- Talk, tell, transform
- Coming together
- Working together
- Learning together
- Easy breathing
- Speaking Up
- Dignity and respect
- Getting involved in research
- Working smarter
- Why teach English?
- After the fires
- Dangling conversations
- Sheffield Carers' Voices 2
- NHS Lothian telehealth stories
- In the lead
- Stories from the National Patient Safety Agency
- Telehealth stories
- Stories of recovery from La Trobe University
- MND stories
- NHS Leeds PPI stories
- Sheffield Carers' Voices
- End of Life Care
- Stories from the University of Liverpool
- Stories from the Isle of Wight Stroke Club
- Stories from the University of Nottingham
- Stories from the University of Huddersfield
- Communities of health
- Stories from the NHS Institute for Innovation and Improvement
- Stories from junior doctors in training
- Stories from the Saskatoon Health Region
- Arthur & Co.: Stories about living with Arthritis
- Society of the Holy Child Jesus
- Healing journeys
- Work in Progress
- Caring for vulnerable babies: the reorganisation of neonatal services in England
- Interpreting Tales
- Having a stroke: being a parent
- Stories from Connecting for Health
- Stories from the RCN quality improvement programme
- Carers' Resource, Harrogate, Craven and Airedale
- Stories from the RCN
- Reconnecting with life: stories of life after stroke
- Stories from Pilgrim Projects
- Stories from the Working in Partnership Programme (WiPP)
- Stories from NHS Tayside
- Stories from NEYNL
- Stories from the Heart Improvement Programme
- Charles Bruce's stories
- Grace and Joe Desa's stories
- Alison Ryan's stories
- David Clark's stories
- Emma Allen's stories
- Monica Clarke's stories
- Ian Kramer's stories
Stories from the National Patient Safety Agency
These stories were created in a Pilgrim Projects/Patient Voices reflective digital storytelling workshop in 2010.
After seeing the support a midwife received following an incident, Jeanette decided to train to become a Supervisor of Midwives. Jeanette’s experiences have brought home to her how essential it is to keep a finger on the pulse of what is happening at all times, both for the safety of patients and the sake of staff.
Sometimes, those trying to facilitate and drive safety and quality improvement can feel like outsiders. Working in partnership with other professionals provides Claire with an effective strategy for engagement and great personal satisfaction.
How does a nurse educator who wants to improve practice realise her goals? Can it be achieved as part of continuous quality improvement, or must current practice stop while training is developed and delivered?
There must always be a balance in risk assessment that is informed by the needs of the patient, not simply the potential liability of the organisation.
All professions develop their own phraseology, their own argot, often as an attempt at clarity and consistency of terminology when communicating with a client. However, what is clear and accepted language to a professional may not carry the same meanings to a client, leaving room for misunderstanding and possible safety issues.
To what extent are patient observations therapeutic, and do they promote patient safety?