Training leaders for a culture of quality and safety
Purpose The purpose of this paper is to understand the degree to which a quality and safety culture exists after healthcare workers in an academic medical center complete a quality improvement and patient safety education program focused on developing leaders to change the future of healthcare quali...
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Veröffentlicht in: | International journal of health care quality assurance incorporating Leadership in health services 2019-05, Vol.32 (2), p.251-263 |
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container_title | International journal of health care quality assurance incorporating Leadership in health services |
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creator | Feldman, Sue S Buchalter, Scott Zink, Dawn Slovensky, Donna J Hayes, Leslie Wynn |
description | Purpose
The purpose of this paper is to understand the degree to which a quality and safety culture exists after healthcare workers in an academic medical center complete a quality improvement and patient safety education program focused on developing leaders to change the future of healthcare quality and safety.
Design/methodology/approach
The safety attitudes questionnaire (SAQ) short-form was used for measuring the culture of quality and safety among healthcare workers who were graduates of an academic medical center’s healthcare quality and safety program. A 53 percent response rate from program alumni resulted in 54 usable responses.
Findings
This study found that 42 (78 percent) of the respondents report that they are currently working in a healthcare quality and safety culture, with 25 (59 percent) reporting promotion into a leadership role after completion of the quality improvement education program. This compares favorably to AHRQ culture of safety survey results obtained by the same academic medical center within the year prior revealing only 63 percent of all inpatient employees surveyed reported working in a quality and safety culture.
Research limitations/implications
The study design precluded knowing to what degree a quality and safety culture, as measured by the SAQ, existed prior to attending the healthcare quality and safety program.
Originality/value
This study has practical value for other organizations considering a quality and safety education program. For organizations seeking to build capacity in quality and safety, training future leaders through a robust curriculum is essential. This may be achieved through development of an internal training program or through attending an outside organization for education. |
doi_str_mv | 10.1108/LHS-09-2018-0041 |
format | Article |
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The purpose of this paper is to understand the degree to which a quality and safety culture exists after healthcare workers in an academic medical center complete a quality improvement and patient safety education program focused on developing leaders to change the future of healthcare quality and safety.
Design/methodology/approach
The safety attitudes questionnaire (SAQ) short-form was used for measuring the culture of quality and safety among healthcare workers who were graduates of an academic medical center’s healthcare quality and safety program. A 53 percent response rate from program alumni resulted in 54 usable responses.
Findings
This study found that 42 (78 percent) of the respondents report that they are currently working in a healthcare quality and safety culture, with 25 (59 percent) reporting promotion into a leadership role after completion of the quality improvement education program. This compares favorably to AHRQ culture of safety survey results obtained by the same academic medical center within the year prior revealing only 63 percent of all inpatient employees surveyed reported working in a quality and safety culture.
Research limitations/implications
The study design precluded knowing to what degree a quality and safety culture, as measured by the SAQ, existed prior to attending the healthcare quality and safety program.
Originality/value
This study has practical value for other organizations considering a quality and safety education program. For organizations seeking to build capacity in quality and safety, training future leaders through a robust curriculum is essential. This may be achieved through development of an internal training program or through attending an outside organization for education.</description><identifier>ISSN: 1751-1879</identifier><identifier>EISSN: 1751-1887</identifier><identifier>DOI: 10.1108/LHS-09-2018-0041</identifier><identifier>PMID: 30945598</identifier><language>eng</language><publisher>England: Emerald Publishing Limited</publisher><subject>Academic Medical Centers ; Alabama ; Capacity building approach ; Clinical outcomes ; Corporate culture ; Costs ; Culture ; Curricula ; Educational programs ; Health administration ; Health education ; Health Personnel - education ; Humans ; Inpatient care ; Leadership ; Medical personnel ; Medicine ; Nurses ; Organizational Culture ; Patient safety ; Patient-centered care ; Patients ; Pay for performance ; Physicians ; Quality ; Quality improvement ; Quality management ; Quality of care ; Quality of Health Care ; Questionnaires ; Response rates ; Safety Management ; Safety measures ; Social research ; Surveys and Questionnaires ; Transformational leadership</subject><ispartof>International journal of health care quality assurance incorporating Leadership in health services, 2019-05, Vol.32 (2), p.251-263</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c367t-6ddffab219361f552301a69580515d6e3a2aaf0a046f984acb5256109f09d8b63</citedby><cites>FETCH-LOGICAL-c367t-6ddffab219361f552301a69580515d6e3a2aaf0a046f984acb5256109f09d8b63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/LHS-09-2018-0041/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,12846,21695,27924,27925,30999,52689,53244</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30945598$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Feldman, Sue S</creatorcontrib><creatorcontrib>Buchalter, Scott</creatorcontrib><creatorcontrib>Zink, Dawn</creatorcontrib><creatorcontrib>Slovensky, Donna J</creatorcontrib><creatorcontrib>Hayes, Leslie Wynn</creatorcontrib><title>Training leaders for a culture of quality and safety</title><title>International journal of health care quality assurance incorporating Leadership in health services</title><addtitle>Leadersh Health Serv (Bradf Engl)</addtitle><description>Purpose
The purpose of this paper is to understand the degree to which a quality and safety culture exists after healthcare workers in an academic medical center complete a quality improvement and patient safety education program focused on developing leaders to change the future of healthcare quality and safety.
Design/methodology/approach
The safety attitudes questionnaire (SAQ) short-form was used for measuring the culture of quality and safety among healthcare workers who were graduates of an academic medical center’s healthcare quality and safety program. A 53 percent response rate from program alumni resulted in 54 usable responses.
Findings
This study found that 42 (78 percent) of the respondents report that they are currently working in a healthcare quality and safety culture, with 25 (59 percent) reporting promotion into a leadership role after completion of the quality improvement education program. This compares favorably to AHRQ culture of safety survey results obtained by the same academic medical center within the year prior revealing only 63 percent of all inpatient employees surveyed reported working in a quality and safety culture.
Research limitations/implications
The study design precluded knowing to what degree a quality and safety culture, as measured by the SAQ, existed prior to attending the healthcare quality and safety program.
Originality/value
This study has practical value for other organizations considering a quality and safety education program. For organizations seeking to build capacity in quality and safety, training future leaders through a robust curriculum is essential. This may be achieved through development of an internal training program or through attending an outside organization for education.</description><subject>Academic Medical Centers</subject><subject>Alabama</subject><subject>Capacity building approach</subject><subject>Clinical outcomes</subject><subject>Corporate culture</subject><subject>Costs</subject><subject>Culture</subject><subject>Curricula</subject><subject>Educational programs</subject><subject>Health administration</subject><subject>Health education</subject><subject>Health Personnel - education</subject><subject>Humans</subject><subject>Inpatient care</subject><subject>Leadership</subject><subject>Medical personnel</subject><subject>Medicine</subject><subject>Nurses</subject><subject>Organizational Culture</subject><subject>Patient safety</subject><subject>Patient-centered care</subject><subject>Patients</subject><subject>Pay for performance</subject><subject>Physicians</subject><subject>Quality</subject><subject>Quality improvement</subject><subject>Quality management</subject><subject>Quality of care</subject><subject>Quality of Health Care</subject><subject>Questionnaires</subject><subject>Response rates</subject><subject>Safety Management</subject><subject>Safety measures</subject><subject>Social research</subject><subject>Surveys and Questionnaires</subject><subject>Transformational leadership</subject><issn>1751-1879</issn><issn>1751-1887</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNptkT1PwzAQhi0EoqWwM6FILCyhZzt27BFVQJEqMVBm65LYKFU-WjsZ-u9J1FIJxHQ3PO-r03OE3FJ4pBTUfLX8iEHHDKiKARJ6RqY0FTSmSqXnpz3VE3IVwgZAJiJVl2TCQSdCaDUlydpj2ZTNV1RZLKwPkWt9hFHeV13vbdS6aNdjVXb7CJsiCuhst78mFw6rYG-Oc0Y-X57Xi2W8en99Wzyt4pzLtItlUTiHGaOaS-qEYBwoSi0UCCoKaTkyRAcIiXRaJZhngglJQTvQhcokn5GHQ-_Wt7vehs7UZchtVWFj2z4YxoDTJNF0RO__oJu2981w3UixlEku1UDBgcp9G4K3zmx9WaPfGwpmNGoGowa0GY2a0egQuTsW91lti1PgR-EAzA-Ara3Hqviv8teT-DdR33x7</recordid><startdate>20190507</startdate><enddate>20190507</enddate><creator>Feldman, Sue S</creator><creator>Buchalter, Scott</creator><creator>Zink, Dawn</creator><creator>Slovensky, Donna J</creator><creator>Hayes, Leslie Wynn</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>0U~</scope><scope>1-H</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7WY</scope><scope>7WZ</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>HEHIP</scope><scope>K6~</scope><scope>K9.</scope><scope>L.-</scope><scope>L.0</scope><scope>M0C</scope><scope>M0S</scope><scope>M0T</scope><scope>M1P</scope><scope>M2S</scope><scope>NAPCQ</scope><scope>PQBIZ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20190507</creationdate><title>Training leaders for a culture of quality and safety</title><author>Feldman, Sue S ; Buchalter, Scott ; Zink, Dawn ; Slovensky, Donna J ; Hayes, Leslie Wynn</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c367t-6ddffab219361f552301a69580515d6e3a2aaf0a046f984acb5256109f09d8b63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Academic Medical Centers</topic><topic>Alabama</topic><topic>Capacity building approach</topic><topic>Clinical outcomes</topic><topic>Corporate culture</topic><topic>Costs</topic><topic>Culture</topic><topic>Curricula</topic><topic>Educational programs</topic><topic>Health administration</topic><topic>Health education</topic><topic>Health Personnel - education</topic><topic>Humans</topic><topic>Inpatient care</topic><topic>Leadership</topic><topic>Medical personnel</topic><topic>Medicine</topic><topic>Nurses</topic><topic>Organizational Culture</topic><topic>Patient safety</topic><topic>Patient-centered care</topic><topic>Patients</topic><topic>Pay for performance</topic><topic>Physicians</topic><topic>Quality</topic><topic>Quality improvement</topic><topic>Quality management</topic><topic>Quality of care</topic><topic>Quality of Health Care</topic><topic>Questionnaires</topic><topic>Response rates</topic><topic>Safety Management</topic><topic>Safety measures</topic><topic>Social research</topic><topic>Surveys and Questionnaires</topic><topic>Transformational leadership</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Feldman, Sue S</creatorcontrib><creatorcontrib>Buchalter, Scott</creatorcontrib><creatorcontrib>Zink, Dawn</creatorcontrib><creatorcontrib>Slovensky, Donna J</creatorcontrib><creatorcontrib>Hayes, Leslie Wynn</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Global News & ABI/Inform Professional</collection><collection>Trade PRO</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Access via ABI/INFORM (ProQuest)</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>Sociology Collection</collection><collection>ProQuest Business Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Professional Standard</collection><collection>ABI/INFORM Global</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Healthcare Administration Database</collection><collection>Medical Database</collection><collection>Sociology Database</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Business</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>International journal of health care quality assurance incorporating Leadership in health services</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Feldman, Sue S</au><au>Buchalter, Scott</au><au>Zink, Dawn</au><au>Slovensky, Donna J</au><au>Hayes, Leslie Wynn</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Training leaders for a culture of quality and safety</atitle><jtitle>International journal of health care quality assurance incorporating Leadership in health services</jtitle><addtitle>Leadersh Health Serv (Bradf Engl)</addtitle><date>2019-05-07</date><risdate>2019</risdate><volume>32</volume><issue>2</issue><spage>251</spage><epage>263</epage><pages>251-263</pages><issn>1751-1879</issn><eissn>1751-1887</eissn><abstract>Purpose
The purpose of this paper is to understand the degree to which a quality and safety culture exists after healthcare workers in an academic medical center complete a quality improvement and patient safety education program focused on developing leaders to change the future of healthcare quality and safety.
Design/methodology/approach
The safety attitudes questionnaire (SAQ) short-form was used for measuring the culture of quality and safety among healthcare workers who were graduates of an academic medical center’s healthcare quality and safety program. A 53 percent response rate from program alumni resulted in 54 usable responses.
Findings
This study found that 42 (78 percent) of the respondents report that they are currently working in a healthcare quality and safety culture, with 25 (59 percent) reporting promotion into a leadership role after completion of the quality improvement education program. This compares favorably to AHRQ culture of safety survey results obtained by the same academic medical center within the year prior revealing only 63 percent of all inpatient employees surveyed reported working in a quality and safety culture.
Research limitations/implications
The study design precluded knowing to what degree a quality and safety culture, as measured by the SAQ, existed prior to attending the healthcare quality and safety program.
Originality/value
This study has practical value for other organizations considering a quality and safety education program. For organizations seeking to build capacity in quality and safety, training future leaders through a robust curriculum is essential. This may be achieved through development of an internal training program or through attending an outside organization for education.</abstract><cop>England</cop><pub>Emerald Publishing Limited</pub><pmid>30945598</pmid><doi>10.1108/LHS-09-2018-0041</doi><tpages>13</tpages></addata></record> |
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identifier | ISSN: 1751-1879 |
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issn | 1751-1879 1751-1887 |
language | eng |
recordid | cdi_emerald_primary_10_1108_LHS-09-2018-0041 |
source | MEDLINE; Emerald A-Z Current Journals; Applied Social Sciences Index & Abstracts (ASSIA); Standard: Emerald eJournal Premier Collection |
subjects | Academic Medical Centers Alabama Capacity building approach Clinical outcomes Corporate culture Costs Culture Curricula Educational programs Health administration Health education Health Personnel - education Humans Inpatient care Leadership Medical personnel Medicine Nurses Organizational Culture Patient safety Patient-centered care Patients Pay for performance Physicians Quality Quality improvement Quality management Quality of care Quality of Health Care Questionnaires Response rates Safety Management Safety measures Social research Surveys and Questionnaires Transformational leadership |
title | Training leaders for a culture of quality and safety |
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