Introducing service improvement to the initial training of clinical staff
Johnson, N. (Neil), Penny, Jean, Robinson, Dilys, Cooke, Matthew (Professor of clinical systems design), Fowler-Davis, Sally, Janes, Gillian and Lister, Sue. (2010) Introducing service improvement to the initial training of clinical staff. Quality and Safety in Health Care, Vol.19 (No.3). pp. 205-207. ISSN 1475-3898
WRAP_Cooke_2007_024984_johnson_-_revised_2_(2).pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://dx.doi.org/10.1136/qshc.2007.024984
It is well recognised in healthcare settings that clinical staff have a major influence over change in how services are provided. If a culture of systematic service improvement is to be established it is essential that clinical staff have an understanding of what is required and their role in its application.
This paper describes the development of short educational interventions (a module of 6-8 contact hours or a longer module of 18-30 hours) for inclusion in the initial training of future clinical staff (nursing, medicine, physiotherapy, occupational therapy, dietetics, social work, operating department practice, public health and clinical psychology) and presents the results of an evaluation of their introduction. Each module included teaching on process/systems thinking, initiating and sustaining change, personal and organisational development, and public and patient involvement.
Over 90% of students considered the modules relevant to their career. Nearly 90% of students felt that they could put their learning into practice although the actual rate of implementation of changes during the pilot period was much lower. The barriers to implementation most commonly cited were blocks presented by existing staff, lack of time, and lack of status of students within the workforce.
This pilot demonstrates that short educational interventions focused on service improvement are valued by students and that those completing them feel ready to contribute. Nevertheless the rate of translation into practice is low. Whilst this may reflect the status of students in the health service, further research is needed to understand how this might be enhanced.
|Item Type:||Journal Article|
|Subjects:||R Medicine > R Medicine (General)|
|Divisions:||Faculty of Medicine > Warwick Medical School > Health Sciences
Faculty of Medicine > Warwick Medical School
|Library of Congress Subject Headings (LCSH):||Medical care -- Quality control, Medical education -- Great Britain, Medical personnel -- Study and teaching, Medical personnel -- In-service training -- Great Britain|
|Journal or Publication Title:||Quality and Safety in Health Care|
|Official Date:||8 June 2010|
|Page Range:||pp. 205-207|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||NHS Institute for Innovation and Improvement (Great Britain) (NHSIII)|
1. Tomson CRV, Berwick DM. What can the UK learn from the USA about improving the quality and safety of healthcare? Clinical Medicine 2006;6(6):551-8.
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