The importance of an integrated protocol in reducing medical errors and increasing patient safety in radiation therapy: a variable-oriented, explanatory sequential design
Medical errors in radiation therapy pose significant risks to patient safety. This study aimed to evaluate the effectiveness of integrated safety protocols in reducing such errors within radiation oncology departments in the Delaware Valley. Employing an explanatory sequential mixed methods design, the research combined quantitative surveys with qualitative interviews and focus groups involving radiation oncology professionals, including administrators, nurses, therapists, physicists, and dosimetrists. Quantitative findings revealed a consensus on the importance of standardized protocols and checklists in minimizing errors. However, staffing shortages and time constraints were identified as barriers to consistent implementation. Qualitative analysis highlighted six key themes: the necessity but insufficiency of protocols alone; the impact of workforce capacity on protocol adherence; vulnerabilities due to training gaps and informal knowledge transfer; the critical role of effective communication; the influence of organizational culture, burnout, and morale on safety outcomes; and the effects of generational differences and mentorship gaps on safety practices. The study concludes that while integrated protocols are vital, addressing systemic issues, such as enhancing training programs, managing staffing and workloads, establishing formal mentorship structures, and promoting open communication, is essential for improving patient safety in radiation therapy settings. Keywords: Patient Safety, Medical Errors, Radiation Oncology, Integrated Protocols, Safety Protocols.
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Title
The importance of an integrated protocol in reducing medical errors and increasing patient safety in radiation therapy
Creators
David Romanofski
Contributors
Cameron Kiosoglous (Advisor) - Drexel University, Teaching, Learning, and Curriculum
Awarding Institution
Drexel University
Degree Awarded
Doctor of Education (Ed.D.)
Publisher
Drexel University; Philadelphia, Pennsylvania
Number of pages
xiv, 155 pages
Resource Type
Dissertation
Language
English
Academic Unit
School of Education (1997-2026); Drexel University