Conducting Root Cause Analysis with Nursing Students: Best Practice in Nursing Education

Lambton, Judith; Mahlmeister, Laura R.

doi:10.3928/01484834-20100430-03

Cited by 15 publications

(9 citation statements)

References 13 publications

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“…There is limited research on the use of root cause analysis in health professional education. Lamberton and Mahlmeister (2010) described the use of a simulated root cause analysis with undergraduate nursing students but its use has not been explored in midwifery education.…”

Section: Introductionmentioning

confidence: 99%

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Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students

Carter

Sidebotham

Creedy

et al. 2014

Nurse Education Today

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Section: Introductionmentioning

confidence: 99%

“…Although Lamberton and Mahlmeister (2010) suggested this simulation activity could reduce the likelihood of errors as students enter the profession, no measurement of changed thinking or improved safe practices was attempted. There is a need to measure the effectiveness of root cause analysis as a teaching strategy.…”

Section: Introductionmentioning

confidence: 99%

Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students

Carter

Sidebotham

Creedy

et al. 2014

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…14,15 In nursing, proposed RCA instruction included a mock methodology after an error in the clinical setting (ie, random occurrence) and a standardized approach employing a simulation setting.…”

Section: Discussionmentioning

confidence: 99%

Root Cause Analysis Design and Its Application to Pharmacy Education

Holdsworth

Bond

Parikh

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate third-year pharmacy students' ability to effectively design and apply root cause analysis (RCA) to a sentinel event and to analyze student responses for areas of proficiency and deficiency. Methods. This study involved a comprehensive review of RCA key assessments from 82 students in spring 2014. The performance assessments consisted of a review of each student's RCA worksheet and flow diagram as well as the 1-2 page narrative reflection.Results. The majority of students were able to successfully design an RCA, but had challenges with 3 components: fact-finding session, disclosure plan, and a flow diagram. Several students perceived challenges to conducting a formal RCA in certain health care settings, which included assembling an RCA team and gathering relevant facts, a lack of transparency/safe environment within organizations, and creating a plan for multiple/sequential errors. Conclusion. Most students were able to design an RCA process, but encountered difficulty with some components. Students also identified challenges in applying the approach in certain health care arenas.

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“…While clinical simulation using an OSCE (Objective Structured Clinical Examination) role play can test knowledge and abilities in a practical way simulation activities are limited in developing critical thinking in clinical situations where interpretation of multiple data sources is required (Mitchell et al, 2009). The use of a simulated RCA with undergraduate nursing students has been reported to reduce the likelihood of clinical errors (Lamberton and Mahlmeister, 2010). This type of assessment has not been examined in midwifery education and its' ability to develop critical thinking has not been explored.…”

Section: Development Of An Authentic Assessment Taskmentioning

confidence: 99%

Strengthening partnerships: The involvement of health care providers in the evaluation of authentic assessment within midwifery undergraduate education

Carter

Sidebotham

Creedy

et al. 2015

Nurse Education in Practice

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Collaborative partnerships between health care providers and academics are essential in the provision of quality undergraduate midwifery programs. While health care providers often contribute to clinical assessment and teaching in midwifery programs, they are rarely involved in assessment design and evaluation. This paper describes the evaluation of an assessment task designed to develop critical thinking skills in final year undergraduate midwifery students. Health care providers' involvement sought to confirm the authenticity and validity of the assessment task and facilitate further engagement. A mixed method descriptive study design was used. After reviewing a sample of student work, health care providers completed a 20 item survey and participated in a focus group. Survey items were based on the domains of Educational Acceptability, Educational Impact and Preparation for Practice. Participants gave high scores for each domain and commented positively on the innovative nature of the assessment, students' ability to undertake in-depth analysis of complex cases, and development of student's critical thinking skills. Participants also reported greater confidence in students' competence and the program. Involving health care providers in evaluation of an assessment task validated the assessment, contributed to clinicians' perceptions of student credibility, and fostered strong links between the program and industry.

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Conducting Root Cause Analysis with Nursing Students: Best Practice in Nursing Education

Cited by 15 publications

References 13 publications

Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students

Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students

Root Cause Analysis Design and Its Application to Pharmacy Education

Strengthening partnerships: The involvement of health care providers in the evaluation of authentic assessment within midwifery undergraduate education

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