Assessment of the results of a three-year program for National Standardization and Quality Improvement of Medical Laboratories on Drug of Abuse Testing by the Ministry of Health in Turkey

2018 ◽  
Vol 11 (2) ◽  
pp. 215-222
Author(s):  
Tuncay Küme ◽  
Ferzane Mercan ◽  
Hatice Topsakal ◽  
Cigdem Karakukcu ◽  
Mehmet Şeneş ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Ministry Of Health ◽  
Drug Of Abuse ◽  
Medical Laboratories ◽  
Drug Of Abuse Testing

scholarly journals EVALUATING THE EVIDENCE BASE OF A STAFFING GUIDELINE FOR DUTCH NURSING HOMES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S381-S381
Author(s):  
Ramona Backhaus ◽  
Hilde Verbeek ◽  
Bram De Boer ◽  
Erik Van Rossum ◽  
Jos Schols ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Nursing Home ◽  
Nursing Homes ◽  
Scientific Literature ◽  
Evidence Base ◽  
Care Provision ◽  
Ministry Of Health ◽  
Nursing Home Quality ◽  
Quality Framework ◽  
Board Level

Abstract Related to the Dutch nursing home quality framework implemented in 2017, a staffing guideline was developed, aimed at assisting nursing homes to adequately staff their wards. For the Dutch Ministry of Health, we investigated the evidence base of this guideline. We critically reviewed scientific literature (n=65) and interviewed (inter)national experts (n=8) and potential guideline users (n=5). We found that departing a quality improvement dialogue directly from teams, clients and their families is positive. However, weaknesses were identified as well. Several risks exist for employees to adequately assess resident needs. Furthermore, buy-in is needed from board level to develop a vision on which competencies and amount of staff are needed to fulfill these needs. Examples of guideline improvement recommendations were assisting teams in how to assess resident needs, critically reflect on care provision and considering a role for (top)management. Overall, it was concluded that the value of the guideline was limited.

scholarly journals Development of the conceptual framework for a quality improvement training programme for health professionals in the ministry of health and social services in Namibia

2016 ◽  
Vol 4 (1) ◽  
pp. 46
Author(s):  
Julia Paul Nangombe ◽  
Hans Justus Amukugo
Keyword(s):  
Quality Improvement ◽  
Conceptual Framework ◽  
Social Services ◽  
Health Professionals ◽  
Care Delivery ◽  
Training Programme ◽  
Health Facilities ◽  
Ministry Of Health ◽  
Quality Health Care ◽  
Health And Social Services

This article describe the process followed by the researcher in the development of the conceptual framework for a quality improvement training programme for health professionals in the Ministry of Health and Social Services in Namibia. The conceptual framework of this study was based on the Practice Orientated Theory of Dickoff (1968) that assisted with explaining the concepts used in developing the quality improvement training programme for health professionals at the health facilities. Dickoff’ s (1968) practice orientated theory consists of the agent, recipients, context, procedure, dynamics, and the terminus. In this study, the agent was a quality specialist, the recipients were health professionals, the context was the health facilities, the dynamics were challenges that health professionals were experiencing; the procedure was the training programme, while the terminus was knowledgeable and skillful health professionals in quality health care delivery.

scholarly journals Progressing beyond SLMTA: Are internal audits and corrective action the key drivers of quality improvement?

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Robert N. Maina ◽  
Doris M. Mengo ◽  
Abdikher D. Mohamud ◽  
Susan M. Ochieng ◽  
Sammy K. Milgo ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Customer Service ◽  
Internal Audit ◽  
Corrective Action ◽  
Quality Improvement Process ◽  
Medical Laboratories ◽  
Continuous Quality ◽  
Percentage Points ◽  
One Year ◽  
Systematic Identification

Background: Kenya has implemented the Strengthening Laboratory Management Toward Accreditation (SLMTA) programme to facilitate quality improvement in medical laboratories and to support national accreditation goals. Continuous quality improvement after SLMTA completion is needed to ensure sustainability and continue progress toward accreditation.Methods: Audits were conducted by qualified, independent auditors to assess the performance of five enrolled laboratories using the Stepwise Laboratory Quality Improvement Process Towards Accreditation (SLIPTA) checklist. End-of-programme (exit) and one year post-programme (surveillance) audits were compared for overall score, star level (from zero to five, based on scores) and scores for each of the 12 Quality System Essential (QSE) areas that make up the SLIPTA checklist.Results: All laboratories improved from exit to surveillance audit (median improvement 38 percentage points, range 5–45 percentage points). Two laboratories improved from zero to one star, two improved from zero to three stars and one laboratory improved from three to four stars. The lowest median QSE scores at exit were: internal audit; corrective action; and occurrence management and process improvement (< 20%). Each of the 12 QSEs improved substantially at surveillance audit, with the greatest improvement in client management and customer service, internal audit and information management (≥ 50 percentage points). The two laboratories with the greatest overall improvement focused heavily on the internal audit and corrective action QSEs.Conclusion: Whilst all laboratories improved from exit to surveillance audit, those that focused on the internal audit and corrective action QSEs improved substantially more than those that did not; internal audits and corrective actions may have acted as catalysts, leading to improvements in other QSEs. Systematic identification of core areas and best practices to address them is a critical step toward strengthening public medical laboratories.

scholarly journals Paradigmatic perspective for a quality improvement training programme for health professionals in the ministry of health and social services in Namibia

2016 ◽  
Vol 4 (2) ◽  
pp. 89 ◽  
Author(s):  
Hans Justus Amukugo ◽  
Julia Paul Nangombe
Keyword(s):  
Health Care ◽  
Quality Improvement ◽  
Social Services ◽  
Health Professionals ◽  
Training Programme ◽  
Health Care Facilities ◽  
Ministry Of Health ◽  
Quality Health Care ◽  
Health And Social Services ◽  
Quality Health

This article focuses on the paradigmatic perspective facilitate the development of a quality improvement training programme for health professionals in the ministry of health and social services in Namibia. The study of this nature requires a paradigmatic perspective; this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific. Assumptions are useful in directing research decisions during the research process.The study adopted a constructivism and interpretivism approach, since it involved understand the current situation of quality health care/service delivery at health care facilities, and explore and describe the of the health professionals; experiences at the health care facilities. The study was based on the specific information that was accepted as true, as obtained from those lived the experiences of challenges and constraints of providing quality health care at the health care facilities.The paradigm perspectives in this study include Meta – theoretical assumption which consisted ontological, epistemological, axiological, methodological and rhetorical assumptions. Theoretical basis of the study includes Dickoff (1968), Practice Oriented Theory; Programme development by Meyer and Van Niekerk; Kolb’s Theory of experiential learning; Demining’s model of quality improvement, Quality improvement policy of the Ministry of Health and Social Services (MoHSS) and Centre for Diseases control (CDC) framework for programme education.

scholarly journals Description of a quality improvement training programme for health professionals in the ministry of health and social services in Namibia

2016 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Julia Paul Nangombe ◽  
Hans Justus Amukugo
Keyword(s):  
Quality Improvement ◽  
Conceptual Framework ◽  
Social Services ◽  
Health Professionals ◽  
Training Programme ◽  
Research Process ◽  
Educational Programme ◽  
Successful Implementation ◽  
Ministry Of Health ◽  
Health And Social Services

The aim of this paper is to describe the quality improvement training programme for health professionals in the Ministry of Health and Social Services in Namibia. The Practice Oriented Theory of Dickoff (1968) was used as practical guidelines to develop the conceptual framework. This framework was employed during the research and the educational programme development process. During the research process, the agent was the researcher; recipients (Managers/leadership and health professionals); the context (MoHSS head office and healthcare facilities); dynamics (findings for objective one and two); Procedure (research process) and terminus (foundations for development of educational programme). For the educational programme developing process, agent (quality specialist), recipients (health professional), context (health facilities), procedure (training programme for health professionals), dynamics, (challenges hampering successful implementation of the programme) and the terminus (knowledge, skills and abilities acquired through the training programme). During the development of the quality improvement training programme, two main theories were adapted. The most prominent one was a model by Meyer and Van Niekerk (2008), which was adapted to guide the process of developing the training programme. Kolb’s experiential learning theory was used to explain the learning process and styles of developing knowledge through experiences.The content of the training programme was derived from five main themes, 17 sub-themes and the conceptual framework based on the situation analysis about challenges faced by the health care facilities. The five themes were lack of implementation of policies and guidelines; inadequate resources; lack of interpersonal relationships; inadequate understanding of quality assurance and quality improvement; and inadequate research to provide evidence-based information during treatment and patient care.The educational programme consisted of the purpose / aim, objectives, structure / design, facilitation process, implementation process, and evaluation of the programme.

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