Enhancing a High-reliability Safety Culture through a Reimagined Leadership Workshop Series
Notice bibliographique
Résumé
Background: Two distinct safety and quality improvement programs are in place for leaders at the Hospital for Sick Children (SickKids). The Daily Continuous Improvement Program, inspired by Thedacare’s lean management system, was implemented in 2012. Additionally, in 2014, SickKids launched a safety-focused initiative called Caring Safely by joining the Solutions for Patient Safety Network. To bolster the high reliability safety culture at SickKids since the launch of these two programs, a needs assessment, guided by the Institute for Healthcare Improvement Framework for Safe, Reliable, and Effective Care, identified an opportunity to integrate content from both programs to revitalize training materials and align theoretical approaches and tools for leadership teams (Fig. 1). The goal was to deliver an educational workshop series to cohesive leadership teams within a 6-month period to enhance uptake of the content and encourage a collaborative approach to applying tools into practice. The desired outcome was to streamline the core concepts from the legacy programs, addressing knowledge gaps and supporting leaders in effectively implementing these principles to enhance the safety culture at SickKids.Fig. 1.: Workshop objectives and outcomes.Methods: Participants were divided into three cohorts to attend the five-module workshop. Pre-session self-assessment surveys confirmed the ongoing relevance of identified learning needs. Postsession workshop evaluations informed continuous improvement, guiding facilitators in refining modules between cohorts using a Plan, Do, Study, Act approach (Fig. 2).Fig. 2.: The PDSA approach to workshop planning and refining content for each cohort.Results: Over 100 leaders (Quality Leaders, Interprofessional Education Specialists, Managers, Directors) across 12 different clinical areas attended the workshop series. Postsession survey results indicated participants valued the workshops in introducing and/or refreshing their understanding of their roles in enhancing the safety culture at SickKids. Employing a Plan, Do, Study, Act approach proved beneficial in ensuring the workshops’ effectiveness, with an increase likelihood between cohorts of participants recommending the program to a colleague. Conclusions: A preliminary program evaluation suggests that to sustain consistent application of content, leaders will require ongoing support. A community of practice and dedicated time for refreshed training will be explored. Further evaluation of the program is underway, and with goals to expand the training beyond clinical operations, tailoring content will be required to reach a broader audience of clinical adjacent leaders.
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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 | 0,006 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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 ».