Medical Errors Prevention for Occupational Therapists

Medical Errors Prevention for Occupational Therapists 

Medical errors are costly and often preventable. Occupational therapy practitioners are not immune to the effect that such errors have on patients, health care organizations, and communities. This course will address risk factors related to the occurrence of medical errors, methods for reporting them, and state requirements and prevention strategies. It will also address future goals for safety across the medical industry. This course corresponds to Federal Regulations: F332, F333, L559, L560, G117, G121.

$60.00

Hours: 2.00
REL-SRC-0-MEPOT

Certificates

Certificates provided by accrediting body (3 Match)

American Occupational Therapy Association

2.0 HOURS


Relias Learning is an approved provider of continuing education courses by the American Occupational Therapy Association. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Category 1 & 2. This activity is approved for 2.00 contact hours.

Alabama State Board of Occupational Therapy

2.0 HOURS


This course has been approved by the Alabama State Board of Occupational Therapy for 2.00 contact hours, approval number 20-596200.

Florida Board of Occupational Therapy

2.0 HOURS


This course has been approved by the Florida Board of Occupational Therapy for 2.00 contact hours, approval number 20-596200.

Course Details

Course Code: REL-SRC-0-MEPOT
Hours: 2
Type: Online Course
Content Expiration Date: 2/28/2020
Learning Objectives:
Identify the Joint Commission's guidelines for voluntarily reporting medical errors.
Estimate the frequency of medical errors based on the available recent literature.
Distinguish between patient safety events, no-harm events, and sentinel events.
Identify three categories of rehab-related malpractice claims.
Explain three safety needs of special populations.
Identify four common root causes of medical errors.
Identify three goals detailed in the Joint Commission’s National Patient Safety Goals and Recommendations.
Outline a sample of state requirements for reporting medical errors.
Identify four ways to improve efforts to prevent and respond to medical errors by educating constituents.
Define five medical error prevention strategies for a discharged patient.

Outline:
Section 1: Introduction A. About This Course B. Learning Objectives Section 2: Understanding Medical Errors A. Overview B. Patient Safety Events C. Sentinel Events D. Joint Commission E. Reporting Requirements from the Joint Commission F. Quality Interagency Coordination Task Force G. Agency for Healthcare Research and Quality H. Review I. Summary Section 3: The Scope of the Problem A. Overview B. Clinical Perspectives C. Malpractice Claims D. Improper Performance of Manual Therapy E. Failure to Supervise or Monitor F. Improper Management over the Course of Treatment G. Improper Performance Using Therapeutic Exercise H. Improper Performance Using a Biophysical Agent I. Failure to Properly Test or Treat the Patient J. Inappropriate Use of Unapproved Equipment K. Environment of Care L. Improper Behavior by a Practitioner M. Practitioners Involved in Claims N. Reporting of Errors O. Review P. Summary Section 4: Causes of Errors A. Overview B. Public Perception of Causes C. Technical Errors vs. Moral Errors D. Documentation Errors E. A Legal Case Involving Documentation Error F. The Push for Electronic Medical Records G. Transitions Errors H. Vulnerable Population Errors I. Pharmacological Errors J. Drug Name Confusion K. Prevention of Prescription Writing Miscommunications L. Dangerous Abbreviation M. Health Care Associated Infection Errors N. Fall Errors O. Review P. Summary Section 5: Error Reduction and Prevention A. Overview B. Root Cause Analysis C. Common Root Causes of Medical Errors D. Patient Safety Goals E. Education F. Medicines G. Hospital Stays H. Other Steps I. Five Steps to Safer Health Care J. Patient Interactions K. Review L. Summary Section 6: Conclusion A. Summary B. Course Contributors C. Resources D. References E. Congratulations!

Instructor: Andrea Salzman MS, PT
Andrea Salzman, MS, PT graduated from the University of Alabama at Birmingham with a Masters degree in physical therapy. Between 1996-2017, Salzman has instructed 100+ live instructions related to aquatic therapy and over 25 online courses related to geriatric therapy, ethics, and aquatic therapy. Her interest in topics related to scope of practice and ethics boundaries began in PT school where she served on a student-led honor council in a model which required its members to pass judgements on multiple ethics violations by peers. Between 1995-1998, Salzman served as Editor-in-Chief of an APTA section journal related to aquatic therapy, probing ethical topics within her Editor's column, such as "shading minutes" or refusing to allow patients to refuse PT in order to maintain Medicare Part A coverage. Between 1995-2002, Salzman served as a Lead Therapist and a PT Manager in both skilled nursing and hospital settings, roles which required her to provide inservice training as mandated by Joint Commission, including the use of the case study as a decision-making tool. In 2002, Advance for PT Magazine asked Salzman to create, referee and publish a series of point:counterpoint argumentative columns devoted to exploring hot button topics related to the ethical practice of physical therapy. Within this monthly column, "We Debate: You Decide", Salzman created a venue for 2 PT professionals to argue the merits of diametrically-opposed ethical stands on PT-related topics. In 2005, Salzman began serving as Vice President of 10K Rehab Corps, a temporary staffing company with an emphasis on providing on-call staff for the SNF and home health settings. One of her initial roles for this start-up company was the creation of policies on ethical standards for hiring and practice in the field. In 2009, Salzman began serving as the Director of Programming for Aquatic Therapy University (ATU) and in that role, has created over 500 hours of live instructionals for the post-graduate therapist. Salzman has spearheaded ATU's move towards obtaining PT continuing education credits through the Federation of State Boards of Physical Therapy, a move which required her to ensure the company met the intellectual property, ethical, disability access and diversity standards established by FSBPT. In 2010, Salzman received one of the highest honors given to a physical therapist from the American Physical Therapy Association, the Judy Cirullo Leadership Award. In 2012, Salzman began creating continuing education courses for Care2Learn, including discussions on the unintended ethical consequences of the Affordable Care Act (aka Obamacare) and rehospitalization risks for COPD, MI and CHF. Beginning in 2013, Salzman began creating Relias Learning online trainings related to medical errors and ethics and to perform critical reviews of existing CE courses, including reviews of Ethics and Jurisprudence courses, in order to ensure these courses met the standards required by the FSBPT and/or individual states. In addition to these roles, Salzman has served as: • Adjunct Faculty, College of St. Catherine's PT program: • Functional Design Consultant for facilities building aquatic centers; • Author, 5 physical therapy-related texts; • Monthly columnist, Aquatics International, Advance for PTs, Onsite Fitness, Ausmed.com Disclosure: Andrea Salzman MS, PT discloses the following potential conflict of interests/commercial interests: Relevant Non-Financial Relationship with Aquatic Therapy University as (Owner) Relevant Non-Financial Relationship with Aquatic Resources Network as (Owner) Relevant Non-Financial Relationship with Consultant Business as Consultant Relevant Financial Relationship with No Entities Exists as (N/A)
Target Audience:
The target audience for this course is: entry, intermediate, and advanced level Occupational Therapists; in the following settings: All Healthcare Settings.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.