How much do you agree with the following statements? *

	Strongly disagree	Disagree	Slightly disagree	Neither	Slightly agree	Agree	Strongly agree
The activity presented balanced, evidence-based content free of commercial bias.	The activity presented balanced, evidence-based content free of commercial bias. - Strongly disagree	The activity presented balanced, evidence-based content free of commercial bias. - Disagree	The activity presented balanced, evidence-based content free of commercial bias. - Slightly disagree	The activity presented balanced, evidence-based content free of commercial bias. - Neither	The activity presented balanced, evidence-based content free of commercial bias. - Slightly agree	The activity presented balanced, evidence-based content free of commercial bias. - Agree	The activity presented balanced, evidence-based content free of commercial bias. - Strongly agree
The presenter(s) used an effective teaching strategy.	The presenter(s) used an effective teaching strategy. - Strongly disagree	The presenter(s) used an effective teaching strategy. - Disagree	The presenter(s) used an effective teaching strategy. - Slightly disagree	The presenter(s) used an effective teaching strategy. - Neither	The presenter(s) used an effective teaching strategy. - Slightly agree	The presenter(s) used an effective teaching strategy. - Agree	The presenter(s) used an effective teaching strategy. - Strongly agree
The presentation slides / digital materials / resources and handouts were high quality.	The presentation slides / digital materials / resources and handouts were high quality. - Strongly disagree	The presentation slides / digital materials / resources and handouts were high quality. - Disagree	The presentation slides / digital materials / resources and handouts were high quality. - Slightly disagree	The presentation slides / digital materials / resources and handouts were high quality. - Neither	The presentation slides / digital materials / resources and handouts were high quality. - Slightly agree	The presentation slides / digital materials / resources and handouts were high quality. - Agree	The presentation slides / digital materials / resources and handouts were high quality. - Strongly agree
The content was relevant to / useful for my professional practice.	The content was relevant to / useful for my professional practice. - Strongly disagree	The content was relevant to / useful for my professional practice. - Disagree	The content was relevant to / useful for my professional practice. - Slightly disagree	The content was relevant to / useful for my professional practice. - Neither	The content was relevant to / useful for my professional practice. - Slightly agree	The content was relevant to / useful for my professional practice. - Agree	The content was relevant to / useful for my professional practice. - Strongly agree
The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care.	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Strongly disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Slightly disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Neither	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Slightly agree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Agree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Strongly agree
The overall quality of the educational activity was excellent.	The overall quality of the educational activity was excellent. - Strongly disagree	The overall quality of the educational activity was excellent. - Disagree	The overall quality of the educational activity was excellent. - Slightly disagree	The overall quality of the educational activity was excellent. - Neither	The overall quality of the educational activity was excellent. - Slightly agree	The overall quality of the educational activity was excellent. - Agree	The overall quality of the educational activity was excellent. - Strongly agree

The activity successfully achieved its learning objectives by enhancing my ability to: *

	Strongly disagree	Disagree	Slightly disagree	Neither	Slightly agree	Agree	Strongly agree
Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency.	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Strongly disagree	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Disagree	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Slightly disagree	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Neither	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Slightly agree	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Agree	Identify Comprehensive Systematic Analysis (CSA) Types used by the Defense Health Agency. - Strongly agree
Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm.	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Strongly disagree	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Disagree	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Slightly disagree	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Neither	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Slightly agree	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Agree	Explain the uses of the Human Factors Analysis and Classification System (HFACS) categorization system to report causes of patient harm. - Strongly agree
Apply HFACS analysis to case example in a large group setting using Vevox.	Apply HFACS analysis to case example in a large group setting using Vevox. - Strongly disagree	Apply HFACS analysis to case example in a large group setting using Vevox. - Disagree	Apply HFACS analysis to case example in a large group setting using Vevox. - Slightly disagree	Apply HFACS analysis to case example in a large group setting using Vevox. - Neither	Apply HFACS analysis to case example in a large group setting using Vevox. - Slightly agree	Apply HFACS analysis to case example in a large group setting using Vevox. - Agree	Apply HFACS analysis to case example in a large group setting using Vevox. - Strongly agree
Describe Restorative Justice.	Describe Restorative Justice. - Strongly disagree	Describe Restorative Justice. - Disagree	Describe Restorative Justice. - Slightly disagree	Describe Restorative Justice. - Neither	Describe Restorative Justice. - Slightly agree	Describe Restorative Justice. - Agree	Describe Restorative Justice. - Strongly agree
Review and Apply Just Culture Algorithm to clinical scenarios.	Review and Apply Just Culture Algorithm to clinical scenarios. - Strongly disagree	Review and Apply Just Culture Algorithm to clinical scenarios. - Disagree	Review and Apply Just Culture Algorithm to clinical scenarios. - Slightly disagree	Review and Apply Just Culture Algorithm to clinical scenarios. - Neither	Review and Apply Just Culture Algorithm to clinical scenarios. - Slightly agree	Review and Apply Just Culture Algorithm to clinical scenarios. - Agree	Review and Apply Just Culture Algorithm to clinical scenarios. - Strongly agree
Discuss actions to ensure safety and begin evidence for CSA.	Discuss actions to ensure safety and begin evidence for CSA. - Strongly disagree	Discuss actions to ensure safety and begin evidence for CSA. - Disagree	Discuss actions to ensure safety and begin evidence for CSA. - Slightly disagree	Discuss actions to ensure safety and begin evidence for CSA. - Neither	Discuss actions to ensure safety and begin evidence for CSA. - Slightly agree	Discuss actions to ensure safety and begin evidence for CSA. - Agree	Discuss actions to ensure safety and begin evidence for CSA. - Strongly agree
Describe leadership actions to support staff after a Patient Safety Event (PSE).	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Strongly disagree	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Disagree	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Slightly disagree	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Neither	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Slightly agree	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Agree	Describe leadership actions to support staff after a Patient Safety Event (PSE). - Strongly agree
Identify critical touchpoints in a harm event to include in the event sequence.	Identify critical touchpoints in a harm event to include in the event sequence. - Strongly disagree	Identify critical touchpoints in a harm event to include in the event sequence. - Disagree	Identify critical touchpoints in a harm event to include in the event sequence. - Slightly disagree	Identify critical touchpoints in a harm event to include in the event sequence. - Neither	Identify critical touchpoints in a harm event to include in the event sequence. - Slightly agree	Identify critical touchpoints in a harm event to include in the event sequence. - Agree	Identify critical touchpoints in a harm event to include in the event sequence. - Strongly agree
Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions.	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Strongly disagree	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Disagree	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Slightly disagree	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Neither	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Slightly agree	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Agree	Describe the importance of thorough Factor identification and reporting to developing effective Corrective Actions. - Strongly agree
Identify common errors in Investigation Models.	Identify common errors in Investigation Models. - Strongly disagree	Identify common errors in Investigation Models. - Disagree	Identify common errors in Investigation Models. - Slightly disagree	Identify common errors in Investigation Models. - Neither	Identify common errors in Investigation Models. - Slightly agree	Identify common errors in Investigation Models. - Agree	Identify common errors in Investigation Models. - Strongly agree
Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions.	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Strongly disagree	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Disagree	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Slightly disagree	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Neither	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Slightly agree	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Agree	Explain the criticality of a linear relationship between causal factors, root causes, and Corrective Actions. - Strongly agree
Describe challenges in using a team to describe system error in a way that expresses group consensus.	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Strongly disagree	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Disagree	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Slightly disagree	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Neither	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Slightly agree	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Agree	Describe challenges in using a team to describe system error in a way that expresses group consensus. - Strongly agree
Discuss the process for selecting the appropriate databases and evidence to answer a clinical question.	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Strongly disagree	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Disagree	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Slightly disagree	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Neither	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Slightly agree	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Agree	Discuss the process for selecting the appropriate databases and evidence to answer a clinical question. - Strongly agree
Explain the role of stakeholder engagement in Corrective Action implementation and sustainment.	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Strongly disagree	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Disagree	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Slightly disagree	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Neither	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Slightly agree	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Agree	Explain the role of stakeholder engagement in Corrective Action implementation and sustainment. - Strongly agree
Describe requirements of the Health Safety Report (HSR) template.	Describe requirements of the Health Safety Report (HSR) template. - Strongly disagree	Describe requirements of the Health Safety Report (HSR) template. - Disagree	Describe requirements of the Health Safety Report (HSR) template. - Slightly disagree	Describe requirements of the Health Safety Report (HSR) template. - Neither	Describe requirements of the Health Safety Report (HSR) template. - Slightly agree	Describe requirements of the Health Safety Report (HSR) template. - Agree	Describe requirements of the Health Safety Report (HSR) template. - Strongly agree
Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R).	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Strongly disagree	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Disagree	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Slightly disagree	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Neither	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Slightly agree	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Agree	Apply the concepts of scoring using Feasibility, Acceptability, Cost/Benefit, Effectiveness, Sustainability, Risk (FACES-R). - Strongly agree

What do you anticipate changing or how will you apply what you learned in your professional practice? *

How will you apply what you learned when working with providers of other disciplines or members of your interprofessional healthcare team? *

What barriers, if any, do you see to implementing these changes? *

Please provide feedback on your experience navigating this website and completing the CE process. *

Based on your educational needs, what topics would you like to see addressed in future educational activities? *

Please discuss any additional concerns or comments about this program and indicate whether the program met your expectations. *

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I completed this educational activity independently and in its entirety.

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