持续质量改进在降低儿科血标本溶血中的应用

目的通过持续质量改进(continuous quality improvement,CQI)降低儿科血标本溶血的发生率,提高检验结果的准确性。方法在全面分析标本溶血原因的基础上,自2010年1月起将持续质量改进的方法应用于儿科血标本采集,具体方法包括成立质量控制小组、建立标本采集指南、增强血标本管理意识、强调采血时的注意点、调整采血时间、改进采血流程等。比较2009年7-12月(实施CQI前)和2010年1-6月(实施CQI后)采集的1 641份和1 788份血标本溶血的发生率,并调查400例患儿家长对护士采血技术和服务态度的满意度。结果实施CQI措施后6个月,血标本的溶血发生率明显下降(P<0.01),而且在各年龄段比较中差异均有统计学意义(P<0.05或P<0.01),其中血标本重度以上溶血的发生率从CQI实施前的25.84%下降到6.49%;患者对护士服务态度满意度由90.75%上升到98.50%,技术满意度由88.50%上升到96.75%。结论实施CQI提高了儿科护士的综合能力、增强了科室的凝聚力,能有效降低血标本的溶血发生率,提高患儿家长的满意度。     

失效模式与效应分析护理模式在鼻窦炎合并腺样体肥大患者手术室安全管理中的应用

目的探究失效模式与效应分析(FMEA)护理模式在鼻窦炎合并腺样体肥大患者手术室安全管理中的应用。方法选取2018年3月至2020年3月我院耳鼻喉科诊治的102例鼻窦炎合并腺样体肥大患者,根据随机数表法分为观察组52例和对照组50例,对照组采用常规手术室护理,观察组在对照组基础上采用FMEA护理模式。术后观察两组风险优先指数,两组不良事件发生率、并发症。结果干预后观察组锐器损伤、手术用物清点数目不符、外科手消毒不规范、医护患沟通不足等评估风险优先指数低于干预前(P<0.05);观察组锐器损伤、手术用物清点数目不符、外科手消毒不规范、医护患沟通不足等不良事件发生率低于对照组,差异有统计学意义(P<0.05)。两组肺部感染、口腔感染、应激性溃疡、压疮等并发症发生率比较,差异无统计学意义(P>0.05)。结论 FMEA护理模式应用于鼻窦炎合并腺样体肥大患者手术室安全管理中,可有效降低手术室护理安全隐患、不良事件和并发症发生率。     

A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper

BackgroundPrevious studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education.AimsTo (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model.DesignThe Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations.MethodsWe describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example.ResultsThe model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice.ConclusionThis discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning.     

Development and Implementation of National Practice Guidelines: A Prospect for Continuous Quality Improvement in Physiotherapy: Introduction to the method of guideline development

The development of national practice guidelines (NPGs) is an issue of much concern in healthcare policies world-wide to guarantee and to improve the quality and efficiency of care. The development and implementation of NPGs constitutes an important part of the quality of care policy of the Royal Dutch Physiotherapy Association (KNGF). This interest is due to pressure from society (policy-makers, healthcare managers, financiers and patients) on physiotherapists to ensure quality of care and to justify our position in the healthcare system. The development of NPGs can also be seen as a logical step in the process of professionalisation and quality assurance by physiotherapists.An NPG is described as a systematically developed statement, drafted by experts and directed at one aspect of the treatment of a health problem belonging to the domain of the profession. NPGs are based on the different stages of the physiotherapy care process, the available clinical evidence and expert consensus. Priority is given to a cost-effective approach and multidisciplinary consensus on diagnosis, treatment and primary or secondary prevention. Recommendations are based on the results of new or recorded systematic reviews or meta-analysis.NPGs are important state-of-the-art documents, which can guide professionals in their daily practice and make explicit to other relevant people what professionals can do in a certain situation or with a specific condition, and why they do it. NPGs have important functions, including supporting physiotherapists in their decision-making process; they are a frame of reference for orientation and educational purposes, they provide criteria for self-evaluation and peer review, and can initiate changes in established practice patterns.This paper describes the process and development of NPGs for physiotherapists in the Netherlands. In a companion paper the method and strategies for the implementation of NPGs and the need for evaluation of their outcome will be discussed.