Nurs Educ Perspect 2021 Sep 8. Epub 2021 Sep 8.
About the Author Ginger Schroers, PhD, RNC, CNE, is an assistant professor, Loyola University Chicago School of Nursing, Chicago, Illinois. Jennifer Gunberg Ross, PhD, RN, CNE, is an associate professor, M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania. Helene Moriarty, PhD, RN, FAAN, is a professor, Diane and Robert Moritz Jr. Endowed Chair in Nursing Research, M. Louise Fitzpatrick College of Nursing, Villanova University, and nurse scientist, Corporal Michael J. Crescenz Veterans Affairs Medical Center, Philadelphia, Pennsylvania. This work was supported by the International Nursing Association for Clinical Simulation in Nursing (2020 Debra Spunt/Laerdal Medical Grant), Jonas Philanthropies (2019-2020 NLN Jonas Scholar), and the National League for Nursing (2020 Mary Anne Rizzolo Doctoral Research Award). This article is based on the first author's dissertation, completed while she was a doctoral student at the M. Louise Fitzpatrick College of Nursing, Villanova University. For more information, contact Ginger Schroers at
Aim: The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration.
Background: Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects. Read More