• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMJ quality & safety >'Whatever you cut, I can fix it': clinical supervisors' interview accounts of allowing trainee failure while guarding patient safety
【24h】

'Whatever you cut, I can fix it': clinical supervisors' interview accounts of allowing trainee failure while guarding patient safety

机译：“无论你削减什么，我都可以解决它'：临床监督员的面试账户允许实习生失败，同时保护患者安全

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background Learning is in delicate balance with safety, as faculty supervisors try to foster trainee development while safeguarding patients. This balance is particularly challenging if trainees are allowed to experience the educational benefits of failure, acknowledged as a critical resource for developing competence and resilience. While other educational domains allow failure in service of learning, however, we do not know whether or not this strategy applies to clinical training. Methods We conducted individual interviews of clinical supervisors, asking them whether they allowed failure for educational purposes in clinical training and eliciting their experiences of this phenomenon. Participants' accounts were descriptively analysed for recurring themes. Results Twelve women and seven men reported 48 specific examples of allowing trainee failure based on their judgement that educational value outweighed patient risk. Various kinds of failures were allowed: both during operations and technical procedures, in medication dosing, communication events, diagnostic procedures and patient management. Most participants perceived minimal consequences for patients, and many described their rescue strategies to prevent an allowed failure. Allowing failure under supervision was perceived to be important for supporting trainee development. Conclusion Clinical supervisors allow trainees to fail for educational benefit. In doing so, they attempt to balance patient safety and trainee learning. The educational strategy of allowing failure may appear alarming in the zero-error tolerant culture of healthcare with its commitment to patient safety. However, supervisors perceived this strategy to be invaluable. Viewing failure as inevitable, they wanted trainees to experience it in protected situations and to develop effective technical and emotional responses. More empirical research is required to excavate this tacit supervisory practice and support its appropriate use in workplace learning to ensure both learning and safety.
机译：由于教师监事会在维护患者的同时促进实习生的发展，因此学习是以安全的微妙平衡。如果被允许学员体验失败的教育效益，这种平衡尤其具有挑战性，承认为发展能力和恢复力的关键资源。虽然其他教育领域允许学习的失败，但是，我们不知道这一策略是否适用于临床培训。方法我们对临床监督员进行个人访谈，询问他们是否允许在临床培训中允许有效的教育目的，并引出他们对这种现象的经验。参与者的账户被描述为反复性主题。结果十二名妇女和七名男子报告了48个允许实习生失败的具体例子，基于他们的判断，教育价值超过患者风险。允许各种故障：在操作和技术程序期间，在药物给药，通信事件，诊断程序和患者管理中。大多数参与者对患者感染最小后果，许多人描述了他们的救援策略，以防止允许的失败。允许在监督下的失败被认为是支持实习生发展的重要性。结论临床监督员允许学员失败的教育利益。这样做，他们试图平衡患者安全和实习生学习。允许失败的教育策略可能在医疗保健的零误差容忍文化中出现令人担忧，以其对患者安全的承诺。但是，监事会认为这种策略是宝贵的。观看失败不可避免，他们希望受训人员在受保护的情况下体验它，并开发有效的技术和情感反应。更有实证研究是挖掘这种默认监督实践，并支持其适当的工作场所学习，以确保学习和安全。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号