Stanford Victoria, Leedham-Green Kathleen, Clack Alice, Parslow-Williams Siobhan, Ratnappuli Ayoma, Mortimer Frances
Centre for Sustainable Healthcare, Oxford, UK
Centre for Sustainable Healthcare, Oxford, UK.
BMJ Open Qual. 2025 Jun 8;14(2):e003055. doi: 10.1136/bmjoq-2024-003055.
The climate and ecological emergencies represent a significant threat to health, and yet healthcare is a major contributor to environmental degradation. Sustainability in Quality Improvement (SusQI) is a framework that enables healthcare professionals to improve how good health is achieved and healthcare delivered in line with social, economic and environmental sustainability goals. SusQI education provides healthcare learners with the knowledge and practical skills for sustainable clinical transformation.We interviewed 11 SusQI course leads at 10 educational sites in the UK and Ireland, exploring educator perspectives on how SusQI can be successfully implemented in diverse health educational contexts. Our aim was to identify what works, in which contexts and why. We thematically analysed the interviews and tabulated case study details.We identified four interlinked themes: choosing SusQI, getting it into the curriculum, making it work and embedding it. Each of these stages was influenced by factors related to the educators themselves, their students and their institution, as well as specific educational or curricular factors. The most successful implementations demonstrated synergistic benefits for both learners and institutions, engendering self-sustaining communities of practice.Strong institutional commitment, distributed expertise and opportunities for supported project work emerge as key success factors. Together, these fostered self-sustaining virtuous cycles of stakeholder engagement, transformative educational impacts and progress towards sustainable clinical practice.
气候和生态紧急情况对健康构成重大威胁，然而医疗保健却是环境退化的主要促成因素。质量改进中的可持续性（SusQI）是一个框架，它使医疗保健专业人员能够改进实现良好健康状况的方式以及按照社会、经济和环境可持续性目标提供医疗服务的方式。SusQI教育为医疗保健学习者提供实现可持续临床转变所需的知识和实践技能。我们采访了英国和爱尔兰10个教育机构的11位SusQI课程负责人，探讨教育工作者对于如何在不同的健康教育背景下成功实施SusQI的看法。我们的目的是确定哪些方法有效、在哪些背景下有效以及原因。我们对访谈进行了主题分析并将案例研究细节制成表格。我们确定了四个相互关联的主题：选择SusQI、将其纳入课程、使其发挥作用以及将其融入其中。每个阶段都受到与教育工作者自身、他们的学生和所在机构相关的因素，以及特定教育或课程因素的影响。最成功的实施案例显示出对学习者和机构都有协同效益，形成了自我维持的实践社区。强大的机构承诺、分布式专业知识以及支持项目工作的机会成为关键成功因素。这些因素共同促成了利益相关者参与、变革性教育影响以及朝着可持续临床实践发展的自我维持良性循环。
