The information below offers tools and strategies to help SLPs enhance patient safety across care settings.
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
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.
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.
See Tool: SBAR (AHRQ) for more information.
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 ensure consistent, high-quality care and reduce errors. Here are some examples of standardized procedures that may be present in health care facilities:
Electronic medical records support patient safety by
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.
ASHA Resources
Other Resources
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