QualityImprovementTrainingForHealthcareProfessionals
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QualityImprovementTrainingForHealthcareProfessionals
OTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate E QualityImprovementTrainingForHealthcareProfessionalsEncourageContentsKey messages31. Scope62. Examples of training103. Most effective approaches274. Important messages33References39Health Foundation evidence scans provide information to help those involved in improving the quality of healthcare understand what research is available on particular topi QualityImprovementTrainingForHealthcareProfessionalscs.Evidence scans provide a rapid collation of empirical research about a topic relevant to the Health Foundation’s work. Although all of the evidenceQualityImprovementTrainingForHealthcareProfessionals
is sourced and compiled systematically, they are not systematic reviews. They do not seek to summarise theoretical literature or to explore in any deOTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate E QualityImprovementTrainingForHealthcareProfessionalsn.© 2012 Health FoundationKey messagesThere is an increasing focus on improving healthcare in order to ensure higher quality, greater access and better value for money. In recent years, training programmes have been developed to teach health professionals and students formal quality improvement meth QualityImprovementTrainingForHealthcareProfessionalsods.’Illis evidence scan explores the following questions:-What types of training about formal quality Improvement techniques are available for healthQualityImprovementTrainingForHealthcareProfessionals
professionals?-What evidence is there about the most effective methods for training clinicians in quality improvement?For the purposes of this scan, OTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate E QualityImprovementTrainingForHealthcareProfessionalsimprove quality. Courses about techniques, such as evidence-based medicine, statistics and leadership, were included if the stated aim was to improve quality. Courses about improving a specific condition or pathway were included if they incorporated material about improvement techniques that could a QualityImprovementTrainingForHealthcareProfessionalslso be widely applied to other topics.Ten electronic databases were searched for research published between 1980 and November 2011 and 367 studies werQualityImprovementTrainingForHealthcareProfessionals
e summarised. Sixty higher educational institutions and other organisations in the UK and internationally were contacted for course curricula. Unless OTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate E QualityImprovementTrainingForHealthcareProfessionalsdical, nursing and paraprofessional students in many parts of the world. Continuing professional development (CPD) courses are also available, including short workshops, on-the-job training and training related to specific projects.The training approaches most commonly researched include:-university QualityImprovementTrainingForHealthcareProfessionals courses about formal quality improvement approaches-teaching quality improvement as one component of other modules or interspersed throughout a curriQualityImprovementTrainingForHealthcareProfessionals
culum-using practical projects to develop skills-online modules, distance learning and printed resources-professional development workshops-simulationOTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate E QualityImprovementTrainingForHealthcareProfessionalsng students tend to focus on techniques such as audit and plan, do, study, act (1’DSA) cycles. Most courses run by academic institutions lend to be unidisciplinary and classroom based or undertaken during clinical placements. However, there is an increasing acknowledgement of the value of multidisci QualityImprovementTrainingForHealthcareProfessionalsplinary training, especially in practical work-based projects. Many courses now contain a practical component. Simulation is also becoming popular asQualityImprovementTrainingForHealthcareProfessionals
a training approach.OTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate EOTheHealth Foundation Inspiring ImprovementEvidence scan:Quality improvement training for healthcare professionals41122Identify Innovate Demonstrate EGọi ngay
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