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Cohen, D. R., Cohen, P. J. and Anderson, V. (2018) ‘Map-enabled experiential review: A novel approach to engaging healthcare staff in quality improvement’, Management in Healthcare, 3(2), pp. 187-198.

A common barrier to continuous and sustainable improvement in many organisations is the lack of staff engagement with quality improvement. In the healthcare sector, the failure to engage staff with quality has been associated with preventable patient harm, which persists despite more than two decades of emphasis on safety and quality in this sector. This paper describes a novel approach — map-enabled experiential review (MEER) — that has significant potential to address staff engagement issues and produce meaningful improvement outcomes. The MEER approach uses map-based simulation of organisational processes to enable structured conversations among staff about their daily implementation of those processes as a means of identifying and addressing latent safety threats and other areas for improvement.

Cohen, D. R. et al. (2018) ‘Implementation of the Best Practice Clinical Learning Environment Framework: A case study for improving learning in the clinical setting using a novel quality improvement approach’, Management in Healthcare, 3(1), pp. 24–40.

High-quality healthcare requires a highly skilled and well-trained workforce, and consequently, there is growing interest in the pathways and processes by which clinicians are trained. In 2008, the Victorian Department of Health and Human Services commissioned a project to investigate the nature of successful clinical placements, through which learners undertake experiential learning in clinical settings. That project resulted in the development of the Best Practice Clinical Learning Environment (BPCLE) Framework. In 2013, statewide implementation of the framework commenced using a novel approach to quality improvement, termed map-enabled experiential review (MEER). The MEER approach uses map-based simulation of organisational processes to facilitate structured conversations among staff about their daily implementation of those processes. Feedback on the use of MEER from staff involved in framework implementation indicated that the approach was well received by end users, while, most importantly, data collected through MEER assessments revealed that implementation of the BPCLE Framework results in improvements to the clinical learning environment.