A Cohort Model of Mentoring as Facilitator to the Transition to an Academic Nurse Faculty Position Following Completion of a PhD.

ABSTRACT: Successful transition to an academic nurse educator role is challenging; it is necessary to identify facilitators and barriers that aide or hinder this process. This study used an autoethnographic qualitative design to explore the lived experiences of a cohort of faculty during their transition into a tenure-track role. Three facilitators (noncompetitive environment, resource sharing, and cohort approach) and two barriers (work-life balance and intrusion of old habits) emerged as themes. A cohort model can be a valuable facilitator for a successful transition. Multitiered mentoring further aided in the transition.

Distracted Practice and Patient Safety: The Healthcare Team Experience.

PROBLEM: Distracted practice is the result of individuals interacting with the environment and technology in the performance of their jobs. The resultant behaviors can lead to error and affect patient safety. METHODS: A qualitative descriptive approach was used that integrated observations with semistructured interviews. The conceptual framework was based on the distracted driving model. FINDINGS: There were 22 observation sessions and 32 interviews (12 RNs, 11 MDs, and 9 pharmacists) completed. Results suggested that distracted practice is based on the main theme of cognitive resources, which varies by the subthemes of individual differences, environmental disruptions, team awareness, and "rush mode"/time pressure. CONCLUSIONS: Distracted practice is an individual human experience that occurs when there are not enough cognitive resources available to effectively complete the task at hand. In that moment an individual shifts from thinking critically, being able to complete their current task without error, to not thinking critically and working in an automatic mode. This is when errors occur. Understanding the role of distracted practice is essential for reducing errors and improving the quality of care. Additional research is needed to evaluate intervention strategies to reduce distracted practice.

Distracted Practice: A Concept Analysis.

PROBLEM: Distracted practice is a growing concern for all healthcare professionals working in today's complex, technology-rich, acute care hospital environment. Distractions are a threat to patient safety, frequently cited as a contributing factor when reporting an adverse event. The number of new technologies introduced to the healthcare environment has significantly increased the number of distractions. Shrinking resources and the resultant time pressure placed on all practitioners has added to the list of human factors known to be contributing to potential errors. Delivering safe, quality care in this environment has now become a daily challenge for all members of the healthcare team. Distracted practice was found to have no consistent definition in the healthcare literature. METHOD: Walker and Avant's method of concept analysis was used to develop a preliminary definition and model of distracted practice. FINDINGS: This analysis includes a definition, characteristics, antecedents, and consequences of distracted practice. CONCLUSION: More research is needed to fully understand this critical human experience of distracted practice. With additional knowledge we will be able to raise awareness and create interventions to reduce its occurrence among members of the healthcare team. This will positively contribute to the team's efforts to keep all our patients safe while in the hospital. D'Esmond.