The course reinstated and even added more to the prior knowledge that I had concerning the RCA technique. Interestingly, the course allowed actual participation of the students to conduct an experimental RCA 2 version, which was not only an insightful part of the training but also an entertaining event. Among the essential information worth noting is the timeline requirements in the entire RCAs process, as appreciated by Jora. The knowledge and competency of healthcare a practitioner in a specific topic are solidified by hands-on apprenticeship activity, which majorly relies on investigating the primary cause of a problem, most of which result from human error that may not be intentional. And as Cassandra and Jora states, the RCA is an appropriate tool for assessing the root cause of the underlying dysfunctions within healthcare settings and preventing their reoccurrence in the future. I also appreciate this course for providing insightful information concerning proper management and prevention of unfavorable events within the healthcare setting. However, it should not be forgotten that employing the RCA technique in the assessment of the root cause of a particular dysfunction is not the ultimate goal but the implementation of appropriate corrective measures. Finally, I agree with Jora and Cassandra that the online course PS 201 has excellently explained the important steps to observe in carrying out the RCA/RCA 2 technique.
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