Critical Incident Techniques and Reflection in Nursing and Health Professions Education

Steven, Alison; Wilson, Gemma; Turunen, Hannele; Vizcaya-Moreno, María Flores; Azimirad, Mina; Kakurel, Jayden; Porras, Jari; Tella, Susanna; Pérez-Cañaveras, Rosa M.; Sasso, Loredana; Aleo, Giuseppe; Myhre, Kristin; Ringstad, Øystein; Sara-Aho, Arja; Scott, M.; Pearson, Pauline

doi:10.1097/nne.0000000000000796

Cited by 14 publications

(20 citation statements)

References 51 publications

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“…7,12 Such experiences are sometimes, but not always, explored and reflected on 13 using approaches such as the critical incident technique 14 (CIT) and/or reflective models. 15 The CIT is used to describe, explore, and reflect on significant 16 events and experiences and is widely used in health professions' research and education. 15,17 Small-scale comparisons of Finnish and UK students' important patient safety learning events using CIT 8 reported national differences in event topics, potentially highlighting variations in health care policy or educational focus.…”

Section: E63mentioning

confidence: 99%

“…15 The CIT is used to describe, explore, and reflect on significant 16 events and experiences and is widely used in health professions' research and education. 15,17 Small-scale comparisons of Finnish and UK students' important patient safety learning events using CIT 8 reported national differences in event topics, potentially highlighting variations in health care policy or educational focus. UK patient safety education research identified differences across educational contexts, which may cause discomfort or dissonance for students.…”

Section: E63mentioning

confidence: 99%

“…A semistructured interview guide was developed drawing on team experience, educational research, and the project literature review. 15 The interview guide asked students to describe experiences and feelings regarding tool use, identifying events, writing about events, perceived learning or impact, and examples of positive or negative aspects of SLERT use. Students volunteered and semistructured interviews (∼30 minutes) were undertaken by members of the research team in each country.…”

Section: Exploring Student Experiences With the Slertmentioning

confidence: 99%

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Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences

et al. 2021

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Background: Underpinning all nursing education is the development of safe practitioners who provide quality care. Learning in practice settings is important, but student experiences vary. Purpose: This study aimed to systematically develop a robust multilingual, multiprofessional data collection tool, which prompts students to describe and reflect on patient safety experiences. Approach: Core to a 3-year, 5-country, European project was development of the SLIPPS (Sharing Learning from Practice for Patient Safety) Learning Event Recording Tool (SLERT). Tool construction drew on literature, theory, multinational and multidisciplinary experience, and involved pretesting and translation. Piloting included assessing usability and an initial exploration of impact via student interviews. Outcomes: The final SLERT (provided for readers) is freely available in 5 languages and has face validity for nursing across 5 countries. Student reports (n = 368) were collected using the tool. Conclusions: The tool functions well in assisting student learning and for collecting data. Interviews indicated the tool promoted individual learning and has potential for wider clinical teams.

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Section: E63mentioning

confidence: 99%

Section: E63mentioning

confidence: 99%

Section: Exploring Student Experiences With the Slertmentioning

confidence: 99%

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Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences

et al. 2021

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“…Therefore, it is important to improve the attitudes of nursing students towards patient safety, although attitudes are probably one of the most complex components to introduce and evaluate in the teaching-learning process [28]. Student mistakes during practice can be considered learning opportunities; techniques initially developed in the field of engineering and industrial safety, such as critical incident [29] or root cause analysis (RCA) [30], can be used as teaching strategies to improve the attitudes of undergraduate nursing students towards patient safety.…”

Section: Introductionmentioning

confidence: 99%

“…In 1950, Flanagan defined a critical incident as "any observable human activity that is complete enough in itself to allow inferences and predictions about the person performing the act" and developed this retrospective technique of analysis of human behavior [31]. Since then, the critical incident technique has been used in nursing education to optimize learning from real experiences lived by students-for example, in the development of critical thinking, cultural and ethical aspects [29], or learning from evidence-based practice [32].…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Undergraduate Nursing Students towards Patient Safety: A Quasi-Experimental Study

Cantero-López

Chorda

Valero‐Chillerón

et al. 2021

IJERPH

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Improving nursing students’ attitudes towards patient safety is a current and relevant topic. This study aims to evaluate the effectiveness of an educational intervention based on critical incident and root cause analysis (RCA) techniques regarding attitudes towards patient safety in nursing students. A quasi-experimental before and after study was developed between January 2018 and December 2019 in a sample of 100 nursing students at Universitat Jaume I (Spain). The intervention was developed in two phases. Phase I was at university, where students applied the RCA technique in a real case. Phase II took place during clinical practice. Students used critical incidents to identify a risk situation for the patients and applied RCA to detect its root causes. The measurement of attitudes was performed with the Attitudes to Patient Safety Questionnaire (APSQ-III). The global score of the questionnaire in the baseline measurement was 3.911 (±0.335), in the intermediate measurement it was 4.031 (±0.337) and in the final measurement it was 4.052 (±0.335), with significant differences (p = 0.03). However, intra-group differences were observed in the final measurement (p = 0.021). The teamwork dimension had the highest mean score on all three measures and the notification dimension had the lowest mean scores. An educational intervention combining critical incident and RCA techniques can improves nursing students’ attitudes toward patient safety.

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Engineering graduate students' critical events as catalysts of attrition

Zerbe

Sallai

Shanachilubwa

et al. 2022

J of Engineering Edu

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Background: While attrition from the PhD has been attributed to many high-level causal factors, such as funding, advisor relationship, and "fit" into a department, few studies have closely examined the mechanisms of attrition or why and how graduate engineering students begin to consider attrition from their doctoral programs.Design/Method: This study analyzed interviews with current and former doctoral engineering students at research universities across the United States, collected through two closely-related studies on graduate engineering experiences and attrition consideration. We used critical event analysis as a methodological approach to understand the experiences of a subset of 13 participants, who, at some point in their graduate career, experienced a singular event that caused them to question whether to persist in their PhD program.Purpose/Hypothesis: The purpose of the present paper is to investigate how graduate engineering students begin to question whether they should remain in their PhD programs of study.Results: We categorized the environments in which critical events occurred into four quadrants along the lines of University and Nonuniversity Settings and Routine versus Unexpected Contexts, mapping critical events and supporting events to themes from prior literature. The findings demonstrate how seemingly mundane experiences for faculty can be cataclysmic in the eyes of the student; how critical events serve to magnify other issues that had been accumulating over time; and how students may not self-reflect on their rationale for pursuing a PhD until a critical juncture occurs. Conclusions: Critical events are one mechanism by which students may begin considering departure from their engineering PhD programs. Some critical events masquerade within mundane contexts, like conversations or conferences (although, in retrospect, students can identify other relevant features contributing to dissatisfaction). From this work, we provide implications geared toward administrators, advisors, and graduate students on how to address and potentially mitigate critical events or their effects, including engaging in conversations about leaving.

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Critical Incident Techniques and Reflection in Nursing and Health Professions Education

Abstract: Background :The terms Critical Incident Technique (CIT) and Reflection are widely used but often not fully explained, resulting in ambiguity.

Cited by 14 publications

References 51 publications

Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences

Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences

Attitudes of Undergraduate Nursing Students towards Patient Safety: A Quasi-Experimental Study

Engineering graduate students' critical events as catalysts of attrition

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