Evidence map›Paper›PMID 31113414›Full record

ArticleBMC medical education2019

The impact of an innovative curriculum to introduce patient safety and quality improvement content.

Kelly T Gleason, Brigit VanGraafeiland, Yvonne Commodore-Mensah, Jo Walrath, Susan Immelt, Ellen Ray, Cheryl R Dennison Himmelfarb

Abstract read
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In one paragraph

Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
8citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

8 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Kelly T GleasonSchool of Nursing, Johns Hopkins University, 525 N Wolfe Street, Baltimore, MD, 21205, USA. kgleaso2@jhmi.edu.
Brigit VanGraafeilandSchool of Nursing, Johns Hopkins University, 525 N Wolfe Street, Baltimore, MD, 21205, USA.
Yvonne Commodore-MensahSchool of Nursing, Johns Hopkins University, 525 N Wolfe Street, Baltimore, MD, 21205, USA.
Jo WalrathSchool of Nursing, Johns Hopkins University, 525 N Wolfe Street, Baltimore, MD, 21205, USA.
Susan ImmeltSchool of Nursing, Johns Hopkins University, 525 N Wolfe Street, Baltimore, MD, 21205, USA.
Ellen RayCarroll Health Group, Westminster, USA.
Cheryl R Dennison HimmelfarbSchool of Nursing, Johns Hopkins University, 525 N Wolfe Street, Baltimore, MD, 21205, USA.

Funding

Institute for Clinical and Translational ResearchTL1TR001078 · NCATS · JOHNS HOPKINS UNIVERSITY · PI FORD, DANIEL ERNEST · 2013 to 2017
$1.9M
Interdisciplinary Training in Cardiovascular Health ResearchT32NR012704 · NINR · JOHNS HOPKINS UNIVERSITY · PI ALLEN, JERILYN K · 2011 to 2020
$1.8M
NCATS NIH HHS TL1 TR001078NCATS NIH HHS TR001078NINR NIH HHS T32 NR012704
6 · The paper itself

Abstract

backgroundThe Fuld Fellows Program provides selected pre-licensure nursing students with a foundation in the science of patient safety, quality improvement and leadership through coursework and a mentored experience working on a quality improvement project. We evaluated this program's impact on Fellows' patient safety competence and systems thinking.

methodsCohorts I-VI (n = 116) completed pre-post program evaluation that included measurement of patient safety competence through the Health Professional Education in Patient Safety Survey (H-PEPSS) and systems thinking using the Systems Thinking Scale. Pre- and post-program H-PEPSS and Systems Thinking Scale scores were compared using the Wilcoxon Signed-Rank Test. The Fellows were compared to non-Fellows on patient safety competence and systems thinking using t-tests.

resultsPatient safety competence on all H-PEPSS scales improved from baseline to end of program: teamwork (2.6 to 3.1), communication (2.1 to 3.2), managing risk (2.2 to 3.3), human environment (2.8 to 3.7), recognize and respond to risk (2.7 to 3.6), and culture (2.9 to 3.8) (p < 0.05). The Fellows, in comparison to the non-Fellows, reported a significantly higher (p < 0.05) mean change score in five of the six H-PEPSS subscales. Fellows' mean systems thinking score increased from 66 ± 7 at baseline to 70 ± 6 at program completion (p < 0.05), this mean post completion score was significantly higher than the non-Fellows reported mean STS score of 62 ± 7.

conclusionThe Fuld Fellows Program effectively facilitated patient safety and quality improvement and systems thinking learning among pre-licensure nursing students. This program can serve as a model for integrating quality and safety concepts into health professionals' curricula.

Indexed as

Clinical CompetenceCurriculumStudents, NursingHumansLeadershipNursing Methodology ResearchOrganizational InnovationPatient SafetyProgram EvaluationQuality Improvement

Identifiers

PMID31113414
PMCPMC6528273

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.