Tailoring an educational program on the AHRQ Patient Safety Indicators to meet stakeholder needs: lessons learned in the VA
| Autor: | Ann M. Borzecki, Marlena H. Shin, Peter E. Rivard, Enzo Yaksic, Lisa Zubkoff, Amy K. Rosen, Kelly Stolzmann, Michael Shwartz |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Quality management
Hospitals Veterans Quality indicators Hospital Administrators Veterans health administration Stakeholder engagement Health administration Education Formative assessment 03 medical and health sciences Patient safety 0302 clinical medicine United States Agency for Healthcare Research and Quality Stakeholder Participation Program development Medicine Humans 030212 general & internal medicine Evaluation Qualitative Research Quality Indicators Health Care Medical education (3–10 words): Patient safety indicators business.industry 030503 health policy & services Health Policy Nursing research lcsh:Public aspects of medicine Stakeholder lcsh:RA1-1270 Delivery mode Quality Improvement United States Implementation 0305 other medical science business Educational program Needs Assessment Program Evaluation Research Article |
| Zdroj: | BMC Health Services Research, Vol 18, Iss 1, Pp 1-12 (2018) BMC Health Services Research |
| ISSN: | 1472-6963 |
| DOI: | 10.1186/s12913-018-2904-5 |
| Popis: | Background Given that patient safety measures are increasingly used for public reporting and pay-for performance, it is important for stakeholders to understand how to use these measures for improvement. The Agency for Healthcare Research and Quality (AHRQ) Patient Safety Indicators (PSIs) are one particularly visible set of measures that are now used primarily for public reporting and pay-for-performance among both private sector and Veterans Health Administration (VA) hospitals. This trend generates a strong need for stakeholders to understand how to interpret and use the PSIs for quality improvement (QI). The goal of this study was to develop an educational program and tailor it to stakeholders’ needs. In this paper, we share what we learned from this program development process. Methods Our study population included key VA stakeholders involved in reviewing performance reports and prioritizing and initiating quality/safety initiatives. A pre-program formative evaluation through telephone interviews and web-based surveys assessed stakeholders’ educational needs/interests. Findings from the formative evaluation led to development and implementation of a cyberseminar-based program, which we tailored to stakeholders’ needs/interests. A post-program survey evaluated program participants’ perceptions about the PSI educational program. Results Interview data confirmed that the concepts we had developed for the interviews could be used for the survey. Survey results informed us on what program delivery mode and content topics were of high interest. Six cyberseminars were developed—three of which focused on two content areas that were noted of greatest interest: learning how to use PSIs for monitoring trends and understanding how to interpret PSIs. We also used snapshots of VA PSI reports so that participants could directly apply learnings. Although initial interest in the program was high, actual attendance was low. However, post-program survey results indicated that perceptions about the program were positive. Conclusions Conducting a formative evaluation was a highly important process in program development. The useful information that we collected through the interviews and surveys allowed us to tailor the program to stakeholders’ needs and interests. Our experiences, particularly with the formative evaluation process, yielded valuable lessons that can guide others when developing and implementing similar educational programs. Electronic supplementary material The online version of this article (10.1186/s12913-018-2904-5) contains supplementary material, which is available to authorized users. |
| Databáze: | OpenAIRE |
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