Co-creating Patient Safety Education: Bridging Learning, Practice and Policy in Emergency Care

Medical Teacher (04/06/26) Wen, Chiao-Ni; Peng, Shu-Yu; Wu, Chueh-Feng; et al.

Co-creation proved effective in producing sustained patient-safety improvements and researchers demonstrate how a collaboratively designed continuing professional development program can translate learning into lasting behavioral and organizational change. The research was conducted as a pre-post quasi-experimental study in a Taiwanese tertiary-care emergency department from August 2021 to August 2024, targeting persistent pre-analytical laboratory errors that had not responded to previous interventions. Frontline nurses, medical technologists, educators, and administrators jointly designed a four-part curriculum consisting of case-based learning, online modules, simulation, and a three-stage structured practice-improvement process. Using the New World Kirkpatrick Model, the team evaluated engagement, satisfaction, knowledge, skills, procedural compliance, and clinical outcomes while analyzing 141,927 specimens over 25 months. The program achieved a sustained 50% reduction in pre-analytical error rates — from 1.15% to 0.59% — maintained for 10 months, along with a parallel 50% drop in non-compliance. High participation, strong satisfaction, and measurable gains in knowledge and skills supported these results. Participant-generated innovations, including an automated hemolysis surveillance system and revised procedures, were formally incorporated into departmental standard operating procedures and training curricula.

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