Change search
Refine search result
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Dobson, Roy Thomas
    et al.
    University of Saskatchewan.
    Stevenson, Katherine
    Health Quality Council, Saskatoon, Saskatchewan.
    Busch, Angela
    University of Saskatchewan.
    Scott, Darlene J.
    Saskatchewan Institute of Applied Science and Technology.
    Henry, Carol
    University of Saskatchewan.
    Wall, Patricia A.
    University of Saskatchewan.
    A quality improvement activity to promote interprofessional collaboration among health professions students2009In: American Journal of Pharmaceutical Education, ISSN 0002-9459, E-ISSN 1553-6467, Vol. 73, no 4, p. 1-7, article id 64Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES: To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care.

    DESIGN: Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process.

    ASSESSMENT: One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience.

    CONCLUSION: Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.

  • 2.
    Keller, Christina
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Informatics.
    Stevenson, Katherine
    Jönköping University, School of Health and Welfare, HHJ, Quality Improvement and Leadership in Health and Welfare.
    Participation in blended learning: Settings and intersections of a master programme in healthcare2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, no 4, p. 504-520Article in journal (Refereed)
    Abstract [en]

    This article examines educational settings, intersections and participation in a master programme in healthcare given as blended learning. Regarding communication between learners and teachers dialogical intersections were found between campus and home as well as between campus and work. Furthermore, not only learners but also teachers worked from other physical locations than campus. In communication between learners, dialogical intersections were found between home and campus, work and campus, and between home settings. Discussion and assignment tools were used in other settings than campus and were found to enhance learning and reflection by learners. Communication patterns in synchronous and asynchronous online seminars were characterised by a high share of communication between learners. However, the share of teachers’ postings increased in online seminars devoted to support on course content from expert teachers. The article is concluded with implications of the findings for planning and structuring of blended learning.

  • 3.
    Kinsman, Leigh
    et al.
    Monash University, Victoria, Australia.
    Rotter, Thomas
    University of Saskatchewan.
    Stevenson, Katherine
    Jönköping University, School of Health and Welfare, HHJ, Quality Improvement and Leadership in Health and Welfare. University of Saskatchewan.
    Bath, Brenna
    University of Saskatchewan.
    Goodridge, Donna
    University of Saskatchewan.
    Harrison, Liz
    University of Saskatchewan.
    Dobson, Roy
    University of Saskatchewan.
    Sari, Nazmi
    University of Saskatchewan.
    Jeffery, Cathy
    University of Saskatchewan.
    Bourassa, Carrie
    First Nations University of Canada.
    Westhorp, Gill
    Community Matters, Unley, South Australia.
    "The largest Lean transformation in the world": the implementation and evaluation of lean in Saskatchewan healthcare2014In: Healthcare Quarterly, ISSN 1710-2774, Vol. 17, no 2, p. 29-32Article in journal (Refereed)
    Abstract [en]

    The Saskatchewan Ministry of Health has committed to a multi-million dollar investment toward the implementation of Lean methodology across the province's healthcare system. Originating as a production line discipline (the Toyota Production System), Lean has evolved to encompass process improvements including inventory management, waste reduction and quality improvement techniques. With an initial focus on leadership, strategic alignment, training and the creation of a supportive infrastructure (Lean promotion offices), the goal in Saskatchewan is a whole health system transformation that produces "better health, better value, better care, and better teams." Given the scope and scale of the initiative and the commitment of resources, it is vital that a comprehensive, longitudinal evaluation plan be implemented to support ongoing decision-making and program design. The nature of the initiative also offers a unique opportunity to contribute to health quality improvement science by advancing our understanding of the implementation and evaluation of complex, large-scale healthcare interventions. The purpose of this article is to summarize the background to Lean in Saskatchewan and the proposed evaluation methods.

1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf