Patient Safety Competencies Curriculum Development

Domain 2: Work in Teams for Patient Safety

Key and enabling competencies:

Note: Items highlighted in blue are specific to patient safety teamwork; others may be taught elsewhere in the paediatric curriculum.

1. Health care professionals who participate effectively and appropriately in an interprofessional health care team to optimize patient safety are able to:

1.1. Describe the competencies, roles, expertise and overlapping scopes of practice of all team members and identify gaps that need to be addressed

1.2. Describe individual and team roles and responsibilities in the context of practice and in the health care system

1.3. Demonstrate respect for all team members, including the patient and his or her family

1.4. Work to develop a shared set of individual and team values, rights and responsibilities in the context of team practice

1.5. Identify and act on safety issues, priorities and adverse events in the context of team practice

1.6. Apply technology appropriately in team safety practices

1.7. Participate in the creation of a team environment where continuous learning is the norm

1.8. Contribute to a defined process for introducing new and emerging evidence into team-based care

1.9. Provide and accept feedback to improve the performance of the team and its members

1.10. Practice effective listening techniques to contribute to optimal teamwork and patient care

2. Health care professionals who meaningfully engage patients as the central participants in their health care teams:

2.1. Ensure that patients are at the centre of care

2.2. Engage patients in decision-making and the management of their own health

2.3. Provide appropriate, sufficient and clear information, and teaching to patients to support informed decision-making

2.4. Advocate for individual patients and for the resources to be able to provide patient-centred, high quality care

2.5. Respond to individual patient needs and respect cultural and personal health beliefs and practices

3. Health care professionals who appropriately share authority, leadership, and decision-making for safer care:

3.1. Explain their role in patient care to team members and patients

3.2. Collaboratively consult with, delegate tasks to, supervise and support team members

3.3. Accept delegated tasks

3.4. Ask for support when appropriate

3.5. Encourage team members to speak up, question, challenge, advocate and be accountable to address safety issues and risks inherent in the system

3.6. Demonstrate leadership techniques appropriate to clinical situations

4. Health care professionals who work effectively with health care team members to manage interprofessional conflict:

4.1. Define and identify conflict in health care teams

4.2. Work with other team members to prevent conflicts

4.3. Employ collaborative negotiation to manage conflicts in the team

4.4. Respect differences, misunderstandings, and limitations that may contribute to interprofessional tensions

4.5. Demonstrate willingness to set team goals and priorities, measure progress, and learn from experience together as a team

4.6. Address all practice variations that can dilute the reliable delivery of evidence-informed care

Learning objectives:

Knowledge

To learn and understand:

1. Team dynamics and authority gradients, and the importance of relevant expertise as a basis for leadership in a given situation
2. Key safety issues and priorities inherent in team practice and pertinent to the paediatric population
3. Protocols for the team’s response to adverse events, including appropriate disclosure to patients,debriefing and team support
4. The impact of technology on team dynamics
5. How to proactively address concerns about provider or system performance involving risk to patients and/or team members through the appropriate channels

Skills

1. To use evidence-informed team communication tools to facilitate the improvement of patient safety, including: permission and invitation to speak up, question, and challenge; conversational turn-taking; listening; checklists and briefi ng
2. To provide appropriate debriefing and team support after an adverse event or close call
3. To monitor and evaluate team performance

Attitudes

1. To foster an environment in which the team works to provide the best possible patient outcomes
2. To practise patient-centred care such that the patient and family are visibly active team participants
3. To facilitate continuity of care (through integrated, interprofessional, individualized care plans)

Content:

1. Team Communication Case
2. Team Communication Facilitator Guide
3. Being An Effective Team Player - Primer
4. Being an Effective Team Player - PowerPoint
   

Teaching methodologies:

1. Session 1-2 hours:
   Team Communication Case - for discussion
   Effective Team Player slide deck and word document - discuss how to be an effective team player.

Evaluation:

Learner
Team OSCE
Program/session/module

Supporting materials/videos etc:

CPSI DVD series - available from CPSI $750.00 set

Domain 2 Attachments

Being an Effective Team Player - slides - WHO.pdf
Being an Effective Team Player who_mc_topic-4.pdf
Team_CommunicationCase.pdf
Team_CommunicationCaseFacilitatorGuide.pdf