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Unit 4: Introduction to Human Factors in Patient Safety This material was developed by Johns Hopkins University, funded by the Department of Health and.

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Presentation on theme: "Unit 4: Introduction to Human Factors in Patient Safety This material was developed by Johns Hopkins University, funded by the Department of Health and."— Presentation transcript:

1 Unit 4: Introduction to Human Factors in Patient Safety This material was developed by Johns Hopkins University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000013.

2 Objectives Define human factors and ergonomics (HFE) is and its objectives Introduce human factors ergonomics (HFE) and discuss the role of HFE in patient safety Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 2

3 What is Human Factors Ergonomics? The International Ergonomics Association defines human factors (ergonomics) as “the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance.” Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 3

4 Goal(s) of HFE Making the human interaction with systems one that – Enhances performance –Increases safety –Increases user satisfaction There are trade-offs between multiple goals. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 4

5 HFE is NOT Common sense Checklists or guidelines Limited to correct labeling or design of a device Designing solutions based on only what users say they need Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 5

6 Domains of Specialization in HFE Physical ergonomics: human anatomical, anthropometric, physiological and biomechanical characteristics as they relate to physical activity. Cognitive ergonomics: mental processes, e.g., perception, memory, reasoning, and motor response, as they affect interactions among humans & other system elements Organizational (macro)ergonomics): optimization of sociotechnical systems, including their organizational structures, policies, & processes. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 6

7 Physical Ergonomics Relevant topics: –Working postures, material handling –Repetitive movements, work-related musculoskeletal disorders –Workplace layout Health Care examples: –Preventing back injuries among nurses –Designing work stations for optimal human performance Patient Safety examples: –Designing patient rooms to facilitate and support safe patient care –Designing drug labels for readability Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 7

8 Cognitive Ergonomics Relevant topics –Mental workload –Decision-making –Human-computer interaction –Training Health Care examples –Usability of HIT & medical devices –Designing training systems Patient Safety examples –Designing an event reporting system –Creating & implementing incident analysis processes Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 8

9 Organizational Ergonomics Relevant topics: –Communication –Crew resource management, teamwork –Job design, participatory design Health Care examples: –Designing health care jobs to reduce burnout & improve satisfaction –Implementing improvement activities that consider teamwork & participation Patient Safety examples: –Implementing crew resource management training in surgery teams –Designing work schedule to reduce fatigue Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 9

10 Scope of HFE Human- Information Display/ Machine interaction Human – Environment interaction Human – Job Interaction Human – Organization Interaction Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 10

11 Ergonomics and Workflow Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 11 Image: Johns Hopkins Quality & Safety Research Group

12 Ergonomics and Workflow Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 12 Image: Johns Hopkins Quality & Safety Research Group

13 Why do Errors Happen? Person approach –Blame the individual for forgetfulness, inattention, weakness –Countermeasures: write another procedure, disciplinary measures, threat of litigation, retrain, blame, shame. System approach –Multiple faults that occur together in an unanticipated interaction create chain of events in which faults grow and evolve. –Countermeasures: based on assumption that though we cannot change the human condition, we can change the conditions under which humans work (e.g., system defenses). Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 13 Image: Amazon.com

14 What is a Poorly Designed System? One that –Does not match the needs of a human being or task –Does not take into account human limitations (perception, memory, anthropometrics). Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 14

15 System approach Two principles: –Same set of circumstances can provoke similar errors, regardless of the people involved. –Safety is seriously impeded if an organization does not seek out and remove the error provoking properties within the system at large. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 15

16 Human error What is an error? –Failure of a planned action to be completed as intended (error of execution) or use of a wrong plan to achieve an aim (error of planning). Active failures (sharp end) –Occur at the level of the frontline operator –Effects are felt almost immediately. Latent conditions (blunt end) –Tend to be removed from the direct operator control –Result in two kinds of adverse events: Error provoking conditions within the local workplace (e.g., time pressure, understaffing, inadequate equipment, fatigue, inexperience) Create long-lasting holes in defenses (e.g., design deficiencies, untrustworthy alarms, unworkable procedures) Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 16 Image: MS Clipart

17 Human error Example: Active error: The pilot crashed the plane. Latent error: A previously undiscovered design malfunction caused the plane to roll unexpectedly in a way the pilot could not control and the plane crashed. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 17

18 Reason’s Swiss Cheese Model Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 18 Reason, J. BMJ 2000;320:768-770

19 Error Management Limiting errors Creating more error-tolerance High reliability organizations capable of… –Performing exacting tasks under pressure –Carrying out activities with low incident rates –Good organizational design and management –Organizational commitment to safety –High levels of redundancy –Strong organizational culture –Converting occasional setbacks into enhanced resilience of the system. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 19 To Err is Human- Building a Safer Health System, Committee on Quality of Health Care in America, Institute of Medicine, 2000.

20 Donabedian’s Model Structure Process Outcome - Material resources -Human resources -Organizational structure Patients/families - Seeking or carrying out care Provider - Diagnosis - Treatment - Health status of patients and population - Improvements in patient’s knowledge and behavior - Patient/family satisfaction Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 20 Donabedian, 1988.

21 System Engineering Initiative for Patient Safety (SEIPS) Model 21 Carayon et al., 2006

22 Components and Elements of SEIPS Model Person Education, skill, knowledge Motivation and needs Physical characteristics Psychological characteristics Organization Teamwork Coordination, collaboration, communication Organizational culture, safety culture Work schedules Social relationships Supervisory/management style Performance evaluation, rewards, incentives Environment Layout Noise Lighting Temperature, humidity, air quality Work station design Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 22

23 Technologies and tools Various information technologies: electronic health record, computerized provider order entry, bar coded medication administration Medical devices Human factors characteristics of technologies & tools (e.g., usability) Tasks Variety of tasks Job content, challenge & utilization of skills Autonomy, job control & participation Job demands (e.g., workload, time pressure, cognitive load, need for attention) Components and Elements of SEIPS Model Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 23

24 Components and Elements of SEIPS Model Processes –Care processes –Information flow, purchasing, maintenance, cleaning –Process improvement activities Employee and organizational outcomes – Job satisfaction and other attitudes – Job stress and burnout, turnover – Employee safety and health – Organizational health (e.g. profitability) Patient outcomes – Patient safety and Quality of care – Healthcare acquired infections Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 24

25 Individual and the SEIPS model Design/ redesign health care systems to –enhance performance of individual –minimize the negative consequences on the individual, hence the organization Goal: –(Re)design a health care system to make it “easy to do things right and hard to do things wrong.” Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 25

26 Application of the SEIPS Model to IT Assess health care systems, processes, and outcomes to develop system redesign interventions –Open-ended questions to staff –Shadowing of care providers –Review of hardware –Review of training –Review of error reports Design intervention(s) using a participatory approach and evaluate Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 26

27 Staff Questionnaire What do you think are the main issues related to patient care quality and safety in your use of HIT? Think of instances in the past year when you felt your performance was challenged or below par due to problems in HIT ‘‘system’’. Briefly explain the situation and what you think caused it? Think of instances in the past year when you felt your performance was exceptional. Briefly explain the situation and what you think caused it. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 27

28 Patient Shadowing A two dimensional log: List chronological sequence of steps clinicians performed Record observations according to the work system component(s) Nurse & physician using the HIT system Task: prescribe medications, document. Environment: open; noisy and distracting interactions between staff in hallway. Tools/technology: drop down menu, confusing screen Organization: production pressures to get patients discharged Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 28

29 Summary An understanding of human factors and ergonomics (HFE) and its objectives will help the work of HIT professionals. HFE is closely tied to patient safety. It is important to go to the work of clinicians to understand their challenges and needs. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 29

30 References Carayon P, Hundt AS, Karsh B-T, Gurses AP, Alvarado CJ, Smith M and Brennan PF. Work System Design for Patient Safety: The SEIPS Model. Quality & Safety in Health Care, 15: i50-i58, 2006. CKL, Valdez RS, Casper GR, Carayon P, Burke LJ, Brennan PF, Karsh B-T. Human factors and ergonomics in home care: current concerns and future considerations for health information technology work. 33(2): 201. 2009. Reason J. Human Error: models and management. BMJ 320:768- 770. 2000. To Err is Human – Building a Safer Health System, Committee on Quality of Health Care in America, Institute of Medicine, 2000. Component 12/ Unit 4 Health IT Workforce Curriculum Version 2.0/Spring 2011 30

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