Since the record of hospitalization in NIS includes 1 principal and up to 24 secondary diagnosis codes without a present-on-admission indicator, there is limited ability to distinguish complications from comorbid conditions.16 ,17 Thus, it is recommended that validated algorithms that use a combination of diagnosis-related groups and secondary diagnosis codes to specifically identify comorbid conditions (e.g., Elixhauser’s comorbidities) and complications (patient safety indices developed by AHRQ or secondary codes specific to post-procedure complications) be used.18 –20 Therefore, we evaluated if studies used non-specific secondary diagnosis codes to infer in-hospital events (Practice 5).
Patient Safety
This includes the selection of appropriate therapies, procedues, and products, as well as the minimization of medication errors, surgical errors, and other preventable incidents.
Optimizing patient safety requires the use of advanced tools and technologies, such as AI-powered research platforms that can effortlessly compare data from literature, preprints, and patents to identify the best protocols and products.
By empowering researchers and clinicians to make informed decisions, these intelligent solutions can enhance patient outcomes and elevate the standard of care.
Experiance the future of medical research today with PubCompare.ai - an AI-driven platform that puts patient safety first.
Most cited protocols related to «Patient Safety»
Here we use clinical areas (a.k.a., work units, patient care areas, nursing units) as the group-level of interest. By testing the psychometrics of the SAQ at the individual level and the clinical area level, we can test the appropriateness of conceptualizing patient safety issues at the clinical area level, because clinical areas are generally associated with managers, geographical locations, and specific clinical and operational outcomes.
Because 25% of the FMAQ items demonstrated utility in medical settings in terms of the subject covered and factor loadings, they were retained on the SAQ, The new SAQ items were generated by discussions with healthcare providers and subject matter experts. In addition, we relied upon two conceptual models to decide which items to include: Vincent's framework for analyzing risk and safety [8 (link)] and Donabedian's conceptual model for assessing quality [18 (link)] This generated a pool of over 100 new items covering four themes: safety climate, teamwork climate, stress recognition, and organizational climate. Items were evaluated through pilot testing and exploratory factor analyses. This phase of survey development consistently yielded 6 factor-analytically derived attitudinal domains containing 40 items from the survey (two, three, four, and five factor structures were less robust). Three of the targeted themes, safety climate, teamwork climate, and stress recognition, emerged as factors. In particular, safety climate and stress recognition are conceptually quite similar to their counterparts in aviation. [19 ] The fourth targeted theme, organizational climate, consistently emerged as three distinct but related factors, perceptions of management, working conditions, and job satisfaction. Organizational climate plays a decisive role in setting the preconditions for success or failure in managing risks [3 ,4 (link),20 (link)] , and we therefore retained these three factors as part of safety attitude assessment. An additional 20 items were retained because they were deemed interesting and valuable to the unit managers and senior hospital leadership to whom we reported the results of our pilot studies.
The SAQ has been adapted for use in intensive care units (ICU) [15 ,21 ] , operating rooms (OR), general inpatient settings (medical ward, surgical ward, etc.), and ambulatory clinics. For each version of the SAQ, item content is the same, with minor modifications to reflect the clinical area. For example, "In this ICU, it is difficult to discuss mistakes," vs. "In the ORs here, it is difficult to discuss mistakes." The SAQ elicits caregiver attitudes through the 6 factor analytically derived climate scales: teamwork climate; safety climate; job satisfaction; perceptions of management; working conditions; and stress recognition (Figure
The SAQ is a single page (double sided) questionnaire with 60 items and demographics information (age, sex, experience, and nationality). The questionnaire takes approximately 10 to 15 minutes to complete. Each of the 60 items is answered using a five-point Likert scale (Disagree Strongly, Disagree Slightly, Neutral, Agree Slightly, Agree Strongly). Some items are negatively worded. There is also an open-ended section for comments: "What are your top three recommendations for improving patient safety in this clinical area?" Each version of the SAQ in the current study includes a "Collaboration and Communication" section, where respondents are asked to indicate the quality of collaboration and communication they have experienced with each of the types of providers in their clinical area (e.g., Staff Surgeons, Surgical Residents, Staff Anesthesiologists, OR Nurses, etc.) using a five-point Likert scale (Very Low, Low, Adequate, High, Very High).
LR and SSS used their professional networks to invite Institute for Healthcare Improvement faculty, members of the editorial boards from leading QI research journals, evaluators of Robert Wood Johnson Foundation (RWJF) quality programs, and RAND patient safety and QI experts to participate in this study. Participants were asked to nominate other QI professionals and health services researchers. Out of 259 professionals contacted, 119 agreed to participate.
As part of the agreement to participate, we asked participants to self-identify themselves as primarily practitioners, primarily researchers, or both equally. We used stratified random sampling to assign participants to one of two small (n1 = 19, n2 = 21) or two large (n3 = 40, n4 = 39) panels and balance panels with regard to the number of researchers and practitioners. Participants were not informed about the size of their panels or the total number of panels. While participants knew that the study would consist of three phases, consistent with the RAND/UCLA Appropriateness Method manual [3 ], we did not explicitly instruct panelists to develop consensus. The study was determined to be exempt from the IRB review by the RAND's Human Subjects' Protection Committee.
ExpertLens is one system for conducting online expert panels. It was created by an interdisciplinary team of researchers at the RAND Corporation [24 (link)]. It uses a modified-Delphi elicitation structure and replaces traditional face-to-face meetings with asynchronous, unmoderated online discussion boards. The online process used in this study consisted of three phases; each phase was limited to one week. In Phase I, panelists rated 11 features of CQI initiatives on four dimensions, including the importance of a feature for a definition of CQI. The initial features came from earlier consensus work that used a traditional expert panel process [23 ], but study participants could also add other important features they felt were missing. In Phase II, panelists saw their own responses as well as the medians and quartiles of their panel responses to Phase I questions. They also participated in asynchronous, anonymous, and unmoderated online discussions with the same group of colleagues in each panel. Phase II was the feedback phase that allowed panelists to review the panel response by looking at measures of central tendency and dispersion and discuss their ideas anonymously, without being influenced by the status of other panelists [12 ]. In Phase III, panelists re-answered Phase I questions. In the optional post-completion survey, participants rated additional features mentioned in Phase I and answered questions about their experiences participating in the online expert panel.
In line with consensus methods guidelines, the definitions of importance of a particular CQI feature, as well as of the level of consensus, were determined in advance [4 (link)]. We considered a feature to be important for a CQI initiative if a panelist rated it as > 3 on a 5-point importance scale. We also used an a priori definition of consensus. If more than two-thirds (> 66.6%) of panelists agreed on the importance of a particular feature, we argued that consensus was achieved [25 (link)]. We used mean absolute deviation from the median (MAD-M) as a measure of disagreement within panels and treated a reduction in its values between phases as a sign of increased consensus [3 ,26 (link)]. MAD-M is the preferred measure of disagreement in expert panels that has been widely used since 1980s when the RAND/UCLA Appropriateness Method was originally created. It is a good measure of disagreement because it is not affected by extreme observations and measures deviation from the median, a measure of central tendency typically used in consensus development and in this study [26 (link)]. Finally, we used four-way kappa to assess agreement between panels, treating the data as ordinal and using a weight matrix comprising the squared deviations between scores [27 ].
The sample size for the study was based initially on an empirically selected small sample size (n = 15) and the expected response rate necessary to achieve this sample size. It was critical to consider what response rate was usually obtained in surveys in the particular study area (healthcare quality and patient safety). A survey on the quality of healthcare and the problem of medical errors administered to a large random sample of Colorado physicians, national physicians and Colorado households, revealed response rates of 66% for the Colorado physician sample, 36% for the national physician sample, and 82% for the Colorado household sample [23 (link)]. The psychometric validation process for the Safety Attitude Questionnaire conducted in 160 healthcare sites in the U.S., England and New Zealand obtained a response rate of 67% [24 ]. Sumsion (1998), as discussed by Hasson, Keeney and McKenna (2000), argued that in order to maintain the rigor of the Delphi technique, a response rate of 70% must be maintained [22 (link)]. Based on the healthcare study response rates as found in the literature, it was concluded that for this study a response rate of 70% could be expected. Thus, to obtain at least 15 respondents, the study should begin with 22–23 Delphi panellists, where a sample size of 15 to 23 respondents was considered to be small. Responses were obtained from all 23 experts that had made a commitment to serve on the Delphi panel.
Most recents protocols related to «Patient Safety»
Protocol full text hidden due to copyright restrictions
Open the protocol to access the free full text link
The final version of the questionnaire includes 23 items centred on nurses’ perceptions of the presentation, organisation, comprehension, and dissemination of patient information and their knowledge of the ISBAR protocol. To reduce possible response bias and simplify the analysis, all of the survey items were rated on a 4-point Likert scale from 1 to 4, with 1 indicating ‘strongly disagree’, 2 – ‘disagree’, 3 – ‘agree’, and 4 – ‘strongly agree’.
Five out of the 23 items were rated on four variable measures in this study, namely the knowledge of the ISBAR protocol, perceived quality of handover, up-to-date information about the patient, and understanding of the patient care plan. Specifically, the perceived quality of handover was measured by an item on whether the handover information was presented in a systematic and organised manner; up-to-date information referred to the item asking about the amount of updated information about patients that was received by nurses after the training; understanding of the patient care-plan is assessed by the item on participants’ knowledge of diagnosis, treatment, and discharge about the patients after training. To measure nurses’ knowledge/perception of the ISBAR protocol, two items, namely (a) ‘I believe that using ISBAR will help me improve my communication skills with co-workers’ and (b) ‘I believe that using ISBAR will increase patient safety and care quality’ were computed into a mean score, and the internal consistency (Cronbach’s alpha = 0.92) was deemed acceptable.
Example of an analytical table; School 4 (simplified for the article)
Selection of quotes from the interviews | Arrangements |
---|---|
Sayings: “We thought they will learn the language while studying and at the workplaces.” “There’s so much theory in Health Care.” “You have to be able to communicate with patients and with your colleagues. It’s important for patient safety.” “The curriculum goals just weren’t reachable in these circumstances as it turned out.” | Cultural-Discursive: national curriculum with VET-courses and examination goals, vocational standards and regulations, migration law, discourses about language learning, discourses about the vocation and VET |
Doings (emerging in the interviews): “We worked a lot in the method room.” “We did a lot of role-playing so they could practice communication.” “We made compendiums so it would be easier. Like, shortened versions of the content in the textbook.” “We found workplaces for all of them [for workplace-based learning].” | Material-Economic: buildings and classrooms, time allocated for courses, space for collaboration with L2-teachers, (lack of) teaching materials available for newly arrived students in VET-subjects, workplaces prepared to take NAMS |
Relatings: “They are wonderful students.” “Many say they want to become nurses in the future, so they really want to do this.” “We [L2-teacher and VET-teachers] had some content-integrated themes that we planned together” “They [the students] were appreciated at the workplaces and the elderly really liked them.” | Social-Political: cooperation with L2-teachers, students understood as motivated, engaged and suitable for the vocation, Power relations in relation to the time-allocated and the time-framework of migration law |
Analytical table in the last step (simplified for the article)
Quotes (in selection) | Arrangements (in selection) | Approach to language learning | Teaching practice |
---|---|---|---|
Theme 1 | |||
S: “I am not a language teacher” “They have to learn the language” | C-D: curriculum, construction standards, deficit-discourse | Segregated skills instruction | Swedish language first |
D: “I made a work sheet.” “Then we had a test” | M-E: two different campus-sites, lack of teaching material for NAMS in VET | ||
R: “They aren’t interested in learning” “The politicians think everyone can just go out and hammer and saw” | S-P: no cooperation between VET and L2-teachers, NAMS seen as unmotivated, solidarity with VET-community | ||
Theme 2 | |||
S: “I’m not an expert on language.” “We thought they will learn the language while studying and at the workplaces.” | C-D: curriculum, vocational norms, idea of vocational language developing ‘by itself’ in VET | In ‘natural’ communication while participating in VET | Second language learning-in-action in VET |
D: “We don’t have the time to stop” “Now I put words to everything I do.” | M-E: allocated teaching time, space for meetings with L2-teachers | ||
R: “They are wonderful students.” “It’s unfair, because they work so hard.” | S-P: Advice from L2-teachers, power relations in relation to the time-allocated and the time-framework of migration law | ||
Theme 3 | |||
S: “Because I’m not a language teacher” “Everything is about the language and the vocation at the same time.” | C-D: Curriculum, quality norms in VET, resource-perspective | Content integrated language instruction in VET (explicit instruction and interaction with Swedish-speaking students) | Joint VET and language teaching |
D: “We always pair them with Swedish-born students” “We invite them to come and visit.” | M-E: Economic resources for re-organization of LIP, dual teacher system | ||
R: “What was important to me […] was to protect VET and not to compromise with the quality” “I bring my vocational competence and she has her expertise” | S-P: Solidarity with VET-community, VET and L2-teacher cooperate in teaching |
Participants in the SafePlan condition will hold their own data on their device until they choose to show it to their mental health professional when they attend the clinic in person. Their data are not automatically shared or monitored, and this is communicated to participants both upon enrollment in the study and through the terms and conditions presented when downloading the app.
A separate participant information and consent form has been developed for use with mental health professionals who will partake in semistructured interviews focusing on the feasibility and acceptability of the intervention and study procedures. All interview data will be anonymized in the final report.