Essentials of Patient Safety in Physical Therapy Practice
Original Editor - Sivapriya Ramakrishnan.
Top Contributors - Sivapriya Ramakrishnan, Shaimaa Eldib and Kim Jackson
Introduction[edit | edit source]
Patient safety is defined as a commitment from the healthcare team member in providing the patient with safe techniques and procedures that reduces the risks and errors and maximize the recovery of the patient[1]. The patient safety curriculum guide given by WHO- multidisciplinary edition lacks information from the perspectives of Physiotherapy curriculum principles[2]. Physiotherapists as a healthcare team member must be aware about patient safety protocols and must be able to document and communicate them in a more appropriate way, which lacks until date.[3]
Curricular Requirements[edit | edit source]
Though patient safety is recommended to be part of the healthcare curriculum including physiotherapy, there is limited evidence to showcase the same and research are less in this area, which questions the actual implementation of the patient safety curriculum in physiotherapy education and the limited knowledge about patient safety for physiotherapists.[4] The patient safety framework provided by the Australian Patient Safety Education Framework (APSEF) and Canadian safety competency framework emphasizes various domains and in a programmatic method to be introduced in the curriculum. [2]
Domains of patient safety practices[edit | edit source]
- Knowledge about the adverse events and the factors involved in affecting patient safety
- Communication
- Collaboration with the team members
- Managing and acting at the moment
- Effective utilization of resources including information technology to reduce risks.
- Being a life-long learner
- Infection control procedures. [2]
Methods to Inculcate Patient Safety in the curriculum[edit | edit source]
Simulation- Simulated environment and standardized patient is one of the methods to expose the students in an unfamiliar environment, which let the students to gain confidence before approaching a real working situations[5]. Project Based Learning- Assigning the final year students to prepare the project considering the real-world working systems quality in mind to promote patient safety[6].
Interprofessional Problem Based Learning & Team Based Learning- Providing the students with the problem pertaining to the errors and risk mitigation and facilitate the process of learning through inquiry has an impact on the retention of the concept applied [7]and it is enhanced more if the students are working in groups of various health care professionals[8].
References[edit | edit source]
- ↑ Henriksen K, Battles JB, Keyes MA, Grady ML. Advances in patient safety: new directions and alternative approaches. AHRQ Publication. 2008 Aug(08-0034).[1]
- ↑ 2.0 2.1 2.2 Safety WP, World Health Organization. Patient safety curriculum guide: multi-professional edition.[2]
- ↑ Gonzalez-Caminal, G. , Gomez, A. C. , Gomar-Sancho, C. . Patient Safety in Physiotherapy: Are Errors that Cause or Could Cause Harm Preventable?. In: Salen, P. , Stawicki, S. P. , editors. Contemporary Topics in Patient Safety - Volume 2 [Working Title] [Internet]. London: IntechOpen; 2022 [cited 2022 Nov 27]. Available from: https://www.intechopen.com/online-first/83873 doi: 10.5772/intechopen.107847
- ↑ Howarth SD, Fielden SA, O’Hara JK. How do we educate medical students interprofessionally about patient safety? A scoping review. Journal of Interprofessional Care. 2022 Mar 4;36(2):259-67.
- ↑ Phillips AC, Mackintosh SF, Bell A, Johnston KN. Developing physiotherapy student safety skills in readiness for clinical placement using standardised patients compared with peer-role play: a pilot non-randomised controlled trial. BMC medical education. 2017 Dec;17(1):1-0.
- ↑ Gleason KT, VanGraafeiland B, Commodore-Mensah Y, Walrath J, Immelt S, Ray E, Dennison Himmelfarb CR. The impact of an innovative curriculum to introduce patient safety and quality improvement content. BMC medical education. 2019 Dec;19(1):1-8.
- ↑ Madigosky WS, Headrick LA, Nelson K, Cox KR, Anderson T. Changing and sustaining medical students' knowledge, skills, and attitudes about patient safety and medical fallibility. Academic Medicine. 2006 Jan 1;81(1):94-101.
- ↑ Leotsakos A, Ardolino A, Cheung R, Zheng H, Barraclough B, Walton M. Educating future leaders in patient safety. Journal of multidisciplinary healthcare. 2014;7:381.
