Penberthy Jennifer K, Chhabra Dinesh, Ducar Dallas M, Avitabile Nina, Lynch Morgan, Khanna Surbhi, Xu Yiqin, Ait-Daoud Nassima, Schorling John
Department of Psychiatry and Neurobehavioral Sciences, University of Virginia School of Medicine, Charlottesville, VA, USA.
Department of Nursing, University of Virginia School of Nursing, Charlottesville, VA, USA.
Saf Health Work. 2018 Dec;9(4):381-387. doi: 10.1016/j.shaw.2018.02.005. Epub 2018 Mar 3.
Physician behaviors that undermine a culture of safety have gained increasing attention as health-care organizations strive to create a culture of safety and reduce medical errors. We developed, implemented, and assessed a course to teach physicians skills regarding effective coping and interpersonal communication skills and present our results regarding outcomes.
We examined a professional development program specifically designed to address unprofessional or distressed behaviors of physicians, and we evaluated the impact on burnout, quality of life, and emotional flooding scores of the physicians. Assessments of burnout, quality of life, and emotional flooding were assessed preintervention and postintervention.
Results demonstrated statistically significant reductions over time in physicians' emotional flooding and emotional exhaustion (EE). Specifically, using a Wilcoxon Signed-Rank test, results revealed that flooding scores at follow-up were statistically significantly lower than at baseline, V = 590, < 0.05, and EE and personal accomplishment distributions were found to significantly deviate from normal as indicated by Shapiro-Wilks tests ( < 0.05). A Wilcoxon signed-rank test indicated that EE scores were significantly higher at baseline compared to follow-up 1, V = 285, < 0.05.
We conclude that the physician participants who enrolled in the educational skills training program improved scores on emotional flooding and EE and that this may be indicative of improved skills related to their experiences and learning in the program. These improved skills in physicians may have a positive impact on the overall culture of safety in the health system setting.
随着医疗保健机构努力营造安全文化并减少医疗差错，那些破坏安全文化的医生行为日益受到关注。我们开发、实施并评估了一门课程，以教授医生有效应对和人际沟通技巧，并展示我们关于结果的研究成果。
我们研究了一个专门设计用于解决医生不专业或困扰行为的专业发展项目，并评估了其对医生职业倦怠、生活质量和情绪失控得分的影响。在干预前和干预后对职业倦怠、生活质量和情绪失控进行评估。
结果显示，随着时间推移，医生的情绪失控和情绪耗竭（EE）在统计学上有显著降低。具体而言，使用威尔科克森符号秩检验，结果显示随访时的情绪失控得分在统计学上显著低于基线，V = 590，P < 0.05，并且如夏皮罗-威尔克检验所示，EE和个人成就感分布明显偏离正态分布（P < 0.05）。威尔科克森符号秩检验表明，与随访1相比，基线时的EE得分显著更高，V = 285，P < 0.05。
我们得出结论，参加教育技能培训项目的医生参与者在情绪失控和EE方面的得分有所提高，这可能表明他们在项目中的经历和学习所带来的技能提升。医生这些技能的提升可能会对医疗系统环境中的整体安全文化产生积极影响。
