Closing Thoughts on the Science of QI

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Del curso dictado por Johns Hopkins University

Implementing a Patient Safety or Quality Improvement Project (Patient Safety V)

17 calificaciones

Johns Hopkins University

Implementing a Patient Safety or Quality Improvement Project (Patient Safety V)

17 calificaciones

Curso 5 de 7 en SpecializationPatient Safety

Now that you’ve carefully planned your patient safety and quality improvement project, the real work can begin. This course will introduce students to the unique challenges encountered when implementing, maintaining, and expanding a patient safety and quality initiative. Students will learn to apply lessons learned from the 4 E model and TRiP into developing specific aims for their QI project. Additionally, students will develop a plan to address the adaptive and technical challenges in their projects including whether their initiative needs to be submitted to an Institutional Review Board (IRB). Finally, students will develop plans to grow their local QI project into a system-wide project.

De la lección

Case Story: Practice, Policy, Public Reporting, & Patient Engagement: Learning from the Venous Thromboembolism (VTE) Example

In this module, learners will understand the patient safety risk of Venous Thromboembolism in our patient populations and its impact on patient outcomes. Learners will see what can be done to protect patients from this almost entirely preventable harm event including assessing surveillance bias, stakeholder engagement and nursing education to improve quality of care to reduce VTE risk. The learner will also be able to develop a plan to identify the best evidence to support their work when competing national organizations have competing recommendations.

Importance of VTE7:44

Surveillance Bias8:08

What is Preventable Harm?8:23

Decision Support for QI11:44

Targeted Provider Feedback7:16

Missed Doses of VTE Prophylaxis11:46

Stakeholder Engagement7:37

Nurse Education as a Pathway to Improve6:31

Can Patient Education Improve Care and Outcomes?8:37

Importance of Teamwork and Mentoring in QI5:46

Closing Thoughts on the Science of QI4:05

Conoce a los instructores

David Thompson DNSc, MS, RN
Associate Professor
Armstrong Institute for Patient Safety and Quality/Anesthesiology and Critical Care Medicine

Now, some closing thoughts on the science of quality improvement.

I often show this slide in an audience and ask people,

what do these two things have in common?

And it takes a little bit of time for people to come and think about it.

And the answer is that knowledge translation and quality improvement is real science.

We're not looking at the clinical pathway of a drug or some proteins in the body,

we're looking at a different pathway but it doesn't make it any less real science.

So, important point to remember,

number one is quality improvement can and should be real high quality science.

Rigorous methods are absolutely critical.

When I started as a faculty member and I was interested in quality and safety,

the advice I got from Peter Pronovost was you need rigorous methods.

You need to understand these.

And the best way to go and do that is to go learn about it,

spend dedicated time learning the methods.

I don't say that everybody has to go get a Ph.D. in Clinical Investigation like I did.

It was great for me.

But if you don't have those skills,

you need to learn them somewhere.

You might want to go get a Ph.D. but you can also get it with a master's degree,

a Masters of Public Health or some other master's

degree that's going to teach you some of the science.

And if you can't do a degree,

come and learn more about it.

Learn some basic statistics.

Learn the science behind quality improvement.

Here's one pitch for the graduate training program in clinical investigation.

It's where I got my training.

There's a bunch of other quality, safety,

and outcomes researchers who are very prolific in the field,

who have done the same. It's one opportunity.

It's certainly not the only place you can learn.

The second thing I want to say is good science is not cheap.

We've talked a lot about,

over the course of this series of lectures,

the work we've done on Venus thermal embolism or VTE prevention.

This in part has been funded a lot by HRQ.

I want to say thank you to the agency for Healthcare Research and Quality.

I had a mentor training award.

A K08 grant through them and now I have R01 research funding.

This is helping drive the science.

It's not cheap.

I also appreciate the contracts we have with PCORI,

the Patient-Centered Outcomes Research Institute.

They've really took a chance on us as a group early on and hopefully,

we're showing them well that we can use their money

wisely and change the outcomes for real patients.

And finally, I think that quality improvement can

have a great roadmap for research success for faculty.

Mentoring is absolutely critical.

I've had great mentors in both research as well as quality and safety.

They've really helped my career a lot and I'm

trying to pay it forward to the next generation, as well.

The methods I've already talked about,

I got a Ph.D. but get the methods.

If you don't have them, learn them.

It's a great opportunity to go to meetings,

talk to your collaborators,

pitch abstracts, give talks, learn, listen.

It's a great place to work and get to know people.

Manuscripts, you want quality.

You want high impact.

At some point, you want some quantity in there, too.

But it's a great opportunity.

Manuscripts are going to be part of the road map. And then, money.

Grant funding is going to be critical to doing

high quality improvement research and implementation.

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