This thesis presents a programme of nine key published works, as well as twelve published supporting works focusing on two areas. Firstly, an investigation of how non-technical skills education in healthcare can be used to enhance outcomes for patients. Secondly, an exploration of how evidence synthesis be used as a tool to direct educational innovation and, in this context, enhance patient safety. Non-technical skills are the interpersonal, communication, team working and decision making skills that support safe patient care. Existing theory was applied to build new conceptual frameworks to understand how non-technical skill learning occurs. Educational innovations were developed, allowing outcomes for patients to be enhanced and the theory to be refined. Ultimately, this has led to the proposal of the SECTORS model, combining three key elements: The generic knowledge and skills in core areas that contribute to and support learning in non-technical skills (Systems and technology use, Error awareness, Communication, Team working), a situated cognition approach to formal and experiential learning that develops these skills (Observation and simulation) and developments in analytical skills that can integrate these and support decision making (Risk assessment and situational awareness). SECTORS can support curricula design, educational innovation and design of assessments. SECTORS will support future scholarly research, allowing the field to move from theory generation to theory testing and refinement. Additionally, synthesis of educational evidence to support the development of this new knowledge has been employed. Building on existing guidance and in response to calls for more theoretical generation in primary educational research, a complete method for health education evidence synthesis has been developed and applied. This method allows clarification of educational questions through generation of conceptual frameworks and new theory within a systematic framework that employs qualitative synthesis techniques such as thematic generation and meta-ethnography, representing a significant contribution to the field.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:594945 |
| Date | January 2014 |
| Creators | Gordon, M. |
| Publisher | University of Salford |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://usir.salford.ac.uk/30826/ |
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