Reference no: EM132534105 , Length: word count:500

OPEN DISCLOSURE

Learning objective 1. Define ‘open disclosure'.
Learning objective 2. Identify the principles andprocesses of open disclosure in Australian health care as setout by the Australian Open Disclosure Framework.
Learning objective 3. Identify when open disclosure is required and by whom.
Learning objective 4. Identify the impact of both good and poor open disclosure on the patient and their family.
Learning objective 5. Identify and analyse personal and professional barriers clinicians face in providing open disclosure.
Learning objective 6. Identify the Australian legal aspects surrounding open disclosure.

Task 1: What is open disclosure?
It is firstly important to distinguish between the main organisations who play a role in open disclosure policies and guidelines within Australia and New South Wales.The Clinical Excellence Commission (CEC) is a NSW-based organisation whose role is to lead, support and promote improved safety and quality in clinical care across NSW Health whilst the Australian Commission on Safety and Quality in Health Care (ACSQHC) is a federal body whose purpose is to lead and coordinate national safety and quality improvements in health care across Australia.

To begin, watch Rick Iedema's lecture on open disclosure.

Whilst it is a long document, students should read the Australian Open Disclosure Framework, in order understand the current policies and guidelines within Australia:
• Australian Commission on Safety and Quality in Health Care. (2013). Australian Open Disclosure Framework.

In order to further understand Australia's open disclosure policies, students should then watch the following video [04:59]:
• NSW Health. (2012, September 12). Introduction to Open Disclosure - Professor Cliff Hughes [Video].

Task 2: The patient and family view.
We now focus our attention on how open disclosure affects patient and their family's experiences of adverse health care events.

Students are required to read the following article which discusses patients' and family members'experiences of open disclosure:
• Iedema, R., Allen, S., Britton, K., Piper, D., Baker, A., Grbich, C., Allan, A., Jones, L., Tuckett, A., Williams, A., Manias, E., & Gallagher, T. H. (2011). Patients' and family members' views on how clinicians enact and how they should enact incident disclosure: the "100 patient stories" qualitative study. BMJ, 343, d4423.

Students are then required to watch the following video, in which a grieving parent provides their experience of open disclosure [15:19]:
• TEDx Talks. (2013, February 12). Transparency, Compassion, and Truth in Medical Errors: Leilani Schweitzer

Conduct the following individual reflection:

1. Identify a situation where you, your family or someone you know received health care that was not in line with current best practices and which resulted in someone being harmed. Alternatively, think of a time where you observed medical or nursing care that harmed (or had the potential to harm) a patient.

o How were you/they informed of the event? Did you/they feel completely informed and supported? Were you/they made aware of any changes which would prevent this error from reoccurring?

Consider the above articles and answer the following questions and respond to another student's post on Microsoft Teams:

1. Do you feel that the patients and their families in the above resources received good open disclosure? Why/Why not? What are the repercussions of poor open disclosure?

2. In the case of an adverse event occurring, identify one step that the healthcare professional could take to make you as the patient or family member feel more comfortable and supported during the open disclosure process.

Task 3: The clinician and legal view.

We will now turn our attention to understanding the health care clinician's view and the legal view of open disclosure across the world.

Students should begin by reading the following article which identifies a number of global themes that prevent open disclosure from being performed as intended:
• Wu, A. W., McCay, L., Levinson, W., Iedema, R., Wallace, G., Boyle, D. J., McDonald, T. B., Bismark, M. M., Kraman, S. S., Forbes, E., Conway, J. B., & Gallagher, T. H. (2017). Disclosing Adverse Events to Patients: International Norms and Trends.

Students are then required to read the following article on the ethical and legal obligations surrounding open disclosure in Australia:
• Finlay, A. J. F., Stewart, C. L., & Parker, M. (2013). Open disclosure: ethical, professional and legal obligations, and the way forward for regulation. Medical Journal of Australia

Students should answer the following questions on the group discussion board in Microsoft Teams and provide a response to another student's post:

1. Looking at your own workplace, what are some of the barriers that you see that prevent open disclosure from occurring? What do you think that you could do to change this in your workplace?

2. Compare the issues raised in the "100 patient stories" study (Task 2) and the Disclosing Adverse Events to Patients article above. Do you think that the development of the Australian Open Disclosure Framework helps to address some of these issues?

Attachment:- Open Disclosure learning plan.rar