Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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: 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.