Abebe Ephrem, Bao Amy, Kokkinias Peter, Russ-Jara Alissa L, Degnan Dan
Department of Pharmacy Practice, College of Pharmacy, Purdue University, West Lafayette, IN, USA.
Regenstrief Center for Healthcare Engineering, Purdue University, West Lafayette, IN, USA.
Explor Res Clin Soc Pharm. 2022 Dec 27;9:100216. doi: 10.1016/j.rcsop.2022.100216. eCollection 2023 Mar.
Higher education institutions (HEIs), including pharmacy programs, are experiencing growing pressure from the public and policy makers to develop student-centered learning experiences that meet societal needs. While HEIs may have in-house initiatives to meet such challenges, there are also opportunities for cross-domain learning and application of useful concepts from other sectors. One such sector that lends itself to cross-domain learning is the healthcare industry. Like HEIs, the healthcare industry has been experiencing pressure from its stakeholders, in this case, to address patient safety gaps. These forces intensified at the turn of the century leading to the emergence of what is now known as the patient safety movement, which enabled increased advocacy, education, and research to reduce healthcare-related harm. Despite persistent challenges, a key achievement of the patient safety movement has been application of a systems framework to understand and solve patient safety gaps. That is, patient safety gaps are often a result of system defects rather than isolated acts of individual workers operating in a complex social and technical work setting (often referred to as sociotechnical system). Commonly used systems frameworks describe a sociotechnical system through its components: 1) structure (e.g., people, tools/technology, physical workspaces); 2) processes (e.g., medication administration); and 3) outcomes (e.g., medication safety, patient satisfaction). At their core, both HEIs and healthcare organizations are complex sociotechnical systems that organize their structures to support specific processes - learning in HEIs and patient safety in healthcare - to ultimately improve outcomes for students and patients, respectively. This paper describes parallels between HEIs and the healthcare domain to illustrate how patient safety concepts and practices from healthcare can be adapted to HEIs in order to enhance educational structures, processes, and learning outcomes.
包括药学专业项目在内的高等教育机构（HEIs），正面临来自公众和政策制定者日益增长的压力，要求其开发以学生为中心的学习体验，以满足社会需求。虽然高等教育机构可能有内部举措来应对此类挑战，但也存在跨领域学习以及应用其他部门有用概念的机会。医疗行业就是一个适合跨领域学习的部门。与高等教育机构一样，医疗行业也一直面临来自其利益相关者的压力，在这种情况下，是要解决患者安全方面的差距。这些压力在世纪之交加剧，导致了现在被称为患者安全运动的出现，这使得在减少医疗相关伤害方面的宣传、教育和研究得以增加。尽管面临持续挑战，但患者安全运动的一项关键成就是应用系统框架来理解和解决患者安全差距。也就是说，患者安全差距往往是系统缺陷的结果，而不是在复杂的社会和技术工作环境（通常称为社会技术系统）中单个工作人员的孤立行为。常用的系统框架通过其组成部分来描述社会技术系统：1）结构（例如人员、工具/技术、物理工作空间）；2）流程（例如药物管理）；3）结果（例如用药安全、患者满意度）。从核心来看，高等教育机构和医疗组织都是复杂的社会技术系统，它们组织自身结构以支持特定流程——高等教育机构中的学习和医疗中的患者安全——以最终分别改善学生和患者的结果。本文描述了高等教育机构与医疗领域之间的相似之处，以说明医疗领域的患者安全概念和实践如何能够应用于高等教育机构，以增强教育结构、流程和学习成果。
