(WHO) Patient Safety Curriculum Guide - CAIPE

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Part A Teacher’s Guide Patient Safety Curriculum Guide: Multi-professional Edition
1. Background Why do health-care students need patient safety education? Health-care outcomes have significantly improved with the scientific discoveries of modern medicine. However, studies from a multitude of countries show that with these benefits come significant risks to patient safety. We have learnt that hospitalized patients are at risk of suffering an adverse event, and patients on medication have the risk of medication errors and adverse reactions. A major consequence of this knowledge has been the development of patient safety as a specialized discipline to assist health-care professionals, managers, health-care organizations, governments (worldwide) and consumers who must become familiar with patient safety concepts and principles. Everyone is affected. The tasks ahead of health care are immense and require all those involved in care to understand the extent of harm to patients and why health care must move to adopt a safety culture. Patient safety education and training is only beginning to occur at all levels. Health-care students, as future providers of health care and health-care leaders, must prepare themselves to practise safe care. Though the curricula of the different health-care professions are continually changing to accommodate the latest discoveries and new knowledge, patient safety knowledge is different because it applies to all areas of practice and to all professions. Health-care students will need to know how systems impact on the quality and safety of health care, how poor communication can lead to adverse events and much more. Students need to learn how to manage these challenges. Patient safety is not a traditional stand-alone discipline; rather, it is one that integrates into all areas of health care. The World Health Organization’s (WHO) Patient Safety programme, and other projects such as this one, aims to implement patient safety worldwide. Patient safety is everyone’s business and ranges from patients to politicians. As health-care students are among the future leaders in health care, it is vital that they are knowledgeable and skilful in their application of patient safety principles and concepts. The multi-professional edition of the WHO Patient Safety Curriculum Guide sets the stage for students, irrespective of their chosen profession, to begin to understand and practise patient safety in all their professional activities. Building students’ patient safety knowledge needs to occur throughout the entire education and training of health-care students. Patient safety skills and behaviours should begin as soon as a student enters a hospital, clinic or health service. By getting students to focus on each individual patient, having them treat each patient as a unique human being, and using their knowledge and skills carefully, students themselves can be role models for others in the health-care system. Most health-care students have high aspirations when they enter into their chosen field, but the reality of health-care systems sometimes deflates their optimism. We want students to be able to maintain their optimism and believe that they can make a difference, both to the individual lives of patients and the health-care system. How to use this Curriculum The Curriculum has been designed for health-care educational institutions to implement patient safety learning for students prior to becoming qualified health-care professionals. Faculties can introduce all the topics as a whole or they can start more slowly by introducing one or more at a time. Each topic has all the underpinning knowledge required to teach the subject including suggestions for assessment. We have inserted case studies to facilitate learning and encourage teachers and instructors to include them in their teaching activities. We have also provided different ideas about how to teach a particular WHO Patient Safety Curriculum Guide: Multi-professional Edition 22
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 12 and 13: International Pharmaceutical Federa
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 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
Page 65 and 66: knowing what might be assessed. Fac
Page 67 and 68: Objective structured clinical exami
Page 69 and 70: 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
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Acknowledgements Contributors liste
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The World Medical Association (WMA)
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(WHO) Patient Safety Curriculum Guide - CAIPE

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