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Purpose: The purpose of this paper is to describe an example of how universities can develop unique synchronous educational opportunities to engage students in an online environment, especially since study abroad opportunities have slowed or halted due to the COVID-19 pandemic crisis. Design/methodology/approach: Two affiliated universities, in the United States and Scotland, selected a simulated root cause analysis (RCA) of a medical error for a collaborative activity. Findings: Together the students analyzed the event within assumed roles of healthcare professions in a systematic way using the "Swiss Cheese Model," identified opportunities for improvement, debriefed using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) method and submitted a reflective assignment. The RCA resulted in several process improvement suggestions and positive feedback from the participants. Research limitations/implications: The approach was for graduate students from two affiliated universities, in the United States and Scotland, to simulate a RCA of a medical error as a collaborative activity. Practical implications: This example using simulation of healthcare roles demonstrates the application of international collaboration, problem-solving models and methodologies and recognition of the similarities and differences between the United Kingdom and the United States approaches to patient safety. Especially with the ongoing COVID-19 pandemic, the students' ability to internationally collaborate can be limited without such unique opportunities. Social implications: The students were provided with a side-by-side comparison of the patient safety efforts in each country and written and didactic material about an RCA and the Swiss cheese model. Originality/value: Students come from different perspectives of health services administration, nursing and nursing leadership from Scotland and the United States to solve patient safety problems.

As the healthcare industry becomes increasingly competitive, organizations must recognize the value of a diverse workforce. Future leaders in healthcare administration will play a vital role in shifting organizational perspectives and actively seeking out unique individuals from diverse backgrounds. By embracing diversity, equity, inclusion, and belonging (DEIB) principles, healthcare organizations can create a more inclusive and welcoming environment, which ultimately leads to improved patient care and outcomes. The integration of DEIB education in healthcare administration programs is a positive step toward addressing workforce challenges and cultivating a more inclusive healthcare system. Second year graduate students in their final course in a Masters Science in Health Services Administration (HSA) program were provided education and tools to develop DEIB plans. Exposure to university leadership and an external stakeholder with DEIB expertise and experiences further enhance the students' understanding of the Black, Indigenous, People of Color (BIPOC) population. The five-step DEIB plan template used by the students allows them to identify gaps in their own organizations and develop strategies to mitigate those gaps. This handson approach enables students to gain practical experience in fostering DEIB within healthcare settings. Addressing workforce issues such as staff shortages and turnover while promoting DEIB is crucial for creating a more inclusive and effective healthcare system. [ABSTRACT FROM AUTHOR]

Miscommunication is a large contributing factor to hospital sentinel events. Communication with nurses is a component of the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. The HCAHPS survey not only assesses patient satisfaction but also impacts how hospitals are reimbursed. A literature review reveals that nursing bedside shift positively impacts patient satisfaction and nurse communication. There is limited research on how to implement bedside report as well as what to include during report. A pilot study evaluated an educational intervention and its impact on nurses' compliance with bedside report. The study also evaluated whether bedside report compliance affected HCAHPS scores. A test of independent proportions showed that overall compliance scores increased significantly from period 1 (46%) to period 3 (81%), z = 2.23, P = -.017, one-tailed. HCAHPS scores for nursing communication went from 69.9% in quarter 1 of 2015 to 73.8% in quarter 4 of 2016, but there was no statistically significant change. [ABSTRACT FROM AUTHOR]