Noland Carey M, Carmack Heather J
Northeastern University, Boston, MA, USA
James Madison University, Harrisonburg, VA, USA.
Qual Health Res. 2015 Oct;25(10):1423-34. doi: 10.1177/1049732314562892. Epub 2014 Dec 24.
The ways providers story their mistake experiences help to explain how providers understand medical errors and how they communicate about those errors. Communication scholars have slowly begun to explore the communicative nature of medical error experiences, with communication research becoming more abundant over the past few years. Missing from this discussion is how students in health professions, in this case nursing students, tell medical errors narratives and how the stories help them determine how to respond to mistakes. In this article, we explore how nursing students narrativize their medical errors experiences during clinicals. Qualitative interviews were conducted with 68 nursing students. The interviews were transcribed and resulted in a total of 1,261 single-spaced pages of data. We found that nursing students told three different narratives: (a) the "save the day" narrative, (b) the "silence" narrative, and (c) the "not always right" narrative. Finally, we discuss the implications of these narratives and their impact on nursing education.
医疗服务提供者讲述其错误经历的方式有助于解释他们如何理解医疗差错以及如何就这些差错进行沟通。传播学学者已逐渐开始探索医疗差错经历的传播本质，在过去几年里，相关传播研究越来越多。在这一讨论中缺失的是健康专业的学生，在此指护理专业学生，如何讲述医疗差错故事，以及这些故事如何帮助他们确定应对差错的方式。在本文中，我们探讨护理专业学生在临床实习期间如何叙述他们的医疗差错经历。我们对68名护理专业学生进行了定性访谈。访谈内容被转录，最终得到了总共1261页单倍行距的数据。我们发现护理专业学生讲述了三种不同的故事：（a）“扭转局面”的故事，（b）“沉默”的故事，以及（c）“并非总是正确”的故事。最后，我们讨论了这些故事的含义及其对护理教育的影响。
