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Use of the Stay SAFE Interruption Management Strategy: A Multisite Multi-Methods Study
Ginger Schroers1, Kathryn Vanderzwan, Laura Klenke-Borgmann
1Author Affiliations: Marcella Niehoff School of Nursing, Loyola University Chicago, Maywood, Illinois (Dr Schroers, Ms Pfieffer, and Dr Tell); University of Illinois Chicago, College of Nursing, Chicago, Illinois (Dr Vanderzwan); University of Kansas, School of Nursing, Kansas City, Kansas (Dr Klenke-Borgmann); M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania (Dr Kilroy); and Parkinson School of Health Sciences and Public Health, Loyola University Chicago, Maywood, Illinois (Dr O'Rourke).
Background:
Interruptions can increase risks for errors. The Stay SAFE interruption management strategy aims to mitigate errors.
Purpose:
The purposes of this study were to: (1) determine nursing students' interruption management behaviors before and at multiple assessments after learning Stay SAFE and (2) explore students' perceptions of Stay SAFE.
Methods:
Four study sites were included. Data were collected over 10 months via direct observation, self-report, and semi-structured interviews. Prelicensure nursing students independently completed 8 simulated scenarios with embedded interruptions. Interruptions occurred during medication administration and handoff.
Results:
Sixty students participated. A majority (93-100%) used Stay SAFE in the posttests. Three qualitative themes emerged: (1) Preparedness for interruptions, (2) Stay SAFE can lessen risks for errors, and (3) Stay SAFE has applicability in various contexts.
Conclusions:
Use of Stay SAFE may reduce errors and contribute to patient safety. Continued research on Stay SAFE is warranted.
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