The significance of enhancing health workers' skills and knowledge in driving positive patient experiences
Keywords:
health workers', skills and knowledge, patient experienceAbstract
The significance of enhancing health workers' skills and knowledge in driving positive patient experiences cannot be overstated. As patient experience positions continue to evolve, hospitals and healthcare organizations must prioritize the development of skills and qualifications required for these roles. To deliver a positive patient experience in the ED, it is crucial to manage patient expectations and enhance their perception of the care received, given the unique position of EDs in shaping a patient's first impression. Therefore, investing in the skills and knowledge of healthcare workers to drive positive patient experiences is not only beneficial for the patients but also for the clinicians and the healthcare system as a whole.
Downloads
References
A Meyer, M. (2019). Qualifications and Skills Required for Patient Experience Positions. ncbi.nlm.nih.gov DOI: https://doi.org/10.1177/2374373519895091
Aleksandrovskiy, I., Ganti, L., & Simmons, S. (2020). The Emergency Department Patient Experience: In Their Own Words. ncbi.nlm.nih.gov
Barden, A., Giammarinaro, N., & Petrosino, L. (2020). Perspective Shifting: Engaging Leaders-of-Leaders in Patient and Caregiver Experience. ncbi.nlm.nih.gov DOI: https://doi.org/10.1177/2374373520942405
Derese Tegegne, M., Sharew Melaku, M., Worku Shimie, A., Denekew Hunegnaw, D., Gashaw Legese, M., Ambaye Ejigu, T., Demeke Mengestie, N., Zemene, W., Zeleke, T., & Fentahun Chanie, A. (2019). Health professionals' knowledge and attitude towards patient confidentiality and associated factors in a resource-limited setting: a cross-sectional study. ncbi.nlm.nih.gov
Driouchi, A. (2015). New Health Technologies and Health Workforce in Developing Economies. [PDF] DOI: https://doi.org/10.4018/978-1-4666-9814-7.ch102
Fritzsche, H., Barbazzeni, B., Mahmeen, M., Haider, S., & Friebe, M. (2021). A Structured Pathway Toward Disruption: A Novel HealthTec Innovation Design Curriculum With Entrepreneurship in Mind. ncbi.nlm.nih.gov DOI: https://doi.org/10.3389/fpubh.2021.715768
Iyer, V., Prissel, P., Munson, K., Eide, J., Brustad, R., Kranz, N., P Madson, L., & Frase, B. (2018). How to build a robust provider improvement partnership program to enhance patient experience – A case study. [PDF] DOI: https://doi.org/10.35680/2372-0247.1228
Karasneh, R., Al-Mistarehi, A. H., Al-Azzam, S., Abuhammad, S., M Muflih, S., Hawamdeh, S., & H Alzoubi, K. (2021). Physicians’ Knowledge, Perceptions, and Attitudes Related to Patient Confidentiality and Data Sharing. ncbi.nlm.nih.gov DOI: https://doi.org/10.2147/IJGM.S301800
M Al-Wathinani, A., A AlHokair, A., Z Almeshari, A., Saud Alsaqri, F., M Aldaihan, F., Saleh Alrumeh, A., A AlOtaibi, A., Abdullah Alkanhal, I., Aljuaid, M., Khalid Albusair, M., Ali Alluhayb, A., & Goniewicz, K. (2020). Ethical Awareness and Practices Among Emergency Department Personnel in Riyadh’s Tertiary Hospitals: A Cross-Sectional Analysis. ncbi.nlm.nih.gov
M Kennedy, D. (2017). Creating an Excellent Patient Experience Through Service Education: Content and Methods for Engaging and Motivating Front-Line Staff. ncbi.nlm.nih.gov DOI: https://doi.org/10.1177/2374373517718351
Mukamana, A., Claude Byungura, J., Manirakiza, F., & Rushingabigwi, G. (2020). Knowledge, usability and challenges of e-learning platforms for continuing Professional Development of healthcare professionals at University Teaching Hospital of Kigali. ncbi.nlm.nih.gov
Mundet-Tudurí, X., Crespo i Forte, R., Luisa Fernandez-Coll, M., Saumell, M., Millan-Mata, F., Cardona i Cardona, Àngels, Codern-Bové, N., & Autònoma de Barcelona, U. (2017). Expectations and perceptions of primary healthcare professionals regarding their own continuous education in Catalonia (Spain) : a qualitative study. [PDF] DOI: https://doi.org/10.1186/s12909-017-1061-6
Quaife, M., Seifu Estafinos, A., Woldesenbet Keraga, D., Lohmann, J., Hill, Z., Kiflie, A., Marchant, T., Borghi, J., & Schellenberg, J. (2021). Changes in health worker knowledge and motivation in the context of a quality improvement programme in Ethiopia. ncbi.nlm.nih.gov DOI: https://doi.org/10.1093/heapol/czab094
Quimby, K., Hungate, C., Milner, B., Richmond, C., & Kawatu, J. (2021). What do Family Planning Staff Prioritize for Patient Experience Improvements? Findings From a Training Initiative in New York State. ncbi.nlm.nih.gov DOI: https://doi.org/10.1177/23743735221140653
Ratcliff Daffron, S., Moore, S., & Chicovsky, T. (2015). Transfer of Learning for Health Care Workers. [PDF]
Sarin, E., Ghosh Dastidar, S., Bisht, N., Bajpayee, D., Patel, R., Singh Sodha, T., Bhandari, A., Swarup Mohanty, J., Dey, S., Chandra, S., Agrawal, R., Saboth, P., & Kumar, H. (2019). Safe Delivery application with facilitation increases knowledge and confidence of obstetric and neonatal care among frontline health workers in India. ncbi.nlm.nih.gov
Serneels, P. & Lievens, T. (2018). Microeconomic institutions and personnel economics for health care delivery: a formal exploration of what matters to health workers in Rwanda. ncbi.nlm.nih.gov DOI: https://doi.org/10.1186/s12960-017-0261-9
Tinati, T., Lawrence, W., Ntani, G., Black, C., Cradock, S., Jarman, M., Pease, A., Begum, R., Inskip, H., Cooper, C., Baird, J., & Barker, M. (2012). Implementation of new Healthy Conversation Skills to support lifestyle changes - what helps and what hinders?:Experiences of Sure Start Children's Centre staff. [PDF] DOI: https://doi.org/10.1111/j.1365-2524.2012.01063.x
Vallo Hult, H., Hansson, A., & Gellerstedt, M. (2020). Digitalization and Physician Learning: Individual Practice, Organizational Context, and Social Norm. ncbi.nlm.nih.gov DOI: https://doi.org/10.1097/CEH.0000000000000303
Published
How to Cite
Issue
Section
Copyright (c) 2021 International journal of health sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Health Sciences (IJHS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJHS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJHS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJHS volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.
