A Cross-Specialty Examination of Resident Error Disclosure and Communication Skills Using Simulation

Gardner, Aimee K.; Lim, Gi; Minard, Charles G.; Guffey, Danielle; Pillow, M. Tyson

doi:10.4300/jgme-d-17-00603.1

Cited by 19 publications

(13 citation statements)

References 6 publications

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“…Generally, nurse leaders are responsible for encouraging error disclosure through policy making, creation of a supportive culture, and encouraging nurses to consider ethical values via provision of care, education, and mentorship [37,68,69]. Alleviation of moral distress after making errors, following up by apologizing to patients and their families [70], standardized tools and feedback [71,72], training regarding communication skills, and coping strategies to reduce nurses' emotional stress [37,73] are considered key leadership roles for nurses. Systematic, in-built support for error identification [19,20] and disclosure should remove the responsibility to inform patients and their families from individual nurses [59].…”

Section: Discussionmentioning

confidence: 99%

Disclosing and Reporting Practice Errors by Nurses in Residential Long-Term Care Settings: A Systematic Review

et al. 2020

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Patient safety is crucial for the sustainability of the healthcare system. However, this may be jeopardized by the high prevalence of practice errors, particularly in residential long-term care. Development of improvement initiatives depends on full reporting and disclosure of practice errors. This systematic review aimed to understand factors that influence disclosing and reporting practice errors by nurses in residential long-term care settings. A systematic review using an integrative design was conducted. Electronic databases including PubMed (including Medline), Scopus, CINAHL, Embase, and Nordic and Spanish databases were searched using keywords relating to reporting and disclosing practice errors by nurses in residential long-term care facilities to retrieve articles published between 2010 and 2019. The search identified five articles, including a survey, a prospective cohort, one mixed-methods and two qualitative studies. The review findings were presented under the categories of the theoretical domains of Vincent’s framework for analyzing risk and safety in clinical practice: ‘patient’, ‘healthcare provider’, ‘task’, ‘work environment’, and ‘organisation & management’. The review findings highlighted the roles of older people and their families, nurses’ individual responsibilities, knowledge and collaboration, workplace atmosphere, and support by nurse leaders for reporting and disclosing practice errors, which had implications for improving the quality of healthcare services in residential long-term care settings.

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Section: Discussionmentioning

confidence: 99%

Disclosing and Reporting Practice Errors by Nurses in Residential Long-Term Care Settings: A Systematic Review

et al. 2020

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“… 37 The use of simulation-based education showed the highest positive evidence to improve the ability to disclose medical errors. 38 , 39 Simulation based education, is a preferable method to teach and train healthcare professionals, improve their skill and attitudes while protecting trainees and patients from unnecessary burdens and risks respectively. We preferred the models that used simulation in teaching recognition, disclosure, and adverse effects of medical errors and promotion of patient safety.…”

Section: Discussionmentioning

confidence: 99%

Models of teaching medical errors

Gohal

2021

Pak J Med Sci

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Medical errors are relatively common causes of preventable iatrogenic adverse events. We have focused on teaching models in certain courses of study that have been reported to have significant positive impacts on the outcomes of teaching about medical errors. All healthcare organizations must establish suitable models of teaching about patient safety and medical errors as a preventive measure and as an early intervention strategy. Teaching undergraduate medical students and physicians in training how to manage and disclose medical errors helps them develop lifelong skills that can effectively reduce such errors.The literature search was conducted in international databases such as PubMed/MEDLINE and Google Scholar search engine using English equivalent keywords, from 1998 up to April, 2020. The search strategy used the following subject headings terms: “Medical error(s)” AND “Teaching”. Out of 40 Studies included, 6 studies were selected to have evaluated models of health care training and simulation based teaching of medical errors and patient safety in undergraduate and postgraduate medical education. doi: https://doi.org/10.12669/pjms.37.7.4506 How to cite this:Gohal G. Models of teaching medical errors. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4506 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…8 Studies by Gardener, Krumwiede, and colleagues noted the importance of effective error disclosure communication in the IP setting while emphasizing the limited formal training graduates of health professions receive in error disclosure. 9,10 Their approaches, with work from McDonough, Marshall, and colleagues, demonstrated changes in student attitudes and confidence through IP error disclosure simulations with standardized patient actors (SPAs) and debriefing sessions. [9][10][11][12] Ragucci and colleagues conducted similar research that demonstrated improved confidence and team proficiency in disclosing medical errors.…”

Section: Introductionmentioning

confidence: 99%

“…9,10 Their approaches, with work from McDonough, Marshall, and colleagues, demonstrated changes in student attitudes and confidence through IP error disclosure simulations with standardized patient actors (SPAs) and debriefing sessions. [9][10][11][12] Ragucci and colleagues conducted similar research that demonstrated improved confidence and team proficiency in disclosing medical errors. 13 These studies, with research by Porier and colleagues, demonstrated increased student confidence and value in disclosing medical errors in the IP setting through the training experience.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional Medication Error Disclosure Training Using a Telehealth Consultation Simulation

Baalmann

Crowl

Coffey

et al. 2023

American Journal of Pharmaceutical Education

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Health profession students must develop collaborative skills to disclose errors effectively and improve patient safety. We proposed that an interprofessional (IP) simulation utilizing telehealth technology would provide medical and pharmacy students the opportunity to practice, develop, and grow in their confidence and skills of working collaboratively and disclosing medication errors. Methods. A three-phase IP student simulation was developed. Phase 1 included individual student preparation. An IP telehealth consultation encounter occurred in phase 2 for the error disclosure between the pharmacy and medical students. Phase 3 included faculty-led IP debrief sessions. A pre-and post-simulation survey assessed students' experiences regarding their confidence in error disclosure, use of telehealth technology, and the role of the community pharmacist. Faculty evaluated pharmacy student performance utilizing a 12-point rubric. Results. Pre-simulation survey responses (n=173) were compared to post-simulation survey responses (n=140). Significant changes were seen for all students' confidence in error disclosure and use of telehealth technology. No significant change was noted in the students' understanding of the community pharmacists' role on the IP team. Pharmacy student performance-based rubric data (n=148) revealed a median score of 7/12 for error disclosure and IP communication items. Conclusion.Medical and pharmacy students perceived confidence improved in IP error disclosure and use of telehealth consultation technology through this IP simulation. Pharmacy students' error disclosure and IP communication skill development were assessed through this simulation.

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A Cross-Specialty Examination of Resident Error Disclosure and Communication Skills Using Simulation

Abstract: This SP assessment of error disclosure by first-year residents from multiple specialties was feasible and acceptable. It revealed areas of improvement as well as considerable variation in communication skills and professionalism among residents.

Cited by 19 publications

References 6 publications

Disclosing and Reporting Practice Errors by Nurses in Residential Long-Term Care Settings: A Systematic Review

Disclosing and Reporting Practice Errors by Nurses in Residential Long-Term Care Settings: A Systematic Review

Models of teaching medical errors

Interprofessional Medication Error Disclosure Training Using a Telehealth Consultation Simulation

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