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Thuy Trang Nguyen Thi        Holiphani Juta         Jasmine Paul         Lara Kesteloo
 Communication Team  Building Education/Knowledge Collaboration Connection building Leadership Quality Improvement ...
Verbal  Body           Communication   WrittenLanguage               Visual              Images
S   • Face personO   • Open body postureL   • Lean forwardE   • Eye contactR   • Relax
 Know  yourself Be honest with your feelings Be secure in your ability to relate to  colleagues Be consistent Watch y...
 Observation Empathy Roles Collaboration Willingnessto listen Source of Unity/Common goal Empowerment
 How    do people learn?                        • Listening                         • Seeing                        • Tou...
   Understand facts: Determine the basic information of a    situation   Interpret information: Choose what relationship...
 In   order to gain interest from peers about quality improvement, education is a key skill   Educate by:   - Explaining...
Carter, A. (2012). In healthcare quality, improvement starts with passionate leadership. Home Health Care, 30(4), 263-264....
 We took from previously made presentations then augmented the information with searches on CINHAL, JSTOR and PubMed. One...
 We  identified and split four aspects of the skills presentation, chose our favorite parts to work on, then brought our ...
Quality Improvement Skills
Quality Improvement Skills
Quality Improvement Skills
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Quality Improvement Skills

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  • gr8 presntation hloni,,,,!wich part wer u presentin,,MmaMokoted o ne a le teng?
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Quality Improvement Skills

  1. 1. Thuy Trang Nguyen Thi Holiphani Juta Jasmine Paul Lara Kesteloo
  2. 2.  Communication Team Building Education/Knowledge Collaboration Connection building Leadership Quality Improvement problem identification Change planning and review Motivational
  3. 3. Verbal Body Communication WrittenLanguage Visual Images
  4. 4. S • Face personO • Open body postureL • Lean forwardE • Eye contactR • Relax
  5. 5.  Know yourself Be honest with your feelings Be secure in your ability to relate to colleagues Be consistent Watch your non verbal gestures Recognise differences Use words carefully Recognise and evaluate your own actions and responses
  6. 6.  Observation Empathy Roles Collaboration Willingnessto listen Source of Unity/Common goal Empowerment
  7. 7.  How do people learn? • Listening • Seeing • Touching• Being educated and educating others through these different ways is an important skill to have because it can motivate others to make change• How can education be applied to quality improvement teaching with peers?
  8. 8.  Understand facts: Determine the basic information of a situation Interpret information: Choose what relationships exist between facts Apply information: Take knowledge or concepts learnt in one situation and apply them to other situations Analyze information: Separate the entire process into components and understand the relationship of each part Synthesize information: Combine ideas and come to a conclusion Evaluate information: Make informed judgments and decisions by determining the reliability of information
  9. 9.  In order to gain interest from peers about quality improvement, education is a key skill  Educate by: - Explaining what quality improvement is - How quality improvement can make a difference using real examples (e.g. Esther organization in Sweden) - The pros and cons of quality improvement
  10. 10. Carter, A. (2012). In healthcare quality, improvement starts with passionate leadership. Home Health Care, 30(4), 263-264. doi:10.1097/NHH.0b013e31824c2922Dobson, R. T., Stevenson, K., Busch, A., Scott, D. J., Henry, C., & Wall, P. A. (2009). A quality improvement activity to promote interprofessional collaboration among health professions students. Journal of Pharmaceutical Education, 73(4), 1-7. doi:10.5688/aj730464Egan , K. (1998).The educated mind: How cognitive tools shape our understanding. London, ON: University of Chicago PressHargie, O. (2006).The handbook of communication skills (3rd ed.). NY, NY: Routledge.Lin, M. K., Marsteller, J. A., Shortell, S. M., Mendel, P., Pearson, M., Rosen, M., & Wu, S. Y. (2005). Motivation to change chronic illness care; Results from a national evaluation of quality improvement collaboratives. Health Care Management Review, 30(2), 139-156. Retrieved from http://web.ebscohost.com.ezproxy.library.uvic.ca/ehost/pdfviewer/pdfviewer?sid=e30faeff-dbdf-4593-850e- 3a3ee29919e5%40sessionmgr10&vid=2&hid=19Midas, M. T., & Werther, W. B. (2001). Productivity and quality improvement through leadership certification. National Productivity Review, 19(2), 63-71. doi:10.1002/1520-6734(200021)19:2<63::AID-PR9>3.0.CO;2-5Murray, M. E., Douglas, S., Girdley, D., & Jarzemsky, P. (2010). Teaching quality improvement. Journal of Nursing Education, 49(8), 466-469. doi:10.3928/01484834-20100430-09Ponto, J., Wolf, S., & Sievers, B. (2006). Interdisciplinary quality improvement education: The role of CNS students. Clinical Nurse Specialist, 20(2), 94-95. doi:10.1097/00002800-200603000-00065Remmerswaal, J. (2005). Group work as a challenge: Perspectives and dynamics of groups (7th ed.). Antwerpen, Netherlands: Designwork.Robichaud, P., Saari, M., Burnham, E., Omar, S., Wray, R. D., Baker, R., & Matlow, A. G. (2012). The value of a quality improvement project in promoting interprofessional collaboration. Journal of Interprofessional Care, 26(2), 158-160. doi:10.3109/13561820.2011.637648
  11. 11.  We took from previously made presentations then augmented the information with searches on CINHAL, JSTOR and PubMed. One room mate from Amsterdam recommended looking into Remmerstaal as well which turned into a good resource through Google Translate.
  12. 12.  We identified and split four aspects of the skills presentation, chose our favorite parts to work on, then brought our individual work together to create the presentation.

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