%D 2022
%X Introduction: Learning is essential for improving patient safety and is often cited as necessary following a
patient safety incident (PSI). Both individual and organisational learning are needed to enable
improvements in health systems. However, there is no clear consensus on what ‘learning’ or
‘organisational learning’ actually means in the context of a PSI. Learning theories can be
applied to healthcare in order to improve patient safety interventions. In this systematic
hermeneutic conceptual review, we aim to define learning and organisational learning in the
context of patient safety and to identify the theoretical approaches to learning and
interventions utilised. /

Methods and analysis: This review will be undertaken in two phases, utilising a systematic hermeneutic approach.
Phase one will focus on ascertaining taxonomy domains through identification of the concept
and theoretical frameworks of ‘learning’ and ‘organisational learning’ from the literature.
These taxonomy domains and the World Health Organisation’s World Alliance for Patient
Safety International Classification for Patient Safety will inform a thematic framework for
phase two. Phase two will be a more detailed search and focus on learning and related applied
interventions in the context of patient safety incidents utilising the thematic framework from
phase one. Data will be analysed using framework method analysis. /

Ethics and dissemination: This review does not require ethical approval. The results will be published in a peer-reviewed
journal.
%C London, UK
%L discovery10138460
%I UCL Division of Surgery and Interventional Science
%A C Vindrola
%A Z Brummell
%A R Moonesinghe
%T What does 'learning' and 'organisational learning' mean in the context of patient safety? Protocol for a systematic hermeneutic conceptual review