SUSP Sustainability Phase: Learning From Defects Through Sensemaking. Brad Winters, MD May 6 , 2014. Quick Administrative Announcements. You need to dial into the conference line: Dial in Number:1-800-311-9401 Passcode: 8376 Webinar URL: https://connect.johnshopkins.edu/r33npeupiig/
SUSP Sustainability Phase:
Learning From Defects Through Sensemaking
Brad Winters, MD
May 6, 2014
Quick Administrative Announcements
Problem Solving Hierarchy
Recovers for one patient, but does not reduce risks for future patients.
Example: You get the supply from another area or you manage without it.
Reduces risks for future patients by improving work processes and increasing compliance.
Example: You create a process to make sure line cart is stocked with necessary equipment.
Activity: Share an example in the chat of common first-order problem solving in your work area.
Problem Solving Goal
What is a Defect?
you do not
want to happen
Rather than being the main instigators of an accident, operators tend to be the inheritors of SYSTEM defects. . . . Their part is that of adding the final garnish to a lethal brew that has been long in the cooking.
-- James Reason, Human Error, 1990
Questions for Each Defect
Polling Question: Has your team learned from a defect?
Tip: Take time to listen. Seek to understand rather than to judge. Ask clarifying questions and follow-up questions.
Why Did It Happen?
Tip: Process mapping will uncover workflow issues, but it won’t get at values, attitudes, and beliefs impacting a defect. Thinking about the “people side” of a defect is critical to understanding how to create lasting change.
How Will You Reduce Risk of Happening Again?
How Will You Reduce Risk Reoccurring?
Principles of Safe Design
Principles Of Safe Design
Create Independent Checks
Learn From Defects
Building Resiliency into Intervention
Not All Education Is Created Equal Either
How Will You Know Risks Were Reduced?
Tip: Identify ways to measure success. Data is king, however subjective evaluations can provide valuable information. Ask your frontline staff about intervention compliance and effectiveness.
Share Success Stories
Tip: Make staff safety assessments (refers to asking staff how the next patient will be harmed) available at all times. The team should review feedback on an ongoing basis.
Sustainability is dependent upon ongoing safety assessment exercises.
HOW DO WE ACHIEVE SUSTAINABILITY?
Ongoing Key Questions
Poll: Have you asked your frontline staff these questions? How often do you / they answer these questions?
Executive Exodus and Staff Turnover
CASE STUDY: TURNOVER HAPPENS
Communicating for Patient Safety
CASE STUDY: RENAL TRANSPLANT
Case Study: Renal Transplant
Opportunities For Improvement
Knowledge, Skills & Competence
Anesthesiology attending not notified of the transfusion. Wrist band checks with stamp plate were not done at multiple points.
Create independent checks, encourage patient safety culture initiatives, add system constraints like barcoding technologies
Stagger staff changes
Formalize hand-offs between departments
Near simultaneous emergent events, change of two different provider groups at same time. No independent check.
Ensure hand-off process supports emergencies
Hospital environment: Transfer across units
Patient characteristics: High acuity
Task characteristics: Blood check-in only as good as existing identity documents.
Bagian JP, Lee C, et al. Developing and deploying a patient safety program in a large health care delivery system: you can't fix what you don't know about. Jt Comm J QualImprov 2001;27:522-32.
Pronovost PJ, Holzmueller CG, et al. A practical tool to learn from defects in patient care. JtComm J Qual Patient Saf 2006;32(2):102-108.
Pronovost PJ, Wu Aw, et al. Acute decompensation after removing a central line: practical approaches to increasing safety in the intensive care unit. Ann Int Med 2004;140(12):1025-1033.
Reason J. Human Error. Cambridge, England: Cambridge University Press, 2000.
Wu AW, Lipshutz AKM, et al. The effectiveness and efficiency of root cause analysis. JAMA 2008;299:685-87.