are seeking a comprehensive foundation in medical education. The goal of this course is to teach fundamentals of medical education to improve the teaching and learning in your department. Register
  24. Content Article
    Learn how to become a health systems analyst and use the science of ergonomics to improve patient safety and transform day-to-day working practices. Safety scientists play a major role in preventing unintended harm across many high-consequence industries, improving overall wellbeing and changing the culture of workplaces. Staffordshire University MSc in Human Factors for Patient Safety will teach you how to design applied solutions for health and social care settings. The course is ideal for existing health professionals – from both clinical and non-clinical backgrounds - who want to specialise in care safety, risk, improvement and system transformation and advisory roles. These highly transferable skills are also relevant to many other sectors. Find out more from the link below. Start date: 28 April 2024
  25. Content Article
    The aim of this study in the Journal of Patient Safety was to identify quantitative evidence for the efficacy of interprofessional learning (IPL) to improve patient outcomes. The authors conducted a systematic review and meta-analysis of quantitative patient outcomes after IPL in multidisciplinary healthcare teams reported in the Medline, Scopus, PsycInfo, Embase and CINAHL databases. The authors believe that their results are the first to demonstrate significant quantitative evidence for the efficacy of IPL to translate into changes in clinical practice and improved patient outcomes. They reinforce earlier qualitative work on the value of IPL.
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