'Untangling the web of critical incidents': Ethnography in a paediatric setting.
Critical incidents (CIs) are the elements that bring about an alert or wake up call for clinicians in hospital wards. They are considered critical because the safety of patients, staff or visitors is at risk. Not all CIs result in dire consequences, nor do they require Root Cause Analysis (RCA). Nonetheless, incidents affect patients and involve clinicians' interactions with each other. This paper describes the complexities embedded in two CIs in a major paediatric hospital in Australia. An anthropological ethnographic research approach enabled the researcher to observe, document, interpret and make sense of the activities of clinicians in two different clinical areas of the hospital, i.e., the Rehabilitation Unit and the Neonatal Unit (NU). Ethnographic research significantly exposes and highlights hospital dramas and shows the effects on clinicians' everyday lives. We suggest that CIs have two dimensions: a medical and a social. The medical dimension encompasses factors in the treatment and care of the patient. The social dimension encompasses the social relationships and the socio-affectivity (emotional responses and labour) of treating clinicians. Our main argument is that foregrounding of the socio-cultural dimensions of CIs informs and impacts on the medical dimensions. Our conclusions demonstrate that the social dimensions of CIs have important ramifications for clinical interactions in everyday practices and these impact on the positive learning of clinicians after a CI has occurred.
a Faculty of Medicine , School of Public Health , University of Sydney, Australia and Faculty of Humanities and Social Sciences, University of Technology Sydney , Sydney , Australia.
Cynthia L
CL
Hunter
b Faculty of Medicine , School of Nursing, Dentistry and Health Sciences, University of Melbourne , Melbourne , Australia.
Kaye
K
Spence
c Discipline of Paediatrics and Child Health, University of Sydney , Sydney , Australia.
Adam
A
Scheinberg
heedfulness; positive learning; socio-affectivity