(WHO) Patient Safety Curriculum Guide - CAIPE

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International Pharmaceutical Federation Patient safety is a high-priority issue for all professionals - like pharmacists - who care for the health and general well-being of people. For centuries, pharmacists have been the guardians/safeguards against “poisons” those substances which could cause harm to the public. Now more than ever pharmacists are charged with the responsibility of ensuring that when a patient receives a medicine, it will not cause harm. The recent shift of paradigm of pharmacy practice from a product-focused to a patient centered approach has lead to the further development of pharmaceutical care, which focuses on preventing or solving actual and potential drug therapy problems, through the provision of comprehensive services to patients. Pharmacists also contribute to collaborative practice in ambulatory and hospital settings, and there is strong evidence that patient safety can be increased through their active involvement in multi-disciplinary care teams. Believing that the strengthening of patient safety in pharmacists’ curricula could further enhance their capability to contribute to patient safety, FIP contributed to this document and welcomes this precious tool. Mr Ton Hoek General Secretary International Pharmaceutical Federation (FIP) 11 Forewords
International Confederation of Midwives Members of the International Confederation of Midwives (ICM) have dedicated considerable time and expertise to collaborating with the World Health Organization and other health professions, to create a truly multi-disciplinary and multiprofessional Patient Safety Curriculum Guide, to teach patient safety principles to a wide range of health professionals. The case studies in this guide will help students not only recognize the role of patient safety in different care settings but will also highlight the need for improved inter-professional collaboration and communication to avoid health-related errors. As President of ICM, I congratulate the numerous health professionals and WHO, who together have created this Guide. I am of course especially proud of the contributions from midwife members of ICM, who have worked tirelessly and collaboratively to bring this Curriculum Guide to fruition. May it serve the international health community well as it strives to respond to the health needs of the world. Mrs Frances Day-Stirk President International Confederation of Midwives WHO Patient Safety Curriculum Guide: Multi-professional Edition 12
Page 1 and 2: Patient Safety Curriculum Guide Mul
Page 3 and 4: WHO Library Cataloguing-in-Publicat
Page 5 and 6: Part B: Curriculum Guide Topics Def
Page 8 and 9: Patient Safety Curriculum Guide: Mu
Page 10 and 11: World Health Organization Commitmen
Page 14 and 15: International Council of Nurses The
Page 16 and 17: International Association of Dental
Page 18 and 19: Meeting the needs of our future hea
Page 20: Topic 4: Being an effective team pl
Page 23 and 24: 1. Background Why do health-care st
Page 25 and 26: 4. Johnstone MJ, Kanitsake O. Clini
Page 27 and 28: Australian Patient Safety Education
Page 29 and 30: to the degree of responsibility of
Page 31 and 32: When students think in terms of ‘
Page 33 and 34: undertaken in many countries, which
Page 35 and 36: 3. Aims of the Curriculum Guide The
Page 37 and 38: 4. Structure of the Curriculum Guid
Page 39 and 40: How to review your curriculum for p
Page 41 and 42: knowledge), psychology (behavioural
Page 43 and 44: Box A.6.2. Linking patient safety e
Page 45 and 46: How are individual curriculum topic
Page 47 and 48: Chart A.6.4. Implementation of pati
Page 49 and 50: Case example: the case may include
Page 51 and 52: topic is relevant to patient safety
Page 53 and 54: Give students the opportunity to ap
Page 55 and 56: member in the workplace. It is help
Page 57 and 58: 8. Activities to assist patient saf
Page 59 and 60: from all members of society-patient
Page 61 and 62: Tools and resource material Bingham
Page 63 and 64:
the students’ accounts completing
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knowing what might be assessed. Fac
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Objective structured clinical exami
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Tools and resource material Newble
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Table A.10.1. Examples of stakehold
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ehaviour [4]. If you are interested
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11. Web-based tools and resources E
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The old style of curriculum emphasi
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Definitions of Key Concepts The WHO
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Key to Icons Slide number 1 Topic n
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managers, cleaners and catering sta
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Health-care workers want to maintai
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organizations, openness about error
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Infallibility of health-care profes
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Topic 1 What is patient safety? Car
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Introduction-Why is patient 1 safet
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lost income, disability and medical
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An analysis of the Chernobyl catast
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that errors are unacceptable and th
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designed a simple model of patient
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the patients they are allowed to tr
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could have been prevented and steps
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The assessment of knowledge of the
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Slides for Topic 1: What is patient
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Box B.2.1 below, published by the A
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when they do occur. While we cannot
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Routinely use checklists The use of
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ehind the wheel of her car and stru
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performance impairment. Nature, 199
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Keywords System, complex system, hi
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Wu described the health-care worker
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their condition or appreciate the i
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How students can apply this knowled
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home she collapsed and died. At aut
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is being considered, it is a good i
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allied health professionals and war
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Administration Administration inclu
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Good cohesion Cohesive teams have a
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Psychological safety This is the de
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care interventions for patients, th
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the staples and sew the incisions.
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Teaching activities Engaging role m
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While there is a compelling argumen
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organisational research. Leicester,
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and error-causing conditions that i
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Students are in a privileged positi
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has been paid to the importance of
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ñ Avoid reliance on memory ñ Simp
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The surgical resident helped the pa
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Topic 6 Understanding & managing cl
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ñ know how to report risks or haza
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categories are referred to as “ot
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competence. Proper registration/lic
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How to understand and manage clinic
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Acknowledgment of a health-care err
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That night, the patient had to be r
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Topic 7 Using quality-improvement m
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The science of improvement 5 The sc
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1. What are we trying to accomplish
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In this analogy, the aim of the imp
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We will return to this example late
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to use. Many health services, such
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Figure B.7.6. Example of a Pareto c
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- develop better study habits; - sp
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Topic 8 Engaging with patients and
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Performance requirements 4 Students
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skills and attitudes that a health-
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The process of providing an open, c
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The Harvard Framework for 13 disclo
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health-care provider. Students shou
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ñ Ask students to spend a day with
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gestures and comprehension of the p
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3. Emmanuel L et al, eds. The patie
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Topic 9 Infection prevention and co
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The extent of the problem The urgen
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devices such as thermometers, other
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WHO Guidelines on Hand Hygiene in H
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The WHO Glove Use Information Leafl
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also have contact with devices or c
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students could practise techniques
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Ducel G et al. Prevention of hospit
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Slides for Topic 9: Infection preve
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Keywords Surgical and procedural si
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In this study, 36% of communication
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educed by more than one third when
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ñ understand why the protocol/chec
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Different scenarios could be develo
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senior and junior surgery trainees.
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Medical Practice Study II. New Engl
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Introduction-Why focus 1 2 on medic
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Manufacturing, distribution and mar
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and lack of vigilance. A lack of ch
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emember when communicating about me
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to what medication he/she is being
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tachycardia and hypotension. The pa
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- How might the adverse event been
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talking about serious medication er
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Annexes Patient Safety Curriculum G
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Annex 2 Assessment examples Example
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Continuing example 3: OSCE station
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Example 4: Short answer questions T
Page 269 and 270:
Acknowledgements Contributors liste
Page 271 and 272:
The World Medical Association (WMA)
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(WHO) Patient Safety Curriculum Guide - CAIPE

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