Faculty of Health Sciences, Australian Catholic University, PO Box 968, North Sydney, NSW 2059, Australia.
University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia.
Nurse Educ Today. 2018 Oct;69:41-47. doi: 10.1016/j.nedt.2018.06.028. Epub 2018 Jun 30.
We sought to evaluate the perceptions of nurses of an e-learning educational program to encourage the use of behavioural strategies-blocking, engaging, mediating, multitasking, and preventing-to reduce the negative effects of interruptions during medication administration.
A qualitative design was used to evaluate the impact of this e-learning educational intervention on nurses' behaviour.
Two wards (palliative care and aged care) from two different hospitals within a large local health service within Sydney Australia, were included in the study. These wards were also involved in a cluster randomised trial to test the effectiveness of the program.
A purposive sample participated comprising nine registered and enrolled nurses certified to conduct medication administration, who had reviewed the educational modules.
Two focus groups were conducted and these sessions were digitally recorded and transcribed verbatim. Thematic analysis identified seven themes.
The major themes identified included: perceptions of interruptions, accessing the program, content of the program, impact, maintaining good practice and facilitators and barriers to changing behaviour.
The use of embedded authentic images of patient interruptions and management strategies increased some nurses' perceived use of strategies to manage interruptions. Nurses varied in their perception as to whether they could change their behaviour with some describing change at the individual and ward team levels, while others described patient caseload and other health professionals as a barrier. The use of this innovative educational intervention is recommended for staff orientation, student nurses, medical officers and allied health staff. Further research is required in how this e-learning program can be used in combination with other effective interventions to reduce interruptions.
我们旨在评估护士对电子学习教育计划的看法，以鼓励使用行为策略（阻断、参与、调解、多任务处理和预防）来减少给药过程中中断的负面影响。
采用定性设计评估这种电子学习教育干预对护士行为的影响。
澳大利亚悉尼一家大型地方卫生服务机构内的两家不同医院的两个病房（姑息治疗和老年护理）参与了这项研究。这些病房也参与了一项集群随机试验，以测试该计划的有效性。
包括九名注册和注册护士，他们有资格进行药物管理，并已审查了教育模块，参与了一项有目的的抽样。
进行了两次焦点小组，这些会议被数字记录并逐字转录。主题分析确定了七个主题。
确定的主要主题包括：对中断的看法、访问该计划、该计划的内容、影响、保持良好实践以及改变行为的促进因素和障碍。
使用中断管理策略的真实患者中断图像增加了一些护士对使用策略管理中断的感知。护士对他们是否可以改变行为的看法存在差异，有些护士描述了个人和病房团队层面的改变，而另一些护士则将患者病情和其他卫生专业人员描述为障碍。建议将这种创新的教育干预措施用于员工入职、护生、医生和其他卫生专业人员。需要进一步研究如何将这种电子学习计划与其他有效干预措施结合使用，以减少中断。
