When you set out to improve quality, the first thing to do is identify the processes that need improvement. This can be done using a number of methods much as surveys, focus groups or simply asking clients about their experiences. For example, perhaps patients at a clinic have been complaining to management about the allegedly increased times they are having to wait in the immediate care ward.Once a major problem has been selected, it needs to be analyzed for possible causes. Cause-and-effect diagrams, scatter plots and flow charts can be used in this part of the process.On identification and analyzation of of the deficit, a plan for improvement can be developed and implemented.(Statit Quality Control, 2007).
How does one build a learning organisation around one’s quality improvement and service improvement endeavours? How are the knowledge and lessons about quality accumulated and passed from person to person? (Bate, Mendel & Robert, 2008).
Sustainable quality improvement is driven by a focus on the user. To enhance the user's experience of an organization's services, a three part strategy should be employed -- one emphasizing problem solving, team building and managing the process of quality improvement. This diagram indicates that management and teams should employ problem solving tools to improve quality of services.(Management Sciences for Health, 1998).
In my own experience on the ward, I have experienced learning packages, in-services and debrief sessions as a form of quality improvement.These tools are implemented once the major problems have been identified and analysed. Learning packages consist of comprehensive information and worksheets to be completed by staff for them to be deemed competent in a specific field of knowledge. In-service training is education for employees to help them develop their skills in a specific discipline or occupation. In-service training takes place after an individual begins work responsibilities and is conducted on workplace premises (SIL, 1999). Both learning packages and in-services have the advantage that as trainees are already employed, they can draw from their work experience(SIL, 1999). Continuous reflection is encouraged in health care, especially in the nursing field. Reflection models are encouraged throughout nursing education. Using Kolb’s model of reflection, quality improvement can be continually sought after, as the individual grasps the experience by feeling/doing, therefore gaining concrete experience. and by thinking/theorizing (abstract conceptualization). We transform experience by watching/reflecting (observation/reflection) and by doing/applying (active experimentation).Reflection in action and on action think about how to do it better Kolb’s
Continuous reflection is encouraged in health care, especially in the nursing field. Reflection models are encouraged throughout nursing education. Using Kolb’s model of reflection, quality improvement can be continually sought after. The individual grasps the experience by feeling and doing, therefore gaining concrete experience and by thinking and theorizing to reach abstract conceptualization. These steps lead to the ability to reflect, identifying what could be done better and applying this realisation to future practice, attaining the next level, active experimentation.(Regis University, 2007).
Initial broad spectrum orientation search
How to teach quality improvement
“...a set of principles that involve knowledge, skills, and methods used to evaluate and implement change in a health care system using a systems-based approach.” (Boonyasai, Windish, Chakraborti, Feldman, Rubin & Bass, 2011).
“a profession is defined by what it does, not just what it knows, and by doing what it does better all the time, not just doing it well.” (Batalden & Davidoff, 2007)
“Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviors to be acquired.” (Learning Theories, 2008).
Batalden, P., & Davidoff, F. (2007). Teaching quality improvement: The devil is in the details. Journal of the American medical association, 289(9), 1059-1061. Bate, P., Mendel, P., & Robert, G. (2008). Organizing for quality. Oxon, UK: Radcliffe Publishing Ltd. Boonyasai, R., Windish, D., Chakraborti, C., Feldman, L., Rubin, H., & Bass, E. (2011). Effectiveness of teaching quality improvement to clinicians. Journal of the American medical association, 306(22), 2415- 2526. Learning Theories. (2008). Situated learning theory: Lave. Retrieved from http://www.learning- theories.com/situated-learning-theory-lave.html Management Sciences for Health. (1998). Welcome to managing for quality. Retrieved from http://erc.msh.org/quality/index.cfm Regis University. (2007). The Kolb model. Retrieved from http://academic.regis.edu/ed202/subsequent/kolb2.htm SIL. (1999). What is in-service training? Retrieved from http://www.sil.org/lingualinks/literacy/ReferenceMaterials/glossaryofliteracyterms/WhatIsInServiceTraining. htm Statit Quality Control. (2007). Continuous quality improvement techniques for healthcare process improvement. Corvallis, Oregon: Statit Software Inc.
Brainstorming Isolation andOrientation and delegation of search organisation of topics for information further research