High Reliability Healthcare Academy
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The complexity of today’s healthcare environment has placed increasing demands on leadership, from ensuring the delivery of quality health care to managing advances in technology, financial pressures, consumer-driven demand, and extraordinary clinical challenges, such as the pandemic. Delivering safe, effective, and reliable care requires leaders to expand and transform their leadership skills through the study and practice of relevant high reliability theories and concepts, while integrating Quality Improvement, Culture, Knowledge and Learning Systems.
Without a framework upon which to integrate the complexities, the tendency to focus on each demand individually instead of an integrated ‘whole’ can emerge, leading to reduced effectiveness and goal achievement. High reliability healthcare leadership skills, behaviors and activities must be taught and experienced in specific and dedicated study and are not part of routine leadership education.
This course provides a targeted training program for existing and aspiring leaders that will uniquely position them to meet these complex and dynamic challenges. This course will bridge the current leadership practice gap by providing the leader with insight, knowledge, and application of theory to develop focused actions, skills and behaviors that address culture, learning systems, knowledge and improvement.
To register for this activity, contact Jefferson College of Population Health.
To successfully complete this activity, the required evaluation must be completed no later than Monday, January 31, 2022. Thereafter, the evaluation will no longer be available and credits will not be issued. No refunds will be offered for failure to complete the required evaluation by the stated deadline.
This is an interdisciplinary educational activity designed for all healthcare providers and healthcare professionals.
Following the completion of this course, learners will be able to:
- Compare the differences/similarities between HRO methods for organizational transformation and the goal of high-quality care: safety, effectiveness, equity, timeliness, efficiency, and person-centeredness.
- Demonstrate the application of a maturity assessment of the framework components and strategies, personally and in your organization.
- Apply the technical skills required to implement and sustain a functioning personal and organizational learning and improvement system.
- Describe the role of personal accountability in modelling the behaviors and actions that support teamwork and collaboration.
- Identify how to recognize burnout and grow resilience using evidence-based strategies and tactics.
- Explain how to build consensus and create alignment by leading with diplomacy.
- Discuss best practice for providing appropriate disclosure to patients and families during and after adverse events.
- Use effective communication processes to increase psychological safety.
This educational activity is jointly provided by Thomas Jefferson University, College of Population Health and Safe and Reliable Healthcare.
This educational activity received no commercial or in-kind support.
This educational activity will be held via zoom. Information for accessing the activity will be sent via email.
Conflict of interest
Thomas Jefferson University endorses the Standards for Integrity and Independence in Accredited Continuing Education and the policies that supplement the Standards.
All planners, faculty, and others in control of educational content are required to disclose any relevant financial relationships with ACCME defined ineligible companies within the past 24 months. Any conflicts of interests have been mitigated prior to this educational activity.
All faculty/presenters/authors at Thomas Jefferson University sponsored events are required to disclose whether or not their content contains information of commercial products/devices that are unlabeled for use or investigational uses of products not yet approved. Product(s) is/are not included in the labeling approved by the U.S. FDA for the treatment of disease(s).
Such disclosures will be available prior to the start of the activity. Jefferson conflict of interest mitigation process may result in changes to the program agenda.
Exception: According to the Standards, it is not required to identify, mitigate, or disclose relevant financial relationships for any of the following activities:
- Accredited education that is non-clinical, such as leadership or communication skills training.
- Accredited education where the learner group is in control of content, such as a spontaneous case conversation among peers.
- Accredited self-directed education where the learner controls their educational goals and reports on changes that resulted, such as learning from teaching, remediation, or a personal development plan.
Mary Reich Cooper, MD JD-Activity Director
Ellen Guarnieri, RN, MHSA, CPHQ, FACHE
Amelia Brooks, MSc
Allan Frankel, MD
Anne Gallager Peach, RN, MSN, NEA-BC
This activity does not contain information of commercial products/devices that are unlabeled for use or investigational uses of products not yet approved.
The views expressed in this activity are those of the faculty. It should not be inferred or assumed that they are expressing the views of any manufacturer of pharmaceuticals or devices or Thomas Jefferson University.
It should be noted that the recommendations made herein with regard to the use of therapeutic agents, varying disease states, and assessments of risk, are based upon a combination of clinical trials, current guidelines, and the clinical practice experience of the participating presenters. The drug selection and dosage information presented in this activity are believed to be accurate. However, participants are urged to consult all available data on products and procedures before using them in clinical practice.
In support of improving patient care, this activity has been planned and implemented by Thomas Jefferson University and Safe and Reliable Healthcare is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Physicians: This educational activity is designated for a maximum of 22.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Nurses: This activity awards 22.25 nursing contact hours.
Other Healthcare Professionals: This educational activity is designated for 22.25 AMA PRA Category 1 Credits™. Participants should claim only the credit commensurate with the extent of their participation in the activity.
Credit count includes .25 credit for completion of the required online evaluation.
Individual Webinar Credit Count
Each webinar offers 2.0 credit for physicians, nurses, and other healthcare professionals.
- 22.25 AMA PRA Category 1 Credit™
- 22.25 Attendance
- 22.25 CNE