Aim: The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration.
Background: Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects.
Method: A mixed-methods, two-site study explored associative cues and other management strategies that nursing students used when interrupted during simulated medication administration. Data were collected via direct observation and semistructured interviews.
Results: Students primarily multitasked (66.7 percent) during the interruption. Few students (5.5 percent) used associative cues. Students voiced the need for education and practice on how to manage interruptions.
Conclusion: Evidence-based strategies are required to prepare nursing students for workplace interruptions. Use of associative cues during interruptions warrants further investigation.
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| http://dx.doi.org/10.1097/01.NEP.0000000000000886 | DOI Listing |
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