standardisierte medizinische Übergaben - wie lernen, lehren und implementieren? (medical handovers...
DESCRIPTION
Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, Austria.http://portal.ou.nl/documents/363049/fd32b9eb-df7b-4b18-bf5a-d9560425625ehttp://creativecommons.org/licenses/by-nc-sa/3.0/Sopka, S., Druener, S., Stieger, L., Hynes, H., Stoyanov, S., Orrego, C., Secanell, M., Maher, B., Henn, P., Drachsler, H. (2013). Standardized Medical handovers – How to Learn, teach and implement? Workshop at Jahrestagung der Gesellschaft für Medizinische Ausbildung (Annual Meeting of the Society for Medical Education), Graz, Austria.TRANSCRIPT
Workshop 22
Standardisierte Medizinische Übergaben Wie lernen, lehren und implementieren?
27.09.2013 Jahrestagung der Gesellschaft für Medizinische Ausbildung, GMA2013, Graz, Austria ,
Saša Sopka, Susanne Druener, Lina Stieger, Helen Hynes, Slavi Stoyanov, Carola Orrego, Mariona Secanell, Bridgit Maher, Pat Henn, Hendrik Drachsler
Workshop structure1. Short introduction of participants (20 min)
(1 sentence + expectations on card)
2. Project summary of PATIENT (20 min)
3. Group work (4-5 people) (30 min)
A) Which challenges do you see for implementation of a handover study module at your university?
B) How would you face/resolve those challenges? presentation of group work results
4. Discussion (20 min)
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1. PATIENT project 2. Knowledge transfer
3. Invite you to become partners
Objectives
What is a HANDOVER?Shorter hospitalizations, more frequent patient transitions high demands on the quality of clinical handovers
WHO High 5 Patient Safety
The World Health Organization (WHO) lists accurate handovers as one of its High 5 Patient Safety initiatives. !
Training of handover skills would appear to be a promising approach to improve the quality of patient continue care.
WHO Patient Safety Curriculum Guide. Published October 2011.
Providing modern and innovative learning experiences
Providing modern and innovative learning experiences
1. During the lifetime of the project around 120 students will be reached while piloting the handover module. 1. FAD (20 medical students, 20 nurses) 2. UCC (40 medical students) 3. UKA (40 medical students)
2. After the PATIENT project is completed, 550 to 650 students will be reached on a yearly basis. 1. UKA: 220 – 250 2. UCC: 150 – 180 3. FAD: 60 + 140 nurses
Expected ImpactThe HANDOVER study module aims to:
WP2 - Needs Analysis !
Carola Orrego, Mariona Scannell, Avedis Donabedian University Ins7tute, Barcelona, Spain
Objectives of WP3Training Needs Analysis (TNA):
To assess, identify and analyse the educational needs of under-graduate medical students
relating to the transfer of clinical information in key situations.
Dimensions of the TNAA. Importance and confidence about some competences related with Handover practices !B. Attitudes and awareness about Handover experiences in clinical practice
C. Curriculum content about handover
D. Preferences and confidence about the learning environment
Identified Student NeedsSELF ASSESSMENT
• Develop a discharge plan
• Write a complete and accurate
discharge letter
• Make appropriate patient referrals
• Use of standardized tools and
methods for handover processes
CURRICULUM CONTENT
•Stress management
•Content of handover (patients, doctors,
others)
•Reporting of adverse events
•Patients understanding
•Speaking up (incidents/problems)
ATTITUDES AND AWARENESS
•The use of standardized tools
•How to perform a proper handover
•How to deal with/respond to medical error
•To deal with conflict resolution
LEARNING PREFERENCES
•Students prefer to learn handover in clinical
environment (simulations & online course)
•Enough technical skills for online course
•In term of access e-learning is advantageous
•Confidence about using social network
•Uncertainty about simulated ward
effectiveness
Conclusions from the TNA
• To build an integrative handover training module !
• An online approach is possible, feasible and well accepted
• We should consider to include an interactive and personal approach between students / academics.
Conclusions from the TNA
To improve knowledge, attitudes and skills about handover process we need to consider: !• Specific procedures and activities as
use of standardization tools (admission, medication, discharge) and methods for handover
!• Generic and more cultural aspect as
error disclosure, conflict resolution, stress management.
WP3 - Learning Outcomes !
Helen Hynes, Pat Henn University College, Cork, Ireland
Group Concept Mapping
Helen Hynes, P at Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
Work Package 3!
• Results:!
• Sorting: 22 participants!
• Experts - 75% (15/20) greater than 10 years professional experience!
Participant Question Option Frequency % Professional experience 0 years 0 0.00
1-5 years 3 13.64 6-10 years 2 9.09
More than 10 years 15 68.18 did not respond 2 9.09
TOTAL 22 100.00
The Point Map
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WP 3 Statements and Clusters!
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
The cluster map
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!98. to get an in advance designed standardized handover-letter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
The cluster map
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!98. to get an in advance designed standardized handover-letter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment
97. appreciate that a timely handover is the basis for continuity of care 66. that the students will explain why handovers of care are necessary in clinical medicine
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
The cluster map
1 10 16 30
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47 55
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82
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!98. to get an in advance designed standardized handover-letter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment
97. appreciate that a timely handover is the basis for continuity of care 66. that the students will explain why handovers of care are necessary in clinical medicine
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
10 Cluster labels
WP4 - Implementation !
Sasa Sopka, Susanne Druener, Lina Stieger, Hana Schroeder
RWTH Aachen University, Germany
WP4 Tasks• Integrating Outcomes of
WP2 and WP3
• Development Standardization of curriculum considering the different environment
• Assessment method with evidence-based outcomes
• Creating a training concept transferable and applicable in different settings
• Interprofessional and intercultural aspects in development of the curriculum
4-5 people (30 min)
A) Which challenges do you see for implementation of a handover study module at your university?
B) How would you face/resolve those challenges?
Group work
This silde is available at:http://www.slideshare.com/Drachsler
Email: [email protected]: celstec-hendrik.drachslerBlogging at: http://www.drachsler.deTwittering at: http://twitter.com/HDrachsler
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Many thanks for your attention!