Download Course Syllabus - Presbyterian College School of Pharmacy

PHRM 5106
Medication Safety Management
Course Syllabus
Fall 2010
Course Instructors
Dr Cliff Fuhrman (Course Coordinator)
Office: 128
Phone: 938-3907
E-mail: [email protected]
Office hours:
Dr Richard Stull
Office: 125
Phone: 938-3901
E-mail: [email protected]
Office hours:
Questions about course material should be submitted to the course instructor responsible for teaching the
related material. If the question is not resolved or the student has questions about course administration
the student should contact the course coordinator in person or via phone or e-mail. If the question/issue is
not resolved, the student should contact the Department Chair of the course coordinator finally, the
Associate Dean for Academic Affairs.
Course Description
This course introduces medication use safety as a problem in public policy and the processes that
fosters the development of a culture of safety in the pharmacy workplace. (Fall P1 year; two
lecture hours per week)
Course Learning Outcomes (ACPE Appendix B Outcomes)
Medication Safety
Distribution/Medication Systems
Health Care Delivery Systems
Pharmacy Management
PC Twelve Competencies met by this Course
Communication
Problem Prevention and Solving
Management skills
Advancement of Pharmacy and Health Care
Promotion of Health and Public Welfare
Goals and Objectives
I. Introduction/Overview
1. Discuss the scope of the problem of unsafe health care practices in the United States.
2. Describe the public viewpoint about health care safety and harm.
3. Discuss historical development of the theories and practices of safety in industries other than
health care.
4. Explain the rationale for professionals to integrate basic concepts of patient safety in health care.
5. Discuss the concept of evidence as applied to patient safety as a science.
6. Discuss reliability, validity and levels of evidence as applied to patient safety.
7. Describe how to use different forms of evidence appropriately for the right questions in patient
safety.
8. Describe the outcomes that may potentially occur when evidence is used inappropriately in safety
decisions
9. Use the basic terminology and vocabulary of patient safety in health care.
II. Why Things Go Wrong
1. Analyze how errors occur as a result of cognitive, psychosocial, environmental and task-related
factors.
2. Describe the scope, causes, and types of errors, and the outcomes that result.
3. Describe how our understanding of human performance fallibility is approached in the design of
safe systems.
4. Explain the relevance of systems analysis and decision analysis to efforts to improve patient
safety.
5. Explain how environmental risk analysis is used to improve safety in health care.
III. Safety Improvement is in Systems
1. Describe the manner in which process engineering can improve systems to increase patient
safety.
2. Explain the basic framework of systems analysis.
3. Describe some of the problem areas in systems analysis, including common criterion errors and
the treatment of incommensurable factors.
4. Discuss the relevance of systems analysis and decision analysis in efforts to improve patient
safety.
5. Describe important factors in the design and redesign of medical systems.
IV. Safety Improvement is in Professional Practice and Keeping the Patient Safe
1. Explain your own scope of practice (discipline specific skill set) and understand and appreciate
the contributions of other professionals (role on interprofessional team).
2. Apprise the issues of trust between health care disciplines.
3. Discuss the advocacy role of interprofessional teams and identify needs that are being unmet.
4. Explain the need for effective communication in patient safety.
5. Explain the patient’s role of working with the healthcare team to insure medical safety.
6. Make evidence-based safety practice recommendations.
7. Describe gaps in the patient’s health care that may lead to medical error.
8. Describe families’ roles in relation to patient safety.
9. Describe caregivers’ roles in relations to patient safety.
10. Explain how organizations can make it easier for healthcare workers to “do the right thing.”
11. Discuss the role of technology in contributing to error reduction.
V. Safety Improvement is in Culture
1. Explain the concept of a culture of safety.
2. Identify values that compete with the valuing of safety.
3. Describe the role of organizational leaders and individual health professional in fostering a culture
of safety.
4. Describe three characteristics of a quality patient care system.
5. Discuss the concept of total quality management in patient care systems.
6. Describe three common tools used by health care teams to promote a safe health care system
culture.
7. Describe three actions that patients can take in order to contribute to a safer health care culture.
8. Describe the concept of a just, blame-free safety culture. Safe Patient Care Systems
9. Describe the differences between an individual and organizational approach to error.
10. Discuss how high-reliability organizations develop and maintain a culture of safety.
11. List and describe organizational characteristics that create an environment conducive to error.
12. Explain the organization’s role in reducing the occurrence of medical errors.
13. Explain effective organizational strategies for creating a culture of safety that intrinsically
motivates healthcare workers.
Class Meeting Times
Tue/Thu
10:30-11:20 AM (Lecture)
Room 104 Center for Pharmacy Education
Textbook
Required: Medication Errors, 2nd Edition, Michael Cohen, APhA, ISBN 1-58212-092-7
Recommended: NA
Supplies
Required: None
Attendance and Participation
Students are expected to attend and actively participate in all class sessions; attendance will be
monitored using the student class response system. Missing more than three lectures will result
in a reduction of one full letter grade on your final grade earned in the course. Excused
absences may be approved by the instructor.
Classroom Etiquette
Professionalism is reflected in one's behavior in class. In this class the following are expected as
characteristics of professional behavior:
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


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Reading assignments should be completed before class.
Students are expected to be ready to begin class at the scheduled time and remain in the
classroom until class is dismissed.
Avoid any and all behavior that does not allow others to hear and learn. Side conversations
should be kept to a minimum during lectures.
All cell phones and other electronic devices / noise-making devices should be turned OFF
during class.
Student participation during lecture is encouraged and instructors will gladly address student
questions during class.
Special Accommodations
Any student in this course who has a disability that may prevent him/her from fully demonstrating
his/her abilities should contact the instructor personally as soon as possible to discuss
accommodations necessary to ensure full participation and facilitate his/her educational
opportunities
Honor Code
The School of Pharmacy supports and enforces the College's Honor System. Pharmacy students
are expected to read, understand, and abide by the tenets of the PC Blue Book. Quizzes, tests,
examinations, projects, and papers to be graded should be accompanied by the pledge “On my
honor, I pledge that I have neither given nor received any unacknowledged aid on
this assignment” followed by the student’s signature. Unacknowledged aid includes aid that is
not allowed by the instructor. In some courses, students will be expected to work in small
groups to conduct experiments or other projects. When authorized by the instructor, these
activities are not Honor Code violations. However, the interpretation of data and the reporting of
results and conclusions are, unless stated otherwise by the instructor, individual responsibilities.
Assignments and Grading Policy
Basis for course grade:
Grading Scale:
Exam 1
Exam 2
Final Exam
Case study
90 - 100%
80 - 89.99%
70 - 79.99%
60 - 69.99%
<60%
(Grading scale
30%
30%
30% (Cumulative)
10%
A
B
C
D
F
approved by faculty)
The course coordinator reserves the right to make adjustments to the grading scale as necessary in
recording the final grade.
These policies will be followed as closely as possible throughout the semester; however, the course coordinator
reserves the right to adjust policies if needed during the semester. Any adjustment(s) will be provided in writing to
the students prior to implementation.
Topical Outline
Medication Safety Management
Fall 2010
5107
Date
Topic
Instructor
T
08/24
-Introduction to Course
Fuhrman/Stull
-Review of Syllabus, Class Policies, and Schedule
Reading Assignment for 8/26: Chapter 1 and 2 in Cohen and IOM Report
Brief: To Err is Human
TH
08/26
-Describing an environment of safety-Guest Lecture: William Rigot
Stull
T
08/31
-Measurements: definitions used in Patient Safety
Stull
TH
09/02
Legal/Regulatory Issue
Stull
T
09/07
No Class PC Convocation
TH
09/09
Economics/Cost of Quality
Stull
T
09/14
Accident and reconstruction
Stull
TH
09/16
Medication Safety Intro
Reading Assignment for 9/21: Chapter 6 and 7 in Cohen
Dr Nicol
T
09/21
Role of Drug Name and packaging in med errors
Reading Assignment for 9/23: Chapter 8 in Cohen
Fuhrman
TH
09/23
Abbreviations and Dose Expression
Fuhrman
T
09/28
Prevention of Medication Errors
Reading Assignment for 10/05: Chapter 9 and 10 in Cohen
Dr Nicol
TH
09/30
Preventing Prescribing and Dispensing Errors
Reading Assignment for 10/07: Chapter 11 and 12 in Cohen
Fuhrman
T
10/05
Exam 1
TH
10/07
Preventing Drug Administration errors and drug delivery device errors
Reading Assignment for 10/14: Chapter 13 in Cohen
T
10/12
TH
10/14
The patients role in prevention
Reading Assignment for 10/19: Chapter 14 in Cohen
Fuhrman
T
10/19
High-alert medications
Fuhrman
TH
10/21
High alert medications: Class Discussions
Reading Assignment for 10/26: Chapter 15 in Cohen
Fuhrman
T
10/26
Technology in the prevention of med errors
Reading Assignment for 10/28: Chapter 16 in Cohen
Dr Nicol
TH
10/28
Med errors in Cancer Chemotherapy
Reading Assignment for 11/02: Chapter 17 in Cohen
Guest: Dr Langston
T
11/02
Med errors in Peds and neonates
Reading Assignment for 11/04: Chapter 18 in Cohen
Guest: Dr Varner
Stull
FALL BREAK
TH
11/04
Med errors in immunologic drugs
Reading Assignment for 11/11: Chapter 19 in Cohen
Fuhrman
T
11/09
Exam 2
TH
11/11
Medication Error Reporting Systems
Reading Assignment for 11/16: Chapter 20 in Cohen
Stull
T
11/16
Disclosing Medication Errors to Patients and Families
Reading Assignment for 11/18: A Guide to the Joint Commission’s
Medication Management Standards
Dr Nicol
TH
11/18
Intro to: A Guide to the Joint Commission’s
Medication Management Standards
Reading Assignment for 11/23: Chapter 23 in Cohen
Guest Lecturer
T
11/23
Managing Medication Risks through a Culture of safety
Dr Nicol
TH
11/25
T
11/30
Case Study
Fuhrman/Stull
TH
12/02
Case Study
Fuhrman/Stull
M
12/06
THANKSGIVING BREAK
FINAL EXAM
9AM-12PM
This topical outline will be followed as closely as possible throughout the semester; however, the instructor(s)
reserve the right to adjust the course schedule as he/she deems necessary.