Narrativizing Nursing Students’ Experiences With Medical Errors During Clinicals

• Published in: Qualitative health research 2015-10, Vol.25 (10), p.1423-1434
• Main Authors: Noland, Carey M., Carmack, Heather J.
• Format: Article
• Language: English
• Subjects: College students; Communication; Communication research; Health technology assessment; Humans; Interviews as Topic; Medical errors; Medical Errors - psychology; Narration; Narratives; Nursing education; Pedagogy; Qualitative Research; Students, Nursing - psychology; Teaching methods
• ISSN: 1049-7323; 1552-7557
• DOI: 10.1177/1049732314562892

The ways providers story their mistake experiences help to explain how providers understand medical errors and how they communicate about those errors. Communication scholars have slowly begun to explore the communicative nature of medical error experiences, with communication research becoming more abundant over the past few years. Missing from this discussion is how students in health professions, in this case nursing students, tell medical errors narratives and how the stories help them determine how to respond to mistakes. In this article, we explore how nursing students narrativize their medical errors experiences during clinicals. Qualitative interviews were conducted with 68 nursing students. The interviews were transcribed and resulted in a total of 1,261 single-spaced pages of data. We found that nursing students told three different narratives: (a) the “save the day” narrative, (b) the “silence” narrative, and (c) the “not always right” narrative. Finally, we discuss the implications of these narratives and their impact on nursing education.