Designing effective healthcare quality improvement training programs: Perceptions of nursing and other senior leaders
Notice bibliographique
Résumé
Objective: This study focused on best practices for designing effective quality improvement (QI) training programs for nursing leaders and other senior leaders in a health care organization. Background: Leadership models for quality improvement in healthcare are underdeveloped. Challenged by a wide range of professional roles and responsibilities, nursing leaders are less likely than health professional trainees to have formal training in QI or patient safety. We highlight the experiences that nursing leaders, as well as other senior leaders, from a large health care organization had in participating in a quality improvement training program. Methods: Qualitative methods were used to assess senior leaders’ perceptions and recommendations for creating effective QI training programs. Semi-structured interviews with nursing leaders and other senior health care leaders were conducted to explore participants’ experiences with the training program and their perceptions about whether information gained from the program has the potential to transfer into clinical practice. Participants’ pre and post course knowledge tests were also analyzed to assess overall QI knowledge improvement. Results: Findings suggest that QI knowledge gains for nursing leaders and others were strongest for vocabulary and major concepts, as well as specific QI tools. Additionally, nursing leaders overwhelming appreciated the opportunity to design a QI project, where learning how to write a proper aim statement, was among the biggest benefit to this exercise. Participants in the QI course felt that it was a good investment of their time. The training program also served as a helpful reminder of the importance of quality improvement as well as an awareness of the organization’s commitment to it. Nursing leaders recommended that QI training programs be tailored to their level of existing QI knowledge, their availability and preferences for learning styles, as well as interest in translating QI projects to practice for the purpose of sustaining QI interventions. Conclusions: The findings from this research provide strong evidence that senior QI leadership training programs are important investments for health care organizations. Results indicate that nursing leaders and others in leadership positions can be effectively trained, become very knowledgeable about QI terms and skills, and apply these skills to support staff initiatives to improve outcomes.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».