Asadi Leila, Dafei Maryam, Mojahed Shahnaz, Safinejad Hadiseh
MSC in Midwifery, Research Center for Nursing and Midwifery Care, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
PhD Student of Reproductive Health, University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2021 Jan 28;10:33. doi: 10.4103/jehp.jehp_834_20. eCollection 2021.
Today, the quality of health services is considered to be providing "error-free" services, at the right time, by the right person and with the least resources. In recent years, education through evidence-based care has been emphasized by health system policymakers as a way to improve care standards. Therefore, the purpose of this study is to teach clinical error management to midwifery students in Shahid Sadoughi University of Medical Sciences in Yazd.
The present study was performed using consensus-based methods based on Delphi technique to identify the most common errors and the best educational solution for its management with the participation of 21 midwives by purposive sampling method in Shahid Sadoughi University of Medical Sciences in Yazd in 2018. The rate of agreement was 75% or more. Descriptive statistical methods and SPSS-18 software were used for analysis.
The most important errors mentioned were as follows: In the field of hospital care, it was the scope of care during labor and in clinical care, it was the scope of prenatal care. The most important error reduction strategies that were considered in the clinical guide in general were emphasizing the following: active supervision of instructors during the provision of students' clinical services, paying attention to the evaluation of service provision with the least incidence of errors in end-of-course evaluation, make changes in clinical teaching methods, attention to the use of active teaching methods and the use of educational software. The cases were considered separately in each of the mentioned errors.
Incidence of errors in pregnancy and childbirth as the most errors of midwifery students in the field of hospital and clinical care was agreed on. Therefore, considering this issue and the importance of preventing errors to provide quality services to mothers and infants, it seems that it is time to make changes in clinical education in this field by emphasizing the use of active educational methods.
如今，医疗服务质量被认为是在正确的时间、由合适的人员、以最少的资源提供“无差错”服务。近年来，卫生系统政策制定者强调通过循证护理进行教育，以此作为提高护理标准的一种方式。因此，本研究的目的是向设拉子医科大学的助产专业学生传授临床差错管理知识。
本研究采用基于德尔菲技术的共识法，于2018年在设拉子医科大学通过目的抽样法选取21名助产士，以确定最常见的差错及其最佳教育管理解决方案。达成率为75%或更高。采用描述性统计方法和SPSS - 18软件进行分析。
提及的最重要差错如下：在医院护理领域，是分娩期间的护理范围；在临床护理中，是产前护理范围。临床指南中普遍考虑的最重要差错减少策略包括强调以下几点：在学生提供临床服务期间，教师进行积极监督；在课程结束评估中，关注差错发生率最低的服务提供评估；改变临床教学方法；关注积极教学方法的使用以及教育软件的使用。针对上述每个差错分别进行了案例分析。
大家一致认为，妊娠和分娩期间的差错是助产专业学生在医院和临床护理领域最常出现的差错。因此，考虑到这一问题以及预防差错对为母婴提供优质服务的重要性，似乎是时候通过强调使用积极的教育方法来改变该领域的临床教育了。
