An intervention model with self‐assessment and subsequent multi‐professional review might be effective and feasible to improve drug safety in primary healthcare. A survey‐based evaluation of SÄKLÄK2

2019 ◽  
Vol 26 (1) ◽  
pp. 125-133
Author(s):  
Jessica Skoog ◽  
Cecilia Lenander ◽  
Sara Modig
Keyword(s):  
Drug Safety ◽  
Primary Healthcare ◽  
Intervention Model ◽  
Self Assessment ◽  
Professional Review

scholarly journals Optimising drug prescribing and dispensing in subjects at risk for drug errors due to renal impairment: improving drug safety in primary healthcare by low eGFR alerts

BMJ Open ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. e002068 ◽  
Author(s):  
Hanneke Joosten ◽  
Iefke Drion ◽  
Kees J Boogerd ◽  
Emiel V van der Pijl ◽  
Robbert J Slingerland ◽  
...  
Keyword(s):  
At Risk ◽  
Renal Impairment ◽  
Drug Safety ◽  
Primary Healthcare ◽  
Drug Prescribing ◽  
Drug Errors

scholarly journals Institutional and matrix support and its relationship with primary healthcare

2015 ◽  
Vol 49 (0) ◽  
pp. 1-7 ◽  
Author(s):  
Alaneir de Fátima dos Santos ◽  
Antônio Thomaz Gonzaga da Matta Machado ◽  
Clarice Magalhães Rodrigues dos Reis ◽  
Daisy Maria Xavier Abreu ◽  
Lucas Henrique Lobato de Araújo ◽  
...  
Keyword(s):  
Primary Healthcare ◽  
Institutional Support ◽  
Cross Sectional Study ◽  
Work Processes ◽  
Self Assessment ◽  
Cross Sectional ◽  
Logistic Regression Models ◽  
The Matrix ◽  
Lemeshow Test ◽  
Support Model

<sec><title>OBJECTIVE</title><p> To analyze whether the level of institutional and matrix support is associated with better certification of primary healthcare teams.</p></sec><sec><title>METHODS</title><p> In this cross-sectional study, we evaluated two kinds of primary healthcare support – 14,489 teams received institutional support and 14,306 teams received matrix support. Logistic regression models were applied. In the institutional support model, the independent variable was “level of support” (as calculated by the sum of supporting activities for both modalities). In the matrix support model, in turn, the independent variables were the supporting activities. The multivariate analysis has considered variables with p < 0.20. The model was adjusted by the Hosmer-Lemeshow test.</p></sec><sec><title>RESULTS</title><p> The teams had institutional and matrix supporting activities (84.0% and 85.0%), respectively, with 55.0% of them performing between six and eight activities. For the institutional support, we have observed 1.96 and 3.77 chances for teams who had medium and high levels of support to have very good or good certification, respectively. For the matrix support, the chances of their having very good or good certification were 1.79 and 3.29, respectively. Regarding to the association between institutional support activities and the certification, the very good or good certification was positively associated with self-assessment (OR = 1.95), permanent education (OR = 1.43), shared evaluation (OR = 1.40), and supervision and evaluation of indicators (OR = 1.37). In regards to the matrix support, the very good or good certification was positively associated with permanent education (OR = 1.50), interventions in the territory (OR = 1.30), and discussion in the work processes (OR = 1.23).</p></sec><sec><title>CONCLUSIONS</title><p> In Brazil, supporting activities are being incorporated in primary healthcare, and there is an association between the level of support, both matrix and institutional, and the certification result.</p></sec>

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

An Advocate for Self-Assessment: Barbara Weinstein

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 5-29
Author(s):  
Joseph Montano
Keyword(s):  
Self Assessment

FDA's New Drug Safety Board Under Scrutiny

2005 ◽  
Vol 39 (3) ◽  
pp. 51
Author(s):  
JENNIFER SILVERMAN
Keyword(s):  
Drug Safety ◽  
New Drug
Sign in / Sign up

Export Citation Format

Share Document