Quality improvement in primary health care: a European perspective

Baker, Richard

doi:10.1136/qshc.7.1.1

Cited by 22 publications

(2 citation statements)

References 10 publications

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“…33 These opportunities include education, clarification of work roles, and practical assistance. Such benefits can be attractive in general practice where isolation is common, 16 practices are often widely dispersed, and GPs may work single handed, especially in countries such as the Netherlands, France and Germany. In countries such as New Zealand the non-blame focus of CQI and the involvement of practices at every stage of practice assessments (fig 1) have also helped recruitment.…”

Section: Quality Improvementmentioning

confidence: 99%

“…Helping to crystallise the challenges facing practice accreditation, the lessons identified have international relevance to an evolving field in which not altogether dissimilar health systems may learn much from each other. 16 The paper is further intended to inform and stimulate debate occasioned by the views of others. Accreditation gives official approval or endorsement.…”

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confidence: 99%

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Accreditation of general practices: challenges and lessons

Buetow

2003

Quality and Safety in Health Care

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Section: Quality Improvementmentioning

confidence: 99%

mentioning

confidence: 99%

Accreditation of general practices: challenges and lessons

Buetow

2003

Quality and Safety in Health Care

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What we know and what they do: nursing students’ experiences of improvement knowledge in clinical practice

Kyrkjebø

Hage

2005

Nurse Education Today

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Nations around the world face mounting problems in health care, including rising costs, challenges to accessing services, and wide variations in safety and quality. Several reports and surveys have clearly demonstrated that adverse events and errors pose serious threats to patient safety. It has become obvious that future health professionals will need to address such problems in the quality of patient care. This article discuss a research study examining improvement knowledge in clinical practice as experienced by nursing students with respect to a patient-centred perspective, knowledge of health-care processes, the handling of adverse events, cross-professional collaboration, and the development of new knowledge. Six focus groups were conducted, comprising a total of 27 second-year students. The resulting discourses were recorded, coded and analysed. The findings indicate a deficiency in improvement knowledge in clinical practice, and a gap between what students learn about patient care and what they observe. In addition the findings suggest that there is a need to change the culture in health care and health professional education, and to develop learning models that encourage reflection, openness, and scrutiny of underlying individual and organizational values and assumptions in health care.

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