Dr. Nowicki: Adjunct Faculty, School of Nursing and Health Professions, Chaminade University of Honolulu, Honolulu, HI; previous affiliation Education Specialist/International Program Coordinator at SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii where the project was completed, and Founder and Co-President, Japan Pacific Healthcare Alliance, Nara, Japan. Dr. Berg: Professor of Medicine and Director of Simulation at SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii, Honolulu, HI. Mr. Okada: Graduate Research Associate, Epidemiology, University of Hawaii Cancer Center, Honolulu, HI. Dr. Yagi: Adjunct lecture, Medical Education Center, Jichii Medical University, Tochigi, Japan, and Research Fellow, SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii, Honolulu, HI. Dr. Tomisawa: Professor, Department of Nursing Sciences, Hirosaki University Graduate School of Health Sciences, Aomori, Japan. Dr. Kawahara: Senior Assistant Professor, Simulation Center, Aichi Medical University, Aichi, Japan. Dr. Ouchi: Lecturer, School of Medicine, University of the Ryukyus, Okinawa, Japan, and Adjunct Assistant Professor, SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii. Dr. Moritoki: Associate Professor (specially-appointed), Center for Medical Education and Training, Akita University Hospital, Akita, Japan, and Adjunct Assistant Professor, SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii. Dr. Otori: Professor, School of Pharmacy, Kindai University, Osaka, Japan, and Founder and Co-President, Japan Pacific Healthcare Alliance.
J Contin Educ Health Prof. 2022 Jul 1;42(3):211-218. doi: 10.1097/CEH.0000000000000438. Epub 2022 Jun 14.
Health care educators are challenged with helping clinicians develop competencies beyond their foundational training. In health care systems where continuing professional development is not integral to practice, clinicians may have few opportunities. We describe the design, implementation, and evaluation of a professional development program in patient safety for Japanese clinical educators to acquire simulation instructional skills and become Patient Safety Champions at their organizations.
Mixed methods were used in a longitudinal pre/post study design. The Kirkpatrick evaluation model was used to evaluate outcomes of a workshop, overall program, on-site training experiences, and impact as Patient Safety Champions. Self-assessment data on skills and knowledge of patient safety, simulation instructional methods, interprofessional collaboration, and leadership were collected and analyzed.
Eighty-nine percent of participants facilitated on-site patient safety training within 6 months of workshop completion. Skills and knowledge improvement were observed immediately postworkshop in four categories: patient safety, simulation instructional methods, interprofessional collaboration and communication, and leadership as a patient safety champion. Skills and knowledge increased at 6 months after facilitation of on-site safety training. Program mean satisfaction scores ranged from 84% to 92%. Mean Patient Safety Champion in-facility evaluations were 4.2 to 4.7 on a 5-point scale.
High levels of knowledge, skill retention, and behavior change are attributed to goal setting, outcome-oriented pedagogy, and reflective sessions. The Patient Safety Champion model and experiential learning approach gave Japanese clinical educators in medicine, nursing, and pharmacy an opportunity to learn from each other in simulations reflecting the practice environment.
医疗保健教育工作者面临着帮助临床医生在基础培训之外发展能力的挑战。在继续专业发展不是实践不可或缺的医疗保健系统中，临床医生可能机会很少。我们描述了一个针对日本临床教育者的患者安全专业发展计划的设计、实施和评估，该计划旨在使他们获得模拟教学技能，并成为其组织的患者安全冠军。
采用纵向前后研究设计的混合方法。使用柯克帕特里克评估模型评估工作坊、整个计划、现场培训经验和作为患者安全冠军的影响的结果。收集并分析了关于患者安全、模拟教学方法、跨专业合作和领导力的技能和知识的自我评估数据。
89%的参与者在完成工作坊后 6 个月内完成了现场患者安全培训。在四个方面观察到技能和知识的即时提高：患者安全、模拟教学方法、跨专业合作和沟通以及作为患者安全冠军的领导力。在现场安全培训的促进后 6 个月，技能和知识有所增加。计划的平均满意度得分在 84%至 92%之间。平均每位患者安全冠军的院内评估得分在 5 分制中为 4.2 至 4.7。
高水平的知识、技能保留和行为改变归因于目标设定、面向结果的教学法和反思性会议。患者安全冠军模式和体验式学习方法为医学、护理和药学的日本临床教育者提供了在模拟中相互学习的机会，这些模拟反映了实践环境。
