Shared learning from national to international contexts: a research and innovation collaboration to enhance education for patient safety

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/93212
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Title: Shared learning from national to international contexts: a research and innovation collaboration to enhance education for patient safety
Authors: Steven, Alison | Tella, Susanna | Turunen, Hannele | Vizcaya-Moreno, Maria Flores | Pérez-Cañaveras, Rosa M. | Porras, Jari | Bagnasco, Annamaria | Sasso, Loredana | Myhre, Kristin | Sara-aho, Arja | Ringstad, Øystein | Pearson, Pauline
Research Group/s: Enfermería Clínica (EC)
Center, Department or Service: Universidad de Alicante. Departamento de Enfermería
Keywords: Experiential learning | International collaboration | Inter-professional learning | Knowledge contexts | Patient safety | Reflection | Shared learning
Knowledge Area: Enfermería
Issue Date: 8-Jun-2019
Publisher: SAGE Publications
Citation: Journal of Research in Nursing. 2019, 24(3-4): 149-164. doi:10.1177/1744987118824628
Abstract: Background: Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus + programme of the European Union for a 3-year project. Aim: SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). Study outline: The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. Conclusions: Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures.
Sponsor: The project discussed in this paper was co-funded by the Erasmus+ Programme of the European Union.
URI: http://hdl.handle.net/10045/93212
ISSN: 1744-9871 (Print) | 1744-988X (Online)
DOI: 10.1177/1744987118824628
Language: eng
Type: info:eu-repo/semantics/article
Rights: © The Author(s) 2019
Peer Review: si
Publisher version: https://doi.org/10.1177/1744987118824628
Appears in Collections:INV - Enfermería Clínica - Artículos de Revistas

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