This course provides students with a set of tools and methodologies to plan and initiate a Problem Solving or Quality Improvement project. The first module presents methods for selecting, scoping and structuring a project before it is even initiated. It also introduces the project classifications of implementation and discovery. The second module describes the A3 problem solving methodology and the tool itself. Further in that same module, the student is shown tools to identify problems in flow, defects, and waste and to discover causes, brainstorm, and prioritize interventions. Module 3 shows a methodology within the implementation class. These methods are designed to overcome emotional and organizational barriers to translating evidence-based interventions into practice. The fourth and last module looks at one more way to approach improvement projects in the discovery class. These tools are specifically for new, out-of-the-box design thinking.
The mission of The Johns Hopkins University is to educate its students and cultivate their capacity for life-long learning, to foster independent and original research, and to bring the benefits of discovery to the world.
- 5 stars84.21%
- 4 stars9.02%
- 3 stars4.51%
- 2 stars1.50%
- 1 star0.75%
來自PLANNING A PATIENT SAFETY OR QUALITY IMPROVEMENT PROJECT (PATIENT SAFETY III)的熱門評論
Great course helped me a lot to learn how to start A3 project
This course is great. I have learn valuable things, especially A3 project planning.
Grate learning opportunity. I have learned how to initiate A3 project and design thinking very clearly. very clear simple videos. Thank you very much
Fantastic course content. Marvellous mentors. Very grateful to both mentors and Coursera. I would recommend this course to every health at each level.
關於 病患安全 專項課程
Preventable patient harms, including medical errors and healthcare-associated complications, are a global public health threat. Moreover, patients frequently do not receive treatments and interventions known to improve their outcomes. These shortcomings typically result not from individual clinicians’ mistakes, but from systemic problems -- communication breakdowns, poor teamwork, and poorly designed care processes, to name a few.