An evaluation of approaches used to teach quality improvement to pre-registration healthcare professionals: An integrative review

Abstract

Evaluating quality improvement education is complex. Experiential learning combined with didactics is the favoured approach; however, attributing causality to educational intervention proves difficult in light of poor methodological rigour, lack of validated tools and complex clinical settings. Clarity regarding which quality improvement competencies are priority for this population would be useful to streamline future educational development and evaluation. Stronger collaboration between educators and clinicians is recommended to explore the multiple components and contextual factors associated with quality improvement education in practice. Ethnographic enquiry may be a logical next step to advance knowledge within the field.

Piloting an Extracurricular Quality Improvement and Patient Safety Training Program for Interprofessional Learners

“…Second, our findings may not be readily applicable to other settings. Although nursing students have been the target of many curricular efforts (L. Armstrong, Shepherd and Harris, 2017), only 5% of participants in our pilot were nursing students. We hypothesize that reasons for the low level of nursing engagement are likely multifactorial, with barriers including busy academic schedules and limited numbers of nursing faculty with PS and QI expertise available to mentor and promote this work to students.…”

“…A number of reviews describing various PS and QI curricula and their impacts on health professions students have emerged over the last decade (Wong et al, 2010;L. Armstrong, Shepherd and Harris, 2017).…”

“…Armstrong, Shepherd and Harris, 2017). These reviews have found that most curricula combine didactic and experiential learning to address topics in QI, root cause analysis and systems thinking, and examine changes in student experience and knowledge (Wong et al, 2010;L. Armstrong, Shepherd and Harris, 2017).…”

“…Armstrong, Shepherd and Harris, 2017). The majority of studies involved nursing or medical students, and, of the curricula focused exclusively on medical students, the majority involved fewer than 10 contact hours and did not include learners in PS or QI projects (Wong et al, 2010;L. Armstrong, Shepherd and Harris, 2017).…”

THE EVALUATION OF NATIONAL CADRE TRAINING PROGRAM (PKN) OF CENTRAL BOARD OF INDONESIAN MOSLEM STUDENT MOVEMENT (Evaluation Study of Kirkpatrick Model)

“…14 Based on the above explanation, it can be concluded that Donald Kirkpatrick's evaluation model is one of the most popular evaluation models for measuring training effectiveness. This model has 4 levels of level; level 1 (reaction) consists of facilities and infrastructure, materials/curriculum, instructor, supervision and schedule, level 2 (learning) consists of mastery of the material, and the activity of the participants, level 3 (behavior) consists of behavior change, level 4 (result) consisting of productivity and performance.METHODOLOGYThis evaluation study uses an evaluative research model with Kirkpatrick evaluation model.…”