Abstract
AIM
The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration.
BACKGROUND
Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects.
METHOD
A mixed-methods, two-site study explored associative cues and other management strategies that nursing students used when interrupted during simulated medication administration. Data were collected via direct observation and semistructured interviews.
RESULTS
Students primarily multitasked (66.7 percent) during the interruption. Few students (5.5 percent) used associative cues. Students voiced the need for education and practice on how to manage interruptions.
CONCLUSION
Evidence-based strategies are required to prepare nursing students for workplace interruptions. Use of associative cues during interruptions warrants further investigation.
| Original language | American English |
|---|---|
| Journal | Nursing Education Perspectives |
| Volume | 42 |
| Issue number | 6 |
| DOIs | |
| State | Published - Nov 11 2021 |
Keywords
- Associative Cues
- Interruption Management
- Interruptions
- Nursing Students
- Simulation
Disciplines
- Medicine and Health Sciences
- Medical Education
- Nursing