**8. Conclusion**

**Figure 1.** Diagram of the steps of the curriculum guide evaluation.

102 Vignettes in Patient Safety - Volume 3

findings and taking actions (**Figure 1**).

**development**

to the learners' needs.

these changes. In this model, evaluation takes several steps, in the first evaluation year, the context and input aspects of the CIPP model are the main focus as well as early experiences in implementing the initiative. The context and input portions of the evaluation were used to examine the strategic aspects of the initiative, which are the circumstances leading to the development of the patient safety initiative (context) and, the strategies followed to carry out the initiative (input). Thereafter, in later evaluation years, the focus is directed towards the process evaluation addressing the operational aspects of carrying out the activities involved, taking into consideration how these activities contributed or may be contributing to the main goal of improving patient safety curricula. Meanwhile, there is a regular update on the information on context and input to assess how changes in the strategic aspects of the initiative had effect. Finally, the last step is the product evaluation, this is performed by measuring the

The steps of the evaluation process for WHO curriculum guide are summarized in the below diagram. Three steps of evaluation are represented: first, evaluation plan which is followed by the second step which is collecting and analyzing data, then the third step of disseminating

In this chapter, we propose some essential steps while developing a curriculum in patient safety for healthcare professionals. In these steps, the developed curriculum is best tailored

effects of the patient safety initiative on various stakeholder groups [25].

**7. The conceptual framework for patient safety curriculum** 

In brief, patient safety is now of international interest and healthcare providers need to learn its principles. Meanwhile, educational strategies involve learning by doing and reflections are essential to bridge the gap between theory and practice. Therefore, patient safety curriculum should be integrated with all levels and years of education. It should be also multidisciplinary and multi-professional. Students should be involved in the health services and have the opportunity to apply the learnt knowledge and performance and reflect on their practices. The outcomes and impact of the implemented curriculum should be continuously evaluated to ensure that skills of the health professionals regarding keeping a safe environment, for both them and the patients, are acquired and such skills are recognized as other clinical and professional skills. All this will increase the effectiveness of health care system and decrease the occurrence of adverse events associated with health services. Thus, teaching patient safety is mandatory.

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#### *Vignette 1.*

Mr. Hassan is 75 years old male. He suffered from hypertension several years ago. He began to complain of numbness of his left jaw 2 days ago. He went to a large hospital, an intern who is still under training performed neurological examination and said he is neurologically free, and he did not recorded his main complain. He decided to go to a private clinic, the doctor measured his blood pressure which was elevated and prescribed him drugs for hypertension and ignored his main complain.

Two days later, Mr. Hassan condition deteriorated, his speech became sluggish and he became delirious and unable to stand steadily, later he became unconscious. Then, he arrived to the emergency and a CT was performed which revealed a cerebral hemorrhage

#### *Vignette 2.*

Mr. Ali is 60 years old male, he is diabetic, he had Hyperglycemic coma and transferred to the emergency department. Doctor A examined him and wrote down the exact medication and gave the prescription to the nurse. She was on the last minutes of her shift after 12 hours work time. She gave Mr. Ali the proper medication, and then she left the workplace without informing her teammate. Another nurse saw the doctor note and gave Mr. Ali the same medication again. Few minutes later, Mr. Ali began to sweat and he developed tremors and tachycardia. Then he became drowsy with respiratory distress.

#### *Vignette 3.*

Mrs. Samah is 45 years old female. She underwent cholecystectomy. Few weeks after operation, she felt abdominal pain and she went to another doctor who diagnosed her condition as gastroenteritis and prescribed her antibiotics and analgesics. Her condition worsened and she felt sever pain in her abdomen and when she arrived to the emergency she was diagnosed as having acute abdomen. The ultrasound revealed that a part of the intestine was sutured with the previous surgical wound, effusion and adhesion were developed, and the patient had to undergo another operation.
