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Found 799 results
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Content ArticlePatient safety is the number one priority in health care as safety is considered at every level of a healthcare organisation (e.g., building, equipment, communication, processes for medications, treatments, and surgical procedures). Addressing the welfare of patients can be challenging, yet for some of the most vulnerable patients (e.g., special needs, disabilities and mental and social health issues), even the most routine nursing requests can put them at a safety risk. Simulations provide an opportunity for nursing students and professional nurses with realistic experiences caring for individuals with unique needs, especially when safety is a major concern.
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Content ArticleHealth Education England and Skills for Care are working in partnership on the Oliver McGowan Mandatory Training trials in Learning Disability and Autism. This video tells Oliver’s Story and why the training is taking place.
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Content ArticleSignificant changes in how autistic people with a learning disability access and experience healthcare can and should be informed by stakeholders, including the patient and their family. This article, published by the University of Hertfordshire, provides different examples and suggestions from experts by parental experience.
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Content Article
The sepsis song
Claire Cox posted an article in Learning disabilities
Sepsis can be difficult to spot or articulate. This short video by MiXiT days, a theatre company made up of people with and without learning difficulties, describes the symptoms of sepsis in song format. -
Content ArticleSTOMP stands for stopping over medication of people with a learning disability, autism or both with psychotropic medicines. It is a national project involving many different organisations which are helping to stop the over use of these medicines. STOMP is about helping people to stay well and have a good quality of life. Psychotropic medicines affect how the brain works and include medicines for psychosis, depression, anxiety, sleep problems and epilepsy. Sometimes they are also given to people because their behaviour is seen as challenging. People with a learning disability, autism or both are more likely to be given these medicines than other people. These medicines are right for some people. They can help people stay safe and well. Sometimes there are other ways of helping people so they need less medicine or none at all.
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Content ArticlePublic Health England have estimated that on an average day in England, between 30,000 and 35,000 adults with a learning disability, autism or both are taking a prescribed antipsychotic, an antidepressant or both without appropriate clinical indications (psychosis or affective/anxiety disorder). A substantial proportion of people with a learning disability, autism or both who are prescribed psychotropic drugs for behavioural purposes can safely have their drugs reduced or withdrawn. This research showed that among adults known to their GP to have a learning disability, (excluding only those in hospital as inpatients) on any average day: 17.0% were taking prescribed antipsychotic drugs, 16.9% antidepressants, 7.1% drugs used in mania and hypomania, 4.2% anxiolytics and 2.7% hypnotics. STOMP stands for stopping over medication of people with a learning disability, autism or both with psychotropic medicines. It is a national project involving many different organisations which are helping to stop the over use of these medicines. STOMP is about helping people to stay well and have a good quality of life.
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Content ArticleSTOMP stands for stopping over medication of people with a learning disability, autism or both with psychotropic medicines. It is a national project involving many different organisations which are helping to stop the over use of these medicines. STOMP is about helping people to stay well and have a good quality of life.
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Content ArticleSTOMP stands for: stopping over medication of people with a learning disability, autism or both with psychotropic medicines. It is a national project involving many different organisations which are helping to stop the over use of these medicines. STOMP is about helping people to stay well and have a good quality of life. Psychotropic medicines can cause problems if people take them for too long. Or take too high a dose. Or take them for the wrong reason. This can cause side effects like: putting on weight feeling tired or ‘drugged up’ serious problems with physical health.
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Content ArticleAcademic Health Science Networks (AHSNs) host England’s fifteen Patient Safety Collaboratives. They are experts in supporting quality improvement projects using methodology from the Institute of Healthcare Improvement model for improvement. This resource pack by The AHSN Network provides an overview of the different ways Patient Safety Collaboratives can support safety improvement projects and includes case studies and resources.
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Content ArticleThe Patient Safety Launch Pad training programme aims to improve patient safety skills in hospitals, GP practices, community services and mental health and care organisations in the region. It was hosted by the South West Academic Health Science Network and Patient Safety Collaborative, sponsored by NHS Improvement, and delivered through regional and national experts in patient safety and quality improvement. In this short video, patient safety leads and those working in healthcare discuss the success of the programme.
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Content Article
West of England AHSN: PReCePT resources
Claire Cox posted an article in Health Innovation Networks (formerly AHSNs)
The PReCePT Programme is a quality improvement project designed to reduce the incidence of cerebral palsy through the administration of magnesium sulphate to eligible preterm mothers across England. -
Content ArticleThis toolkit supports the implementation of the Structured Judgement Review (SJR) process to effectively review the care received by patients who have died. This will allow learning and support the development of quality improvement initiatives when problems in care are identified. This toolkit also provides information and links to resources on change management and quality improvement methodologies.
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Content ArticleThe Prescribing Safety Assessment (PSA) is a 60-question exam required as part of UK medical training to progress from FY1 to FY2. This independent review into the PSA was commissioned by the Medical Schools Council (MSC) together with the British Pharmacological Society (BPS) in the summer of 2022. It suggests a strategic future direction for the PSA and addresses how the PSA has impacted prescribing assessment and practice for medical students and Foundation Year 1 (FY1) doctors. It is intended to support national decision making about the future of UK prescribing assessment in the context of the imminent introduction of the Medical Licensing Assessment (MLA).
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Content Article
Martin Hogan, Lead Professional Nurse Advocate (PNA) at Central London Community Healthcare NHS Trust, tells us about the PNA training programme and the impact and improvements it can have on both staff and patient safety. He shares his own personal development from taking the programme, how he has used the skills learnt to educate and support his colleagues, and explains why he is championing the PNA to others and has set up a network of PNAs. -
Content ArticleMedication safety events with the potential for patient harm do occur in healthcare settings. Pharmacists are regularly tasked with utilizing their medication knowledge to optimize the medication-use process and reduce the likelihood of error. To prepare for these responsibilities in professional practice, it is important to introduce patient safety principles during educational experiences. The Accreditation Council for Pharmacy Education (ACPE) and the American Society of Health-System Pharmacists (ASHP) have set forth accreditation standards focused on the management of medication-use processes to ensure these competencies during pharmacy didactic learning and postgraduate training. The experience described here provides perspective on educational and experiential opportunities across the continuum of pharmacy education, with a focus on a relationship between a college of pharmacy and healthcare system. Various activities, including discussions, medication event reviews, audits, and continuous quality improvement efforts, have provided the experiences to achieve standards for these pharmacy learners. These activities support a culture of safety from early training.
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Content ArticleJETS is the JAG Endoscopy Training System. It supports high quality endoscopy training in the UK by offering training courses for endoscopists and an ePortfolio for trainees to record their procedure data. JETS is an online framework for trainee certification in a number of endoscopy modalities including OGD, colonoscopy, and flexible sigmoidoscopy.
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Content ArticleThe overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes necessary to continuously improve the quality and safety of the healthcare systems they work in. This webpage outlines the competencies in the QSEN competency framework: Patient-Centered Care Teamwork and Collaboration Evidence-based Practice (EBP) Quality Improvement (QI) Safety Informatics
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Content Article
Personal Care Institute
Patient Safety Learning posted an article in Staff - clinical, non-clinical, social care
The Personalised Care Institute (PCI) is changing the lives of patients by helping to empower them with the knowledge, skills and confidence to feel more in control of their mental and physical health. It does this by educating and inspiring health and care professionals to deliver universal personalised care that takes into account an individual’s strengths, needs and expectations, in order to deliver the right care for them. IPC set the standards for evidence-based personalised care training, providing a robust quality-assurance and accreditation framework for training providers and commissioners along with a central learning hub for health and care professional learners. -
Content ArticleMany healthcare professionals are not trained in menopause care. The British Menopause Society (BMS) runs a training programme for healthcare professionals in the principles and practices of menopause care. The programme comprises progressive theory and practical training components designed to reflect modern NHS practice and meet the ever-increasing requirement for quality menopause education.
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Content ArticleThis innovative educational initiative was developed as a direct and constructive response to the communication inadequacies exposed by the Montgomery case, and subsequent legislation. While it is not difficult to give ‘more information’ it is harder for surgeons and patients to achieve a decision partnership. The ICONS workshop content has been informed by internationally recognised experts in Shared Decision Making, by consensus among senior practising surgeons, by patients and by professional experts in risk management and risk communication. Delegates on the ICONS workshops will acquire skills and knowledge to implement best practice in sharing the complex decisions surrounding informed consent. By participating in a workshop, they will also contribute to the development of resources for future training in the important area of informed consent.
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Content ArticleThe NHS Knowledge Mobilisation Framework is designed to help individuals to develop and use skills to mobilise knowledge effectively in their organisations – to help them to learn before, during and after everything that they do so that pitfalls can be avoided and best practice replicated. It is a re-working of an original concept devised by what was the Department of Health Connecting for Health Knowledge Management Team and the Kent, Surrey and Sussex Library and Knowledge Services Team. The modules introduce eleven techniques to help plan, co-ordinate and implement knowledge mobilisation activities in your organisation. Accompanying the framework are a set of quick reference cards.
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Content Article‘In Safe Hands’ is an interactive guide produced by Health Education England (HEE) who is responsible for delivering education and training that supports safer clinical practice across the NHS. This guide has been produced in response to the recommendations made in the 2016 report ‘Improving Safety Through Education & Training’.
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Content ArticleAll health workers require knowledge and skills to protect themselves and others from the occupational risks they encounter, so that they can work safely and effectively. This course consists of five sections in response to these needs: Introduction Module 1: Infectious risks to health and safety Module 2: Physical risks to health and safety Module 3: Psychosocial risks to health and safety Module 4: Basic occupational health and safety in health services. The target audience for this course is health workers, incident managers, supervisors and administrators who make policies and protocols for their health facilities.
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Content ArticleThe Cappuccini Test is a simple six-question audit designed to pick up issues relating to supervision of anaesthetists in training and non-autonomous SAS grades (NASG) who do not fit the description in Guidelines for the Provision of Anaesthesia Services (GPAS) of 'SAS anaesthetists that local governance arrangements have agreed in advance are able to work in those circumstances without consultant supervision.' The test is named after Frances Cappuccini, who died giving birth to her son at Tunbridge Wells Hospital in 2012. The coroner’s inquest into her death noted that supervision arrangements for anaesthetists at the trust were ‘undefined and inadequate’. The test was developed for hospitals to assess the level of supervision given to their SAS and trainee anaesthetists, and to make improvements with the aim of improving the safety of patients.
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Content ArticleA report by the Centre for Health Policy at Imperial College London, an academic partner to Health Education England and the Commission on Education and Training for Patient Safety. The project team studied study the innovations taking place in the four corners of our healthcare system; to listen to the voices of patients, carers, students, and NHS staff; and to absorb the experiences of local and international education experts in patient safety. Their findings suggest that effective education and training for patient safety is realised through efforts on two equally important fronts: designing curricula and training interventions based on what we know to work, and shaping a culture which supports safe learning and care.
