Coping with stress in surgery: the difficulty of measuring non-technical skills

Boyle, E.; Kennedy, A. C.; Doherty, Eva; O’Keeffe, David; Traynor, Oscar

doi:10.1007/s11845-010-0578-z

Cited by 5 publications

(4 citation statements)

References 35 publications

(34 reference statements)

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“…Therefore, unlike other mental processes, such as situation awareness, decision making or uncertainty management, coping with stress was not conceptualized for the purpose of study in high-fidelity simulated tasks. Because coping strategies are framed as global patterns of behavior and cognition, utilized on regular basis according to most theories and measurement tools (e.g., Carver, Scheier, & Weintraub, 1989;Folkmann & Lazarus, 1988), they are not categories sufficient for understanding management of affective states in short time periods (see Boyle et al, 2011). On account of this limitation in the study of coping, Gross (1998) presented emotion regulation as a more nuanced and fine grained conceptualization of how emotions are managed, and he proposed the process model of emotion regulation as a framework for understanding and studying emotion regulation strategies.…”

Section: Introductionmentioning

confidence: 99%

Emotion Regulation Strategies in Paramedic Crew Leaders during a Simulated Stressful Task: A Qualitative Inquiry

Uhrecký

Gurňáková

Baránková

2020

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In spite of a large body of research in the field of emotion regulation, this subject has not yet been studied vigorously in naturalistic settings, especially not in the context of task performance. Therefore, it remains uncertain whether predominant theoretical conceptualizations of emotion regulation (e.g., Gross, 1998) can be applied to this sort of situation. In this qualitative study, we aimed to identify emotion regulation strategies of paramedic crew leaders (n = 30) in a simulated task with a sudden onset of a stressful incident. For this purpose, we analyzed their emotional behavior (i.e., facial expression, voice volume, body posture and movements etc.) on video recorded performance, and their affective states and emotion regulation strategies based on interviews conducted right after the task. Verbal reports were analyzed via phenomenologically-laden template analysis. W e classified emergent strategies into two basic categories: task-related (e.g., attention narrowing, mobilization to action, monitoring) and self-supportive (e.g., emotional distancing, behavioral withdrawal, detachment and selective attention). Results of our analysis suggest that regulatory strategies are largely implemented on an implicit level of processing and their function might be a better criterion for their distinction than a type of mental process.

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Section: Introductionmentioning

confidence: 99%

Emotion Regulation Strategies in Paramedic Crew Leaders during a Simulated Stressful Task: A Qualitative Inquiry

Uhrecký

Gurňáková

Baránková

2020

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“…The self‐belief among surgical trainees is high as reported by Boyle et al . ; this was obvious in the confidence of trainees in taking decisions under pressure.…”

Section: Discussionmentioning

confidence: 99%

Impact of a clinical decision making module on the attitudes and perceptions of surgical trainees

Bhatt

Doherty

Mansour

et al. 2016

ANZ Journal of Surgery

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“…39 General self-efficacy is defined as an ''individual's perception of their ability to perform across a variety of different situations,'' 39(p170) and it determines a global confidence in their ability to cope with various situations. While the scale has been used in many studies, including those of healthcare professionals, 40,41 this is the first time it has been used to measure self-efficacy in ATSs.…”

Section: Instrumentationmentioning

confidence: 99%

Help-Seeking Behaviors Among Athletic Training Students in the Clinical Education Setting: A Pilot Study

Nakajima

Freesemann

2013

Athletic Training Education Journal

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Context Help-seeking is an important self-regulating and proactive strategy that prepares students to be successful learners. It is particularly important in the clinical education setting, in which students must actively engage in learning. Objective To determine both the type of help-seeking behaviors used by athletic training students in the clinical education setting and the relationship between help-seeking behaviors and achievement in their athletic training program. Design Cross-sectional exploratory study. Setting Online survey. Patients or Other Participants Athletic training students from one Commission on Accreditation of Athletic Training Education–accredited athletic training program. Data Collection and Analysis An online survey was developed using previously validated help-seeking and general self-efficacy scales and several demographic questions. Factorial multivariate analysis of variance and multivariate analysis of covariance and univariate analyses determined differences among respondents' demographic characteristics and other variables. Results A total of 38 athletic training students responded to the online survey. There was a significant main effect for passing/failing of competency exams (Wilks λ = 0.680, F = 3.061, P = .034), semester (Wilks λ = 0.485, F = 6.905, P = .001), and interaction effect (Wilks λ = 0.591, P = .007). Follow-up analysis showed that first-semester students who passed had significantly lower scores for avoidance of help-seeking (M = 1.229 ± 0.282) compared to first-semester students who didn't pass (M = 1.994 ± 0.079; P = .004). Conclusions Students typically engaged in help-seeking behaviors beneficial for learning (ie, instrumental help-seeking). However, students who engaged in avoidance help-seeking had lower achievement scores when measured by the passing/failing of their competency exam at the end of their respective semester. Preceptors and athletic training educators are encouraged to detect the type of help-seeking behaviors students use and guide them to those that are conducive to learning and success.

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Coping with stress in surgery: the difficulty of measuring non-technical skills

Abstract: Junior surgical trainees have high self-belief scores, but these abilities are difficult to measure and quantify. More refined methods may be necessary to measure non-technical skills relevant to surgery.

Cited by 5 publications

References 35 publications

Emotion Regulation Strategies in Paramedic Crew Leaders during a Simulated Stressful Task: A Qualitative Inquiry

Emotion Regulation Strategies in Paramedic Crew Leaders during a Simulated Stressful Task: A Qualitative Inquiry

Impact of a clinical decision making module on the attitudes and perceptions of surgical trainees

Help-Seeking Behaviors Among Athletic Training Students in the Clinical Education Setting: A Pilot Study

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