Academic Pre-forum. Abigail Hain. Teaching Health Care Providers to Fish: Building Safety Competency
Teaching Health Care Providers toFish: Building Safety CompetencyACADEMIC HEALTH EDUCATION Abigail Hain RN, MScN, CNCC(c) Director of EducationBuilding Quality Care from the Ground Up CPSIBCPSQC, Vancouver, BC, 2013
Why Develop the Safety Competencies? No widely accepted approach to incorporate patient safety practices into the education of health professionals in Canada The Safety Competencies framework provides a set of core domains of abilities for all health professionals to incorporate into their professional development By enhancing the education of health professionals, the Safety Competencies will enhance patient care
Key Competency Assumptions• competent workforce has basic knowledge, skills, abilities and attitudes for delivery of essential patient safety practices• acquiring competencies can occur through formal training, experience, performance support systems, and on-the-job training• competency statements do not distinguish between academic or practice settings• no expectation of a single, uniform curriculum in formal academic settings or organizations• competency statements describe an acceptable level of performance, the skill needed to perform the work, and the actual conditions under which the work is executed daily
Health Care Professions: Competencies In Training In Practice• Ideal Practice Entry to Practice/ Continuing Competency Certification Exams Competencies Detailed description of Assessment ideal practice that is futuristic and serves as a Educational Outcomes Standards the profession vision for of Practice Definition of what patients / society require of Educational Outcomes for: healthcare professional Desired Outcomes for: Residency What faculty want students to be able to do upon Internship Specific, measurable CPD/CQI Programs completion of the competenciesand other outcomes) (educational that are Undergraduate Program educational program Align educational outcomes safe & effective critical to (includes competencies for sequential programs care Design of programs (curriculum, entry …and… required for licensure requirements, assessment programs, additional outcomes CPD, CQI, etc)
Patient Safety Framework“No one health professional or provider can ensure safety independently. Patient safety can be advanced only through a team effort that addresses the various contributions of each member, the various aspects of the care processes, and the many transitions for any given patient in the system.” Frank JR, Brien S, (Editors). Strategies for Implementing the Safety Competencies in the Health Professions, The Safety Competencies: Enhancing Patient Safety Across the Health Professions. Ottawa, ON: Canadian Patient Safety Institute; 2008.
Guiding Principles key knowledge, skills, and attitudes related to patient safety competencies benchmark for training, educating and assessing integration into curricula at educational institutions, PD programs of health care associations and directly into patient care sites inter-professional and inter-organizational collaboration easy for everyone to understand and apply
Development ProcessBackground work Education and Professional Development Advisory Committee study session – October 2006 Environmental scan of HPE curricula in Canada Literature review of patient safety curriculaInterprofessional Steering Committee Initiative review and thematic analysis of themes • Identification of 7 Domains initially Stakeholder consultation (>500 organizations)
Results Comprehensive Interprofessional Patient Safety Framework Competency-based approach Simple and flexible Designed for multiple health professions By enhancing education, the framework can enhance patient care
Dissemination and Stakeholder Engagement• In academia … quicker uptake due to experience with competencies, availability of health educators, formal mandate, etc.• In practice … challenges in translating competencies into learning opportunities for staff, health professionals – BUT… – Great interest, buy-in and/or plans for adoption/integration on most fronts – aiming for a “tipping point”?
e-Mapping Project Safety Competencies overlap with the CIHC Competencies Integration of interprofessional competencies is now strongly supported for undergraduate health professions programs by accrediting bodies created linkages between the SC and CIHC Competencies – each CIHC competency is linked to one or more relevant Safety Competencies – as curriculum is mapped to the SC, the mapping to the CIHC competencies occurs in the background
e-Mapping Project Nursing – CASN accreditation standards mapped – Queen’s U. committed to mapping curriculum and their new Masters’ Program in HC Quality, Risk and Safety – CNO regulatory requirements mapped Pharmacy – software tested with Waterloo’s undergraduate curriculum – Memorial Faculty of Pharmacy pilot underway Medicine – mapping to CMPA’s Good Practices Guide complete – pilot test underway with McMaster for Pediatric Chairs of Canada, including CanMEDS stream – abstract submitted for CCME workshop – April 2013
Mapping Project CMPA – mapping to Good Practices Guide - complete Pharmacy – Waterloo complete, Memorial pilot in progress Nursing - CASN Accreditation Standards, Queen’s pilot completed Paediatric Chairs of Canada – McMaster pilot October 2012 (today’s presentation!)
simulated learning experience: Designed for pre-licensure (student, undergraduate) and post-licensure (practicing) healthcare professionals Enhances effective communication and collaboration within healthcare teams including patients and their families to improve patient safety
Healthcare teams attend PSEP-Canada“This program fills a gap and providesa solid foundation to help take patientsafety education to the front-line,”says Kristi Chorney, Manager ofQuality, Patient Safety and Risk,Brandon Regional Health Authority.“This group was very energetic. Therewas excellent discussion aboutmethods to advance from attitudesabout patient safety into culturalchange or the normal way ofperforming our work. We went awaywith a feeling that something good wasgoing to happen in terms of beingproactive rather than reactive in ourapproach to patient safety education.”