第二受害者的概念分析

doi:10.3761/j.issn.1672-9234.2024.07.014

摘要/Abstract

摘要：

目的探讨第二受害者的定义及其内涵，为后续相关研究提供参考。方法检索中国知网、万方数据库、维普数据库、中国生物医学文献数据库、PubMed、Web of Science、Embase等数据库中第二受害者的相关文献，采用Walker和Avant经典概念分析法对第二受害者的概念进行分析。结果共纳入35篇文献，从人员（所有卫生工作者）、事件（患者安全事件）及影响（负性体验）3个方面确定其定义属性。其前置因素为患者安全文化、责备文化及责任追究制度；后果包括对第二受害者自身、患者及医疗卫生系统3个方面的影响；实证测量工具包括第二受害者经验及支持量表、患者自杀事件中第二受害者体验及支持量表，但中文版第二受害者测量工具仍较少。结论目前国内第二受害者相关研究仍处于起步阶段，起因多样，造成的后果比较严重，而且缺少符合我国国情的第二受害者测量工具，未来应进行更为全面、深入的研究。

关键词: 患者安全, 患者安全事件, 第二受害者, 概念分析

Abstract:

Objective To explore the concept of the second victim and its connotation，and to provide theoretical basis for related studies. Methods Publications related to second victim were searched from CNKI，Wanfang Database，VIP Database，SinoMed，PubMed，Web of Science，Embase. Walker and Avant concept analysis method was used to analyze the concept of second victim. Results A total of 35 references were included to determine the defining attributes in terms of person（all health workers），event （patient safety incident） and impact （negative experience）. The antecedents were patient safety culture，blame culture，and accountability system. The outcomes were impacts on the second victims themselves，patients，and healthcare system. Empirical measurement tools included the Second Victim Experience and Support Tool（SVEST），Inpatient Suicide Second Victim Experience and Support Tool（IS-SVEST）. However，there were still few Chinese versions of the second victim measurement tools. Conclusion At present，relevant research on secondary victims in China is still in its infancy. There are various causes leading to relatively severe consequences. There is a lack of measurement tools in line with China’s national conditions，so more comprehensive and in-depth research should be carried out in the future.

Key words: Patient safety, Patient safety incident, Second victim, Concept analysis

李龙田, 沈淑洁, 刘洪秀, 魏思琪. 第二受害者的概念分析[J]. 中华护理教育, 2024, 21(7): 856-861.

LI Longtian, SHEN Shujie, LIU Hongxiu, WEI Siqi. Conceptual analysis of second victim[J]. Chinese Journal of Nursing Education, 2024, 21(7): 856-861.

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