How Do Simulated Error Experiences Impact Attitudes Related to Error Prevention?
How Do Simulated Error Experiences Impact Attitudes Related to Error Prevention?
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DOI：
10.1097/sih.0000000000000174
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发表时间：
2016-10-01
影响因子：
2.4
通讯作者：
Wright, Melanie C.
中科院分区：
文献类型：
--
作者：
Breitkreuz, Karen R.;Dougal, Renae L.;Wright, Melanie C.
简介：本项目的目的是确定是否模拟暴露于错误的情况下改变态度的方式，可能有积极的影响，错误预防行为。方法：采用分层准随机实验设计，我们比较了接受标准错误教育的对照组护生的风险感知态度，（回顾用药错误内容并观看有关错误经历的电影）的实验组学生，他们回顾用药错误内容并参与模拟错误经历。依赖措施包括知觉的教育经验，知觉的错误频率，知觉的记忆性，并与防止errors.Results方面的谨慎：有经验的护生认为模拟错误的经验，更难忘的电影。经验不足的学生认为模拟错误的经验和电影是非常难忘的。干预后，与电影参与者相比，模拟参与者认为错误发生得更频繁。这两种类型的教育增加了参与者的意图更加谨慎，并报告谨慎仍然高于基线的用药错误6个月后intervention.Conclusions：这项研究提供了有限的证据，模拟的优势，比看电影描述的实际错误方面的操作态度有关的错误预防。这两种干预措施都对药物管理中的感知谨慎产生了长期影响。模拟错误的经历使参与者更加意识到错误是多么容易发生，而电影教育使参与者更加意识到错误的破坏性后果。
Introduction: The objective of this project was to determine whether simulated exposure to error situations changes attitudes in a way that may have a positive impact on error prevention behaviors.Methods: Using a stratified quasi-randomized experiment design, we compared risk perception attitudes of a control group of nursing students who received standard error education (reviewed medication error content and watched movies about error experiences) to an experimental group of students who reviewed medication error content and participated in simulated error experiences. Dependent measures included perceived memorability of the educational experience, perceived frequency of errors, and perceived caution with respect to preventing errors.Results: Experienced nursing students perceived the simulated error experiences to be more memorable than movies. Less experienced students perceived both simulated error experiences and movies to be highly memorable. After the intervention, compared with movie participants, simulation participants believed errors occurred more frequently. Both types of education increased the participants' intentions to be more cautious and reported caution remained higher than baseline for medication errors 6 months after the intervention.Conclusions: This study provides limited evidence of an advantage of simulation over watching movies describing actual errors with respect to manipulating attitudes related to error prevention. Both interventions resulted in long-term impacts on perceived caution in medication administration. Simulated error experiences made participants more aware of how easily errors can occur, and the movie education made participants more aware of the devastating consequences of errors.