Patient Safety Culture Discussion

Patient Safety Culture Discussion

Sample Answer for Patient Safety Culture Discussion Included After Question

important! This is the first of several Critical Thinking assignments that will build the foundation for a research paper later in the course. In research, you should select research articles that are peer-reviewed and, in most instances, are not more than five years old. When searching in the Saudi Digital Library, you can limit the results by publication date and peer-reviewed journals so that you get the most recent, credible research on the topic. You can then look for those results that allow you to access the full text. 1. Select one of the following topics: • Antibiotic use in healthcare • Artificial Intelligence (AI) • Big data analytics in healthcare • Chronic diseases • Clinical practice guidelines • Communicable diseases • Diabetic foot disease • Ethical decision-making in healthcare • Mental health • Non-communicable diseases • Patient safety culture • Vaccines 2. Find 10 peer-reviewed articles addressing the topic. • At least five articles should be empirical studies. Look for the theory that the study uses to identify the hypothesis that is formulated. See the following article on theory in healthcare: Aldahmash, A. M., Ahmed, Z., Qadri, F. R., Thapa, S., & AlMuammar, A. M. (2019). Implementing a connected health intervention for remote patient monitoring in Saudi Arabia and Pakistan: Explaining ‘the what’ and ‘the how’. Globalization and Health, 15(1), 20–20. https://doi.org/10.1186/s12992-019-0462-13. Write a two-page overview of your topic and the reasons for selecting each of the references. Be aware that you may find research articles that could be subtopics that may add interest to the main topic. 4. Create a References list of all 10 articles. 5. Submit your document with the two-page overview and 10 citations following APA and Saudi Electronic University writing standards. Review the grading rubric to see how you will be graded for this assignment. You are strongly encouraged to submit all assignments to the Originality Check prior to submitting them to your instructor for grading. CHAPTER 2 Selecting a Research Question Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com. 2.1 Practical Research ▪ A good first step toward selecting a research topic is to think about the various questions about health that have arisen from personal experiences, coursework, clinical or public health practice, and informal reading about subjects of interest ▪ Practical questions about who, where, when, what, why, and how often point toward unmet demand for descriptive studies, needs assessments, program evaluations, clinical effectiveness studies, and other types of health-related research Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com ▪ Many research questions in the health sciences arise from observations made during applied practice Figure 2-1 Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com 2.2 Brainstorming and Concept Mapping ▪ Concept mapping is a visual method for listing ideas and then grouping them to reveal relationships – Begin by using brainstorming to generate a list of words or phrases – Use circles and arrows to group related topics and to visualize the connections between them Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com ▪ Brainstorming is the process of generating long lists of spontaneous ideas about possible research questions 2.3 Keywords ▪ MeSH (Medical Subject Headings): a vocabulary thesaurus that can be used for searches of MEDLINE and other health science databases – The NIH’s MeSH database can help a researcher to identify the full extent of a research area and to narrow the scope of a research inquiry – After compiling a list of keywords with the assistance of the MeSH database, the researcher can look for the themes that emerge from those terms Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com ▪ Keyword: a word, a MeSH term, or a short phrase that can be used in a database search 2.4 Exposure, Disease, Population (EDP) ▪ Exposure: a personal characteristic, behavior, environmental encounter, or intervention that might change the likelihood of developing a health condition ▪ Outcome: an observed event such as the presence of disease in a participant in an observational study or the measured endpoint in an experimental study ▪ Population: a group of individuals, communities, or organizations Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Many topics in population health research can be expressed with the formula: “Is [exposure] related to [disease / outcome] in [population]?” Figure 2-2 Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Figure 2-3 Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Figure 2-4 Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com 2.4 Types of Prevention ▪ Secondary prevention: the detection of health problems in asymptomatic (non-symptomatic) individuals at an early stage when the conditions have not yet caused significant damage to the body and can be treated more easily ▪ Tertiary prevention: interventions that reduce impairment, minimize pain and suffering, and prevent death in people with symptomatic health problems Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com ▪ Primary prevention: health behaviors and other protective actions that help keep an adverse health event from occurring in people who do not already have the condition 2.5 PICOT ▪ What is the Patient (or Population) group and Problem that will be studied? ▪ What is the Intervention that will be tested? ▪ What will the intervention be Compared to? ▪ What is the Outcome of interest? ▪ What is the Timeframe for follow-up? Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com “PICOT” is often used when developing clinical research questions and designing intervention studies that might serve as a foundation for evidence-based practice 2.6 From Inquiry to Research ▪ A personal inquiry project typically involves identifying a practice-related question, thinking about possible answers that align with one’s own experiences and observations, searching the Internet for information that might support or challenge these ideas, and then generating hypotheses about solutions ▪ Some inquiry projects reveal evidence gaps that are best addressed with more formal research processes Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com ▪ Inquiry: the process of finding answers to questions that arise from personal experiences 2.7 Testable Questions ▪ A good research question is one that ends in a question mark – A research plan should not be formulated based on a predetermined call to action like “people should exercise more” or “first aid should be a mandatory part of the middle school curriculum” ▪ A good research question is testable – Testability: the ability of a research question to be answered using experiments or other types of measurements Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com – A research project should not be framed in terms of a value statement like “mental health is important” or “tobacco use is bad” 2.8 Framing for Generalizability Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com ▪ In order to advance science and practice, research findings must be able to be generalized beyond the study population Name CT_Rubric_125 Description 125 Points Rubric Detail Levels of Achievement Criteria Exceeds Expectation Meets Expectation Some Expectations Unsatisfactory Content 43 to 45 points 38 to 42 points 34 to 37 points 0 to 33 points Demonstrates substantial and extensive knowledge of the materials, with no errors or major omissions. Demonstrates adequate knowledge of the materials; may include some minor errors or omissions. Demonstrates fair knowledge of the materials and/or includes some major errors or omissions. Fails to demonstrate knowledge of the materials and/or includes many major errors or omissions. 43 to 45 points 38 to 42 points 34 to 37 points 0 to 33 points Provides strong thought, insight, and analysis of concepts and applications. Provides adequate thought, insight, and analysis of concepts and applications. Provides poor though, insight, and analysis of concepts and applications. Provides little or no thought, insight, and analysis of concepts and applications. 19 to 20 points 17 to 18 points 15 to 16 points 0 to 14 points Sources go above and beyond required criteria and are well chosen to provide effective substance and perspectives on the issue under examination. Sources meet required criteria and are adequately chosen to provide substance and perspectives on the issue under examination. Sources meet required criteria but are poorly chosen to provide substance and perspectives on the issue under examination. Source selection and integration of knowledge from the course is clearly deficient. 15 to 15 points 13 to 14 points 11 to 12 points 0 to 10 points Project is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure, contains no errors in grammar, spelling, APA style, or APA citations and references. Project is fairly well organized and written and is in proper format as outlined in the assignment. Reasonably good sentence and paragraph structure, may include a few minor errors in grammar, spelling, APA style, or APA citations and references. Project is poorly organized and written and may not follow proper format as outlined in the assignment. Inconsistent to inadequate sentence and paragraph development, and/or includes numerous or major errors in grammar, spelling, APA style or APA citations and references. Project is not organized or well written and is not in proper format as outlined in the assignment. Poor quality work; unacceptable in terms of grammar, spelling, APA style, and APA citations and references. Analysis Sources Demonstrates college-level proficiency in organization, grammar and style. View Associated Items Print Close Window

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