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Quality Assurance

Quality Assurance

Quality assurance is the overarching term used to describe the activities employed to ensure the proper performance of a system. These activities can be classified into three categories: quality control, quality assessment, and internal corrective measures. Typically, these activities work cyclically: quality control is performed before and during the analysis, while quality assessment occurs during and after the investigation. Internal corrective measures are implemented based on the findings...

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...

Quality Control

Quality Control

Quality control is one of the three cyclical quality assurance activities that help keep a system under statistical control. Typical quality control activities include creating quality control charts, conducting proficiency testing, and documenting and archiving results.
Quality control helps track data, visualize trends, and identify variations, making it easier to detect deviations that may affect the accuracy of an analysis. One way to do this is by generating a quality control chart, which...

Quality of Water

Quality of Water

In concrete preparation, the quality of water is paramount as it affects the strength and durability of the concrete. Potable water is usually preferred; however, it must not have excessive sodium or potassium to prevent compromising the concrete's integrity. Water quality is typically evaluated based on impurities such as dissolved solids, chlorides, and sulfates, and its pH value is ideally between 6 and 8. Even slightly acidic natural water may be acceptable unless it contains harmful...

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Quality assurance processes for standardized patient programs.

Shelley Zhang¹, Kristin K Soreide¹, Sarah E Kelling²

¹University of Michigan College of Pharmacy, 428 Church Street, Ann Arbor, MI 48109-1065, United States.

Currents in Pharmacy Teaching & Learning

|May 26, 2018

Summary

Quality assurance for standardized patient (SP) programs is crucial for effective communication skills training in healthcare. This review identifies key strategies like enhanced SP training and structured student feedback to improve program quality.

Keywords:

Assessment Communication Pharmacy Reliability Simulation Standardized patient

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Area of Science:

Health Professions Education
Communication Skills Training

Background:

The pharmacy profession is expanding to include non-dispensing services and collaborative care.
Effective communication skills are increasingly vital, with standardized patient (SP) programs playing a key role in their development.
Best practices for ensuring the quality of SP programs are not clearly defined.

Purpose of the Study:

To summarize quality assurance processes for standardized patient programs.
To identify best practices from health professions education literature.

Main Methods:

A literature search was conducted in PubMed and Scopus from 2011 to 2016.
Twenty-two articles relevant to quality assurance were selected for thematic analysis.

Main Results:

Four key themes emerged: enhanced SP training, structured student feedback, statistical inter-rater reliability measures, and SP performance observation/evaluation.
Specific quality assurance methods identified include training content and feedback techniques.

Conclusions:

Common strategies exist for evaluating SP performance consistency, feedback effectiveness, and grading reliability.
Further research is needed to establish standardized quality benchmarks for SP programs across healthcare disciplines.