Post on 23-Feb-2016
description
“There was a 6% higher odds of death for all patients admitted in the week following the first Wednesday in August than in the week before"
Ed Mellanby, June 2013
Non-Technical Skills for Junior Doctors in Acute Care
Supervisors: Janet Skinner, Nikki Maran
Co-researcher: Megan Hume
Advisor: Ronnie Glavin
The next 30 minutes
• Introduction• Why this project?• Non Technical Skills
• Project Aims• Method• Results (so far)• Conclusions
Introduction
• Why this project?
Introduction
• 14,000 preventable deaths a year
Hogan H et al. Preventable deaths due to problems in care in English acute hospitals. BMJ Qual Saf 2012.
Introduction
• 14,000 preventable deaths a year
• 70-80% attributed to ‘human factors’
Hogan H et al. Preventable deaths due to problems in care in English acute hospitals. BMJ Qual Saf 2012.
Introduction
• 70-80% of errors due to ‘human factors’• Same in:
• Aviation• Nuclear power industry• Oil industry• Military
Wiener E et al. Cockpit resource management: Academic Press, 1993:3-45
Introduction
Source: http://www.economist.com/blogs/gulliver/2011/01/air_accidents
“If you were to take a flight every day, odds are you would fly 14,000 years without being in an accident,” IATA
Introduction
• What are Non-Technical Skills?• ‘Cognitive, social and personal resource
skills that complement technical skills, and contribute to safe and efficient task performance’
Flin et al. Safety at the sharp end. 2008
VIDEO
Introduction
• What are Non-Technical Skills?• ‘Cognitive, social and personal resource skills that
complement technical skills, and contribute to safe and efficient task performance’
• What is a behavioural marker system?
Structure
3-Level Hierarchy
•Improved Non-technical Skills
•Increased Teamwork
•Reduced Operative Errors
•Reduced Non Operative Errors
Project Aims:
• Develop a behavioural marker system for junior doctors• What are the critical NTS and behaviours that are
associated with safe and effective performance?
MethodIdentification of NTS
Develop prototype marker
Evaluation of prototype
Method
Identification of NTS
• Literature review• 27 Interviews with junior doctors
• Critical Incident Technique
Critical Incident Technique
• Sweep 1- Uninterrupted description• Sweep 2- Filling in the gaps• Sweep 3- Expanding• Sweep 4- ‘What if’ queries
Flanagan J. The critical incident technique. Psychological Bulletin 1954
Analysis:Transcribed Interviews (n=27)
Template Analysis of all interviews by 2 researchers using a priori themes (included discussion of coding differences and any template additions)
Workshop of 6 'subject matter experts' refining template structure
Analysis of 6 interviews using refined template by 2 researchers(included discussions of coding differences)
Analysis of all 26 interviews with refined template by 1 researcher
King N. Using templates in the thematic analysis of texts. 2004
Results
• 27 Semi-structured interviews completed– 17 female, 10 male working in SE Scotland– Graduating from 9 different Universities– Working in 5 different hospitals across SE Scotland– 1 to 1¾ hours long
Critical Incident Technique Interviews
“It was in my first two weeks of the job and I got called to see this lady who was extremely breathless and I remember her saying to me “I can’t breathe, I can’t breathe” and it was horrible because I remember thinking there’s nobody here, it’s just me and a nurse and I just thought…..”
Prototype FrameworkCategory Elements Situation Awareness Gathering Information
Pause to interpret information
Projection to future states
Decision Making Generating Options
Balancing Options
Reviewing of Decisions
Getting the Job Done Prioritising (tasks and patients)
Applying Rules
Planning and Preparing
Teamwork Speaking up
Establishing shared understanding
Establishing a team
Escalating Care Communicating Seriousness of Situation
Identifying and utilising resources
Prototype FrameworkCategory Elements Situation Awareness Gathering Information
Pause to interpret information
Projection to future states
Decision Making Generating Options
Balancing Options
Reviewing of Decisions
Getting the Job Done Prioritising (tasks and patients)
Applying Rules
Planning and Preparing
Teamwork Speaking up
Establishing shared understanding
Establishing a team
Escalating Care Communicating Seriousness of Situation
Identifying and utilising resources
Situation Awareness
• Knowing what is going on around you
• What?• So What?• Now What?
Whodunnit?!
Situation AwarenessSituation Awareness
Gathering InformationPause to interpret informationProjection to future states
Uses a structured approach to assessment
Situation AwarenessSituation Awareness
Gathering InformationPause to interpret informationProjection to future states
Uses a structured approach to assessment
“I think because there were so many other things going on, making it difficult to go through it how I’d have liked to have gone through it, so….at the same time there were two nurses in the room as well, who were speaking at me, at the same time and you know trying to add in, they were trying to add extra information but perhaps that was distracting me a bit from maintaining the structure as much as I would have liked. I mean that skeleton is there, and I did eventually get enough information to fill that out perhaps, although perhaps just not in the ordered manner that I would have liked to.” (FYDr2)
Situation AwarenessSituation Awareness
Gathering InformationPause to interpret informationProjection to future states
Uses a structured approach to assessment
“And now when I go into the room independent of what the problem is, with a much more structured way in my head, and I do those things almost in the classical structured way….and do those first, and I don’t let myself get sideways by my own panic, or even the patient’s panic, and then I re-evaluate so it kind of prevents the panic from happening.”(FYDr4)
Situation AwarenessSituation Awareness
Gathering InformationPause to interpret informationProjection to future states
Pauses activities to put together findings
Situation AwarenessSituation Awareness
Gathering InformationPause to interpret informationProjection to future states
Pauses activities to put together findings
“then take another quick breath and have a think about what you’ve found cause it’s easy sometimes to just forget, like you listen to someone’s chest and then you forget what you’ve heard or, especially if you’re tired or….so yeah take a breath and think about things” (FYDr18)
• Knowledge• Skills• Experience
Patient Condition
Info. from nurse
Practical Procedures
Distractions
Working MemoryINPUT
Long Term Memory
Flin et al. Safety at the sharp end. 2008
Patient Condition
Info. from nurse
Practical Procedures
Distractions
Working MemoryINPUT
Limited timeStress
FatigueTechnical tasks
Novice
Long Term Memory
• Knowledge• Skills• Experience
Flin et al. Safety at the sharp end. 2008
Prototype FrameworkCategory Elements Situation Awareness Gathering Information
Pause to interpret information
Projection to future states
Decision Making Generating Options
Balancing Options
Reviewing of Decisions
Getting the Job Done Prioritising (tasks and patients)
Applying Rules
Planning and Preparing
Teamwork Speaking up
Establishing shared understanding
Establishing a team
Escalating Care Communicating Seriousness of Situation
Identifying and utilising resources
Decision makingDecision Making Generating Options
Balancing OptionsReviewing of Decisions
Weighs up factors with respect to patient’s condition
Decision makingDecision Making Generating Options
Balancing OptionsReviewing of Decisions
Weighs up factors with respect to patient’s condition
“think “can I manage this on my own?”, and if you think at any point “I’m not quite sure” , as soon as you think that get someone else. You are only thinking of the best interests of the patient, and so do it.”(FYDr19)
Decision makingDecision Making Generating Options
Balancing OptionsReviewing of Decisions
Weighs up factors with respect to patient’s condition
“it’s that whole thing that you think you should be able to deal with things but you realise you don’t….you can’t, whereas now I don’t mind if I can’t deal with something, better just to ask, whereas before I was worried about my pride”(FYDr14)
“Identity Issues”
“Organisational Factors”
The Behaviour of Junior Doctors
“Identity Issues”
“I was really, really scared to ring erm for peri arrest cause even though everyone always says (whispers) “Oh no one will ever get cross” - I’ve kind of seen a couple of situations where people have been made to feel and look stupid”(FYDr2)
“Organisational Factors”
“If I’d had someone to talk to, phone right away I probably would have phoned them quicker, but phoning the medical registrar is a real big hurdle as that is kind of the top person in the hospital at night”(FYDr4)
Escalating Care Communicating Seriousness of Situation
Identifying and utilising resources
Escalating CareUses concise structured communication
“waffling is quite an easy habit, especially as a medical student as waffling as a medical student can get you quite far, but not in an emergency, as waffle doesn’t sound like it’s urgent.” (FYDr26)
On-going Work
• Scenario and teaching developments
• Attaching exemplar behaviours
• Evaluation of prototype
Conclusions
• Non-Technical Skills• Challenging for junior doctors• Important for patients
• Prototype framework can be used to:• Guide educational interventions• Guide performance feedback• Encourage safe and effective behaviours
Thank you PTAS!
Questions?