کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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4297967 | 1288336 | 2014 | 5 صفحه PDF | دانلود رایگان |
ObjectiveOne of the General Surgery milestones focuses on effective handoffs between residents as they change shifts. Although the content of handoffs is crucial, we recognized that the culture of handoffs was equally important. After the reorganization of the trauma service at our institution, there were difficulties in maintaining the standardized handoff culture. We analyzed the culture of handoffs on the trauma service to create an environment more conducive to effective handoffs.DesignAll trauma activations from 2012 to 2013 were evaluated from our institution’s trauma data registry. Data on timing of activations and disposition of the patient were analyzed to understand service work flow. A survey was developed and administered to the residents to assess the culture of trauma handoffs.SettingThis work occurred at an academic, state-designated level 1 trauma center.ParticipantsAll current residents in the general surgery residency who rotated on the trauma service in the last 5 years.ResultsThere were 1654 admissions to the trauma service from June 2012 to July 2013. The single busiest hour for trauma admissions (7% of admissions) was the same time the residents were designated to handoff. Interruptions occurred often; 83% of residents indicated that a handoff interruption occurred daily, and 73% indicated a new activation interrupted handoffs weekly. A large majority, 61%, felt patient care was frequently compromised by an ineffective handoff. Similarly, as a direct result of inadequate handoffs, 50% felt uncomfortable answering nurses’ pages at night.ConclusionsThe unique situation of the trauma service impaired the handoff culture for residents. Assessment of our trauma activation flow indicates the timing of handoffs was adversely affecting our resident’s ability to handoff effectively, requiring interventions to improve the efficacy and safety of handoffs.
Journal: Journal of Surgical Education - Volume 71, Issue 4, July–August 2014, Pages 601–605