Title |
Post-event debriefings during neonatal care: why are we not doing them, and how can we start?
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Published in |
Journal of Perinatology, March 2016
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DOI | 10.1038/jp.2016.42 |
Pubmed ID | |
Authors |
T Sawyer, D Loren, L P Halamek |
Abstract |
Post-event debriefings are a foundational behavior of high performing teams. Despite the inherent value of post-event debriefings, the frequency with which they are used in neonatal care is extremely low. If post-event debriefings are so beneficial, why aren't they conducted more frequently? The reasons are many, but solutions are available. In this report, we provide practical advice on conducting post-event debriefing in neonatal care. In addition, we examine the perceived barriers to conducting post-event debriefings, and offer strategies to overcome them. Finally, we consider opportunities to foster a culture change within neonatal care which integrates debriefing as standard daily work. By establishing a safety culture in neonatal care that encourages and facilitates effective post-event debriefings, patient safety can be enhanced and clinical outcomes can be improved.Journal of Perinatology advance online publication, 31 March 2016; doi:10.1038/jp.2016.42. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 2 | 22% |
France | 1 | 11% |
Australia | 1 | 11% |
Ireland | 1 | 11% |
Canada | 1 | 11% |
Spain | 1 | 11% |
Unknown | 2 | 22% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 6 | 67% |
Practitioners (doctors, other healthcare professionals) | 3 | 33% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 98 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 21 | 21% |
Other | 9 | 9% |
Student > Ph. D. Student | 9 | 9% |
Researcher | 8 | 8% |
Student > Doctoral Student | 7 | 7% |
Other | 18 | 18% |
Unknown | 26 | 27% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 33 | 34% |
Nursing and Health Professions | 18 | 18% |
Engineering | 4 | 4% |
Psychology | 2 | 2% |
Mathematics | 2 | 2% |
Other | 5 | 5% |
Unknown | 34 | 35% |