{"id":227717,"date":"2020-02-11T14:55:27","date_gmt":"2020-02-11T13:55:27","guid":{"rendered":"https:\/\/www.prosunt.si\/prosunt-2-2-2\/?p=227717"},"modified":"2020-07-19T20:34:35","modified_gmt":"2020-07-19T18:34:35","slug":"learning-accreditation-and-continuous-quality-improvement","status":"publish","type":"post","link":"https:\/\/www.prosunt.si\/prosunt-2-2-2\/learning-accreditation-and-continuous-quality-improvement\/","title":{"rendered":"Learning, Accreditation, and Continuous Quality Improvement"},"content":{"rendered":"
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Accreditation of healthcare organizations using generic healthcare standards and more recently\u00a0 diving deeper\u00a0 into the delivery of services\u00a0 is considered\u00a0 by many \u00a0as an initial\u00a0 way towards excellence.\u00a0 However, without a systemic and systematic approach\u00a0 to organizational learning, \u00a0many opportunities can be lost and\u00a0 necessary changes slowed down. Not so long ago I\u00a0 read a story of people shouting for help when a wild river was draining them downstream.\u00a0 Three rescuers happened to be nearby. The first one, a stout and courageous man, jumped into the river and helped \u00a0a drowning person. Comparing this to healthcare \u00a0it looked\u00a0 like an urgent case needing immediate attention. The second rescuer thought that there were too many people in the water and that it would be more effective to have a boat thus\u00a0 attending to more\u00a0 people at once. The third one jumped into the water starting to swim upstream. \u201cWhat are you doing? Why won\u2019t you help us\u201d? the second rescuer shouted at her.\u00a0 \u201cI am trying to find out what is happening upstream and \u00a0why these people are falling into the water.\u201d<\/p>\n

It\u00a0 seems that both downstream and upstream approaches are the right things to do, at least at the present state of affairs in healthcare. Healthcare organizations are viewed as a complex system, as a live organism necessitating a constant change to survive and deliver high quality and safe care. Without a robust and integrated information-communication system, it is almost impossible to improve on a whole scale. \u00a0Improvement efforts are often short-lived\u00a0 and therefore strong leadership is needed with the engagement of physicians, nurses and all other staff.<\/p>\n

If you are an \u201cupstreamist\u201d\u00a0 than the idea of organizational learning is not foreign to you. Organizational learning may be defined as\u00a0 a process of increasing knowledge and innovation\u00a0 of work routines with action and reflection going beyond individual-focused training\u00a0 (Carroll and Edmondson , 2002). Organizational learning involves\u00a0 continuous quality improvement (CQI) teams, improve collaboration, and healthcare reengineering works.\u00a0 \u00a0Organizational learning may have different names, nevertheless, the process is generic.<\/p>\n

In the UK the term used is \u201cClinical Governance\u201d The aim of organizational learning is to promote a culture of CQI\u00a0 made of clinical performance, internal and external clinical audit, clinical risk management, complaints, health needs assessment, practice based on evidence, continuous education, leadership, culture of excellence and distinct \u00a0accountability.<\/p>\n

Everyone working in healthcare has been \u00a0through specific training for his\/her future profession. For quality improvement and patient safety, it is sometimes thought that no training and no competences are necessary as this is already \u00a0imprinted \u00a0in the human genome. \u00a0The third prerequisite for CQI is leadership skills to promote the integration of competences and stimulate working together.<\/p>\n

Carroll JS and Edmondson AC. Leading organizational learning in health care. Qual Saf Health Care 2002;11:51-6.<\/p>\n

 <\/div>\n\t\t\t<\/div>

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\u00a0Kako izbolj\u0161evati lasno zdravstveno prakso si lahko ogledate\u00a0 s klikom na gumb<\/p>\n

 <\/p><\/div>\n\t\t\t<\/div>

\n\t\t\t\tPot do odli\u010dne zdravstvene prakse<\/a>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":226895,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

Accreditation of healthcare organizations using generic healthcare standards and more recently\u00a0 diving deeper\u00a0 into the delivery of services\u00a0 is considered\u00a0 by many \u00a0as an initial\u00a0 way towards excellence.\u00a0 However, without a systemic and systematic approach\u00a0 to organizational learning, \u00a0many opportunities can be lost and\u00a0 necessary changes slowed down. Not so long ago I\u00a0 read a story of people shouting for help when a wild river was draining them downstream.\u00a0 Three rescuers happened to be nearby. The first one, a stout and courageous man, jumped into the river and helped \u00a0a drowning person. Comparing this to healthcare \u00a0it looked\u00a0 like an urgent case needing immediate attention. The second rescuer thought that there were too many people in the water and that it would be more effective to have a boat thus\u00a0 attending to more\u00a0 people at once. The third one jumped into the water starting to swim upstream. \u201cWhat are you doing? Why won\u2019t you help us\u201d? the second rescuer shouted at her.\u00a0 \u201cI am trying to find out what is happening upstream and \u00a0why these people are falling into the water.\u201d<\/p>

It\u00a0 seems that both downstream and upstream approaches are the right things to do, at least at the present state of affairs in healthcare. Healthcare organizations are viewed as a complex system, as a live organism necessitating a constant change to survive and deliver high quality and safe care. Without a robust and integrated information-communication system, it is almost impossible to improve on a whole scale. \u00a0Improvement efforts are often short-lived\u00a0 and therefore strong leadership is needed with the engagement of physicians, nurses and all other staff.<\/p>

If you are an \u201cupstreamist\u201d\u00a0 than the idea of organizational learning is not foreign to you. Organizational learning may be defined as\u00a0 a process of increasing knowledge and innovation\u00a0 of work routines with action and reflection going beyond individual-focused training\u00a0 (Carroll and Edmondson , 2002). Organizational learning involves\u00a0 continuous quality improvement (CQI) teams, improve collaboration, and healthcare reengineering works.\u00a0 \u00a0Organizational learning may have different names, nevertheless, the process is generic.<\/p>

In the UK the term used is \u201cClinical Governance\u201d The aim of organizational learning is to promote a culture of CQI\u00a0 made of clinical performance, internal and external clinical audit, clinical risk management, complaints, health needs assessment, practice based on evidence, continuous education, leadership, culture of excellence and distinct \u00a0accountability.<\/p>

Everyone working in healthcare has been \u00a0through specific training for his\/her future profession. For quality improvement and patient safety, it is sometimes thought that no training and no competences are necessary as this is already \u00a0imprinted \u00a0in the human genome. \u00a0The third prerequisite for CQI is leadership skills to promote the integration of competences and stimulate working together.<\/p>

Carroll JS and Edmondson AC. Leading organizational learning in health care. Qual Saf Health Care 2002;11:51-6.<\/p>

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