The Gombe Ecosystem Health Project: 16 years of program evolution and lessons learned

2021 ◽  
Author(s):  
Elizabeth V. Lonsdorf ◽  
Dominic A. Travis ◽  
Jane Raphael ◽  
Shadrack Kamenya ◽  
Iddi Lipende ◽  
...  
Keyword(s):  
Ecosystem Health ◽  
Lessons Learned ◽  
Health Project ◽  
Program Evolution

Self-Verification Program in bp: Success Story of Major Accident Risk Management via Bowtie Barrier Model

2021 ◽  
pp. 1-13
Author(s):  
Roman Bulgachev ◽  
Michael Cromarty ◽  
Lee Milburn ◽  
Kevan Davies
Keyword(s):  
Risk Management ◽  
Risk Function ◽  
Lessons Learned ◽  
Management Tool ◽  
Accident Risk ◽  
Component Level ◽  
Holistic View ◽  
Operational Risks ◽  
Program Evolution ◽  
Major Accident

Summary bp’s (“the company’s”) wells organization manages its operational risks through what is known as the “three lines of defense” model. This is a three-tiered approach; the first line of defense is self-verification, which wells assets apply to prevent or mitigate operational risks. The second line of defense is conducted by the safety and operational risk function using deep technical expertise. The third line of defense is provided by group audit. In this paper, we discuss the wells self-verification program evolution from its first implementation and share case studies, results, impact, lessons learned, and further steps planned as part of the continuous improvement cycle. The company’s wells organization identified nine major accident risks that have the potential to result in significant health, safety, and environment (HSE) impacts. Examples include loss of well control (LoWC), offshore vessel collision, and dropped objects. The central risk team developed bowties for these risks, with prevention barriers on cause legs and mitigation barriers on consequence legs. Detailed risk bowties are fundamental to wells self-verification, adding technical depth to allow more focused verification to be performed when compared with the original bowties, because verification is now conducted using checklists targeting barriers at their component level, defined as critical tasks and equipment. Barriers are underpinned by barrier enablers (underlying supporting systems and processes) such as control of work, safe operating limits, inspection and maintenance, etc. Checklists are standardized and are available through a single, global digital application. This permits the verifiers, typically wellsite leaders, to conduct meaningful verification conversations, record the resulting actions, track them to closure within the application, and gain a better understanding of any cumulative impacts, ineffective barriers, and areas to focus on. Self-verification results are reviewed at rig, region, wells, and upstream levels. Rigs and regions analyze barrier effectiveness and gaps and implement corrective actions with contractors at the rig or region level. Global insights are collated monthly and presented centrally to wells leadership. Common themes and valuable learnings are then addressed at the functional level, shared across the organization, or escalated by the leadership. The self-verification program at the barrier component level proved to be an effective risk management tool for the company’s wells organization. It helps to continuously identify risks, address gaps, and learn from them. Recorded assessments not only provide the wells organization with barrier performance data but also highlight opportunities to improve. Leadership uses the results from barrier verification to gain a holistic view of how major accident risks are managed. Program evolution has also eliminated duplicate reviews, improved clarity of barrier components, and improved sustainability through applying a systematic approach, standardization, digitization, and procedural discipline.

scholarly journals Moving from formative research to co-creation of interventions: insights from a community health system project in Mozambique, Nepal and Peru

2018 ◽  
Vol 3 (6) ◽  
pp. e001183 ◽  
Author(s):  
David Beran ◽  
Maria Lazo-Porras ◽  
Maria Kathia Cardenas ◽  
François Chappuis ◽  
Albertino Damasceno ◽  
...  
Keyword(s):  
Global Health ◽  
Health System ◽  
Community Health ◽  
Neglected Tropical Diseases ◽  
Formative Research ◽  
Lessons Learned ◽  
Delivery Of Care ◽  
Health Project ◽  
System Project ◽  
Tools And Methods

Different methodological approaches for implementation research in global health focusing on how interventions are developed, implemented and evaluated are needed. In this paper, we detail the approach developed and implemented in the COmmunity HEalth System InnovatiON (COHESION) Project, a global health project aimed at strengthening health systems in Mozambique, Nepal and Peru. This project developed innovative formative research at policy, health system and community levels to gain a comprehensive understanding of the barriers, enablers, needs and lessons for the management of chronic disease using non-communicable and neglected tropical diseases as tracer conditions. After formative research, COHESION adopted a co-creation approach in the planning of interventions. The approach included two interactions with each type of stakeholder at policy, health system and community level in each country which aimed to develop interventions to improve the delivery of care of the tracer conditions. Diverse tools and methods were used in order to prioritise interventions based on support, resources and impact. Additionally, a COHESION score that assessed feasibility, sustainability and scaling up was used to select three potential interventions. Next steps for the COHESION Project are to further detail and develop the interventions propositioned through this process. Besides providing some useful tools and methods, this work also highlights the challenges and lessons learned from such an approach.

scholarly journals Lessons Learned in Community Research Through The Native Proverbs 31 Health Project

2014 ◽  
Vol 11 ◽  
Author(s):  
Caroline M. Kimes ◽  
Shannon L. Golden ◽  
Rhonda F. Maynor ◽  
John G. Spangler ◽  
Ronny A. Bell
Keyword(s):  
Lessons Learned ◽  
Community Research ◽  
Health Project

Lessons Learned From the Uniontown Community Health Project

2002 ◽  
Vol 26 (1) ◽  
pp. 34-42 ◽  
Author(s):  
Mary Ann Littleton ◽  
Carol E. Cornell ◽  
James M. Raczynski ◽  
Varena G. Stalker ◽  
Paul G. Greene ◽  
...  
Keyword(s):  
Community Health ◽  
Lessons Learned ◽  
Health Project

Ecology, statistics, and the art of misdiagnosis: The need for a paradigm shift

1999 ◽  
Vol 7 (4) ◽  
pp. 167-190 ◽  
Author(s):  
J D Germano
Keyword(s):  
Risk Assessment ◽  
Paradigm Shift ◽  
Ecosystem Health ◽  
Statistical Significance ◽  
Lessons Learned ◽  
Risk Assessments ◽  
Ecological Data ◽  
Marine Monitoring ◽  
The Past ◽  
Alternative Approaches

This paper approaches ecological data analysis from a different vantage point and has implications for ecological risk assessment. Despite all the advances in theoretical ecology over the past four decades and the huge amounts of data that have been collected in various marine monitoring programs, we still do not know enough about how marine ecosystems function to be able to make valid predictions of impacts before they occur, accurately assess ecosystem ``health,'' or perform valid risk assessments. Comparisons are made among the fields of psychology, social science, and ecology in terms of the applications of decision theory or approach to problem diagnosis. In all of these disciplines, researchers are dealing with phenomena whose mechanisms are poorly understood. One of the biggest impediments to the interpretation of ecological data and the advancement of our understanding about ecosystem function is the desire of marine scientists and policy regulators to cling to the ritual of null hypothesis significance testing (NHST) with mechanical dichotomous decisions around a sacred 0.05 criterion. The paper is divided into three main sections: first, a brief overview of common misunderstandings about NHST; second, why diagnosis of ecosystem health is and will be such a difficult task; and finally, some suggestions about alternative approaches for ecologists to improve our "diagnostic accuracy'' by taking heed of lessons learned in the fields of clinical psychology and medical epidemiology. Key words: statistical significance, Bayesian statistics, risk assessment

scholarly journals Case Study: Converting Paper-based Case Report Forms to an Electronic Format (e-CRF) with ACASI Self-Report Integration

2017 ◽  
Vol 9 (3) ◽  
Author(s):  
Stan John Mierzwa
Keyword(s):  
Case Report ◽  
Lessons Learned ◽  
Self Report ◽  
Computer Assisted ◽  
Select Group ◽  
Health Project ◽  
Project Site ◽  
Test Feasibility ◽  
Audio Computer

This paper will discuss the integration of electronic Case Report Forms (e-CRFs) into an already existing Android-based Audio Computer-Assisted Self-Interview (ACASI) software solution that was developed for a public health project in Kampala, Uganda, the technical outcome results, and lessons learned that may be useful to other projects requiring or considering such a technology solution.  The developed product can function without a connection to the Internet and allows for synchronizing collected data once connectivity is possible.  Previously, only paper-based CRFs were utilized at the Uganda project site.  A subset or select group of CRFs were targeted for integration with ACASI in order to test feasibility and success.  Survey volume, error rate, and acceptance of the system, as well as the operational and technical design of the solution, will be discussed. 

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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