Preparation for workplace adversity: Student narratives as a stimulus for learning

Undergraduate Nursing Students and Management of Interruptions: Preparation of Students for Future Workplace Realities

AIM

The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration.

BACKGROUND

Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects.

METHOD

A mixed-methods, two-site study explored associative cues and other management strategies that nursing students used when interrupted during simulated medication administration. Data were collected via direct observation and semistructured interviews.

RESULTS

Students primarily multitasked (66.7 percent) during the interruption. Few students (5.5 percent) used associative cues. Students voiced the need for education and practice on how to manage interruptions.

CONCLUSION

Evidence-based strategies are required to prepare nursing students for workplace interruptions. Use of associative cues during interruptions warrants further investigation.

Illuminating nursing's shadow side through a Jungian analysis of the film Fog in August

Fog in August is a German film based on Robert Domes' historical novel of the same name. The film provides a fictionalized account of the institutionalization and eventual killing of children and adults labelled as a burden on the State and unworthy of life. On one level, this is a story of good versus evil, where innocent patients are manipulated by callous doctors and nurses. At a deeper level, however, it is possible to read the characters as more complex and such a reading gives an insight into the paradox of how a genocidal policy was able to be systematically implemented by health care professionals who had previously taken an oath to provide care to all people. Carl Jung argued that powerful stories, told across generations, contain mythical archetypes that help drive the plot and convey beliefs about humanity. The aims of this paper are to explore Jungian ideas within Fog in August that help the historical story it is based on resonate with viewers today, and demonstrate how the application of these insights can help health care professionals more fully understand morally distressing events and, as a result, support and improve the safety of patients.

'Speaking up for safety': A graded assertiveness intervention for first year nursing students in preparation for clinical placement: Thematic analysis

BACKGROUND

The international literature highlights patient safety as a critical issue in contemporary health care. Poor interpersonal relationships and ineffective health care team communication are identified as dominant human factors contributing to clinical errors and adverse events. Of concern is that some students appear to lack the skills to speak up for themselves, their patients and others when witnessing unsafe practice on clinical placement.

STUDY AIMS

To elicit student and staff perspectives on the quality, effectiveness and appropriateness of an assertiveness-based communication activity prior to clinical placement.

DESIGN

The study used a qualitative design. A communication module was offered in the second week of the practice laboratory and involved the use of two graded assertiveness frameworks.

SETTING

School of Nursing, Midwifery and Paramedicine, at a regional university in South East Queensland, Australia.

PARTICIPANTS

Of the 535 first year undergraduate nursing students enrolled in the laboratory courses, 73 (13.6%) completed an anonymous online survey. Individual interviews were conducted with a university student wellbeing coordinator and student mentor to gain their perspectives of the data.

METHODS

An evaluation survey with seven qualitative questions and individual semi-structured interviews were employed. Data was analysed using a thematic approach.

RESULTS

Five major themes emerged from the survey data: vicarious learning, establishing boundaries, support in practice, advocacy awareness and practice utility. Three themes emerged from the interviews: empowerment and confidence; support and preparation for advocacy; and authentic learning.

CONCLUSIONS

Findings indicate that teaching assertiveness skills and establishing a preparatory framework for 'speaking up for safety' early in a nursing students tertiary education can have important psychosocial implications for their confidence, empowerment and success. The activity provided an authentic learning experience with perceived practical application to the workplace and, has the potential to enhance first year curricula by improving communication tools used for students preparing for practice.

A big-five personality model-based study of empathy behaviors in clinical nurses

Empathy is the capacity to understand or feel what another person is experiencing from within the other person's frame of reference. Many studies have shown that enhancement of nurses' empathy capability can promote a good nurse-patient relationship. However, little research investigates the strategies to improve nurses' empathy abilities. This study investigated the characteristics of nurses' personality trait and empathy and explore the correlation between nurses' empathy and personality. A total of 471 nurses participated in this study. This study found that empathy was positively associated with conscientiousness and agreeableness, negatively associated with neuroticism. The personality traits were able to explain 37.5% of the overall variation in empathy capability, while agreeableness and conscientiousness tendency were significantly associated with empathy capability in nurses. Big five personality trait theory is a pretty good model to predict the empathy level of nurses, which could also play a positive role in improving the empathy ability, managing the satisfaction of patients and provision of quality and safe care customized to patients' needs and preferences. In addition, training programs emphasizing emotions, psychology and healthy personality should be strengthened to promote nurses' empathy.

BUILDING RISK COMMUNICATION CAPABILITIES AMONG PROFESSIONALS: SEVEN ESSENTIAL CHARACTERISTICS OF RISK COMMUNICATION

Since the Fukushima disaster, medical professionals have been involved in risk communication with residents affected. This is an urgent issue, and an important aspect of global disaster preparedness is defining the essential characteristics of professional risk communication, and training medical professionals and students to conduct effective risk communication. Using a narrative of risk trade-offs between radionuclides in the diet and traffic accidents as an example, we introduce the seven essential characteristics required by medical professionals and authorities involved in risk communication: (1) risk assessment, (2) differentiating between risk acceptance and risk trade-offs, (3) understanding differences in risk quality, (4) understanding how to frame information given residents' values, (5) giving attention to coping with too-high risk, (6) building trust and (7) fully considering how information is provided. Furthermore, we introduce an example of lectures at which participants can voluntarily learn the seven essential characteristics of risk communication through group discussions.