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Integrating patient safety into health professionals' curricula: a qualitative study of medical, nursing and pharmacy faculty perspectives.

Tregunno D, Ginsburg L, Clarke B, et al. Integrating patient safety into health professionals' curricula: a qualitative study of medical, nursing and pharmacy faculty perspectives. BMJ Qual Saf. 2014;23(3):257-64. doi:10.1136/bmjqs-2013-001900.

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February 19, 2014
Tregunno D, Ginsburg L, Clarke B, et al. BMJ Qual Saf. 2014;23(3):257-64.

In 2010, patient safety was seen as a critical unmet need in medical and nursing education. Although some formal systems-based curricula have emerged, there remain many areas for improvement related to incorporating these ideals into trainees' practices. This study explored the perspectives of frontline medical, nursing, and pharmacy faculty on integrating patient safety into health professional training. Significant differences emerged between the disciplines: physicians seemed to focus on communication and personal responsibility, pharmacists on the complexity of drugs, and nurses on the care environment. These varied viewpoints colored their approaches to patient safety teaching and suggest that a universal solution is unlikely. External regulatory requirements were seen as effective levers for driving curricular change across fields. The hidden curriculum was once again seen as a major influence on trainees' attitudes and behaviors. These findings highlight the importance of supporting faculty engaged in both formal and informal patient safety teaching.

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Tregunno D, Ginsburg L, Clarke B, et al. Integrating patient safety into health professionals' curricula: a qualitative study of medical, nursing and pharmacy faculty perspectives. BMJ Qual Saf. 2014;23(3):257-64. doi:10.1136/bmjqs-2013-001900.