Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules

Background: Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. Methods: This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. Results: A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. Conclusion: The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare.

Reality, Systems and Impure Systems

Impure systems contain Objects and Subjects: Subjects are human beings. We can distinguish a person as an observer (subjectively outside the system) and that by definition is the Subject himself, and part of the system. In this case he acquires the category of object. Objects (relative beings) are significances, which are the consequence of perceptual beliefs on the part of the Subject about material or energetic objects (absolute beings) with certain characteristics.The IS (Impure System) approach is as follows: Objects are perceptual significances (relative beings) of material or energetic objects (absolute beings). The set of these objects will form an impure set of the first order. The existing relations between these relative objects will be of two classes: transactions of matter and/or energy and inferential relations. Transactions can have alethic modality: necessity, possibility, impossibility and contingency. Ontic existence of possibility entails that inferential relations have Deontic modality: obligation, permission, prohibition, faculty and analogy. We distinguished between theorems (natural laws) and norms (ethical, legislative and customary rules of conduct).