Publication Date
Spring 2015
Degree Type
Doctoral Project
Degree Name
Doctor of Nursing Practice (DNP)
Department
Nursing
First Advisor
Terea Giannetta
Second Advisor
Jolie Limon
Third Advisor
Bryan Carlson
Keywords
Medical errors, Disclosure, Interprofessional education
Abstract
Purpose: The purpose of this study was to compare the effectiveness of two different pedagogical approaches to error communication training.
Background: The literature advocates full, transparent communication following a medical error. However, many barriers to such disclosure exist. A significant barrier is healthcare providers do not feel prepared for these difficult conversations. This can be particularly challenging in a pediatric setting when the conversation with a parent may be more demanding than similar conversations in the non-pediatric settings.
Method: Individuals from three different professional groups were recruited; physicians, pharmacists, and nurses. A randomized controlled study was conducted to investigate whether the learning strategy used, interprofessional education (IPE) or self-study, influenced a team’s performance in a simulated error communication scenario.
Results: The total mean score in a simulated error communication scenario was higher for the IPE group than the self-study group. This was not statistically significant; however, effect size would suggest a large estimation of magnitude between groups. Pre and post self-confidence scores identify that there was a significant difference in self-confidence following the education intervention for the IPE group but not for the self-study group. Overall satisfaction was higher in the IPE group
Conclusion: It would appear that the IPE approach to error communication is more effective in terms of performance, self-reported confidence level, and participants overall satisfaction. Larger research studies are recommended for further investigation. A power calculation suggests a sample size of 17 teams per group (IPE and Self-study) for 80% power in future studies.
Recommended Citation
Gilbert, Marie Annette, "A Comparison of Pedagogical Approaches to Error Communication Training" (2015). Doctoral Projects. 24.
DOI: https://doi.org/10.31979/etd.88x3-8r37
https://scholarworks.sjsu.edu/etd_doctoral/24
