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Show THE UNIVERSITY OF UTAH HEALTH SCIENCES LEAP PROGRAM INTERRUPTIONS AND NURSE MANAGEMENT Alejandra Palomino, Orianna Dennison (Alexa Doig) College of Nursing University of Utah Objective: The purpose of this study was to identify nurses' response to interruption when conducting a critical nursing task. Background: According to Brixey et al. an interruption is defined as "anything that disturbed the continuity of a nurse's work when already engaged on a task or caused a distraction during a consultation with the patient/'These sources of interruption consist of request for information by patients and or family/caregivers, management of incoming phone calls and patient call bells, compilation of other department documentation, and alarms. The consequences of interruptions can lead to the endangerment of patient safety and an increase rate of procedural and clinical errors. Methods: An exploratory descriptive study was done with a group of acute care oncology nurses. Those nurses were all observed in a simulated patient care setting for the purpose of observing and recording their response to interruptions. There were two different scenarios in which they were randomly interrupted in one of the scenarios. In scenario 1, 17 of the nurses were doing a central venous catheter (CVC) sterile dressing change and were interrupted by a social worker. In scenario 2, 28 of the nurses were programming an intravenous p u m p for medication administration while being interrupted by a student nurse. The subjects were videotaped during the simulations and their responses to the interruptions were coded. Results: Nurses'responses were coded and categorized as 1) immediate response to interrupter, 2) negotiated a time for interrupter to come back, and 3) multitask- continued task while responding to interrupter. In scenario 1, 4 1 % had an immediate response to social worker, 52.9% negotiated a time with social worker to come back later, and 3 5 % multitasked while being interrupted. In scenario 2, 17.85 % had an immediate response to the nursing student, 14.28% negotiated with the student to answer the questions at a later time, and 53.57% multitasked when being interrupted. Conclusion: The purpose is to use these findings to develop simulation based training to help nurses develop the skills to effectively manage interruption and reduce the number of procedural and clinical errors. Alejandra Palomino Orianna Dennison Alexa Doig |
