(WHO) Patient Safety Curriculum Guide - CAIPE

2. additional searching for content and
assignment of knowledge, skills, behaviours
and attitudes;
3. development of performance-based format.
Since the publication of the Australian Patient
Safety Education Framework in 2005, Canada
released a framework entitled ‘The Safety
Competencies- Enhancing patient safety across
the health professions’ in 2009 [2]. Similar
to the Australian approach, it provides an
interprofessional, practical and useful patient
safety framework that identifies the knowledge,
skills, and attitudes required by all health-care
professionals.
Figure A.2.2. The Canadian Framework
The Safety Competencies – Enhancing patient safety across the health professions
Domain 1
Contribute to a Culture
of Patient Safety
Domain 2
Work in
Teams
for Patient Safety
Domain 3
Communicate Effectively
for Patient Sqfety
Domain 4
Manage
Safety Risks
Domain 5
Optimize Human
and Environmental
Factors
Domain 6
Recognize,
Respond to and
Disclose Adverse
Events
Source: The Safety Competencies, Canadian Patient Safety Institute, 2009 [2].
Stage 1–Review of knowledge and development
of the Australian Framework outline
A search was conducted to identify the current
body of knowledge relating to patient safety
(as described in the next section). The literature,
books, reports, curricula and web sites collected
were then reviewed to identify the major activities
associated with patient safety that had a positive
effect on quality and safety. These activities were
then grouped into categories termed “learning
areas”. Each learning area was analysed and
further broken down into major subject areas,
termed “learning topics”. See below for details
of the literature review process and the
Framework content structure.
The rationale for the inclusion of each learning
area and topic has been articulated in the body
of the Framework and is summarized below.
Stage 2–Additional searching for content
and assignment of knowledge, skills, behaviours
and attitudes
Each learning topic formed the basis for a more
extensive search, including additional terms
such as education, programmes, training,
adverse events, errors, mistakes, and organization
/institution/health facility/health service.
All the activities (knowledge, skills, behaviours
and attitudes) for each topic were listed until
no more activities were forthcoming and
the sources exhausted. This list was then
culled for duplication, practicality and
redundancy. The activities were then categorized
into the domains of knowledge, skills or
behaviours.
The final step in this stage was to allocate each
activity to the appropriate level corresponding
27 Part A 2. How were the Curriculum Guide topics selected?