314
Views
1
CrossRef citations to date
0
Altmetric
Original Research

Why an IPE Team Matters… Improvement in Identification of Hospital Hazards: A Room of Horrors Pilot Study

, , & ORCID Icon
Pages 1349-1360 | Published online: 18 Jun 2022

References

  • Jha AK, Larizgoitia I, Audera-Lopez C, et al. The global burden of unsafe medical care: analytic modelling of observational studies. BMJ Qual Saf. 2013;22:809–815. doi:10.1136/bmjqs-2012-001748
  • Suzarez C, Menendez MD, Alonso J, et al. Detection of adverse events in an acute geriatric hospital over a 6-year period using the Global Trigger Tool. J Am Geriatr Soc. 2014;62:896–900. doi:10.1111/jgs.12774
  • Clay AS, Chudgar SM, Turner KM, et al. How prepared are medical and nursing students to identify common hazards in the intensive care unit? Ann Am Thorac Soc. 2017;14:543–549. doi:10.1513/AnnalsATS.201610-773OC
  • Makary MA, Daniel M. Medical error: the third leading cause of death in the US. BMJ. 2016;353:i2139. doi:10.1136/bmj.i2139
  • Landrigian CP, Parry GJ, Bones CB, et al. Temporal trends in rates of patient harm resulting from medical care. N Engl J Med. 2010;363:2124–2134. doi:10.1056/NEJMsa1004404
  • Gardner AK, Abdelfattah K, Wiersch J, et al. Embracing errors in simulation-based training: the effect of error training on retention and transfer of central venous catheter skills. J Surg Educ. 2015;72(6):e158–162. doi:10.1016/j.jsurg.2015.08.002
  • Gaba DM. The future of simulation in health care. Qual Saf Health Care. 2004;13(S1):i2–i10. doi:10.1136/qshc.2004.009878
  • Joseph S, Diack L, Garton F, et al. Interprofessional education in practice. Clin Teach. 2012;9:27–31. doi:10.1111/j.1743-498X.2011.00486.x
  • King A, Holder MG, Ahmed RA. Errors as allies: error management training in health professions education. BMJ Qual Saf. 2013;22:516–519. doi:10.1136/bmjqs-2012-000945
  • Sibley J, Parmelee DX. Knowledge is no longer enough: enhancing professional education with team-based learning. New Dir Teach Learn. 2008;2008(116):41–53. doi:10.1002/tl.332
  • Parmelee D, Michaelsen LK, Cook S, et al. Team-based learning: a practical guide: AMEE guide no. 65. Med Teach. 2012;34:e275–e287. doi:10.3109/0142159X.2012.651179
  • Haidt P, Levine RE, Parmelee DX, et al. Perspective: guidelines for reporting team-based learning activities in the medical and health sciences education literature. Acad Med. 2012;87:292–299. doi:10.1097/ACM.0b013e318244759e
  • Burgess AW, McGregor DM. Use of established guidelines when reporting on interprofessional team-based learning in health professions student education: a systematic review. Acad Med. 2022;97:143–151. doi:10.1097/ACM.0000000000004372
  • World Health Organization. Framework for action on interprofessional education and collaborative practice; 2010. Available from: https://apps.who.int/iris/bitstream/handle/10665/70185/?sequence=1. Accessed June 8, 2022.
  • Issenberg BS, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27:10–28. doi:10.1080/01421590500046924
  • Motola I, Devine LA, Chung HS, et al. Simulation in healthcare education: a best evidence practical guide: AMEE guide no. 82. Med Teach. 2013;35:e1511–e1530. doi:10.3109/0142159X.2013.818632
  • INACSL Standards Committee. INACSL standards of best practice: simulation glossary. Clin Simul Nurs. 2016;12:S39–S47. doi:10.1016/j.ecns.2016.09.012
  • Phrampus PE, O’Donnell JM. Debriefing using a structured and supported approach. In: Levine A, editor. The Comprehensive Textbook of Healthcare Simulation. New York: Springer; 2013:73–84.
  • Daupin J, Atkinson S, Bédard P, et al. Medication errors room: a simulation to assess the medical, nursing, and pharmacy staffs’ ability to identify errors related to the medication-use system. J Eval Clin Pract. 2016;22:911–920. doi:10.1111/jep.12558
  • Farnam JM, Gaffney S, Poston JT, et al. Patient safety room of horrors: a novel method to assess medical students and entering residents’ ability to identify hazards of hospitalization. BMJ Qual Saf. 2016;25:153–158. doi:10.1136/bmjqs-2015-004621
  • Korah N, Zavalkoff S, Dubrovsky AS. Crib of horrors: one hospital’s approach to promoting a culture of safety. Pediatrics. 2015;136:4–5. doi:10.1542/peds.2014-3843
  • Helsedirektoratet. Nasjonal faglig retningslinje for behandling og rehabilitering ved hjerneslag [National guidelines for treatment and rehabilitation of apoplexia cerebri]; 2017. Available from: https://www.helsedirektoratet.no/retningslinjer/hjerneslag. Accessed June 8, 2022.
  • Wang M, Bilan VP, McCullough M, et al. Room of hazards: an interprofessional evaluation of safety risks in a simulated patient room. J Patient Saf. 2020;18:e329–e337. doi:10.1097/PTS.0000000000000774
  • Zimmerman C, Fridrich A, Schwappach D. Training situational awareness for patient safety in a room of horrors: an evaluation of a low-fidelity simulation method. J Patient Saf. 2020;17:e1026–e1033. doi:10.1097/PTS.0000000000000806
  • Vincent C, Burnett S, Carthey J. Safety measurement and monitoring in healthcare: a framework to guide clinical teams and healthcare organisations in maintaining safety. BMJ Qual Saf. 2014;23:670–677. doi:10.1136/bmjqs-2013-002757
  • Thabane L, Ma J, Chu R, et al. A tutorial on pilot studies: the what, why, and how. BMC Med Res Methodol. 2010;10:1–10. doi:10.1186/1471-2288-10-1
  • Shekhter I, Rosen L, Sanko J, et al. A patient safety course for preclinical medical students. Clin Teach. 2012;9:376–381. doi:10.1111/j.1743-498X.2012.00592.x
  • Reeves S, Boet S, Zierler B, et al. Interprofessional education and practice guide No. 3: evaluating interprofessional education. J Interprof Care. 2015;29:305–312. doi:10.3109/13561820.2014.1003637
  • Thistlethwaite J. Guest editorial: interprofessional education. J Clin Nurs. 2008;17:425–426. doi:10.1111/j.1365-2702.2007.02161.x