Clinical governance and education: the views of clinical governance leads in the south west of England

Abstract

This qualitative study examined the views of clinical governance leads in South West England on the development of clinical governance, and its relationship to education in primary care. Information was obtained from semi‐structured interviews with clinical governance leads, and supplementary methods were used to confirm key findings. Four principal themes emerged: education, support, barriers, and evolution. Education is central to achieving the clinical governance agenda. There is a range of educational needs within primary care and these must be integrated into practice professional development plans, which will be shaped by national and local priorities. A need for PCG clinical governance tutors to support this process emerged. A range of supporting mechanisms was identified, as were barriers: principally inadequate resources and a rigid agenda imposed from above. Existing educationalists will need to change their role within the new structures, and this should be an evolutionary rather than a revolutionary process.

Citation

Clark, C.E. and Smith, L.F.P. (2002), "Clinical governance and education: the views of clinical governance leads in the south west of England", British Journal of Clinical Governance, Vol. 7 No. 4, pp. 261-266. https://doi.org/10.1108/14664100210446641