Tools for Improving Patient Safety

The information below offers tools and strategies to help SLPs enhance patient safety across care settings.

Safety Training Programs

Ongoing safety training is essential for preparing health care professionals to respond effectively in high-risk or emergency situations. Simulations and structured training sessions build clinical skills and ensure that staff are confident and competent in their roles.

Examples of safety training that support staff readiness include

  • cardiopulmonary resuscitation (CPR) training;
  • fall prevention training;
  • workplace violence prevention training;
  • regular review of infection control procedures;
  • mock code or drill scenarios;
  • training in body mechanics and patient transfers; and,
  • radiation safety

For SLPs, participating in interprofessional training can also enhance team communication and clarify roles during emergencies. These proactive efforts not only improve individual readiness but also contribute to a culture of safety across the care team.

Structured Communication Strategies

Clear provider-to-provider communication reduces errors, particularly during handoffs and care transitions. Using a structured communication approach helps ensure that all care team members convey important information clearly and consistently. One widely used method is SBAR, a standardized communication tool that promotes efficient, focused dialogue among health care team members.

  • Situation—Clearly state the current concern or issue.
    • For example, “This is Alex, the SLP working with Mr. Jones. I completed a cognitive assessment with him today which revealed severe cognitive deficits.”
  • Background—Provide relevant medical history or clinical context.
    • “Mr. Jones has a history of traumatic brain injury following a motor vehicle accident. He demonstrated significant difficulty with insight, safety awareness, and problem-solving for activities of daily living.”
  • Assessment—Share your impression of the problem.
    • “I’m concerned that he isn’t safe to return to independent living due to his cognitive deficits.”
  • Recommendation or Request—State what you are recommending or what is needed and when.   
    • “I recommend that he receive supervision and support at the next level of care.”

See Tool: SBAR (AHRQ) for more information.

Patient-Centered Care, Communication Access, and Health Literacy

SLPs play an important role in maximizing patient safety by promoting patient-centered care and addressing health literacy and communication barriers. When patients understand their diagnosis, treatment options, and care instructions, they are better equipped to participate in care decisions, follow recommendations, and avoid preventable complications.

Reduced health literacy is associated with delayed care, increased medical errors, higher hospital re-admission rates, greater use of emergency services, and increased health care costs (Douglas et al., 2025; Levy & Janke, 2016; Mixon et al., 2024; Morrison et al., 2021; Shahid et al., 2022).

To mitigate these risks, SLPs can apply various strategies that improve communication access and comprehension:

Establishing informed consent and engaging patients in shared decision making fosters trust, improves safety, and helps ensure that treatment aligns with the patient’s values and goals.

For more information, see the following resources:

Standardized Procedures

Standardized procedures ensure consistent, high-quality care and reduce errors. Here are some examples of standardized procedures that may be present in health care facilities:

  • Standard precautions—Infection control practices such as consistent hand hygiene, use of personal protective equipment (PPE), and safe sharps disposal help prevent the spread of infectious agents.
  • Fall prevention programs—Use of validated screening tools and safety protocols for identifying and managing patients who have a high fall risk.
  • Pain assessment tools—Consistent use of pain scales and modifications for individuals with communication disorders or differences (e.g., visual pain scales).
  • Electronic medical record pathways—Standardized workflows for common conditions (e.g., stroke response protocols), templates for documentation, and prompts to capture accommodations or communication access needs.
  • Ventilator-weaning protocols—Criteria-based steps for reducing ventilator dependency.
  • Medication safety protocols—Procedures to ensure accurate medication reconciliation, clear documentation of patient allergies and adverse reactions, and use of teach-back techniques to confirm that the patient understands medication instructions.
  • Informed consent processes—Use of standardized language and communication supports to help patients understand procedures and make informed decisions about their care.

Electronic Medical Records

Electronic medical records support patient safety by

  • alerting providers to allergies and abnormal lab results,
  • automating consult orders and care pathways,
  • tracking safety incidents to identify trends, and
  • facilitating timely, accurate communication between providers.

Safety Event Reporting

Transparent reporting of errors, near misses, and safety events is essential for improving patient safety. It allows health care organizations to identify trends, address systemic issues, and implement changes to prevent future incidents.

Some facilities use electronic safety reporting software, whereas others rely on paper-based systems. Both serve the same goal—capturing safety concerns in a timely, accurate manner. Consistent reporting fosters open communication among care team members, supports the identification of safety trends, and promotes a culture of continuous improvement.

References

Douglas, N. F., Wallace, S. E., Cheng, C.-I., Christensen Mayer, N., Hickey, E., & Minick, K. (2025). A role for health literacy in protecting people with limited English proficiency against falling: A retrospective, cohort study. Archives of Physical Medicine and Rehabilitation, 106(1), 37–41. https://doi.org/10.1016/j.apmr.2024.08.011

Levy, H., & Janke, A. (2016). Health literacy and access to care. Journal of Health Communication, 21(Suppl 1), 43–50. https://doi.org/10.1080/10810730.2015.1131776

Mixon, A. S., Goggins, K., Nwosu, S., Shi, Y., Schildcrout, J. S., Wallston, K. A., Leon-Perez, G., Harrell, F. E., Jr, Bell, S. P., Mayberry, L. S., Vasilevskis, E. E., Schnelle, J. F., Rothman, R. L., Kripalani, S., & Vanderbilt Inpatient Cohort Study. (2024). Association of social determinants of health with hospital readmission and mortality: A prospective cohort study. Health Literacy Research and Practice, 8(4), e212–e223. https://doi.org/10.3928/24748307-20240702-01

Morrison, A. K., Gibson, C., Higgins, C., & Gutzeit, M. (2021). Health literacy-related safety events: A qualitative study of health literacy failures in patient safety events. Pediatric Quality & Safety, 6(4), e425. https://doi.org/10.1097/pq9.0000000000000425

Shahid, R., Shoker, M., Chu, L. M., Frehlick, R., Ward, H., & Pahwa, P. (2022). Impact of low health literacy on patients' health outcomes: A multicenter cohort study. BMC Health Services Research, 22(1), Article 1148. https://doi.org/10.1186/s12913-022-08527-9

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