Patient safety education at Japanese nursing schools: results of a nationwide survey

<p>Abstract</p> <p>Background</p> <p>Patient safety education is becoming of worldwide interest and concern in the field of healthcare, particularly in the field of nursing. However, as elsewhere, little is known about the extent to which nursing schools have adopted patient safety education into their curricula. We conducted a nationwide survey to characterize patient safety education at nursing schools in Japan.</p> <p>Results</p> <p>Response rate was 43% overall. Ninety percent of nursing schools have integrated the topic of patient safety education into their curricula. However, 30% reported devoting less than five hours to the topic. All schools use lecture based teaching methods while few used others, such as role playing. Topics related to medical error theory are widely taught, e.g. human factors and theories & models (Swiss Cheese Model, Heinrich's Law) while relatively few schools cover practical topics related to error analysis such as root cause analysis.</p> <p>Conclusions</p> <p>Most nursing schools in Japan cover the topic of patient safety, but the number of hours devoted is modest and teaching methods are suboptimal. Even so, national inclusion of patient safety education is a worthy, achievable goal.</p

40 years of tourism studies – a remarkable story

The formal study of tourism as a distinct subject in the academy is about 40 years old, the same age as Tourism Recreation Research. Over these 40 years, it has shown remarkable growth and development and in the process has changed and adapted. This paper, drawing inter alia on the author's own 40 years in the tourism academy and on his writings over the period, plots the past, present and future of tourism studies. The paper begins with the vocational origins and the rapid changes that brought tourism to a kind of maturity to take its place alongside other social sciences as a subject for research and teaching. It then explores the tensions and challenges that it has faced in more recent years as global competition has forced universities to focus more on their finances and reputations. In this environment, influenced by performance against various metrics, the position of tourism in the academy has been challenging. The paper then turns to consider the current problems created by a metrics driven agenda and how there is an opportunity for tourism to meet the needs of a post-industrial world by focusing not on immediate metrics but on the characteristics that tourism offers as a complex area of study

Describing the impact of health research: a Research Impact Framework

BACKGROUND: Researchers are increasingly required to describe the impact of their work, e.g. in grant proposals, project reports, press releases and research assessment exercises. Specialised impact assessment studies can be difficult to replicate and may require resources and skills not available to individual researchers. Researchers are often hard-pressed to identify and describe research impacts and ad hoc accounts do not facilitate comparison across time or projects. METHODS: The Research Impact Framework was developed by identifying potential areas of health research impact from the research impact assessment literature and based on research assessment criteria, for example, as set out by the UK Research Assessment Exercise panels. A prototype of the framework was used to guide an analysis of the impact of selected research projects at the London School of Hygiene and Tropical Medicine. Additional areas of impact were identified in the process and researchers also provided feedback on which descriptive categories they thought were useful and valid vis-à-vis the nature and impact of their work. RESULTS: We identified four broad areas of impact: I. Research-related impacts; II. Policy impacts; III. Service impacts: health and intersectoral and IV. Societal impacts. Within each of these areas, further descriptive categories were identified. For example, the nature of research impact on policy can be described using the following categorisation, put forward by Weiss: Instrumental use where research findings drive policy-making; Mobilisation of support where research provides support for policy proposals; Conceptual use where research influences the concepts and language of policy deliberations and Redefining/wider influence where research leads to rethinking and changing established practices and beliefs. CONCLUSION: Researchers, while initially sceptical, found that the Research Impact Framework provided prompts and descriptive categories that helped them systematically identify a range of specific and verifiable impacts related to their work (compared to ad hoc approaches they had previously used). The framework could also help researchers think through implementation strategies and identify unintended or harmful effects. The standardised structure of the framework facilitates comparison of research impacts across projects and time, which is useful from analytical, management and assessment perspectives

Becoming Australian: a review of southern Sudanese students’ educational experiences

This research presents a review of the literature around meeting students’ learning needs in Australian schools. It is referenced to one group of students with refugee experience who have been in Australian schools for over 15 years; students with a background of oracy from Southern Sudan. The development of psychological health and literacy competencies are two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students