Shared learning from national to international contexts: A Research and Innovation Collaboration to Enhance Education for Patient Safety

Alison Steven, Susanna Tella, Hannele Turunen, M. Flores Vizcaya-Moreno , Rosa M. Pérez-Cañaveras , Jari Porras, Annamaria Bagnasco, Loredana Sasso, Kristin Myhre, Arja Sara-aho, Øystein Ringstad, Pauline Pearson

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
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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 þ 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.
Original languageEnglish
Pages (from-to)149-164
JournalJournal of Research in Nursing
Volume24
Issue number3-4
Early online date8 Jun 2019
DOIs
Publication statusPublished - Jun 2019

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