Hughes(2012) defines quality health care as the degree to which individualand community health care is at par with current professionalknowledge, and its likelihood in giving desired outcomes. Forhealthcare to be effective, it must meet the basic attributes ofefficiency, safety, being patient-centered, timeliness, andequitability. It is also crucial to measure the key attributes ofperformance, after which processes that fail to meet the criteriamust be amended or ceased. The process of improving quality inhealthcare is commenced by identifying procedures whose outcomes failto meet the desired expectations. Steps must be taken to analyze newapproaches carefully. The contemporary strategy is then integratedinto the processes under the careful watch of the stakeholders todetermine whether the desired effects are achieved or not.
Commonlyabbreviated as CQI, Continuous Quality Improvement is a means todevelop clinical practices, based on the principle that every processhas a chance for progress. With improvement, the processes are placedin a better position to produce better outcomes, while ensuringefficiency. Most quality assurance programs tend to focus on theissues that have been highlighted by regulatory and accreditationbodies that include documentation, patient outcomes and employeeperformance among others. It is, therefore, the responsibility ofevery stakeholder in the healthcare industry to identify problems inthe processes and take appropriate measures aimed at correcting themand eventually improving the quality of the process (Hughes, 2012).
Studentsengaged in clinical education settings are under the obligation toapply their skills and knowledge in caring for patients under theguidance of their instructors. Their behavior as students must alsobe reflective of the values taught at the healthcare institutions.The policies and guidelines taught at the institutions are designedto facilitate their identity and ensure the safety and comfort ofpatients and residents. A research study carried out by Nair et.al.(2016) concluded that medical students could be effectively utilizedin leading CQI centers to ameliorate the wellbeing of communitymembers. The study proved that medical students represent anunderutilized resource that could be used to make a difference inhealthcare.
Hughes,R.G. (2012). Patientsafety and quality: An evidence-based handbook for nurses. Agencyfor Healthcare Research and Quality
Nair,P., Barai, I., Prasad, S., & Gadhvi, K. (2016). Qualityimprovement teaching at medical school: a student perspective.Advancesin Medical Education and Practice,7,171.