TY - JOUR
T1 - Human factors and patient safety in undergraduate healthcare education
T2 - A systematic review
AU - Sheehan, Patricia
AU - Joy, Aislinn
AU - Fleming, Aoife
AU - Vosper, Helen
AU - McCarthy, Suzanne
PY - 2022/12
Y1 - 2022/12
N2 - Background: WHO Global Patient Safety Action Plan 2021–2030 presents Human Factors (HF) capacity development as a core strategic objective. HF has been identified as a suitable framework for delivery of patient safety education. Findings of a previous review identified a lack of formally articulated patient safety curricula with Human Factors and Ergonomics largely absent. Objective: to capture the extent to which HF is currently reported in the context of undergraduate healthcare curricula, and to characterise how it is reported using SEIPS 101. Methods: Using a publication timeframe from 2016–2021 A systematic search was conducted using the following databases: Embase, Pubmed, Scopus, CINAHL and Eric. Relevant websites were searched for grey literature. The PETT (People, Environments, Tools and Tasks) component of SEIPS 101 was chosen as framework for data extraction and analysis. Results: 25 papers were included in the review. In comparison with a previous review, findings demonstrate increased reporting of HF in the context of undergraduate healthcare curricula. SEIPS 101 helped identify both barriers and opportunities relating to HF implementation under the headings of people, environment, tools and tasks. Barriers included lack of shared safety language, lack of faculty expertise in patient safety (PS) as well as the lack of appropriate HF based competency framework to guide curriculum development. Opportunities included increased organisational collaboration between academic and clinical settings with respect to PS teaching. Educational accreditation bodies, and the professional regulators who influence them, were identified as important drivers of curricular change.
AB - Background: WHO Global Patient Safety Action Plan 2021–2030 presents Human Factors (HF) capacity development as a core strategic objective. HF has been identified as a suitable framework for delivery of patient safety education. Findings of a previous review identified a lack of formally articulated patient safety curricula with Human Factors and Ergonomics largely absent. Objective: to capture the extent to which HF is currently reported in the context of undergraduate healthcare curricula, and to characterise how it is reported using SEIPS 101. Methods: Using a publication timeframe from 2016–2021 A systematic search was conducted using the following databases: Embase, Pubmed, Scopus, CINAHL and Eric. Relevant websites were searched for grey literature. The PETT (People, Environments, Tools and Tasks) component of SEIPS 101 was chosen as framework for data extraction and analysis. Results: 25 papers were included in the review. In comparison with a previous review, findings demonstrate increased reporting of HF in the context of undergraduate healthcare curricula. SEIPS 101 helped identify both barriers and opportunities relating to HF implementation under the headings of people, environment, tools and tasks. Barriers included lack of shared safety language, lack of faculty expertise in patient safety (PS) as well as the lack of appropriate HF based competency framework to guide curriculum development. Opportunities included increased organisational collaboration between academic and clinical settings with respect to PS teaching. Educational accreditation bodies, and the professional regulators who influence them, were identified as important drivers of curricular change.
KW - Ergonomics
KW - Healthcare education
KW - Human factors
KW - Patient safety
KW - SEIPS 101
UR - http://www.scopus.com/inward/record.url?scp=85140342802&partnerID=8YFLogxK
U2 - 10.1016/j.hfh.2022.100019
DO - 10.1016/j.hfh.2022.100019
M3 - Review article
AN - SCOPUS:85140342802
SN - 2772-5014
VL - 2
JO - Human Factors in Healthcare
JF - Human Factors in Healthcare
M1 - 100019
ER -