Response to S. Beyea's “Nursing Diagnosis or Patient Problem?”

Viewpoint provides a forum for scholarly discussion about the theoretical, philosophical, and practical issues related to nursing language and classification systems. The sometimes controversial views are intended to stimulate readers' comments and perspectives. We welcome brief, informal responses to published viewpoints. If you have a viewpoint you want to submit, or if you want to discuss it beforehand, contact the column editor: judithwilkins@att.net ; 913.631.1089.     

Emergency Department Workplace Interruptions Are Emergency Physicians “Interrupt‐driven” and “Multitasking”?

OBJECTIVE: Although interruptions have been shown in aviation and other work settings to result in error with serious and sometimes fatal consequences, little is known about interruptions in the emergency department (ED). The authors conducted an observational, time-motion task-analysis study to determine the number and types of interruptions in the ED. METHODS: Emergency physicians were observed in three EDs located in an urban teaching hospital, a suburban private teaching hospital, and a rural community hospital. A single investigator followed emergency staff physicians for 180-minute periods and recorded tasks, interruptions, and breaks-intask. An "interruption" was defined as any event that briefly required the attention of the subject but did not result in switching to a new task. A "break-intask" was defined as an event that required the attention of the physician for more than 10 seconds and subsequently resulted in changing tasks. RESULTS: The mean (+/-SD) total number of patients seen at all three sites during the 180-minute study period was 12.1 +/- 3.7 patients (range 5-20). Physicians performed a mean of 67.6 +/- 15.7 tasks per study period. The mean number of interruptions per 180-minute study period was 30.9 +/- 9.7 and the mean number of breaks-in-task was 20.7 +/- 6.3. Both the number of interruptions (r = 0.63; p < 0.001) and the number of breaks-in-task (r = 0.56; p < 0.001) per observation period were positively correlated with the average number of patients simultaneously managed. CONCLUSIONS: Emergency physicians are "interruptdriven." Emergency physicians are frequently interrupted and many interruptions result in breaks-in-task.     

Where Has “Patient Care” Gone?

As we rush around attending to the essentials of our lives (family, friends, clients, employers), what is left?Nursing Forum invites readers to engage in thoughts and activities that may awaken an untouched place. We hope these writings will kindle your personal involvement in something that was previously avoided—because of bias, fear, or uneasiness—in order to stretch your mind and spirit.     

Is “chronic kidney disease” a disease?

Several philosophers of medicine have attempted to answer the question “what is disease?” In current clinical practice, an umbrella term “chronic kidney disease” (CKD) encompasses a wide range of kidney health states from commonly prevalent subclinical, asymptomatic disease to rare end‐stage renal disease requiring transplant or dialysis to support life. Differences in severity are currently expressed using a “stage” system, whereby stage 1 is the least severe, and stage 5 the most. Early stage CKD in older patients is normal, of little concern, and does not require treatment. However, studies have shown that many patients find being informed of their CKD distressing, even in its early stages. Using existing analyses of disease in the philosophy literature, we argue that the most prevalent diagnoses of CKD are not, in fact, diseases. We conclude that, in many diagnosed cases of CKD, diagnosing a patient with a “disease” is not only redundant, but unhelpful.     

The use of “high‐stakes testing” in nursing education: Rhetoric or rigor?

The expectations for clinically ready graduates have increased over the years, paralleling changes in the NCLEX exam with increasingly cognitively difficult items in preparation for professional nursing practice. Yet, it is widely recognized that nursing program exit standardized exams have come under increased scrutiny in several public cases. Several articles have frequently been cited in the opposing argument against use of the HESI Exit Exam or other standardized nursing exit exams. We review two of these for logical coherence and standard psychometric adherence given their recurrent use in arguing against nursing program exit standardized testing. In light of patient safety implications and school accreditation consequences, it's more important that schools use exit standardized testing and assess minimum competency of students based on an exit program standardized exam. Measurement standards are critical to these analyses. The use of a program exit standardized exam also alerts students that faculty are holding them accountable for their time in the program.