Exemplary Care and Learning Sites: Linking the Continual Improvement of Learning and the Continual Improvement of Care

Headrick, Linda A.; Shalaby, Marc; Baum, Karyn D.; Fitzsimmons, Anne; Hoffman, Kimberly; Höglund, Pär J.; Ogrinc, Greg; Thörne, Karin

doi:10.1097/acm.0b013e3182308d90

Cited by 14 publications

(11 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, most experts agree that experiential learning, combined with didactic instruction, leads to the deepest understanding of quality and safety concepts. 11,[13][14][15][16] Headrick and colleagues 14 proposed an "exemplary care and learning sites" model, which "links the continuous improvement of learning and the continuous improvement of care in meaningful, experiential Abstract Trainees, as frontline providers who are acutely aware of quality improvement (QI) opportunities and patient safety (PS) issues, are key partners in achieving institutional quality and safety goals. However, as academic medical centers accelerate their initiatives to prioritize QI and PS, trainees have not always been engaged in these efforts.…”

mentioning

confidence: 99%

Leveraging Trainees to Improve Quality and Safety at the Point of Care

2016

View full text Add to dashboard Cite

Trainees, as frontline providers who are acutely aware of quality improvement (QI) opportunities and patient safety (PS) issues, are key partners in achieving institutional quality and safety goals. However, as academic medical centers accelerate their initiatives to prioritize QI and PS, trainees have not always been engaged in these efforts. This article describes the development of an organizing framework with three suggested models of varying scopes and time horizons to effectively involve trainees in the quality and safety work of their training institutions. The proposed models, which were developed through a literature review, expert interviews with key stakeholders, and iterative testing, are (1) short-term, team-based, rapid-cycle initiatives; (2) medium-term, unit-based initiatives; and (3) long-term, health-system-wide initiatives. For each, the authors describe the objective, scope, duration, role of faculty leaders, steps for implementation in the clinical setting, pros and cons, and examples in the clinical setting. There are many barriers to designing the ideal training environments that fully engage trainees in QI/PS efforts, including lack of protected time for faculty mentors, time restrictions due to rotation-based training, and structural challenges. However, one of the most promising strategies for overcoming these barriers is integrating QI/PS principles into routine clinical care. These models provide opportunities for trainees to successfully learn and apply quality and safety principles to routine clinical care at the team, unit, and system level.

show abstract

mentioning

confidence: 99%

Leveraging Trainees to Improve Quality and Safety at the Point of Care

2016

View full text Add to dashboard Cite

show abstract

“…• Clinical rotations can be modeled after the Exemplary Care and Learning Sites (ECLS) model [51]. The model promotes interprofessional clinical learning by integrating mentees into interprofessional teams and allowing them to actively participate in clinical improvement efforts.…”

Section: Interprofessional Education (Ipe) In Palliative Carementioning

confidence: 99%

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Jingting¹,

Wahab²,

Ikbal³

et al. 2016

J Palliat Care Med

View full text Add to dashboard Cite

Objective: Key to effective Palliative Care is interdisciplinary collaboration and holistic support of members of the multidisciplinary team. Mentoring is increasingly seen as being a critical facet of this process however; there is a dearth of guidance on establishing such a program within the Palliative Care setting. To fill this gap, this review analyzes mentoring programs in medicine, surgery, nursing and social work in order to identify key elements and common facets of successful mentoring programs that can be used to create a multi-professional mentoring program in Palliative Care. Methods:A review of systematic review of undergraduate and postgraduate mentoring programs in medicine, surgery, nursing and social work involving senior clinicians and junior doctors and/or medical students.Results: A total of 20 reviews were included. One review was on mentoring in medicine and nursing, 10 in medicine, 4 in surgery and 5 in nursing. There were no reviews of mentoring in social work. Thematic analysis revealed 3 themes, which were definition of mentoring, components of a mentoring approach and elements of the mentoring process Conclusion: Despite its context sensitive, goal specific and mentee-and mentor-dependent features, common features in mentoring in medicine, surgery and nursing lay the foundation for a learning theory of interprofessional mentoring that can guide construct effective mentorship programs.

show abstract

“…9 The exemplary care and learning site model-pilot tested in 6 sites in the United States and Sweden-uses the clinical microsystem at its core, and incorporates 5 elements (health care professionals, teachers, learners, data, and patients) thought necessary for combining learning about and doing QI in clinical settings. [10][11][12] The 2 frameworks provide the foundation to test an integrated curriculum in which residents deliver care, improve the health care delivery system, and learn about both.…”

Section: Introductionmentioning

confidence: 99%