Читать книгу Kelly Vana's Nursing Leadership and Management - Группа авторов - Страница 144

There is a need to focus on retooling the health care workforce with new knowledge and requisite skills to function in better, redesigned health care systems. To begin to realize the quality agenda set forth by the IOM (2001), a subsequent report, Health Professions Education: A Bridge to Quality (IOM, 2003c), delineates a needed overhaul of the curriculum of health professionals' education to transform current skills and knowledge (IOM, 2003c, p. 1). This curriculum includes training clinicians to develop:

1 Ability to provide patient‐centered care: Patient‐centered care emphasizes recognition of the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for the patient's preferences, values, and needs. It builds knowledge of effective communication approaches that allows patient access to information and achieves patient understanding. Patient‐centered care respects patients' individuality, values, and needs, and uses related population‐based strategies to improve appropriate utilization of health care services. Patient‐centered care is important, because research continues to find that involving patients in decision making about their care results in higher functional status, better outcomes, and lower costs.

2 Ability to effectively work in interprofessional teams: This competency calls for functioning effectively within nursing and interprofessional teams and fostering open communication, mutual respect, and shared decision making to achieve quality patient care. Interprofessional teams have been shown to enhance quality and lower costs, even though this training is challenged by differences in communication norms across disciplines and power and turf controversies among disciplines.

3 Understanding of evidence‐based practices: Evidence‐based practice integrates the best current research evidence with clinical expertise and patient and family preferences and values for delivery of optimal health care. To actively provide EBC, clinicians need the following knowledge and skills: how to locate the best sources of evidence, how to formulate clear clinically‐based questions, and how to determine when and how to translate new knowledge into practice.

4 Ability to measure the quality of care: Clinicians need to be able to use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. Clinicians must use comparison benchmarks to identify opportunities for improvement; design, test, and assess quality improvement interventions; identify current and potential errors in care; and implement safety design principles such as recognizing human factors and the need for standardization.

5 Ability to use health information technology: Health care informatics applications use information and technology to communicate, manage knowledge, mitigate errors, and support decision making. They enhance patient safety by driving standardization, as well as by facilitating knowledge management and communication. As more technology becomes available, database systems are linked within and across health care settings. As our evidence‐based measures and decision‐making tools improve, clinicians will need to be able to fully utilize health information technology to improve the quality of health care delivery.