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Sample:
Training & Education Plan
(Insert name of project)
Version # (Insert number)
(Insert date)
Table of Contents
Table of Contents 2
Document Control 3
Document History 4
Acronyms and Definitions 5
Approval and Signoff of the Training & Education Plan 6
Executive Summary 7
Introduction 9
PSLS Project Context 9
PSLS Project description 9
Training Overview 11
Document Usage 14
Objective and Guiding Principles 15
Guiding Principles 15
Roles and Responsibilities 16
Approach 20
Work plan 21
Audience Analysis 23
Curriculum 26
Training Delivery 31
Training Materials 31
Course Schedule 32
Training Evaluation 32
Proficiency Assessments 32
Practice Environment 32
Scheduling and Registration 33
Facilities 33
Appendix A: Sample Audience Analysis (PHSA & VCHA) 34
Document Control
|Project Title |(Insert title) |
|Project Manager |(Insert name and contact information) |
|Project Sponsor(s) |(Insert names of one or more executive sponsors) |
|Principal Author |(Insert name and contact information) |
|Contributing Authors and Distribution |(Insert name and role e.g. Project Director – pilot site 1) |
| |(Insert name and role e.g. Project Director – pilot site 2) |
| |(Insert name and role e.g. Project Manager) |
|Version |(Insert number e.g. 1.0) |
|Status |(Insert status e.g. Draft, Final) |
Document History
|Version |Last Updated |Description |Author |
|1.0 |Insert date |Insert description / comments |Insert name |
| | | | |
| | | | |
| | | | |
Acronyms and Definitions
|Acronym |Definition |
|(Insert acronym or term) |(Insert definition) |
|Examples: | |
|CCHSA |Canadian Council on Health Services Accreditation |
|CIHI |Canadian Institute for Health Information |
|CMIRPS |Canadian Medication Incident Reporting and Prevention System |
|CWG |Collaborative Working Group |
|EHR |Electronic Health Record |
|EMPI |Enterprise Master Patient Index |
|FTE |Full-time Equivalent |
|HA |Health Authority |
|IHI |Institute for Healthcare Improvement |
|IOM |Institute of Medicine |
|IRIS |Incident Management & Reporting Information System |
|IV |Intravenous |
|MOH |Ministry of Health |
|NPSA |National Patient Safety Agency |
|PSLS |BC Patient Safety and Learning System |
|RDD |Requirements Definition Document |
|SCN |Special Care Nursery |
|WHO |World Health Organization |
|Front-line Staff |Physicians, nurses, and other care providers. |
Approval and Signoff of the Training & Education Plan
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
| | | |
|(Insert name and role, e.g. Project Sponsor) | |Date |
Executive Summary
(Insert an executive summary for the project to help readers to understand the project and its rationale. The summary can be as long or as short as you think is necessary.)
Example:
Despite the best intentions and advanced training of the professionals in our health care system, patient safety issues continue to cause significant and unnecessary loss, pain and costs. Safety Event reporting and the appropriate tools to support that process have been demonstrated to be a key component in making our health care system safer.
The PSLS (Patient Safety Learning System) is a province-wide initiative to enhance the capability of health authorities in B.C. to improve patient and staff safety by capturing events electronically, managing them, and addressing risks. However, the shift to a culture where event reporting is clearly non-punitive, supports the process of formally and thoroughly reporting events as the driving mechanism for safer patient outcomes, and promotes learning based on the improved event information available to practitioners is a significant challenge.
• The training and education program must not only equip stakeholders with the technical skills required to operate the event system, but support the transition to a culture of safety
• Training Plan defines all the application and non-application training classrooms required to equip stakeholders with the skills to operate successfully in the new work environment.
• The Training plan is complementary to the Provincial Change Management Plan and the Communications Plan, and is meant to guide the development of the local training plans
• Success factors for PSLS training:
• Educator Skills and Knowledge
• Educator’s training style and knowledge of the health care setting
• Educator’s ability and knowledge of the PSLS application
• Educator’s ability to incorporate varying student skill and knowledge levels into training delivery
• Training Environment
• Training schedule well planned and much in advance
• Delivery of training in an environment that is conducive to learning
• For Front line staff - small group education sessions on the unit utilizing the computers in the clinical area
• For Front line managers \ investigators – appropriate classroom setting
• Training participants relieved of their duties in order to focus on the learning.
• Education Content
• Inclusion of policy, cultural and behavioural aspects of safety related reporting
• For frontline unit training – education materials are concise and applicable to their needs
• Scenarios used in training are a reflection of real-life events (i.e. equipment is the same as used in that program/departments
• Education materials demonstrate ease of the system
• Availability of a ‘practice’ environment after the training
• Inclusion of contact information for ‘help’ after training
• Successful training on the PSLS system will be evidenced by:
• Evaluation surveys returning high satisfaction levels
• High level of usage of the PSLS system
• Demonstration of a deeper understanding of the cultural change with respect to reporting of safety related events
Introduction
PSLS Project Context
(Insert the context of the project)
Example:
In our complex healthcare system there are times when health care providers, in their efforts to care for their patients, inadvertently cause them harm. Over the past decade, studies from nations around the world have consistently demonstrated high rates of unintentional injury and death, many of which are thought to be preventable.
The costs associated with medical error can be considered from several perspectives:
Impact to patients:
• Pain and suffering for patient and family of patient
• Loss of income for patient
• Loss of function(s) either temporarily or permanently
Impact on a Health Authority
• Increased bed days, medication and care provider resource requirements
• Demoralizing impact of care provider, leading to turnover, absenteeism and burnout
• Increased resource demand for investigation and follow-up
• Litigation costs
Impact on public
• Reduced confidence in healthcare system
Before health care organizations can address patient safety problems provide safer care, organizations must be adequately informed about their institutions and programs so they can apply their resources and knowledge most effectively and appropriately. Staff and leaders need effective tools to facilitate reliable and timely reporting, analysis, learning and responsiveness.
Adverse event reporting applications are a means through which this objective may be met. Reporting applications alone, however, are not enough. Borrowing from lessons learned in other complex, high-risk sectors, safety and adverse events has expanded to include organizational culture. The concept of a culture of safety, where the values of safety and quality are part of the very fabric of the organization, has been widely touted as the most effective means to a safer system.
PSLS Project description
(Insert a description of the project)
Example:
The PSLS (Patient Safety Learning System) is a province-wide initiative to enhance the capability of health authorities in B.C. to improve patient safety. The project will implement a province-wide web-based event reporting and management information system that will support identification, investigation and analysis of all safety and risk-related events (including safety hazards and near misses) The claims and complaints management modules will capture and facilitate response to client feedback, including complaints, compliments, requests for information and enable claims management.
The PSLS is an initiative of the BC Patient Safety Task Force (PSTF) and is a collaborative effort of all six BC health authorities and the Health Care Protection Program, which insures BC hospitals. The PSLS will eventually be used across the health care system – from hospitals and long term care facilities to home care and community services.
The two pilot areas for the project are the Vascular & General Surgery unit (Tower 8) at Vancouver General Hospital (Vancouver Coastal Health Authority) and the Neonatal Intensive Care Unit (NICU) at BC Women's Hospital & Health Centre (Provincial Health Services Authority). The pilot will validate the approach, providing the opportunity for a formal evaluation before the PSLS provincial roll-out. The pilots are planned to go live approximately in February 2007, with provincial roll out planned over the next several years.
Although the PSLS Project is centered around and relies on a web-based reporting and learning tool, it is not simply an information technology implementation project; PSLS is a significant change initiative. In order to be successful, the project must consider and address all aspects of this change and deploy a Training plan in accordance with the breadth of this change.
PSLS Project Objectives
(Insert a description of the project objectives)
Example:
The overall project goal is to establish a system to help health care providers MAKE HEALTH CARE SAFER for patients in BC.
The following objectives will support this goal:
• Support a culture of safety.
• Support a non-punitive reporting environment.
• Capture, report, and provide feedback on all events: incidents, near misses, client feedback and claims.
• Analyze events, providing timely feedback (i.e. close the loop).
• Analyze events to determine root causes.
• Identify preventative measures and disseminate information (i.e. best practices) to reduce risks.
• Support efficient workflow and communication necessary to notification, follow-up, and investigation.
• Safeguard data integrity, privacy and confidentiality.
• Support common processes, reports, forms, language, data and definitions.
• Meet regulatory requirements and standards, e.g. Canadian Council on Health Services Accreditation (CCHSA) and professional bodies.
• Support compatibility with other project initiatives.
At a high level, the system will provide:
• Organizations with support for a culture of patient safety and a non-punitive reporting environment.
• Staff with access to simple, efficient methods of documenting events and information concerning the follow-up of specific events.
• Managers with effective tools to facilitate workflow related to follow up and investigation of events, and timely, efficient and relevant analysis of events within their respective areas of responsibility.
• Executives with better information about the state of care within their respective facilities.
• Specialized staff (such as Risk Managers, Client Representatives) with the ability to report, track and manage all events, e.g. incidents, near misses, client feedback and claims.
• Users with automated processes that take less time than the paper equivalent.
• Ease of use.
• Responsive technology.
• Common processes language, definitions and reporting standards.
• A safeguard to data integrity, privacy, and confidentiality.
Training Overview
(Insert an overview of the training methodology, insert outcomes for success in the table below)
Example:
Given the cultural shift that is required within our health system to support the effective management of patient events, the PSLS is primarily a change initiative supported by technology. This Training plan constitutes the tactical plan that must be used as the starting point for the PSLS implementations within our Health Authorities.
The implementation and training delivered for PSLS will be an important step in this journey of cultural change and the PSLS will be a key culture carrier. However other ongoing initiatives and activities will need to reinforce and further ingrain this culture of patient safety beyond the training program laid out here
For the purposes of this plan, training refers to the acquisition of knowledge, skills, and competencies required by stakeholders to operate successfully in the new patient safety work environment. Training is therefore not limited to PSLS system usage skills, but will include learning on process and concepts related to patient safety.
The following PSLS project outcomes are supported by the training program:
| BC PSLS Outcomes for Success |How Training will Help Achieve Outcomes |
|Improved event and near miss reporting with |Education focus on Non-blame/Just Culture will assist in increasing the collection of |
|specific actions resulting in reduced or |patient safety information. |
|eliminated safety-related problems | |
| |Training on anonymous reporting will promote increased reporting of patient safety |
| |information. |
|Provision of timely feedback to users and leaders |Education of leaders on the shift to culture of safety and the impact of feedback to team |
|on events |members. |
| |Clarification of individual’s role in the patient safety event system will outline timely |
| |feedback processes. |
|Provision of support to managers |Provide a resource training manual to support managers performing follow up and |
| |investigation. |
| |Training will include how to access ‘help’ to address assistance required by individuals |
| |when using the PSLS. |
|Promotion of teamwork and communication |Education to frontline staff in regards to their role in patient safety and event reporting.|
| |Training opportunities will bring together representatives in different area to enhance |
| |teamwork |
| |Managers will teach front line staff and will have opportunity to review new process while |
| |teaching with front line staff enhancing communication promoting continuous teamwork. |
|Provision of a better source of data for analysis.|Training will educate managers\investigators on how to run reports for their units. |
| |These reports will empower them with analytical information assisting them to make the case |
| |for improvements in relevant practices. |
|A created and supported culture of safety and |Education sessions will include safety and learning-culture concepts and process education |
|learning | |
|Assistance for clinicians and administrators to |Learning-culture concepts will be embedded in the education sessions |
|learn from their experiences |Training will educate managers\investigators on how to run reports for their units which |
| |will provide them with analytical information, thus assisting them to make the case for |
| |improvements in relevant practices. |
|Enhanced productivity | Training will educate stakeholders on process, workflow and their roles in the lifecycle of|
| |adverse events. |
The provincial Training Plan can be re-visited periodically to ensure ongoing alignment and reflect the realities, including successes and lessons learned, of the PSLS program as it rolls out across the province.
Document Usage
(Insert a description of the purpose of this document including target audience and links to other project plans)
Example:
Document Purpose
The purpose of the PSLS Training Plan is:
• Explain the strategy and plan for training PSLS stakeholders to operate successfully in the new PSLS work environment
• Clarify the baseline education that should be considered by the local Training teams
• Equip local implementation team with a foundational training plan that should be adapted to local conditions and stakeholder requirements
Material in this document encompasses one deliverable as defined in the PSLS – A British Columbia Multi-Health Authority Project – Proposal to Canada Health Infoway. Specifically, this document constitutes the Training Plan deliverable from Section 3c) Project Methodology of that document:
The intended audience for this plan is:
• All PSLS Project resources at the provincial and local levels
• All stakeholders participating in the project
• Project Sponsors at all levels (see Stakeholder Engagement of PSLS Change Management plan)
• Local change management teams
• Local training teams
• The PSLS Change Management Plan and the PSLS Communications Plan deliverables will be available under separate covers.
Linkage to Local plans
The PSLS provincial plan will form the starting point for all implementation site training plans. It is the responsibility of the local training teams to adapt the provincial plan to the specific needs of the local user communities, and leverage existing patient safety and Training programs wherever possible. The following diagram illustrates this relationship between these training plans:
Objective and Guiding Principles
The overarching objective of the PSLS training program is:
To develop and implement a training program that supports the PSLS project objectives and delivers competent stakeholders with the skills required to complete their roles within the PSLS cultural and work environments
Guiding Principles
(Insert a description of the principles that will guide your training and education activities)
Example:
The following principles should guide the development and delivery of all PSLS Training activities. They provide a high-level checklist against which training programs should be assessed.
• Training will always be tailored to the site needs and understanding of the stakeholders.
• The PSLS training effort will be aligned with the learning philosophy of the local sites.
• Existing patient safety training programs within the sites will be re-used wherever possible.
• The PSLS training team will work with the existing site training groups for support with facilities, technical support, communications, scheduling and all other training-related process, when necessary.
• Training activities will be formally recognized within implementation project plans.
• Local training plans will incorporate the provincial Training plan as a starting point
• Training activities at the local level will be planned such that training outcomes can be measured.
• The training program will align strategies and tactics with the local change management programs wherever possible.
• The training program will share the analysis, approach, design, development and materials of all PSLS training interventions across PSLS sites and provincially to support the continuous improvement of the provincial PSLS roll-out.
• The training will be delivered just-in-time – end-users will not receive system training more than 6 weeks prior to PSLS going live at their site. However, the education related to the culture of safety (focused on the attitudes regarding patient safety) should be addressed well in advance of the system training.
• Proficiency assessments using an appropriate sample size could be used to help ensure training effectiveness and ensure readiness of the site to make the transition to the PSLS environment.
• No application training will be delivered in isolation of the context-setting safety culture sessions.
• PSLS training will be delivered in a professional, thorough, accurate, sensitive and culturally acceptable way.
Roles and Responsibilities
Successful training at any PSLS site will be the result of the collective effort of a number of stakeholders. These stakeholders may encompass multiple roles. The primary responsibility for the delivery of training activities will be the local training level, however a global outlook on stakeholder roles will include as below:
(Insert a description of each stakeholder, include their role and responsibilities in the table below)
Example:
|Stakeholder Roles | Responsibilities |
|Canada Health Infoway |Understand and support the provincial training plan and curriculum |
| |Provide training advice and guidance as required |
| |Assist in building a framework training that will be replicable as the project rolls out |
|Provincial training resources |Manage provincial training program |
|(as required) |Interact with, and support or guide local training teams to maintain alignment between local and provincial |
| |plans |
| |Share provincial resources, materials and expertise with local training teams where possible |
| |Develop a core set of training materials for adoption by local training teams |
|Patient Safety Task Force |Understand and support the provincial training plan |
| |Adequately resource provincial training program in alignment with the successful project outcomes |
| |Champion project at provincial level |
|PSLS Steering Committee |Understand and support provincial training plan |
| |Resolve training issues as they are escalated |
|Project Sponsors (Provincial |Understand and support both the provincial and local training plans |
|and Health Authority) |Resolve training issues as they are escalated |
|Project Directors |Understand and support both the provincial and local training plans |
| |Validate local training plans |
| |Resource training programs, including identification and mobilization of Local Training Leads, Training Team |
| |Members, Super Users, Training Developers, Educators |
| |Provide and coordinate quality assurance for local training materials |
| |Monitor and communicate implementation status to the local Training Teams |
|Health Authority Leads |Understand and support both the provincial and local training plans |
| |Validate local training plans |
| |Resource the training programs |
| |Provide quality assurance for local training deliverables |
|Quality/Safety/Risk Groups |Understand and support both the provincial and local training plans |
|within the Health Authorities |Champion project at local level |
| |Support development of new roles within the organization |
| |Make available existing safety program training infrastructure as required |
| |Oversee delivery of existing patient safety training |
| |Support identification, mobilization and education of local Educators |
|Medical Advisory Committees and|Champion project at local level |
|their structures |Provide input into escalated PSLS-related issues |
| |Deliver training activities as required |
|Local Line Staff |Represent the project and attend training as per local training plan/schedule |
| |Provide input into and participate in training development process as required |
| |Participate as Educators as and when required by the train-the-Educator program |
| |Support new or changed processes once they become operational |
|Local Training Team Leads |Adapt provincial training plan to needs of local sites and manage local plan thereafter |
| |Manage local training activities, resources and schedules |
| |Interact with provincial training resources to maintain alignment of local and provincial activities |
| |Understands and integrates local training curricula and infrastructure as required |
| |Provides overall leadership to the local training team |
| |Defines required project team training workshops |
| |Validates the local audience analysis and detailed user job/task analysis |
| |Participate in local training tools evaluation and selection |
| |Monitor the quality of the overall training development effort |
| |Manage the local training budget including resources, and work plans |
| |Ensure quality reviews of the local training program |
| |Work closely with the PSLS functional resources to ensure training fully integrates system and process design |
| |Provides guidance to the training team |
| |Works closely with change management to ensure an integrated approach at the local level |
|Training Developers |Work with Local Training & Education lead to develop detailed work plans |
| |Communicate any issues or obstacles that would impact deadlines or quality of development of training |
| |Work with the functional resources to ensure business processes and system configuration are captured and |
| |documented appropriately in training materials |
| |Define the user training curriculum and course outlines |
| |Interview Subject Matter Experts to obtain information about the Business Processes, system processes, and key |
| |concepts |
| |Create, review, and revise end user training materials |
| |Monitor the quality of the training development effort |
| |Define training data requirements and create necessary training data in the training client environment |
| |Participate in peer reviews of training deliverables |
| |Conduct train-the-Educator sessions with local Educators |
|Local Super Users |Provide critical information about current data and processes surrounding patient safety |
| |Provide insight into local policies, procedures, and knowledge gaps of the PSLS stakeholders |
| |Review training materials including the curriculum, course outlines, and instructional materials |
| |Provide meaningful data and exercises for use in the PSLS classroom |
| |Assist the Educators in delivering the PSLS training - respond to questions as necessary during training |
| |periods |
| |Provide post-implementation support and coaching (as required) |
|Educators/Educators |Participate in user acceptance testing |
| |Participate in change management activities as required |
| |Act as advocates of the PSLS environment |
| |Participate in train-the-Educator sessions |
| |Work with the training developers to update training materials |
| |Prepare for delivery of end-user training delivery |
| |Deliver end-user training |
| |Ensure that all classes are conducted on time and are attended by all registered end-users |
| |As necessary, ensure that students complete the proficiency assessments and communicate any issues to the Local|
| |Training Lead |
| |Communicate questions and unresolved issues to the appropriate PSLS implementation resource |
Approach
The following characterizes the PSLS training program:
(Insert a description of the training program including methods and principles that will be followed)
Example:
• Modular: Training will be delivered in logical safety event-based sections or modules to ease the learning process, allow customization of the curriculum to target end-user groups and allow flexibility scheduling
• Need-to-know: Training will be geared to the needs of the end-users based on their roles.
• Just in time: Training will be provided as close as possible to the time when it will be applied by the site staff.
• Event-based: Training will be organized around patient safety events. This includes coaching to achieve richer, more analytical reports and investigations, effecting change to encourage reporting as a learning process, working with peers, clients and other departments, etc
• Realistic: Training will replicate the PSLS work environment as closely as possible by using near real data, real forms and realistic scenarios and will be delivered to front line staff during their shifts at their worksites. As applicable, there will be extra relief for in-service staff, while they are participating in training.
• Minimalistic: Training will cover only those topics related to the PSLS culture and work environment.
• Based on adult learning principles: Training delivery is designed to provide variety, focus on tasks that the participants need to know, to involve the participants and to draw on their own experience
• Based on learning theory: Training is designed bearing in mind that we remember 90% of what we say and do, but only 50% of what we see and hear, and thus makes use of hands-on exercises and interactive learning environments
• Train-the-Trainer: Use subject matter expert peers to provide support coaching and education services for their staff.
• Knowledge assessments: Staff attending training will experience a knowledge assessment aimed not at testing individual staff, but demonstrating that the method and content of education has been effective at transferring knowledge and skill.
Work plan
The activities required to conduct the local PSLS training program are as follows. A graphical view of these activities and the proposed delivery timelines is available in the Training Delivery section.
(Insert the objectives of the training plan, include specific tasks and who will own each task in the table below)
Example:
|Objectives |Tasks |Phase |Owner |
|Develop Training Plan |Adapt provincial training strategy to HA requirements |Planning |Business Lead |
| |Review, request input from, and validate strategy with| | |
| |project team and subject matter experts | | |
| |Present Strategy to senior stakeholders for feedback, | | |
| |approval & sign off | | |
|Integrate and localize |Assess local patient safety training programs |Planning |Business Lead |
|training plans |Integrate local patient safety training into local | |Local Training Lead |
| |PSLS training plan | | |
| |Conduct local audience needs analysis | | |
|Develop curriculum |Develop local end-user training curriculum |Design |Business Lead |
| |Validate module outline | |Training Lead |
| |Create education descriptions | |Change Analyst |
| |Map users to education sessions | | |
|Develop training team and |Identify and recruit Educators |Design/Configure |Training Lead |
|complete logistics |Identify and recruit Super Users | |Change Analyst |
| |Identify and book facilities | | |
|Develop training materials|Develop training materials |Configure |Business Lead |
| |Develop Educator materials | |Training Lead |
| |(E.g. participant guide, Presentation, CBT, etc.) | | |
|Develop support |Build and test training environment, training database|Build |Training Lead |
|documentation and |and exercise scenarios | |Technical Analyst |
|environment |Test scenarios | | |
| |Proficiency assessment development | | |
| |Develop training registration system/processes | | |
|Complete ‘Dry Run’ of |Develop training course prototype |Build |Training Lead |
|training |Prepare dry run material | |Educators |
| |Register dry run participants | | |
| |Conduct dry run | | |
| |Gather feedback | | |
| |Update materials | | |
|Publish Schedule and |Schedule training |Testing |Training Lead |
|Register participants |Complete training registration | | |
|Deliver Training |Initiate end-user training |Deployment |Training Lead |
| |Conduct training | |Educators |
| |Gather feedback and Q&A | | |
| |Respond to enquiries and assistance requests | | |
| |Monitor use of training environment for practice. | | |
| |Refine and update training environment and materials | | |
|Create Refresher training |Simplify course content for refresher training |Post Deployment |Training Lead |
| |Lessons learned | | |
Audience Analysis
(Insert a description of current processes, include the title of individual(s) typically responsible for performing each task in the table below)
Example:
PSLS Roles
The following table lists the processes or steps involved in event reporting and management. How these activities are conducted and the people or groups involved will vary from Health Authority to Health Authority based on each organization’s needs and resources. These processes apply to each of the three components of the BC PSLS, which are:
• Safety event (incident) reporting and handling
• Claims reporting and handling
• Complaints/Client feedback reporting and handling
|Process |Performed by |Description |
|Report event |Reporter: Anyone with access|Initiates a Safety Learning Report. May have participated in or witnessed the event, or |
| |to application |have discovered it. May perform some initial analysis of the event and/or participate in |
| | |follow-up/investigation. |
|Review |Handler: Supervisor, |Checks for accuracy and completeness of information, confirms severity rating and |
| |manager, quality, safety or |escalates to others as necessary. Collects additional information about event. Determines|
| |risk management staff |degree of investigation required. |
|Investigate |Handler: Supervisor, |Collects additional information from participants, witnesses, reporter, subject matter |
| |manager, quality, safety or |experts, documents, etc. Uses Root Cause Analysis and other tools to analyze event causes|
| |risk management staff |and determine actions to be taken. |
|Sign off |Manager: Leader of |Provides leadership, guidance and support for review and investigation as necessary, |
| |originating and involved |reviews and approves actions and closure, takes preventive measures, reviews trends. |
| |areas | |
|Analyze, report and trend|Power user: Quality, safety |Completes post-investigation analysis with focus on high risk events, ensures that event |
| |or risk management staff |management processes and policies are maintained, analyzes and reports on trends to |
| | |identify safety enhancement and quality improvement opportunities, prepares regular and |
| | |ad hoc statistical and analytical reports. |
|Support reporters, |Educator: Quality, safety or|Ensures that new users are fully trained on both the use of the reporting system and |
|support and train |risk management staff, |related safety practices. |
|handlers and managers |educators | |
|Provide feedback to |Coordinator |Seeks input and feedback from people involved in reporting and management processes at |
|optimize and improve BC | |all levels, seeks ways to optimize use of system, coordinates changes to policies and |
|PSLS | |procedures, maintains HA-specific documentation regarding codes, taxonomy and user |
| | |accounts, gives regular input to Administrator and other collaborative forums. |
|Maintain secure working |Administrator (provincial |Maintains codes, forms and taxonomy, manages user access and security, and coordinates |
|system |role) |changes to event reporting system. |
In addition, the safety practices described in the Organizational Readiness section of the BC PSLS Change Management plan are supporting processes that can contribute substantially to the successful implementation and adoption of the BC PSLS. Where possible, consideration should be given to establishing roles, responsibilities and processes to support these safety practices as part of the BC PSLS.
In addition to the safety practices currently in place, the success of the implementation will rely heavily on the workforce’s comfort and skill levels with computers. A computer proficiency assessment is included as part of the change readiness assessment within the Organizational Readiness stream of the Change Management plan. The results of this assessment will determine what, if any, computer skills courses should be deployed prior to the implementation. In addition, the assessment, as well as discussions with local IT staff, will indicate the penetration of computers within the site/department. This will inform the training team of the resource requirements and availability of computers for education and coaching.
The training audience is made up of BC PSLS users and other training recipients. A sample Audience Analysis can be found in Appendix A.
Training approach and organization readiness
The change management plan identifies an approach to conduct an organization readiness assessment including an impact assessment to identify the roles and processes that will be impacted by the implementation of PSLS .and extent of the change required. A change readiness assessment gauges the preparedness of the stakeholders to successfully operate in the new environment. Please refer to the change management plan for more details.
The training approach will reflect the outcome of the above assessments and will be modified to suit the specific characteristics of the site.
The cultural change is a long term change program and the various classroom sessions that are delivered as part of the PSLS program will support the cultural change. Other activities outside of this training including management practices within the healthcare organization will serve to reinforce and support this cultural change
Training Resources (facilities, Datix environment, people)
• Training space within stakeholder departments to conduct training
• Workstations with network and internet access
• Access to PSLS training environment for on-site training
• Educators and coaches
Training Tools
Some tools that are being considered are:
• Computer Based Learning – self paced learning program
• PHSA’s - E-Learning Module: Frontline version and Leadership version (Still under development)
• Presentations\classroom training
• Safety Culture Education session delivered to frontline staff via their staff education day. L
• Staff Education Days Feedback from the Safety Culture Survey delivered to staff PHSA - Leadership Safety Series (4 module classroom training) (The NICU has received 3 out of 4 sessions)
• PHSA - Performance Review module (will be a 5th part of the Leadership Safety Series that separates competency issues from events when these deficiencies arise from events) Yet to be determined when and if the NICU will be receiving this education session.
• Encouraged ongoing safety rounds within the NICU
• VCHA - Various presentations, including Worksafe and wellness about event investigation concepts and procedures
• Instructor / participant guide
• PHSA - Internship Manual (maybe used)
• PHSA - Patient Safety Handbook (potential for use in future.
• Scenario based exercises
• Profanely assessments tool
• Procedure checklists / job-aids(query delete descriptions and enter reference aids e.g. reference guide,
• PHSA - Newsletter: Quality Matters ongoing
• PHSA - Safety Stars: "Good Catch" Recognition for staff who identifies near miss/good catch. Certificate plus picture & mention in "Quality Matters" newsletter ongoing
• Curriculum
We have developed a modular training approach that provides the local teams with the flexibility to decide how to amalgamate the modules given their specific training audiences and unit requirements and readiness
(Insert a description of the training and education curriculum, include target audience, time, delivery and tools in the table below)
Example:
|Module |Key topics |
|Curriculum |Role to Activity Mapping Exercise completed by the process teams |
|Course outlines |Business Process and Sub process Descriptions documented in Info Pak |
| |Activity Descriptions documented in Info Pak |
| |Business Process Procedures and/or Work steps documented in Info Pak |
| |Integration Test Strategy and Scripts |
| |Project Charter |
| |Presentations that have been developed by the Project Team |
|Basic Navigation Student Guides |CBT |
|Instructor Guides |Curriculum |
| |Course Outlines |
| |Instructor Guides created using PowerPoint with instructions, tips, tricks |
| |Exercise Guides |
| |Web Based Training Mechanisms (Visio Flows, HTML) |
|Exercise Booklets |“Real-Life scenarios” from Process Teams |
| |Integration test scripts |
|Student Guides |Curriculum |
| |Course Outlines |
| |Student Guides created using PowerPoint with instructions, tips, tricks |
| |Exercise Guides |
| |Web Based Training Mechanisms (Visio Flows, HTML) |
|Web Based Training: Student Materials for Training |Presentations as overviews on the Training website |
| |Visio process flows |
| |BPP’s/Worksteps converted to End User Procedures from Info Pak |
| |Evaluations |
Course Schedule
(Insert a description of the training and education course schedule)
Example:
The course schedule will be individualized, dependent on logistical and operational needs.
Operational issues will influence the training sessions, therefore the training outline will be determined at that time.
Training Evaluation
(Insert a description of the training evaluation methods or link this section to your overall Change Management Plan)
Example:
Please refer to Change Management Plan
Proficiency Assessments
(Insert a description of how training assessments will be done)
Example:
In order to ensure the proficiency portion of the course are completed the following process will occur.
Participants will complete training. At this time the participant will be asked to complete a “real life scenario” and submit to a handler. This will ensure that the participant is comfortable with the new “technical” portion of the Safety Report Form.
A set percentage of participants Proficiency Assessments will be audited to assess the adequacy of the training sessions. This will be done for front line and follow up investigator.
Practice Environment
(Insert a description of the training environment, or create a separate document to describe the training environment)
Example:
The technical environments documentation under development identifies the environment available for use for training purposes
Scheduling and Registration
(Insert a description of the training schedule and registration process)
Example:
Utilize pre existing local classroom enrolment systems.
Utilize pre existing tracking methods for unit education sessions.
Facilities
(Insert a description of the training facilities)
Example:
Computer equipped training classrooms available at each HA
Appendix A: Sample Audience Analysis (PHSA & VCHA)
(Insert a description of the target audience and training strategy in the table below)
Example:
|Location & Department |Role |Est. Number of |Est. Number of |Requirements / Strategy for training |
| | |Participants - |Participants – | |
| | |VCHA |PHSA | |
|VGH - General and Vascular|Handler / Manager |28 |----------------- |Training in small numbers, on the ward |
|Surgery | | | |Consider 24x7 operations – train during the day, |
| | | | |evenings and weekends to ensure all users have an |
| | | | |opportunity to attend. |
| | | | |Use back-fill to allow staff time to focus on training|
| | | | |content |
| | | | |Use self learning content where appropriate |
| |Reporters |50 |----------------- | |
|Women’s Hospital - |Handler / Manager |----------------- |19 | |
|Neonatal Intensive Care | | | | |
|Unit (NICU) | | | | |
| |Reporters |----------------- |272 | |
|Pharmacy |Handler / Manager |4 |2 | |
|Biomedical Engineering |Handler / Manager |5 |----------------- |Educator in BME will conduct Datix training using |
| | | | |project produced content. |
|Medical Affairs |Handler / Manager |7 |----------------- | |
|Laboratory |Handler / Manager |----------------- |2 | |
|Quality, Safety and Risk |Power User / | |20 |Most are power application users and many have been |
|Management |Coordinators | | |trained as part of the Datix training |
|Employee Work health and |Handler / Manager |9 |----------------- | |
|Safety | | | | |
|Professional Practice |Handler / Manager |1 |----------------- | |
|IM / IT |Technical Support |1 | | |
|TOTALS | |105 |305 | |
-----------------------
-
Plans
Management Plan
Plan
Change Management
outs)
Vancouver Acute
Change Management
outs)
(Planned roll
Plans
Other Health Authority
(Planned roll
Management Plans
PHSA Change
outs)
(Planned roll
Change Management
(NICU Pilot Site)
PHSA Change
(Tower 8 Pilot Site))
Vancouver Acute
PSLS Provincial Change Management Plan
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