Essay on Nursing accountibilities

1600 words

Question

Health Care Complaints Commission v Szulik – NSW Caselaw

(case link)

1. What actions/omissions on the part of the Registered Nurse(s) contributed to the adverse outcome for the patient.

Marking Criteria: Excellent answer with all actions and omissions identified and clearly discussed..

1. Were there any other factors (e.g. systems-based) that contributed to the adverse outcome for this patient?

Marking Criteria : Excellent identification and discussion of other factors with a high level of understanding evident.

1. With reference to the evidence based literature (including relevant NSW policies) outline the actions that should have been taken by the Registered Nurse(s) to prevent adverse outcome for this patient.

Marking criteria: Excellent identification and discussion of all actions that should have been taken by the RN. There is excellent use of evidence to support all actions.

THEN structure your assignment to include the following information

What actions/omissions on the part of the Registered Nurse(s) contributed to the adverse outcome for the patient

1. Actions – what did the RN(s) DO that contributed to the adverse event e.g. administer the wrong medication

1. Omissions – what did the RN(s) NOT DO that contributed to the adverse event e.g. failed to report a deteriorating patients

1. Don’t just provide a dot point list – please structure this information in essay format.

1. If there are a number of items to discuss you may want to group them together under headings and provide examples e.g. failure to complete observations on patient as required – the RN did not record any observations during their 12 hour shift for the patient

NB: you do not need to provide references here – you have already told us which case you are reporting on

Were there any other factors (e.g. systems-based) that contributed to the adverse outcome for this patient?

1. Were other factors listed as also contributing to this adverse event for the patient e.g. actions/omissions of other healthcare staff

1. “System-based errors” are often implicated in adverse events – make sure you understand what this terms means

1. Systems-based errors are different from human-based errors – the actions/omissions of the RN(s) would be human-based errors

1. Systems based errors can include things like skills mix, ratios, mixing adults and children on the same ward, equipment not in working order

1. I have uploaded an article to give you some more background on this topic

1. HINT: if you think there aren’t any other factors – ask yourself if the RN(s) made these errors (actions and/or omissions) – how did they go unnoticed and lead to an adverse event? How were they allowed to happen?

1. NB: you do not need to provide references here – you have already told us which case you are reporting on

With reference to the evidence based literature (including relevant NSW policies) outline the actions that should have been taken by the Registered Nurse(s) to prevent the adverse outcome for the patient.

1. This is essentially asking how could this adverse event have been avoided

1. This should follow on logically from your discussion in the previous sections

1. This should align with the information you provided in section 2 of your essay

2. What actions did the RN(s) take that they should not have and what should they have done

2. What omissions did the RN(s) take (what didn’t they do that they should have) and what should they have done

2. What guidelines currently exist that tell us what to do in this situation? E.g. NSW Health policies, local protocols, guidelines

1. How would the correct actions have changed the outcome for the patient e.g. deterioration would have been picked up and care escalated

1. For the higher marks look beyond policies to the evidence in the topic e.g. if your patient died as a result of deterioration not being picked up – there is a body of evidence focused on the deteriorating patient

1. The evidence is the rationale for the actions you are recommending – the “why”

NB: This section does require evidence – remember if you don’t reference your work it reads just like your opinion on something and this will pull your mark down

Conclusion

Academic literacy

1. This is a 3rd year assessment so the quality of your writing and referencing should be at this level

1. Remember to structure as an essay – starting with an introduction and conclusion

1. Often it is easier to come back and write the introduction last – they can be tricky to start

1. Don’t include any new information in your conclusion – sum up your discussion

1. Formal writing – use formal words and avoid slang or personal terms – unless you are quoting from your case (make sure to indicate if you are doing this)

1. Write in the 3rd person – avoid personal terms like “I” think – this should be objective writing (not subjective – which is your opinion)

1. Spelling – this should be Australian spelling – so make sure your spellcheck is set for this and not US spelling

1. Paragraphs – don’t make these too short – e.g. they should be at least 3 sentences long

1. OR too long – they should not cover a whole page – break your writing up into manageable chunks – don’t do one paragraph for each answer

1. Sentences – these should not be too short or they read as dot points – but they also shouldn’t be so long that they take up a whole paragraph

1. Don’t forget to use in-text references to back up your discussion in the last section

1. Headings – you can use headings to structure your essay to line up with the questions asked if you would like – however remember your essay should still flow and these should not be presented as discrete answers – they must link together – otherwise this will pull down your marks

1. Proof read – it is always a good idea to print out your paper and read it – that way you often pick up errors you miss when looking at a computer screen for too long. You can also pick up spelling errors that spellcheck doesn’t e.g. I once marked a whole essay on bowel cancer where the student had written “bowl” instead – this is really distracting to the reader and also speaks to a lack of attention to detail

Academic integrity and referencing

1. Tick off your references – make sure each reference in-text is in your reference list and vice versa

1. Avoid cutting & pasting from online sources in to your essay – if you do then highlight it in red – that way it is reminder that you need to paraphrase it

Education and debate

Human error: models and management
James Reason

The human error problem can be viewed in two ways:
the person approach and the system approach. Each
has its model of error causation and each model gives
rise to quite different philosophies of error manage-
ment. Understanding these differences has important
practical implications for coping with the ever present
risk of mishaps in clinical practice.

Person approach
The longstanding and widespread tradition of the per-
son approach focuses on the unsafe acts—errors and
procedural violations—of people at the sharp end:
nurses, physicians, surgeons, anaesthetists, pharma-
cists, and the like. It views these unsafe acts as arising
primarily from aberrant mental processes such as for-
getfulness, inattention, poor motivation, carelessness,
negligence, and recklessness. Naturally enough, the
associated countermeasures are directed mainly at
reducing unwanted variability in human behaviour.
These methods include poster campaigns that appeal
to people’s sense of fear, writing another procedure (or
adding to existing ones), disciplinary measures, threat
of litigation, retraining, naming, blaming, and shaming.
Followers of this approach tend to treat errors as moral
issues, assuming that bad things happen to bad
people—what psychologists have called the just world
hypothesis.1

System approach
The basic premise in the system approach is that
humans are fallible and errors are to be expected, even
in the best organisations. Errors are seen as
consequences rather than causes, having their origins
not so much in the perversity of human nature as in
“upstream” systemic factors. These include recurrent
error traps in the workplace and the organisational
processes that give rise to them. Countermeasures are
based on the assumption that though we cannot
change the human condition, we can change the con-
ditions under which humans work. A central idea is
that of system defences. All hazardous technologies
possess barriers and safeguards. When an adverse
event occurs, the important issue is not who blundered,
but how and why the defences failed.

Evaluating the person approach
The person approach remains the dominant tradition
in medicine, as elsewhere. From some perspectives it

has much to commend it. Blaming individuals is emo-
tionally more satisfying than targeting institutions.
People are viewed as free agents capable of choosing
between safe and unsafe modes of behaviour. If some-
thing goes wrong, it seems obvious that an individual
(or group of individuals) must have been responsible.
Seeking as far as possible to uncouple a person’s
unsafe acts from any institutional responsibility is
clearly in the interests of managers. It is also legally
more convenient, at least in Britain.

Nevertheless, the person approach has serious
shortcomings and is ill suited to the medical domain.
Indeed, continued adherence to this approach is likely to
thwart the development of safer healthcare institutions.

Although some unsafe acts in any sphere are egre-
gious, the vast majority are not. In aviation
maintenance—a hands-on activity similar to medical
practice in many respects—some 90% of quality lapses
were judged as blameless.2 Effective risk management
depends crucially on establishing a reporting culture.3

Without a detailed analysis of mishaps, incidents, near
misses, and “free lessons,” we have no way of uncover-
ing recurrent error traps or of knowing where the
“edge” is until we fall over it. The complete absence of
such a reporting culture within the Soviet Union con-
tributed crucially to the Chernobyl disaster.4 Trust is a

Summary points

Two approaches to the problem of human
fallibility exist: the person and the system
approaches

The person approach focuses on the errors of
individuals, blaming them for forgetfulness,
inattention, or moral weakness

The system approach concentrates on the
conditions under which individuals work and tries
to build defences to avert errors or mitigate their
effects

High reliability organisations—which have less
than their fair share of accidents—recognise that
human variability is a force to harness in averting
errors, but they work hard to focus that variability
and are constantly preoccupied with the
possibility of failure

Department of
Psychology,
University of
Manchester,
Manchester
M13 9PL
James Reason
professor of psychology

reason@psy.
man.ac.uk

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key element of a reporting culture and this, in turn,
requires the existence of a just culture—one possessing
a collective understanding of where the line should be
drawn between blameless and blameworthy actions.5

Engineering a just culture is an essential early step in
creating a safe culture.

Another serious weakness of the person approach
is that by focusing on the individual origins of error it
isolates unsafe acts from their system context. As a
result, two important features of human error tend to
be overlooked. Firstly, it is often the best people who
make the worst mistakes—error is not the monopoly of
an unfortunate few. Secondly, far from being random,
mishaps tend to fall into recurrent patterns. The same
set of circumstances can provoke similar errors,
regardless of the people involved. The pursuit of
greater safety is seriously impeded by an approach that
does not seek out and remove the error provoking
properties within the system at large.

The Swiss cheese model of system
accidents
Defences, barriers, and safeguards occupy a key
position in the system approach. High technology sys-
tems have many defensive layers: some are engineered
(alarms, physical barriers, automatic shutdowns, etc),
others rely on people (surgeons, anaesthetists, pilots,
control room operators, etc), and yet others depend on
procedures and administrative controls. Their function
is to protect potential victims and assets from local
hazards. Mostly they do this very effectively, but there
are always weaknesses.

In an ideal world each defensive layer would be
intact. In reality, however, they are more like slices of
Swiss cheese, having many holes—though unlike in the
cheese, these holes are continually opening, shutting,
and shifting their location. The presence of holes in
any one “slice” does not normally cause a bad outcome.
Usually, this can happen only when the holes in many
layers momentarily line up to permit a trajectory of
accident opportunity—bringing hazards into damag-
ing contact with victims (figure).

The holes in the defences arise for two reasons:
active failures and latent conditions. Nearly all adverse
events involve a combination of these two sets of factors.

Active failures are the unsafe acts committed by
people who are in direct contact with the patient or
system. They take a variety of forms: slips, lapses, fum-
bles, mistakes, and procedural violations.6 Active

failures have a direct and usually shortlived impact on
the integrity of the defences. At Chernobyl, for
example, the operators wrongly violated plant proce-
dures and switched off successive safety systems, thus
creating the immediate trigger for the catastrophic
explosion in the core. Followers of the person
approach often look no further for the causes of an
adverse event once they have identified these proximal
unsafe acts. But, as discussed below, virtually all such
acts have a causal history that extends back in time and
up through the levels of the system.

Latent conditions are the inevitable “resident patho-
gens” within the system. They arise from decisions
made by designers, builders, procedure writers, and top
level management. Such decisions may be mistaken,
but they need not be. All such strategic decisions have
the potential for introducing pathogens into the
system. Latent conditions have two kinds of adverse
effect: they can translate into error provoking
conditions within the local workplace (for example,
time pressure, understaffing, inadequate equipment,
fatigue, and inexperience) and they can create
longlasting holes or weaknesses in the defences
(untrustworthy alarms and indicators, unworkable pro-
cedures, design and construction deficiencies, etc).
Latent conditions—as the term suggests—may lie
dormant within the system for many years before they
combine with active failures and local triggers to create
an accident opportunity. Unlike active failures, whose
specific forms are often hard to foresee, latent
conditions can be identified and remedied before an
adverse event occurs. Understanding this leads to
proactive rather than reactive risk management.

To use another analogy: active failures are like
mosquitoes. They can be swatted one by one, but they
still keep coming. The best remedies are to create more
effective defences and to drain the swamps in which
they breed. The swamps, in this case, are the ever
present latent conditions.

Error management
Over the past decade researchers into human factors
have been increasingly concerned with developing the
tools for managing unsafe acts. Error management has
two components: limiting the incidence of dangerous
errors and—since this will never be wholly effective—
creating systems that are better able to tolerate the
occurrence of errors and contain their damaging
effects. Whereas followers of the person approach
direct most of their management resources at trying to
make individuals less fallible or wayward, adherents of
the system approach strive for a comprehensive
management programme aimed at several different
targets: the person, the team, the task, the workplace,
and the institution as a whole.3

High reliability organisations—systems operating
in hazardous conditions that have fewer than their fair
share of adverse events—offer important models for
what constitutes a resilient system. Such a system has

Losses

Hazards

The Swiss cheese model of how defences, barriers, and safeguards
may be penetrated by an accident trajectory

We cannot change the human condition,
but we can change the conditions under
which humans work

Education and debate

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intrinsic “safety health”; it is able to withstand its
operational dangers and yet still achieve its objectives.

Some paradoxes of high reliability
Just as medicine understands more about disease than
health, so the safety sciences know more about what
causes adverse events than about how they can best be
avoided. Over the past 15 years or so, a group of social
scientists based mainly at Berkeley and the University
of Michigan has sought to redress this imbalance by
studying safety successes in organisations rather than
their infrequent but more conspicuous failures.7 8

These success stories involved nuclear aircraft carriers,
air traffic control systems, and nuclear power plants
(box). Although such high reliability organisations may
seem remote from clinical practice, some of their
defining cultural characteristics could be imported into
the medical domain.

Most managers of traditional systems attribute
human unreliability to unwanted variability and strive to
eliminate it as far as possible. In high reliability organisa-
tions, on the other hand, it is recognised that human
variability in the shape of compensations and adapta-
tions to changing events represents one of the system’s
most important safeguards. Reliability is “a dynamic
non-event.”7 It is dynamic because safety is preserved by
timely human adjustments; it is a non-event because
successful outcomes rarely call attention to themselves.

High reliability organisations can reconfigure
themselves to suit local circumstances. In their routine
mode, they are controlled in the conventional
hierarchical manner. But in high tempo or emergency
situations, control shifts to the experts on the spot—as
it often does in the medical domain. The organisation
reverts seamlessly to the routine control mode once
the crisis has passed. Paradoxically, this flexibility arises
in part from a military tradition—even civilian high
reliability organisations have a large proportion of
ex-military staff. Military organisations tend to define
their goals in an unambiguous way and, for these
bursts of semiautonomous activity to be successful, it is
essential that all the participants clearly understand
and share these aspirations. Although high reliability
organisations expect and encourage variability of
human action, they also work very hard to maintain a
consistent mindset of intelligent wariness.8

Perhaps the most important distinguishing feature
of high reliability organisations is their collective
preoccupation with the possibility of failure. They
expect to make errors and train their workforce to rec-
ognise and recover them. They continually rehearse
familiar scenarios of failure and strive hard to imagine
novel ones. Instead of isolating failures, they generalise
them. Instead of making local repairs, they look for sys-
tem reforms.

Conclusions
High reliability organisations are the prime examples
of the system approach. They anticipate the worst and
equip themselves to deal with it at all levels of the
organisation. It is hard, even unnatural, for individuals
to remain chronically uneasy, so their organisational
culture takes on a profound significance. Individuals
may forget to be afraid, but the culture of a high
reliability organisation provides them with both the
reminders and the tools to help them remember. For
these organisations, the pursuit of safety is not so much
about preventing isolated failures, either human or
technical, as about making the system as robust as is
practicable in the face of its human and operational
hazards. High reliability organisations are not immune
to adverse events, but they have learnt the knack of
converting these occasional setbacks into enhanced
resilience of the system.

Competing interests: None declared.

1 Lerner MJ. The desire for justice and reactions to victims. In: McCauley J,
Berkowitz L, eds. Altruism and helping behavior. New York: Academic Press,
1970.

2 Marx D. Discipline: the role of rule violations. Ground Effects 1997;2:1-4.
3 Reason J. Managing the risks of organizational accidents. Aldershot: Ashgate,

1997.
4 Medvedev G. The truth about Chernobyl. New York: Basic Books, 1991.
5 Marx D. Maintenance error causation. Washington, DC: Federal Aviation

Authority Office of Aviation Medicine, 1999.
6 Reason J. Human error. New York: Cambridge University Press, 1990.
7 Weick KE. Organizational culture as a source of high reliability. Calif

Management Rev 1987;29:112-27.
8 Weick KE, Sutcliffe KM, Obstfeld D. Organizing for high reliability:

processes of collective mindfulness. Res Organizational Behav 1999;21:
23-81.

High reliability organisations

So far, three types of high reliability organisations have been investigated:
US Navy nuclear aircraft carriers, nuclear power plants, and air traffic
control centres. The challenges facing these organisations are twofold:
• Managing complex, demanding technologies so as to avoid major failures
that could cripple or even destroy the organisation concerned
• Maintaining the capacity for meeting periods of very high peak demand,
whenever these occur.

The organisations studied7 8 had these defining characteristics:
• They were complex, internally dynamic, and, intermittently, intensely
interactive
• They performed exacting tasks under considerable time pressure
• They had carried out these demanding activities with low incident rates
and an almost complete absence of catastrophic failures over several years.

Although, on the face of it, these organisations are far removed from the
medical domain, they share important characteristics with healthcare
institutions. The lessons to be learnt from these organisations are clearly
relevant for those who manage and operate healthcare institutions.

U
S

N
A

V
Y

Blaming individuals is emotionally
more satisfying than targeting
institutions.

Education and debate

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