This Future Hospital Programme case study comes from Withybush Hospital. It lays out the process for initiating an organised quality improvement project run by trainees, with the coordination of a lead doctor.
The aim of the project is to listen to children and young people’s views on how health and care services could be improved. To do this, we worked with Youth Action Wiltshire to train 12 people, aged 16-18 years, in skills such as safeguarding, listening and communication. They can now go out into the community and speak to children and young people about their experiences.
Book review. Writing to Improve Healthcare, edited and authored by David P. Stevens, is a timely and important book that is designed to help quality improvers publish their quality improvement (QI) work. (Dr Stevens was the previous Editor-in-Chief of this journal, when it was called Quality & Safety in Healthcare.) The book is unique in that it applies a healthcare improvement perspective to the traditional manuscript preparation and publication process. This is useful for the novice writer and for authors accustomed to writing more traditional clinical research studies or writing for other biomedical fields. Indeed, while some prospective authors of QI work may not be first-time writers, this may be the …...To read the full article, log in using your MPFT NHS OpenAthens details. To read a copy of the book in this review, please contact the library
Open access. The Care Quality Commission (CQC) is responsible for ensuring the quality of healthcare in England. To that end, CQC has developed statistical surveillance tools that periodically aggregate large numbers of quantitative performance measures to identify risks to the quality of care and prioritise its limited inspection resource. These tools have, however, failed to successfully identify poor-quality providers. Facing continued budget cuts, CQC is now further reliant on an ‘intelligence-driven’, risk-based approach to prioritising inspections and a new effective tool is required.
Two £25 vouchers are up for grabs in the library’s ‘Making the Most of Information’ survey.
To take part, just visit http://goo.gl/AdN4ok by Friday 19th February.
A. Garc\'ıa Frey, G. Calvary, und S. Dupuy-Chessa. Proceedings of the 2Nd ACM SIGCHI Symposium on Engineering Interactive Computing Systems, Seite 41--46. New York, NY, USA, ACM, (2010)
F. Aschoff, V. Schaer, und G. Schwabe. Proceedings of the 5th International Conference on Communities and Technologies, Seite 69--78. New York, NY, USA, ACM, (2011)
P. Adamopoulos. ICIS, Association for Information Systems, (2013)The findings of our analysis illustrate that Professor(s) is the most important factor in online course retention and has the largest positive effect on the probability of a student to successfully complete a course. The sentiment of students for Assignments and Course Material also has positive effects on the successful completeness of a course whereas the Discussion Forum has a positive effect on the probability to partially complete a course. Furthermore, self-paced courses have a negative effect, compared to courses that follow a specific timetable. In addition, the difficulty, the workload, and the duration of a course have a negative effect. On the other hand, for the more difficult courses, self-paced timetable, longer duration in weeks, and more workload have a positive effect on the probability to successfully complete a course. Besides, final exams and projects, open textbooks, and peer assessment have also positive effects. Moreover, whether a certificate is awarded upon the successful completion of a course also affects retention. Additionally, the better a university is considered (i.e. higher ranking), the more likely that a student will successfully complete a course. Further, our results illustrate that the courses which belong to the academic disciplines of Business and Management, Computer Science, and Science have a positive significant effect in contrast to courses in other disciplines (i.e. Engineering, Humanities, and Mathematics). Finally, attrition was not found to be related with student characteristics (i.e. gender, formal education)..