Standardisierte Medizinische Übergaben - Wie lernen, lehren und implementieren? (Medical handovers - How to Learn, teach and implement?)

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Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, …

Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, Austria.

http://portal.ou.nl/documents/363049/fd32b9eb-df7b-4b18-bf5a-d9560425625e

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Sopka, S., Druener, S., Stieger, L., Hynes, H., Stoyanov, S., Orrego, C., Secanell, M., Maher, B., Henn, P., Drachsler, H. (2013). Standardized Medical handovers – How to Learn, teach and implement? Workshop at Jahrestagung der Gesellschaft für Medizinische Ausbildung (Annual Meeting of the Society for Medical Education), Graz, Austria.

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  • 1. Workshop 22
 27.09.2013 Jahrestagung der Gesellschaft für Medizinische Ausbildung, GMA2013, Graz, Austria , Standardisierte Medizinische Übergaben Wie lernen, lehren und implementieren? Saša Sopka, Susanne Druener, Lina Stieger, Helen Hynes, Slavi Stoyanov, 
 Carola Orrego, Mariona Secanell, Bridgit Maher, Pat Henn, Hendrik Drachsler
  • 2. Workshop structure 1. Short introduction of participants (20 min)
 (1 sentence + expectations on card) 2. Project summary of PATIENT (20 min) 3. Group work (4-5 people) (30 min) A) Which challenges do you see for implementation of a handover study module at your university? B) How would you face/resolve those challenges? presentation of group work results 4. Discussion (20 min) ! !
  • 3. Objectives 1. PATIENT project 2. Knowledge 
 transfer 3. Invite you to become partners
  • 4. What is a HANDOVER? Shorter hospitalizations, more frequent patient transitions high demands on the quality of clinical handovers
  • 5. WHO High 5 Patient Safety The World Health Organization (WHO) lists accurate handovers as one of its High 5 Patient Safety initiatives. ! Training of handover skills would appear to be a promising approach to improve the quality of patient continue care. WHO Patient Safety Curriculum Guide. 
 Published October 2011.
  • 6. Providing modern and innovative learning experiences
  • 7. Providing modern and innovative learning experiences
  • 8. Expected Impact The HANDOVER study module aims to: 1. During the lifetime of the project around 120 students will be reached while piloting the handover module. 1. FAD (20 medical students, 20 nurses) 2. UCC (40 medical students) 3. UKA (40 medical students) 
 2. After the PATIENT project is completed, 550 to 650 students will be reached on a yearly basis. 1. UKA: 220 – 250 2. UCC: 150 – 180 3. FAD: 60 + 140 nurses
  • 9. WP2 - Needs Analysis ! Carola  Orrego,  Mariona  Scannell, Avedis  Donabedian  University  Ins7tute,  Barcelona,  Spain  
  • 10. Objectives of WP3 Training Needs Analysis (TNA): To assess, identify and analyse the educational needs of under-graduate medical students relating to the transfer of clinical information in key situations.
  • 11. Dimensions of the TNA A. Importance and confidence about some competences related with Handover practices ! B. Attitudes and awareness about Handover experiences in clinical practice
 C. Curriculum content about handover 
 D. Preferences and confidence about the learning environment
  • 12. Identified Student Needs SELF ASSESSMENT • Develop a discharge plan • Write a complete and accurate discharge letter • Make appropriate patient referrals • Use of standardized tools and methods for handover processes CURRICULUM CONTENT •Stress management •Content of handover (patients, doctors, others) •Reporting of adverse events •Patients understanding •Speaking up (incidents/problems) LEARNING PREFERENCES ATTITUDES AND AWARENESS •The use of standardized tools •How to perform a proper handover •How to deal with/respond to 
 medical error •To deal with conflict resolution •Students prefer to learn handover in clinical environment (simulations & online course) •Enough technical skills for online course •In term of access e-learning is advantageous •Confidence about using social network •Uncertainty about simulated ward effectiveness
  • 13. Conclusions from the TNA • To build an integrative handover training module ! • An online approach is possible, feasible and well accepted • We should consider to include an interactive and personal approach between students / academics.
  • 14. Conclusions from the TNA To improve knowledge, attitudes and skills about handover process we need to consider: ! • Specific procedures and activities as use of standardization tools (admission, medication, discharge) and methods for handover ! • Generic and more cultural aspect as error disclosure, conflict resolution, stress management.
  • 15. WP3 - Learning Outcomes ! Helen  Hynes,  Pat  Henn University  College,  Cork,  Ireland
  • 16. Group Concept Mapping
  • 17. Work Package 3! •  Results:! •  Sorting: 22 participants! •  Experts - 75% (15/20) greater than 10 years professional experience! Participant Question % 0 years 0 0.00 3 13.64 6-10 years 2 9.09 More than 10 years 15 68.18 did not respond TOTAL Frequency 1-5 years Professional experience Option 2 9.09 22 100.00 Helen Hynes, P at Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
  • 18. The Point Map 10 77 34 98 76 16 1 47 82 30 55 83 29 89 13 69 91 54 53 4 57 62 42 5 96 43 100 27 93 84 37 59 94 41 31 107 88 19 67 75 105 46 104 15 12 101 45 81 50 36 24 106 28 65 74 38 8 20 9 26 86 73 95 70 44 92 78 7 2 11 17 56 60 85 66 22 51 63 68 103 90 14 33 72 97 21 35 58 18 48 6 3 32 40 52 102 71 39 61 23 79 64 49 25 87 80 99
  • 19. WP 3 Statements and Clusters! Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
  • 20. The cluster map The cluster map ! ! 98. to98. an in advance designed standardized handoverget to get an in advance discharge letter letter instead of a longdesigned standardized handover-letter instead of a long discharge 34. toletter a discharge letter in the simulated clinical write 34. environment to write a discharge letter in the simulated clinical environment 10 10 29 29 16 16 1 1 47 82 47 82 34 34 98 98 76 76 8 8 20 20 77 77 30 30 9 9 38 38 89 89 13 13 54 54 53 53 37 37 81 81 69 6943 43 50 36 50 36 91 91 24 24 106 106 4 57 65 74 65 74 96 5 5 55 55 83 83 28 28 42 45 27 93 84 84 100 100 62 59 94 41 41 31 31 107 107 88 88 19 19 67 67 75 75 26 26 86 73 73 95 95 70 70 103 103 90 90 44 44 92 78 92 78 7 7 2 2 11 11 17 17 56 56 60 60 85 66 85 66 22 51 51 22 63 63 33 72 33 97 97 68 21 105 46 104 15 12 101 35 58 3 80 99 18 48 6 32 40 52 102 71 39 61 79 23 64 49 25 87 14 14 Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler! Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler! 97. appreciate that a timely handover is the basis for continuity of care 66. that the students will explain why handovers of care are necessary in clinical medicine
  • 21. The cluster map ! 98. to get an in advance designed standardized handoverletter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment 10 77 34 98 76 16 1 47 82 30 55 83 29 89 13 69 91 54 53 4 57 62 42 5 96 43 100 27 93 84 37 59 94 41 31 107 88 19 67 75 105 46 104 15 12 101 45 81 50 36 24 106 28 65 74 38 8 20 9 26 86 73 95 70 103 90 68 44 92 78 7 2 11 17 56 60 85 66 22 51 63 33 72 97 21 35 18 48 6 58 3 32 40 52 102 71 39 61 79 23 64 49 25 87 14 Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler! 80 99 97. appreciate that a timely handover is the basis for continuity of care 66. that the students will explain why handovers of care are necessary in clinical medicine
  • 22. 10 Cluster labels
  • 23. WP4 - Implementation ! Sasa  Sopka,  Susanne Druener, Lina Stieger, Hana Schroeder RWTH  Aachen  University,  Germany
  • 24. WP4 Tasks • Integrating Outcomes of
 WP2 and WP3 • Development Standardization of curriculum considering the different environment • Assessment method with evidencebased outcomes • Creating a training concept transferable and applicable in different settings • Interprofessional and intercultural aspects in development of the curriculum
  • 25. Group work 4-5 people (30 min) A) Which challenges do you see for implementation of a handover study module at your university? B) How would you face/resolve those challenges?
  • 26. Many thanks for your attention! This silde is available at:
 http://www.slideshare.com/Drachsler
 Email: hendrik.drachsler@ou.nl Skype: celstec-hendrik.drachsler Blogging at: http://www.drachsler.de Twittering at: http://twitter.com/HDrachsler 
 !