Human Factors in Healthcare: Level Two PDF
Preview Human Factors in Healthcare: Level Two
Human Factors in Healthcare Human Factors in Healthcare: Level Two DEBBIE ROSENORN-LANNG 1 3 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2015 The moral rights of the author have been asserted Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2015941611 ISBN 978–0–19–967061–1 Printed in Great Britain by Clays Ltd, St Ives plc Oxford University Press makes no representation, express or implied, that the drug dosages in this book are correct. Readers must therefore always check the product information and clinical procedures with the most up-to-date published product information and data sheets provided by the manufacturers and the most recent codes of conduct and safety regulations. The authors and the publishers do not accept responsibility or legal liability for any errors in the text or for the misuse or misapplication of material in this work. Except where otherwise stated, drug dosages and recommendations are for the non-pregnant adult who is not breast-feeding Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work. To my sm What have I learnt today and how can I share it? Acknowledgements Since I’ve finished writing this book, my patient and supportive childhood sweetheart has become my husband. I am eternally grateful for his encourage- ment and understanding. I am very lucky. Thank you, Steve, for being you. Our six children continue to make me laugh and to teach me lessons daily about life. On the more challenging days, the motto that keeps me going is ‘the harder the conflict the more glorious the triumph’. However, a single smile with a twinkling eye from one of them can melt away any dark moment. I continue to value the support from my Mum, Sue, Jade, and Vaughan, and all of those mentioned at the beginning of the first book. I would like to give a special thanks to Chris Gale for his help with the leader- ship chapter, and to Micky and Tanguy; their experiences and the learning I have drawn from it have been included. I would like to thank Karen and Sara who listen and then nudge me along when needed! Thank-you to all of those at NHS Education Scotland. I loved working with you and learned loads. With thanks also to those at the Performance Coach for both the wonderful training you provided and for allowing me to include some of your materials within the book. A final thank you to Caroline, James and Fiona from Oxford University Press for steering me through to the completion of this book. Thank you for your guidance and support. vi Contents 1 Introduction 1 2 Situational awareness 27 3 Decision making 57 4 Conflict resolution and team development 111 5 Debriefing 152 6 Leadership 172 7 Learning culture 198 8 Teaching human factors in healthcare 218 Appendix 1 249 Index 253 vii 1 Introduction So many worlds, so much to do, So little done, such things to be. Alfred, Lord Tennyson, 1809–1892 Building on Level One Can you remember something about a SHEEP? Do the terms G-NO-TECS, SBAR, SBIC, read back, cross check, and open culture ring any bells? Level Two is designed to be read after the first book, Level One, as it will rely on that initial knowledge. An understanding of the fallibility of human memory is often included in human factors training; I therefore start by highlighting some of the key principles from Level One by way of a refresher. I will, however, begin to introduce some new material at the same time. Definitions of ‘human factors’ We have established that there are many different enthusiastic scientific groups within the discipline of human factors in healthcare. For me, it is important that they are all embraced as they each bring a different angle to the solutions and the sum of the whole of all the solutions is far richer than taking any single slant. (I realize that I sound as if I am having a soap-box moment and I’m scarcely past the first paragraph!) There are those who have a background in the pure science of human factors and ergonomics. There are those who started their working lives in the aviation indus- try and have now transferred their skills to healthcare. Some bring a background in psychology. Others, who work in multiple high-reliability sectors, are able to bring parallel experiences from different industries. Individuals with an informatics back- ground will take a different approach again. Experience in simulation and educa- tion also plays its part. To my mind, all have a place and all should be welcomed. It can be tricky to unite such varied expert views. Some view human factors as comprising non-technical skills, some as team training, and some as the 1
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