Making it easy to do the right thing in healthcare: advancing improvement science education through accredited pan European higher education modules

Rhoda MacRae, Kevin Rooney, Alan Taylor, Katrina Ritters, Julita Sansoni, Manuel Lillo Crespo, Brigita Skela-Savič, Barbara O'Donnell

Research output: Contribution to journalArticle

Abstract

Background
Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practice.

Methods
This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practice Improvement Science, and a mapping of current Improvement Science education informed the content of the modules.

Results
A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact the modules have in practice has been developed and piloted.

Conclusion
The authors argue there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education it has real promise to improve the delivery, quality and design of healthcare.
Original languageEnglish
Pages (from-to)41-46
Number of pages6
JournalNurse Education Today
Volume42
Early online date7 Apr 2016
DOIs
Publication statusPublished - Jul 2016

Fingerprint

Delivery of Health Care
Education
science
education
Professional Education
Students
Professional Practice
Quality of Health Care
Quality Improvement
Curriculum
evidence
student
driver
Learning
narrative
curriculum
human being
learning

Keywords

  • improvement science education
  • healthcare
  • European

Cite this

@article{69e75fa6d9f347f7b60c04016f17c7f7,
title = "Making it easy to do the right thing in healthcare: advancing improvement science education through accredited pan European higher education modules",
abstract = "BackgroundNumerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practice.MethodsThis article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practice Improvement Science, and a mapping of current Improvement Science education informed the content of the modules.ResultsA contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact the modules have in practice has been developed and piloted.ConclusionThe authors argue there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education it has real promise to improve the delivery, quality and design of healthcare.",
keywords = "improvement science education, healthcare, European",
author = "Rhoda MacRae and Kevin Rooney and Alan Taylor and Katrina Ritters and Julita Sansoni and {Lillo Crespo}, Manuel and Brigita Skela-Savič and Barbara O'Donnell",
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Making it easy to do the right thing in healthcare : advancing improvement science education through accredited pan European higher education modules. / MacRae, Rhoda; Rooney, Kevin; Taylor, Alan; Ritters, Katrina; Sansoni, Julita; Lillo Crespo, Manuel; Skela-Savič, Brigita; O'Donnell, Barbara.

In: Nurse Education Today, Vol. 42, 07.2016, p. 41-46.

Research output: Contribution to journalArticle

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T1 - Making it easy to do the right thing in healthcare

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AU - MacRae, Rhoda

AU - Rooney, Kevin

AU - Taylor, Alan

AU - Ritters, Katrina

AU - Sansoni, Julita

AU - Lillo Crespo, Manuel

AU - Skela-Savič, Brigita

AU - O'Donnell, Barbara

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N2 - BackgroundNumerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practice.MethodsThis article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practice Improvement Science, and a mapping of current Improvement Science education informed the content of the modules.ResultsA contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact the modules have in practice has been developed and piloted.ConclusionThe authors argue there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education it has real promise to improve the delivery, quality and design of healthcare.

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