Table 4 Validated safety checklist themes and related items mapped against 12 RCGP curriculum competencies
Checklist Theme and Item | RCGP Curriculum Competency No. [Table2] |
|---|---|
PRESCRIBING SAFELY | Â |
1. Knowledge of high risk medications (e.g. NSAIDs & Warfarin, Methotrexate) | [5, 6] |
2. Controlled Drugs (e.g. knowledge of storage, dose adjustment, prescription format) | [5, 12] |
3. Awareness of Health Board/Formulary Prescribing Guidance | [9] |
4. Knowledge of practice repeat prescribing system | [7] |
5. Risks associated with signing repeat & special requests without consulting records | [5, 6] |
6. Monitoring drug side-effects (e.g. Myalgia with Statins) | [5, 6] |
DEALING WITH MEDICAL EMERGENCY | Â |
7. Ensuring Adequate Emergency Treatment Knowledge/Confirmation of CPR Knowledge & Skills (in past 12 months) | [5] |
8. Surgery Emergency Bag/Tray & Equipment | [5] |
9. Contents of Doctors’ Emergency Bag/Case (where appropriate) | [5] |
10. Awareness of Emergency Contacts (e.g. Ambulance, Police, Social Work…) | [5] |
SPECIFIC CLINICAL MANAGEMENT | Â |
11. Recognising & Acting on Red Flags for Serious Illness (e.g. patient needs immediate admission or urgent outpatient referral) | [3] |
DEALING EFFECTIVELY WITH RESULTS OF INVESTIGATION REQUESTS | Â |
12. Need to follow-up & act on results and hospital letters | [12] |
13. Knowledge of practice system for results handling | [7] |
PATIENT REFERRALS | Â |
14. Identifying the need for referral (i.e. recognition of condition requiring further investigation and/or treatment) | [3] |
15. Referral system (e.g. how and when to refer ‘urgently’ and ‘routinely’ | [7, 9] |
16. Clinical appropriateness of referral (e.g. ensure correct clinical priority and correct specialty) | [9] |
17. Quality of acute referral letter (e.g. past medical history, medication status, social circumstances) | [7] |
EFFECTIVE & SAFE COMMUNICATION | Â |
18. Knowledge of internal communication processes within the practice (e.g. e-mail, message systems, practice meetings…) | [7] |
19. How to liaise with and understand the roles of team members: who, purpose, how, where, when? | [8] |
20. Safe communication with patients and relatives (e.g. consultations, phone calls and letters). | [4] |
CONSULTING SAFELY | Â |
21. How to safety-net (face-to-face) | [1] |
22. How to safety-net (when providing telephone advice) | [1] |
23. Awareness of guidelines for use of Chaperones | [11, 12] |
ENSURING CONFIDENTIALITY | Â |
24. Avoiding breaches of confidentiality | [11] |
25. Appropriate disclosure of medical and personal information | [11] |
AWARENESS OF THE IMPLICATIONS OF POOR RECORD KEEPING | Â |
26. Failing to keep records | [12] |
27. Failing to keep accurate records | [12] |
28. Failing to confirm patient identify | [12] |
29. Failing to document all patient contacts | [12] |
30. Knowledge of related legal issues | [12] |
RAISING AWARENESS OF PERSONAL RESPONSIBILITY | Â |
31. Awareness of professional accountability | [12] |
32. Recognising the limits of own clinical competence | [12] |
33. How and when to seek help | [12] |
34. Personal organisation and effectiveness | [12] |
DEALING WITH CHILD PROTECTION ISSUES | Â |
35. Recognition of harm and the potential for harm in children | [2] |
36. How to liaise with other agencies | [8] |
37. Breaching confidentiality | [11, 12] |
ENHANCING PERSONAL SAFETY | Â |
38. How to access emergency alarms/panic button for personal safety | [12] |
39. Dealing with aggressive & violent patients | [12] |
40. Ensuring personal safety and security on home visits | [12] |
EMPHASISNG THE IMPORTANCE OF THE LEARNING ENVIRONMENT | Â |
41. Ensure rapid access to supervisory advice, feedback and support | [10] |
42. Raise awareness of practice team contribution and support | [10] |
43. Ensure reflective learning recorded in E-Portfolio | [10] |
44. Knowledge of clinical audit and significant event analysis | [10] |
SAFE USE OF PRACTICE COMPUTERISED SYSTEMS | Â |
45. Ensure proficiency in using practice computer system | [7] |
46. How to prioritise computer system safety alerts (e.g. Yellow and Red Traffic lights) | [7] |
47. The need to avoid common pitfalls (e.g. leaving notes open and writing up the wrong patient) | [7] |