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Woo MWJ, Cui J. Nursing Students' Experiences and Perceived Learning Effectiveness of Patient Safety and Its Influencing Factors: An Integrative Literature Review. J Adv Nurs 2024. [PMID: 39422180 DOI: 10.1111/jan.16538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2024] [Revised: 09/03/2024] [Accepted: 10/02/2024] [Indexed: 10/19/2024]
Abstract
AIM To examine and synthesise the current literature to gain insights into nursing students' experiences, their perceived learning effectiveness of patient safety and its influencing factors. DESIGN Integrative review. DATA SOURCES CINAHL, Medline, Scopus, and Embase databases from January 2011 to October 2023. METHODS Of the 5940 papers initially retrieved, 33 were included after title, abstract, and full-text screening. No papers were omitted through quality appraisal. RESULTS Despite nursing students' generally positive attitude towards patient safety, their idealistic view did not translate into actual actions of upholding patient safety due to various factors. Moreover, their experiences and perceived effectiveness of learning patient safety were influenced by factors such as organisational safety culture and pedagogical contexts. Thematic analysis revealed four themes: 'perception, attitudes, and evaluation towards patient safety'; 'supportive organizational culture as impetus to promote patient safety'; 'perceived confidence, knowledge, and competence toward patient safety'; and 'educational contexts and pedagogies to promote learning of patient safety'. CONCLUSIONS There is an inadequate focus on patient safety in clinical education compared to classroom education. Given that the clinical setting serves as an authentic learning environment of patient safety, nursing faculties play a crucial role in reforming existing nursing curricula to integrate patient safety education in both settings to ensure continuity of learning. Clinical nursing leaders should also proactively review and reform organisational culture and practices to enable nursing students' acquisition and internalisation of patient safety learning. IMPLICATIONS FOR NURSING EDUCATION AND MANAGEMENT This review highlighted the need for further collaboration between nursing faculties and healthcare institutions to advocate an environment conducive to nursing students' effective learning of patient safety. REPORTING METHOD Reporting adheres to the Reporting items for systematic review and meta-analyses (PRISMA) 2020 guidelines. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Ming Wei Jeffrey Woo
- Curtin School of Nursing, Curtin University, Perth, Western Australia, Australia
- Curtin University (Singapore Campus), Singapore, Singapore
| | - Jiao Cui
- Admiralty Diabetes Medical Centre, Khoo Teck Puat Hospital, Singapore, Singapore
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Walsh SA, Walker SB, Wirihana LA. Preregistration nursing students' motivation for speaking up for patient safety: An integrated literature review. NURSE EDUCATION TODAY 2024; 140:106291. [PMID: 38917742 DOI: 10.1016/j.nedt.2024.106291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 05/17/2024] [Accepted: 06/17/2024] [Indexed: 06/27/2024]
Abstract
AIM The aim of this review was to uncover what motivates preregistration nursing students to speak up for patient safety during work integrated learning (WIL) and to develop an evidence-based safety motivation framework for use by educators, clinicians, and preregistration nursing students. DESIGN This study used an integrative literature review design guided by Whittemore and Knafl's methodological framework. DATA SOURCES Five research databases, CINAHL, MEDLINE, PubMed, Scopus, and Web of Science, were searched for relevant peer reviewed research literature published in English between January 2011 and January 2024. The use of MeSH terms "undergraduate nursing student," or "preregistration nursing student" and "speaking up," "patient safety," and "motivation," resulted in 489 search returns. Following application of filters and inclusion criteria fifty-four (n = 54) studies were identified as being relevant to the research aim. REVIEW METHODS The fifty-four (n = 54) research studies were reviewed using the JBI Critical Appraisal tool relevant to the study methodology. The JBI critical appraisal tools are checklists used to determine research quality, validity, results, and meaning. Following appraisal, 27 studies were included in the integrative literature review. RESULTS Authentic learning, view of self as a nurse, and positive work integrated learning experiences were found to be the primary motivators for preregistration nursing students to speak up for patient safety during work integrated learning. These three motivators provided the foundation for an evidence-based framework, underpinned by self-determination theory, that can be used to enhance preregistration nursing students' motivation to speak up for patient safety. CONCLUSIONS The integrative review design enabled the development of the evidence-based Safety Motivation Framework to support preregistration nursing students' during work integrated learning however missing from the literature was information about the lived experience of this group of students when speaking up for patient safety.
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Affiliation(s)
- Samantha A Walsh
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
| | - Sandra B Walker
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
| | - Lisa A Wirihana
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
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Bartoníčková D, Kohanová D, Žiaková K, Kolarczyk E, Langová K. Face Validity, Content Validity, and Psychometric Testing of the Hospital Survey on Patient Safety Culture Among Undergraduate Nursing Students. J Nurs Meas 2024; 32:279-290. [PMID: 37348890 DOI: 10.1891/jnm-2022-0075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/24/2023]
Abstract
Background and Purpose: Nursing students have an essential role in patient safety. The purpose of this study was to evaluate the face validity, content validity, and psychometric properties of the Hospital Survey on Patient Safety Culture for Nursing Students (HSOPS-NS). Methods: The cross-sectional study was carried out between January and October 2021. The participants were undergraduate nursing students (N = 482) from 16 Czech nursing faculties. Results: Exploratory factor analysis revealed an 8-factor structure, which was verified by confirmatory factor analysis using the optimization process that results in adequate goodness-of-fit indices (root mean squared error approximation = .037; standardized root mean squared residuals = .056; comparative fit index = .935; Tucker-Lewis index = .926; incremental fit index = .936). The internal consistency of a new model was excellent (α = .914). Conclusion: The results indicate that the HSOPS-NS shows evidence of reliability and validity and is a valuable measure of safety culture as perceived by nursing students.
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Affiliation(s)
- Daniela Bartoníčková
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Bratislava, Slovakia
- Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Olomouc, Czech Republic
| | - Dominika Kohanová
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Bratislava, Slovakia
| | - Katarína Žiaková
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Bratislava, Slovakia
| | - Ewelina Kolarczyk
- Department of Gerontology and Geriatric Nursing, Faculty of Health Sciences, Medical University of Silesia, Katowice, Silesia, Poland
| | - Kateřina Langová
- The Centre for Research and Science, Faculty of Health Sciences, Palacký University in Olomouc, Olomouc, Czech Republic
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Khider YIA, Allam SME, Zoromba MA, Elhapashy HMM. Nursing students' perspectives on patients' safety competencies: a cross-sectional survey. BMC Nurs 2024; 23:323. [PMID: 38735958 PMCID: PMC11089785 DOI: 10.1186/s12912-024-01966-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Accepted: 04/22/2024] [Indexed: 05/14/2024] Open
Abstract
BACKGROUND Nurses constitute the largest body of healthcare professionals globally, positioning them at the forefront of enhancing patient safety. Despite their crucial role, there is a notable gap in the literature regarding the comprehension and competency of nursing students in patient safety within Egypt. This gap underscores the urgent need for research to explore how nursing students perceive patient safety and the extent to which these competencies are integrated into their clinical and educational experiences. Understanding these perspectives is essential for developing targeted interventions that can significantly improve patient safety outcomes. The objective of this study was to fill this gap by assessing the perspectives of nursing intern students on patient safety competencies, thereby contributing to the global efforts in enhancing patient safety education and practice. METHODS In this research, a cross-sectional study design was employed to investigate the topic at hand. A purposive sample of 266 nursing intern students was enrolled from the Faculty of Nursing at Mansoura University. The data were collected using a patient safety survey. Subsequently, the collected data underwent analysis through the application of descriptive and inferential statistical techniques using SPSS-20 software. RESULTS Among the studied intern nursing students, we found that 55.3% and 59.4% of the involved students agreed that they could understand the concept of patient safety and the burden of medical errors. Regarding clinical safety issues, 51.1% and 54.9% of the participating students agreed that they felt confident in what they had learned about identifying patients correctly and avoiding surgical errors, respectively. Concerning error reporting issues, 40.2% and 37.2% of the involved students agreed that they were aware of error reports and enumerated the barriers to incident reporting, respectively. There was a statistically significant difference between the nursing student patient safety overview domain and their age (p = 0.025). CONCLUSIONS Our study's compelling data demonstrated that intern students who took part in the patient safety survey scored higher overall in all patient safety-related categories. However, problems with error reporting showed the lowest percentage. The intern students would benefit from additional educational and training workshops to increase their perspectives on patients' safety competencies.
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Affiliation(s)
| | | | - Mohamed A Zoromba
- College of Nursing, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Mansoura University, Mansoura, Egypt
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Efteli E, Çömez S. Effects of Web-Assisted Education on Nursing Students' Pressure Injury Knowledge Levels. Adv Skin Wound Care 2024; 37:1-5. [PMID: 38506585 DOI: 10.1097/asw.0000000000000116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2024]
Abstract
OBJECTIVE To investigate the effect of web-assisted education on the pressure injury knowledge levels of nursing students. METHODS The study was conducted with 106 first-year students in the Nursing Department. Those who received both web-assisted education and conventional education were assigned to the experimental group, and those who received only conventional education were assigned to the control group. The authors used arithmetic mean, percentages, Student t test, and χ2 test to analyze the data. RESULTS The rate of the correct responses given to the questions by the students was 97.55% in the experimental group and 85.15% in the control group. The comparison of the mean number of correct answers revealed a statistically significant difference between the two groups. CONCLUSIONS The authors conclude that the web-supported education given to nursing students in addition to the conventional education positively contributed to their learning level.
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Affiliation(s)
- Elçin Efteli
- In the Faculty of Health Sciences, Mehmet Akif Ersoy University, Burdur, Turkey, Elçin Efteli, PhD, RN, and Saadet Çömez, PhD, RN, are Assistant Professors
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Jafari MJ, Mostafazadeh P, Mojebi MR, Nemati-Vakilabad R, Mirzaei A. Identifying predictors of patient safety competency based on sleep quality in student faculty of nursing and midwifery during the internship period: a multidisciplinary study. BMC Nurs 2024; 23:67. [PMID: 38267940 PMCID: PMC10807159 DOI: 10.1186/s12912-024-01725-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Accepted: 01/08/2024] [Indexed: 01/26/2024] Open
Abstract
BACKGROUND Ensuring patient safety is of paramount importance in healthcare services. Sleep disorders not only have detrimental effects on the health of healthcare students but also significantly impair their performance, leading to an increased risk of medication errors. These errors can pose a grave threat to the safety and well-being of patients. It is crucial to address and mitigate sleep disorders among internship healthcare students to safeguard the quality of care and minimize potential patient harm. OBJECTIVES This study aimed to investigate the predictors of Patient Safety Competency (PSC) based on the sleep quality of internship healthcare students. METHODS A study was conducted on 331 students from the Ardabil School of Nursing and Midwifery at Ardabil University of Medical Sciences in northwest Iran from August to December 2022. The participants were selected by stratified random sampling. Data were collected using a demographic information form, the Pittsburgh Sleep Quality Index (PSQI), and the Health Professional Education in Patient Safety Survey (H-PEPSS). The collected data were analyzed using SPSS software version 22.0. Person correlation coefficients were used to examine the relationship between PSC level, its dimensions, and sleep quality, while multiple linear regression was conducted to identify the predictors of PSC. RESULTS The competency of nurses in patient safety was average in both classroom and clinical settings. However, their ability to work as a team with other healthcare professionals scored the lowest. In addition, the quality of sleep was found to be a predictor of patient safety competency among healthcare students during their internships. CONCLUSIONS It is important to note that healthcare students tend to have moderate patient safety competence (PSC), which is positively correlated with their sleep quality. Therefore, it is vital to identify the key factors that directly affect PSC. This would enable nursing and midwifery faculty administrators to take preventive measures to enhance patient safety competence in both classroom and clinical settings. Additionally, organizing educational workshops that engage students and improve their sleep quality could improve patient care. Practical courses are recommended for health professionals and students in clinical settings to enhance patient safety competencies. Additionally, student internships should receive hands-on training to improve teamwork and rest conditions.
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Affiliation(s)
- Mohammad Javad Jafari
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Pouya Mostafazadeh
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Mohammad Reza Mojebi
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Reza Nemati-Vakilabad
- Student Research Committee, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Alireza Mirzaei
- Department of Emergency Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran.
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Altmiller G. National Study of Quality, Safety, and Just Culture in Prelicensure Nursing Education. Nurs Educ Perspect 2024; 45:12-18. [PMID: 37428645 DOI: 10.1097/01.nep.0000000000001164] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/12/2023]
Abstract
AIM The study's aim was to evaluate the integration and application of quality and safety competencies and concepts of fair and just culture in prelicensure nursing education. BACKGROUND Health care organizations support a safety culture by encouraging error reporting without fear of punishment and by conducting investigations to determine causes to improve quality and learn from mistakes. In prelicensure nursing education, the response to errors is often punitive and threatens dismissal. METHOD Members of the National Student Nurses' Association were recruited to participate in an electronic assessment through the organization's mailing system. RESULTS Students representing all prelicensure program types (BSN, ADN, diploma, accelerated) and 46 states ( N = 268) completed the survey. CONCLUSION Nurse educators were found to have a positive impact on student quality and safety competency. Improvement is possible in developing and supporting just culture within nursing programs to bridge the gap between academia and practice.
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Affiliation(s)
- Gerry Altmiller
- About the Author Gerry Altmiller, EdD, APRN, ACNS-BC, ANEF, FAAN, is a professor and director of the Quality and Safety Innovation Center, The College of New Jersey Department of Nursing, Ewing, New Jersey. This research was funded by a Dorothy Otto National League for Nursing Research in Nursing Education Grant. For more information, contact Dr. Altmiller at
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Boloré S, Sovet L, Guirimand N. Health professionals' perceptions of patient safety competencies: psychometric properties of the French version of the H-PEPSS in France and Switzerland. BMC MEDICAL EDUCATION 2023; 23:905. [PMID: 38031021 PMCID: PMC10688088 DOI: 10.1186/s12909-023-04893-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 11/21/2023] [Indexed: 12/01/2023]
Abstract
BACKGROUND Several initiatives have been implemented to develop, manage, and assess patient safety (PS) competencies, which are considered as a serious public health issue across the world. The Health Professional Education in Patient Safety Survey (H-PEPSS) is widely used as a psychometric scale for evaluating perceived PS competencies but has not been validated in French. The purpose of the study was to investigate the main psychometric properties of the French version of the H-PEPSS. METHODS A total of 449 students enrolled in nursing and physiotherapy schools in France and French-speaking Switzerland completed a self-administered questionnaire. The 38 items of the H-PEPSS were translated into French following a committee approach. The scale's construct validity was assessed using confirmatory factor analysis. Reliability of the six factors of the H-PEPSS was evaluated using Cronbach α and McDonald's ω. Measurement invariance across countries and academic majors as well as discriminant validity were also investigated. RESULTS After we removed one item, the H-PEPSS 6-factor model demonstrated adequate goodness-of-fit statistics (χ2[194] = 316.633, χ2/df = 1.632, p < 0.001, CFI = 0.934, TLI = 0.922, RMSEA = 0.041 [0.033, 0.049], SRMR = 0.044). The total score can be also used as an overall measure of PS competence (χ2[203] = 342.251, χ2/df = 1.686, p < 0.001, CFI = 0.925, TLI = 0.915, RMSEA = 0.043 [0.035, 0.051], SRMR = 0.047). One item was removed because of its high multicollinearity with other items. The reliability was deemed satisfactory (Cronbach α ≥ 0.60), except for the "Understanding human and environmental factors" subscale. Consistently, this subscale was often reported with the lowest reliability in previous studies. We confirmed scalar invariance between countries and partial scalar invariance between majors (ΔCFI ≤ 0.01). The heterotrait-monotrait ratio of correlations ranged from 0.63 to 0.91. In our results, country, academic year, and academic satisfaction were frequently the main predictors of self-reported PS competencies. CONCLUSION Perceived PS competencies can be assessed and fairly compared across France and Switzerland and across nursing and physiotherapy students. We discuss the relevance of the introduction of the H-PEPSS in the training pathway of health professions degree courses and the fallout in clinical contexts.
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Affiliation(s)
- Sylvain Boloré
- School of Health Sciences, Geneva, HES-SO University of Applied Sciences and Arts Western Switzerland, Sylvain Boloré, 47, Avenue de Champel, 1206, Geneva, Switzerland.
- Interdisciplinary Education and Training Research Centre (CIRNEF), University of Rouen Normandy, Rouen, France.
| | - Laurent Sovet
- Université Paris Cité and Univ Gustave Eiffel, LaPEA, 92100, Boulogne-Billancourt, France
| | - Nicolas Guirimand
- Interdisciplinary Education and Training Research Centre (CIRNEF), University of Rouen Normandy, Rouen, France
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Hur HK, Kim KK, Lim YM, Kim J, Park KH, Park YC. Patient safety interprofessional education program using medical error scenarios for undergraduate nursing and medical students in Korea. J Interprof Care 2023; 37:944-953. [PMID: 36883789 DOI: 10.1080/13561820.2023.2183184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 11/01/2022] [Accepted: 01/07/2023] [Indexed: 03/09/2023]
Abstract
Interprofessional education (IPE) for patient safety is becoming increasingly important worldwide. However, Korea lacks a systematic approach toward patient safety, despite the high demand for teamwork and patient communication education. This study aims to determine the effectiveness of a patient safety IPE program using medical error scenarios. The program was developed to enhance patient safety motivation and interprofessional learning attitudes among medical and nursing students, and evaluate the design of the program and students' satisfaction levels. The program comprises two modules, each consisting of lectures, team-based case analysis, role-play, and high-fidelity simulation activities. This study followed a quasi-experimental pre-post test design to determine program outcomes. An online survey for the Readiness for Interprofessional Learning Scale (RIPLS), patient safety motivation, program design evaluation, and program satisfaction was conducted before and after the program. Data were analyzed using descriptive statistics, paired sample t-tests, and Pearson's correlation. The pre-post RIPLS and patient safety results were significant (t = -5.21, p < .001;t = -3.20, p = .002). The results of the medical scenario examination of the patient safety IPE program showed improved motivation for patient safety among students, and contributed to the improvement of IPE learning attitudes by improving team work and collaboration.
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Affiliation(s)
- Hea Kung Hur
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Ki Kyong Kim
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Young Mi Lim
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Junghee Kim
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Kyung Hye Park
- Department of Medical Education, Wonju College of Medicine, Yonsei University, Wonju, South Korea
- Department of Emergency Medicine, Wonju Severance Christian Hospital, Wonju, South Korea
| | - Yon Chul Park
- Department of Medical Education, Wonju College of Medicine, Yonsei University, Wonju, South Korea
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L'Ecuyer KM, Subramaniam DS, Swope C, Lach HW. An Integrative Review of Response Rates in Nursing Research Utilizing Online Surveys. Nurs Res 2023; 72:471-480. [PMID: 37733644 DOI: 10.1097/nnr.0000000000000690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Abstract
BACKGROUND Online surveys in nursing research have both advantages and disadvantages. Reaching a sample and attaining an appropriate response rate is an ongoing challenge and necessitates careful consideration when designing a nursing research study using an online survey approach. OBJECTIVE In this study, we aimed to explore response rates and survey characteristics of studies by nurse researchers that used online methodologies to survey nurses, nursing students, and nursing faculty. METHODS We conducted an integrative review of research studies that used online surveys for data collection published from 2011 to 2021. We examined response rates and survey characteristics such as recruitment method, use of incentives, question type, length of survey, time to complete the survey, and use of reminders. RESULTS Our review included 51 studies published by nurses with target samples of nurses, nursing students, or nursing faculty. Study sample sizes ranged from 48 to 29,283, the number of respondents ranged from 29 to 3,607, and the response rates ranged from 3.4% to 98%, with an average of 42.46%. Few patterns emerged regarding recruitment or other factors to enhance response rates; only five studies used incentives. CONCLUSION Response rates to online surveys are unlikely to reach the rates seen in older mailed surveys. Researchers need to design online survey studies to be easily accessible, concise, and appealing to participants.
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Ghasempour M, Ghahramanian A, Zamanzadeh V, Valizadeh L, Onyeka TC, Asghari Jafarabadi M. Senior nursing student's confidence in learnt competencies and perceptions of patient safety competency: a multisite cross-sectional study. BMJ Open 2023; 13:e070372. [PMID: 37612112 PMCID: PMC10450063 DOI: 10.1136/bmjopen-2022-070372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Accepted: 08/08/2023] [Indexed: 08/25/2023] Open
Abstract
OBJECTIVE Nursing students' attainment of patient safety (PS) competency has always been a global concern among health and educational organisations. Therefore, this study was conducted to determine senior nursing students' confidence of their PS competencies, and associated predictive factors. DESIGN Cross-sectional study. SETTING Four faculties from the nursing faculties of East Azerbaijan province. PARTICIPANTS 253 senior nursing students in Iran. PRIMARY AND SECONDARY OUTCOME MEASURES Using the modified version of the Health Professional Education Patient Safety Survey, data related to the level of confidence of nursing students in acquired competencies in seven sociocultural dimensions of PS in classroom learning and clinical settings were collected. In addition, the predictors of the patient's safety competencies were identified by linear regression statistics. RESULTS Mean scores of all dimensions of PS competencies both in the classroom and in clinical settings were higher than 3.11 (out of 5). The nursing students were most confident in their learning of 'understanding human and environmental factors' in the classroom and the clinical setting. Nursing students displayed the least confidence in learning 'work in teams with other health professionals' in both the classroom and the clinical settings. Type of university, prior experience with PS competencies education, and coverage of PS competency issues in the curriculum predicted the students' perceived competency scores in the classroom (R2=0.53, p<0.001). Also, perceived competence in the clinical settings was predicted by the variables of reporting errors to personnel and peers and the type of university (R2=0.65, p<0.001). CONCLUSION Study findings emphasise the role of learning environments and educational experiences of nursing students especially the clinical environment, clinical instructors and the hidden curriculum in improving safety competence. Nursing educators can use this information to revise and develop the undergraduate nursing curriculum, paying close attention to lesson plans and content in relation to teaching safety issues.
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Affiliation(s)
- Mostafa Ghasempour
- Students' Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran (the Islamic Republic of)
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran (the Islamic Republic of)
| | - Akram Ghahramanian
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran (the Islamic Republic of)
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran (the Islamic Republic of)
| | - Vahid Zamanzadeh
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid-Beheshti University of Medical Sciences, Tehran, Iran (the Islamic Republic of)
| | - Leila Valizadeh
- Department of Pediatric Nursing, Shahid-Beheshti University of Medical Sciences, Tehran, Iran (the Islamic Republic of)
| | - Tonia C Onyeka
- Department of Anaesthesia/Pain & Palliative Care Unit, College of Medicine, University of Nigeria, Ituku-Ozalla, Nigeria
| | - Mohammad Asghari Jafarabadi
- Cabrini Research, Cabrini Health, Malvern, Melbourne, Victoria, Australia
- School of Public Health and Preventative Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
- Department of Psychiatry, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
- Road Traffic Injury Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
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Kushniruk A, Zlamal J, Linnerud SCW, Steindal SA, Solberg MT. A Technology-Supported Guidance Model to Increase the Flexibility, Quality, and Efficiency of Nursing Education in Clinical Practice in Norway: Development Study of the TOPP-N Application Prototype. JMIR Hum Factors 2023; 10:e44101. [PMID: 36735289 PMCID: PMC9938443 DOI: 10.2196/44101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Revised: 12/29/2022] [Accepted: 01/12/2023] [Indexed: 01/13/2023] Open
Abstract
BACKGROUND The challenges of nursing shortage in the nursing profession and of limited nursing educational capacity in nursing education in clinical practice need to be addressed to ensure supply according to the demand of these professionals. In addition, communication problems among nursing students, nurse educators, and nurse preceptors; variations in the guidance competence of nurse preceptors; and limited overview from nurse educators on nursing students' clinical practice are common challenges reported in several research studies. These challenges affect the quality of nursing education in clinical practice, and even though these problems have been highlighted for several years, a recent study showed that these problems are increasing. Thus, an approach is required to ensure the quality of nursing education in clinical practice. OBJECTIVE We aimed to develop a guidance and assessment application to meet the challenges reported in clinical practice. The application intended to increase the flexibility, quality, and efficiency of nursing education in clinical practice. Furthermore, it intended to increase interactive communication that supports guidance and ensure structured evaluation of nursing students in clinical practice. METHODS This study employed a multidisciplinary user-participatory design. Overall, 23 stakeholders from the project team (ie, 5 researchers, 2 software developers, 1 pedagogical advisor, and 15 user representatives [4 educators, 6 preceptors, and 5 students]) participated in a user-centered development process that included workshops, intervention content development, and prototype testing. RESULTS This study resulted in the creation of the Technology-Optimized Practice Process in Nursing (TOPP-N) guidance and assessment application for use as a supportive tool for nursing students, nurse preceptors, and nurse educators in clinical practice. The development process included the application's name and logo, technical architecture, guidance and assessment module, and security and privacy. CONCLUSIONS This study offers insights into the development of an evidence-based technological tool to support nursing students, nurse preceptors, and nurse educators in clinical practice. Furthermore, the developed application has the potential to meet several challenges reported in nursing education in clinical practice. After a rigorous development process, we believe that the TOPP-N guidance and assessment application prototype is now ready to be tested in further intervention studies.
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Affiliation(s)
| | | | | | - Simen A Steindal
- Lovisenberg Diaconal University College, Oslo, Norway.,Institute of Nursing, Faculty of Health Studies, VID Specialized University, Oslo, Norway
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De Miguel MS, de Elguea JO, Gómez-Gastiasoro A, Urcola F, Cid-Expósito MG, Torres-Enamorado D, Orkaizagirre-Gomara A. Patient safety and its relationship with specific self-efficacy, competence, and resilience among nursing students: A quantitative study. NURSE EDUCATION TODAY 2023; 121:105701. [PMID: 36563588 DOI: 10.1016/j.nedt.2022.105701] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 12/01/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Patient safety is a relevant subject in the nursing curriculum. Each university programs patient safety teaching and practical training differently. However, few studies have sought to explore the relationship between patient safety as perceived by nursing students and other important psychosocial competencies in the nursing curriculum, such as self-efficacy, competence, and resilience. OBJECTIVES To analyze differential patient safety integration into three nursing education programs, and to assess agreement levels regarding patient safety climate, students' knowledge of patient safety and correlations with specific self-efficacy, competence and resilience. METHODS Participants were 647 undergraduate students from three universities. Patient safety climate and knowledge of patient safety (good praxis) were measured using the Hospital Survey on Patient Safety Culture for nursing students, and other psychosocial variables were also analyzed using other instruments: specific self-efficacy, perceived competence and resilience. Nursing education programs and patient safety climate were analyzed using the Rwg(j) and ICC measures of inter-rater agreement across different academic levels. RESULTS The ICC and Rwg indexes revealed high inter-rate agreement in all three universities. Differences were observed between Univ-2 and Univ-3 in patient safety climate scores and agreement values between academic levels. Differences in good praxis were found when academic levels were compared in Univ1-and Univ-2. Patient safety climate was found to correlate significantly with the psychosocial variables studied, but only in Univ-1. CONCLUSIONS Perceived patient safety climate differs between universities and academic levels. This competency is related to self-efficacy, competence and resilience, which endorses the assessment of patient safety integration from a broader perspective.
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Affiliation(s)
- Manuel Sánchez De Miguel
- Faculty of Psychology, University of the Basque Country UPV/EHU, San Sebastián, Gipuzkoa, Spain; Biodonostia Health Research Institute, San Sebastián, Gipuzkoa, Spain.
| | - Javier Ortiz de Elguea
- Faculty of Medicine and Nursing, University of the Basque Country UPV/EHU, San Sebastián, Gipuzkoa, Spain; Donostia University Hospital (Osakidetza, Basque Health Service), San Sebastián, Gipuzkoa, Spain
| | | | - Fernando Urcola
- Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain
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Wiggins D, Downie A, Engel RM, Brown BT. Factors that influence scope of practice of the five largest health care professions in Australia: a scoping review. HUMAN RESOURCES FOR HEALTH 2022; 20:87. [PMID: 36564798 PMCID: PMC9786531 DOI: 10.1186/s12960-022-00783-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION A well-functioning health system delivers quality services to all people when and where they need them. To help navigate the complex realm of patient care, it is essential that health care professions have a thorough understanding of their scope of practice. However, a lack of uniformity regarding scope of practice across the regulated health professions in Australia currently exists. This has led to ambiguity about what comprises scope of practice in some health care professions in the region. OBJECTIVE The objective of this review was to explore the literature on the factors that influence scope of practice of the five largest health care professions in Australia. METHODS This study employed scoping review methodology to document the current state of the literature on factors that influence scope of practice of the five largest health care professions in Australia. The search was conducted using the following databases: AMED (Allied and Complementary Medicine Database), CINAHL (Cumulative Index to Nursing and Allied Health Literature), Cochrane Library, EMBASE (Excerpta Medica Database), MANTIS (Manual, Alternative and Natural Therapy Index System), MEDLINE, PubMed, and SCOPUS. Additional data sources were searched from Google and ProQuest. RESULTS A total of 12 771 publications were identified from the literature search. Twenty-three documents fulfilled the inclusion criteria and were included in the final analysis. Eight factors were identified across three professions (nursing & midwifery, pharmacy and physiotherapy) that influenced scope of practice: education, competency, professional identity, role confusion, legislation and regulatory policies, organisational structures, financial factors, and professional and personal factors. CONCLUSION The results of this study will inform a range of stakeholders including the private and public arms of the healthcare system, educators, employers, funding bodies, policymakers and practitioners about the factors that influence scope of practice of health professions in Australia.
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Affiliation(s)
- Desmond Wiggins
- Department of Chiropractic, Macquarie University, Sydney, Australia.
| | - Aron Downie
- Department of Chiropractic, Macquarie University, Sydney, Australia
| | - Roger M Engel
- Department of Chiropractic, Macquarie University, Sydney, Australia
| | - Benjamin T Brown
- Department of Chiropractic, Macquarie University, Sydney, Australia
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Alidousti-Shahraki N, Farzi S, Tarrahi MJ. Patient Safety Competencies among Senior Students of Health Professions: An Iranian Evaluation Study. Open Nurs J 2022. [DOI: 10.2174/18744346-v16-e2205090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Introduction:
Patient safety refers to preventing and reducing adverse events that might harm the patient while providing care. Enhancing patient safety competence upon entering the clinical environment requires introducing and integrating it in health professions' education.
Aim:
This study aimed to investigate patient safety competence among senior health professions students.
Methods:
This study was conducted in 2020 using a cross-sectional study. In total, 390 senior health professions students of Isfahan University of Medical Sciences, Isfahan, Iran, including medicine, nursing, pharmacy, midwifery, surgical technologist (operating room technician), and anesthesia were selected through a stratified convenience method. Data were collected using the Health Professional Education in Patient Safety Survey – H-PEPSS from August to September 2020 and analyzed using descriptive and analytical statistics. All statistical computations were carried out using SPSS version 16. A significant level of 5% was considered (P <0.05).
Results:
The mean scores of patient safety in health professions education in the classroom and clinical setting were 0.51 and 0.47, respectively. Among Health Professional Education in Patient Safety Survey – H-PEPSS domains, the highest mean score was obtained in the effective communication domain (0.61 in the classroom and 0.57 in the clinical setting). In contrast, domains of working in teams with other health professions showed the lowest mean score (0.39 in the classroom and 0.38 in the clinical setting).
Conclusion:
Patient safety in health profession education, particularly working in teams with other health professions, is at a moderate level in the classroom and a weak level in the clinical setting. Regarding the importance of interprofessional collaboration in promoting patient safety, it is recommended that the health sciences curriculum in Iran be reviewed to motivate students for interprofessional collaboration and the perception of its significance in reducing health profession's errors.
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Sümen A, Ünal A, Aksoy S. Nursing students' self-reported experiences and attitudes regarding patient safety: A cross-sectional study comparing the classroom and clinical settings. Collegian 2022. [DOI: 10.1016/j.colegn.2021.08.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Bandansin J, Jamjuree D, Boonprakob M, Chaleoykitti S. Development of a clinical learning model to enhance patient safety awareness competency among Thai nursing students. BELITUNG NURSING JOURNAL 2022; 8:153-160. [PMID: 37521895 PMCID: PMC10386801 DOI: 10.33546/bnj.1996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 01/06/2022] [Accepted: 03/08/2022] [Indexed: 08/01/2023] Open
Abstract
Background Enhancing patient safety awareness competency in nursing students is a necessity as they will be the next generation of professional nurses to take care of patients. One of the strategies is to create an innovative learning model using questioning as part of the metacognitive thinking concept. Objective This study aimed to develop a clinical learning model to enhance patient safety awareness competency among Thai nursing students and determine its effectiveness. Methods The study used a research and development design with two phases: (1) the development of a clinical learning model to enhance patient safety awareness competency among nursing students, and (2) the evaluation of the effectiveness of the developed clinical learning model. The evaluation was done quantitatively and qualitatively. In the quantitative strand, a quasi-experimental method using repeated measures design was used in 24 students. While in the qualitative strand, a qualitative descriptive design was employed in 24 students and three teachers. Results In the first phase, the DUIR clinical learning model was developed, consisting of four processes: 1) Doubt (D), 2) Understanding (U), 3) Insight (I), and 4) Reflected value (R). The patient safety awareness competency included two components: managing patient safety and solving problems related to unsafe patient care. In the second phase, the model was evaluated by the students and the teachers. It revealed that nursing students' patient safety awareness competency was very high, and the competency was statistically different before and after the learning model. Conclusion The developed DUIR learning model using a questioning strategy is considered effective to encourage students to reflect critically on their own clinical experiences in order to achieve quality and safe care outcomes, thereby enhancing patient safety awareness for nursing students in a sustainable way. This model serves as an input for Thai nursing education and beyond.
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Çiftcioğlu Ş, Apaydın Cırık V, Efe E. Student nurses' perceptions of a patient safety culture: A descriptive and cross-sectional study. Perspect Psychiatr Care 2022; 58:658-663. [PMID: 33931872 DOI: 10.1111/ppc.12830] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Revised: 04/21/2021] [Accepted: 04/22/2021] [Indexed: 11/30/2022] Open
Abstract
PURPOSE The aim of this study was to evaluate nursing students' perceptions of a patient safety culture in one university in Turkey. DESIGN AND METHODS The sample of this descriptive cross-sectional study consisted of 299 undergraduate nursing students. Data were collected by having participants complete the Patient Safety Culture Scale (PSCS) and a personal information form. FINDINGS Participants' scores on the PSCS were found to be moderate, and no significant differences were found between participants' study levels. Female students and students who had willingly chosen the nursing profession obtained statistically significantly higher scores on the PSCS, indicating positive perceptions of a patient safety culture. PRACTICE IMPLICATIONS The inclusion of patient safety education and training of nurses in the nursing curriculum may contribute to students' development of a patient safety culture.
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Affiliation(s)
- Şule Çiftcioğlu
- Child Health Nursing Department, Faculty of Nursing, Akdeniz University, Antalya, Turkey
| | - Vildan Apaydın Cırık
- Midwifery Department, Faculty of Health Sciences, Karamanoğlu Mehmetbey University, Konya, Turkey
| | - Emine Efe
- Child Health Nursing Department, Faculty of Nursing, Akdeniz University, Antalya, Turkey
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Mortensen M, Naustdal KI, Uibu E, Mägi L, Kangasniemi M, Põlluste K, Moi AL. Instruments for measuring patient safety competencies in nursing: a scoping review. BMJ Open Qual 2022; 11:e001751. [PMID: 35379672 PMCID: PMC8981364 DOI: 10.1136/bmjoq-2021-001751] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2021] [Accepted: 03/19/2022] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Patient safety competencies in nursing are essential for the quality of healthcare. To develop practices and collaboration in nursing care, valid instruments that measure competencies in patient safety are needed. OBJECTIVE To identify instruments that measure the patient safety competencies of nurses. DESIGN A scoping review. DATA SOURCES The Cochran Library, Epistemonikos, Eric, Ovid Medline, CINAHL, Embase and Web of Science databases were searched for articles reporting on instruments measuring patient safety competence in nursing. The search was limited to English peer-reviewed scientific papers published from January 2010 to April 2021. REVIEW METHOD A blinded selection of articles fulfilling the inclusion criteria was performed by two researchers based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Data were then extracted, synthesised and presented in tables and text. RESULTS Our search identified 1,426 papers, of which 32 met the inclusion criteria. The selected papers described nine instruments, of which the 'Health Professional Education in Patient Safety Survey' was the most used instrument. The identified instruments comprised domains for patient safety skills, attitudes, knowledge, communication, teamwork and errors. The instruments had been tested for content (face) and construct validity as well as for reliability. However, sensitivity and responsiveness were rarely assessed. CONCLUSIONS Over the last decade, there has been a growing body of instruments aimed at measuring patient safety competencies among nurses. The future development of new instruments should consider including the important dimension of ethics in patient safety as well as evaluating the instrument's responsiveness to be able to track changes over time.
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Affiliation(s)
- Michael Mortensen
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | | | - Ere Uibu
- Institute of Family Medicine and Public Health, University of Tartu, Tartu, Estonia
| | - Liisi Mägi
- Institute of Family Medicine and Public Health, University of Tartu, Tartu, Estonia
| | - Mari Kangasniemi
- Department of Nursing Science, University of Turku, Turku, Finland
- Satakunta Regional Hospital, Pori, Finland
- Department of Nursing Science, University of Tartu, Tartu, Estonia
| | - Kaja Põlluste
- Institute of Clinical Medicine, University of Tartu, Tartu, Estonia
| | - Asgjerd L Moi
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
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Ryan L, Jackson D, East L, Woods C, Usher K. Mixed Methods Study Integration: Nursing student experiences and opinions of intentional rounding. J Adv Nurs 2022; 78:1787-1797. [PMID: 35301735 DOI: 10.1111/jan.15197] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Revised: 11/26/2021] [Accepted: 02/23/2022] [Indexed: 11/27/2022]
Abstract
AIMS To explore pre-registration nursing students' understandings and experience of intentional rounding in education and clinical sectors. Intentional rounding is a patient safety intervention used in clinical settings to regularly check and document patients' welfare and environment throughout the course of a shift. DESIGN An explanatory sequential mixed methods design using convenience sampling was used for this study, with an underlying pragmatic paradigm. Integration occurred in the design, methods, implementation and reporting phases of the study. METHODS Data were collected between August 2017 and August 2018 using a previously validated Nursing Perceptions of Patient Rounding quantitative online survey followed by individual qualitative interviews using the same cohort. RESULTS Using the Pillar Integration Process, this paper displays and discusses the final results. The integration and mixing throughout the study generated insights into the perceived benefits of intentional rounding for nursing students and patients but also indicated a theory-practice gap that affects nursing students' confidence in undertaking this intervention. CONCLUSION Students find this patient safety intervention helpful, but further clarity in the education surrounding it is required. IMPACT This study addresses pre-registration nursing students' understanding and perceptions of intentional rounding. Intentional rounding benefits nursing students as a patient safety strategy and organization tool. Educational opportunities around the topic could be enhanced, reducing the ongoing theory-practice gap. Clinicians, academics and educators who support pre-registration nursing students in clinical and tertiary education settings can benefit from this work.
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Affiliation(s)
- Liz Ryan
- University of New England, Armidale, New South Wales, Australia
| | - Debra Jackson
- University of Sydney, New South Wales, Australia.,University of Technology Sydney, New South Wales, Australia
| | - Leah East
- University of New England, Armidale, New South Wales, Australia.,Hunter New England Local Health District, New South Wales, Australia
| | - Cindy Woods
- University of Canberra, Bruce, ACT, Australia
| | - Kim Usher
- University of New England, Armidale, New South Wales, Australia.,University of Technology Sydney, New South Wales, Australia
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21
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Choi EY, Pyo J, Ock M, Lee H. Second victim phenomenon after patient safety incidents among Korean nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2021; 107:105115. [PMID: 34481312 DOI: 10.1016/j.nedt.2021.105115] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Revised: 07/12/2021] [Accepted: 08/24/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND Perfectionism in the medical field turns healthcare professionals into second victims of patient safety incidents. They suffer physically and psychologically, which makes them consider changing occupations. Nursing students may also have similar negative experiences during clinical practice. OBJECTIVE To describe the second victim phenomenon among nursing students after patient safety incidents during their clinical practice. DESIGN A descriptive cross-sectional study using an online questionnaire. SETTING AND PARTICIPANTS Fourth-year nursing students (n = 354) who encountered patient safety incidents directly or indirectly during clinical practice. Participants were recruited through convenience and snowball sampling methods using personal contacts, professional networks, and online platforms. METHODS The questionnaire addressed the characteristics of patient safety incidents, and physical and psychological responses after the most significant patient safety incident. Descriptive statistics and a chi-square test were performed for data analysis. RESULTS Of the participants, 22.6% were directly involved in patient safety incidents and 77.4% had indirectly encountered patient safety incidents, such as witnessing incidents with colleagues or other healthcare professionals. After patient safety incidents, of those, 67.8% experienced shock at the time of the incident, 47.2% feared experiencing a similar incident, and 28.2% were still affected although time had passed. Additionally, 26.3% reported experiencing long-term embitterment; of them, 7.3% were experiencing severe embitterment. Furthermore, 31.9% and 27.1% of the students experienced sleeping and eating difficulties, respectively, and these rates were higher when incidents were encountered directly rather than indirectly. CONCLUSIONS Nursing students may become second victims of patient safety incidents during clinical practice. Therefore, nursing education institutions need to develop comprehensive support strategies to help nursing students cope with experiencing the second victim phenomenon.
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Affiliation(s)
- Eun Young Choi
- Department of Nursing, Graduate School of Chung-Ang University, Republic of Korea; Department of Preventive Medicine, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Republic of Korea
| | - Jeehee Pyo
- Department of Preventive Medicine, Asan Medical Institute of Convergence Science and Technology, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea; Department of Preventive Medicine, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Minsu Ock
- Department of Preventive Medicine, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Republic of Korea; Department of Preventive Medicine, University of Ulsan College of Medicine, Seoul, Republic of Korea
| | - Haeyoung Lee
- Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea.
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22
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The Turkish version of the Patient Safety Competency Self-Evaluation Tool: A validity and reliability study. Nurse Educ Pract 2021; 57:103229. [PMID: 34673387 DOI: 10.1016/j.nepr.2021.103229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 09/29/2021] [Accepted: 10/05/2021] [Indexed: 11/22/2022]
Abstract
AIM To test the validity and reliability of the Patient Safety Competency Self-Evaluation Tool in Turkish, which was developed to evaluate the patient safety competencies of nursing students. BACKGROUND In nursing education, it is crucial to provide students with the necessary professional knowledge and skills as well as appropriate attitudes in certain subjects. It is essential to address frequently encountered problems, to train nurses who can be aware of patient safety and improve the quality of nursing education. A valid and reliable measurement tool is needed to evaluate nursing students' current patient safety knowledge, skills and attitudes and review the curriculum and learning objectives in this context. DESIGN This is a validation study with a cross-sectional design. METHODS The study sample consisted of 417 third and fourth-grade nursing students studying at two universities in Istanbul and volunteered to participate in the research. The study used the Turkish version of the Patient Safety Competency Self-Evaluation Tool was used for data collection. Content validity, construct validity, stability and reliability tests were performed. Data were analyzed using SPSS and AMOS programs. Ethics committee approval and permission from the institutions were obtained. RESULTS Nursing students' mean age was 21.98 (SD = 1.17). The Scope Validity Index of the scale was calculated as 0.97. As a result of the confirmatory factor analysis performed in the original structure consisting of three dimensions, 12 factors and 41 items, it was found that all items were in the sub-dimensions of the original scale and factor loads were between 0.168 and 0.918. Four models were tested in confirmatory factor analysis and Model 4 had the best-fit indices. They were calculated as: χ2/df = 2.38, RMSEA = 0.06 and CFI = 0.91 for Model 4. Cronbach's alpha value of the total scale was 0.941 and ranged between 0.642 and 0.932 in its sub-dimensions. CONCLUSION The Turkish version of the Patient Safety Competency Self-Evaluation Tool is valid and reliable to measure nursing students' patient safety competencies.
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Lee H, Jang SJ. Effects of flipped-learning-based simulation for nursing students: a retrospective survey. Int J Ment Health Nurs 2021; 30:1263-1273. [PMID: 34028147 DOI: 10.1111/inm.12885] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 04/07/2021] [Accepted: 05/04/2021] [Indexed: 01/28/2023]
Abstract
This study analysed whether Situation-Background-Assessment-Recommendation (SBAR) simulation, which uses a flipped learning method, improves undergraduate nursing students' academic performance and core competencies when applied in the mental health nursing practicum, as compared with traditional in-person simulations. To this end, a retrospective survey was employed. A group of 37 students who participated in the flipped learning-based SBAR simulation practicum was compared with a group of 37 students who participated in the practicum using a traditional learning method, in terms of their academic performance and core competencies. The 90-h practicum included four three-hour SBAR simulation sessions. Students were assessed at baseline, immediately after the two-week practicum, and four weeks later. The effects of group, time, and group-by-time interactions between the groups were verified using generalized estimating equations with an autoregressive correlation structure. Data were collected between March and July 2017, in South Korea. The results indicated that SBAR simulation significantly improved nursing students' communication performance compared with the traditional learning method. The clinical practicum based on SBAR improved core competencies at the post-practicum and four weeks later. In conclusion, the application of the flipped learning-based SBAR simulation can improve nursing students' communication skills and can be utilized as an effective teaching method to promote higher order competencies to apply, analyse, and evaluate knowledge beyond simple understanding and information recall. This study has addressed how academic performance and core competencies in nursing can be improved through SBAR simulation using a flipped learning method and shown its positive impact on nursing students' communication skills and higher order competencies.
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Affiliation(s)
- Haeyoung Lee
- Red Cross College of Nursing, Chung-Ang University, Seoul, Korea
| | - Sun Joo Jang
- Red Cross College of Nursing, Chung-Ang University, Seoul, Korea
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Jang S, Lee H. Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18147476. [PMID: 34299922 PMCID: PMC8303327 DOI: 10.3390/ijerph18147476] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 07/07/2021] [Accepted: 07/13/2021] [Indexed: 11/19/2022]
Abstract
This study aimed to determine the academic performance and learning skills of students who studied through remote teaching methods during the coronavirus disease 2019 (COVID-19) pandemic. It was conducted in February 2021 with 398 university students in South Korea. Data were collected through online surveys. Generalized estimating equations (GEEs) with an autoregressive correlation structure were employed to distinguish differences in core competencies, academic performance, satisfaction, and usefulness of teaching methods before 2019 and after the COVID-19 pandemic. The findings revealed that the overall core competencies of participants were significantly lower in 2020 than before the COVID-19 pandemic. Furthermore, knowledge construction, responsibility practice, and socialization were significantly low during the COVID-19 pandemic, whereas information management and identity value did not show a significant difference. However, problem-solving was higher during the COVID-19 pandemic. Enhancing the core competencies of university students is integral in the new learning environment of the post-COVID-19 era. It is necessary to devise approaches that improve the effectiveness of remote teaching methods and simultaneously augment student satisfaction.
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Dimitriadou M, Merkouris A, Charalambous A, Lemonidou C, Papastavrou E. The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study. BMC Nurs 2021; 20:110. [PMID: 34172054 PMCID: PMC8234646 DOI: 10.1186/s12912-021-00610-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 05/25/2021] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. METHODS A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students' knowledge in the classroom and clinical setting. RESULTS Students' Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1-5 scale). The knowledge in the dimension "clinical aspects" received the highest score and "working in teams" received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. CONCLUSıON: The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.
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Affiliation(s)
- Maria Dimitriadou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Anastasios Merkouris
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Andreas Charalambous
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Chrysoula Lemonidou
- Department of Nursing, National and Kapodistrian University, 123 Papadiamadopoulou str, 11517 Goudi, Athens, Greece
| | - Evridiki Papastavrou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
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Park KH, Park ES, Jo SM, Seo MH, Song YO, Jang SJ. Effects of a Short Emotional Management Program on Inpatients with Schizophrenia: A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18105497. [PMID: 34065556 PMCID: PMC8160633 DOI: 10.3390/ijerph18105497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 05/12/2021] [Accepted: 05/19/2021] [Indexed: 12/26/2022]
Abstract
The prevalence of schizophrenia is gradually increasing worldwide. Many patients with schizophrenia have a diminished ability to empathize and to detect their own emotions or those of others, deteriorating their social functioning and their quality of life. Nonetheless, emotional management training may improve patients' emotion recognition, emotional expression, and negative symptoms. Developing and applying a short but effective program that reflects the current medical environment, in which hospital stays are ever-diminishing, is warranted. This one-group, pretest-posttest, quasi-experimental pilot study aimed to examine the effects of a short emotional management program (EMP-S) on 17 patients with chronic schizophrenia. Participants were patients hospitalized in the National Center for Mental Health in Korea. After the completion of a twice-a-week, eight-session, four-week long EMP-S, participants showed improvements in emotion recognition, emotional expression, and negative symptoms. Our results suggest the applicability and potential effectiveness of the EMP-S, which takes the length of psychiatric hospital stay and the inpatient environment into consideration. To minimize any barriers to social functioning in the post-discharge lives of inpatients with chronic schizophrenia and enhance their social cognition-by improving their emotion recognition, emotional expression, and negative symptoms-we suggest the periodical administration of this EMP-S to these inpatients.
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Affiliation(s)
- Kyung-Hwan Park
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Eun-Sook Park
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Sung-Mi Jo
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Mi-Hui Seo
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Young-Ok Song
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Sun-Joo Jang
- Red Cross College of Nursing, Chung-Ang University, Seoul 06974, Korea
- Correspondence: ; Tel.: +82-10-3223-8667
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Patient safety: Knowledge and attitudes of medical and nursing students: Cross-sectional study. Nurse Educ Pract 2021; 53:103089. [PMID: 34049090 DOI: 10.1016/j.nepr.2021.103089] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Revised: 05/12/2021] [Accepted: 05/13/2021] [Indexed: 11/22/2022]
Abstract
AIM The objective of this study to research medical and nursing students' level of knowledge of patient safety. BACKGROUND Patient safety represents the foundation of health care quality, while education represents a requirement which has to be fulfilled to achieve and maintain that quality. DESIGN The research was conducted as a descriptive/analytical cross-sectional survey, with medical and nursing students being the sample (n = 370). METHODS The research instrument was the WHO questionnaire "What is Patient Safety? ", which displayed good psychometric characteristics. RESULTS The research results indicate that the study department has a significant influence on the level of students' knowledge and attitudes to patient safety. Nursing students in their final academic year show statistically significantly higher level of knowledge in relation to the first year students. Medical students are not significantly different, in terms of the level of knowledge and attitudes, in their first and final academic years. CONCLUSIONS Knowledge and attitudes regarding patient safety shown by the students in this survey significantly contribute to the comprehension of the necessity of the implementation and development of patient safety course into the existing curricula and syllabi of all colleges and universities related to health care.
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Jamshidi H, Hemmati Maslakpak M, Parizad N. Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial. BMC Nurs 2021; 20:70. [PMID: 33926438 PMCID: PMC8086128 DOI: 10.1186/s12912-021-00588-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 04/20/2021] [Indexed: 11/10/2022] Open
Abstract
Background Patient safety is a top priority for any health care system. Most universities are looking for teaching methods through which they would be able to enhance students’ clinical decision-making capabilities and their self-centered learning to ensure safe and quality nursing care. Therefore, this study aimed to determine the effect of patient safety education through problem-based learning (PBL) on nursing students’ knowledge, attitude, and perceptions toward patient safety. Methods This randomized, controlled trial was conducted from September 2019 to January 2020. A total of 78 fourth-year nursing students participated in this study. The participants were randomly assigned to either the intervention group or the control group. In the intervention group, the educational materials were presented to the students using the PBL method during eight sessions of 45–60 min. In each control group, nursing students received eight education sessions through lectures and discussing the same educational content. Data were gathered 1 month after the intervention using demographic information and knowledge, attitudes, and perception questionnaires. Data were analyzed in SPSS ver. 22.0 using descriptive (mean and standard deviation) and inferential (chi-square test, independent t-test, paired t-test, and analysis of covariance (ANCOVA)) statistics. Results The results indicated that the difference in the mean scores of knowledge, attitudes, and perceptions of the nursing students about patient safety was statistically significant between the two groups after the PBL education (p = 0.001). The mean scores of students’ knowledge, attitude, and perceptions of patient safety increased significantly in the intervention group. Conclusions Implementing patient safety education through PBL positively affects knowledge, attitudes, and perceptions of patient safety among nursing students. Thus, the research team recommended the PBL method to be used by nursing professors to improve nursing students’ clinical skills and cognitive abilities to ensure safe patient care. Trial registration IRCT20190925044881N1; October 17, 2019. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00588-1.
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Affiliation(s)
- Hossein Jamshidi
- School of Nursing & Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Masumeh Hemmati Maslakpak
- Maternal and Childhood Obesity Research Center, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran
| | - Naser Parizad
- Patient Safety Research Center, Clinical Research Institute, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran.
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DIONISI SARA, DI MUZIO MARCO, GIANNETTA NOEMI, DI SIMONE EMANUELE, GALLINA BARBARA, NAPOLI CHRISTIAN, ORSI GIOVANNIBATTISTA. Nursing students' experience of risk assessment, prevention and management: a systematic review. JOURNAL OF PREVENTIVE MEDICINE AND HYGIENE 2021; 62:E122-E131. [PMID: 34322627 PMCID: PMC8283624 DOI: 10.15167/2421-4248/jpmh2021.62.1.1698] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 11/04/2020] [Indexed: 12/13/2022]
Abstract
Introduction As a fundamental dimension of quality, the patient safety and healthcare workers safety in the healthcare environment depend on the ability of each healthcare workers (whether administrators or technicians) to reduce the probability of error. This review focused on nursing students. The aim was to assess level and determinants of knowledge about risk assessment, risk prevention and risk management of nursing students. Methods A systematic review was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Two reviewers searched the bibliographic databases Pubmed, Scopus and Cinahl to collect all the available articles in English and Italian issued between 2015 and August 2019. To obtain an exhaustive query of search, the following keywords were combined through Boolean operators AND and OR: Clinical Risk Assessment, Nursing Education, Nursing Student*, Patient Safety. The authors assessed the quality of the evidence by using the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) method. Results Twelve papers are included. Although the literature on the nursing student’s error is limited, their frequencies are worrying. Some authors have created a model of prevention of clinical error based on three level. However, the majority of nursing students don’t feel confident with a patient safety. Many authors shown that patient safety education was delivery by lecture, laboratory or simulation sessions. Conclusions This review underlines the need to revise the nursing curriculum on patient safety and the need to think what educational methodology is the better for the student to create a safe care.
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Affiliation(s)
- SARA DIONISI
- Department of Biomedicine and Prevention, Tor Vergata University of Rome, Italy
| | - MARCO DI MUZIO
- Department of Clinical and Molecular Medicine, Sapienza University of Rome, Italy
| | - NOEMI GIANNETTA
- Department of Biomedicine and Prevention, Tor Vergata University of Rome, Italy
- Research Fellow at Vita-Salute San Raffaele University of Milan, Italy
- Correspondence: Noemi Giannetta, Department of Biomedicine and Prevention, Tor Vergata University of Rome, Vita-Salute San Raffaele University, Milan, Italy - E-mail:
| | - EMANUELE DI SIMONE
- Department of Clinical and Molecular Medicine, Sapienza University of Rome, Italy
| | - BARBARA GALLINA
- Department of Clinical and Molecular Medicine, Sapienza University of Rome, Italy
| | - CHRISTIAN NAPOLI
- Department of Surgical and Medical Sciences and Translational Medicine, Sapienza University of Rome, Italy
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Nursing Students' Knowledge of Patient Safety and Development of Competences Over their Academic Years: Findings from a Longitudinal Study. Zdr Varst 2021; 60:114-123. [PMID: 33822834 PMCID: PMC8015659 DOI: 10.2478/sjph-2021-0017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 02/03/2021] [Indexed: 11/20/2022] Open
Abstract
Introduction Future nurses should possess the knowledge and competences necessary to ensure patient safety. However, little evidence is available on the way in which students learn patient safety-related principles over time. This study explored the progress of a cohort of Italian undergraduate nursing students as they acquired patient safety knowledge and competences from time of enrolment to graduation. Methods A longitudinal study carried out between 2015 and 2018 enrolled a cohort of 90 nursing students from two Italian Bachelor of Nursing Science Degree Courses at the Udine University, Italy. The students were followed-up on an annual basis and data collection was performed three times: at the end of the 1st, 2nd and 3rd years. The validated Italian version of the Professional Education in Patient Safety Survey tool was used to collect data. Results At the end of the 1st year, students reported an average 4.19 out of 5 patient safety knowledge acquired in classrooms (CI 95%, 4.11-4.28), which was stable at the end of the 2nd (4.16; CI 95%, 4.06-4.26) and 3rd years (4.26; CI 95%, 4.16-4.32) and no statistical differences emerged over the years. With regard to the competences acquired in clinical settings, at the end of the 1st year the students reported an average 4.28 out of 5 (CI 95%, 4.20-4.37), which decreased significantly at the end of the 2nd year (4.15; CI 95%, 4.07-4.23; p=0.02) and increased at the end of the 3rd year (4.37; CI 95%, 4.27-4.47; p<0.01). Conclusions Nursing students' competences in patient safety issues increases over time, while their knowledge remains stable. Students are more vulnerable at the end of the 1st year, when they seem to be overconfident about patient-safety issues.
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Bergs J, Peeters K, Kortleven I, Creemers S, Ulenaers D, Desmedt M, Schrooten W. Translation and validation of the Dutch version of the health professional education in patient safety survey amongst nursing students in Belgium: A psychometric analysis. PLoS One 2021; 16:e0247869. [PMID: 33657156 PMCID: PMC7928461 DOI: 10.1371/journal.pone.0247869] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Accepted: 02/15/2021] [Indexed: 11/18/2022] Open
Abstract
Objectives Evaluate the psychometric properties of the Dutch version of the Health Professional Education in Patient Safety Survey (H-PEPSSDutch), an instrument used to assess self-efficacy regarding patient safety competence. Methods The H-PEPSSDutch was administered to 610 students in two Belgian nursing schools. We used confirmatory factor analysis, for both classroom and clinical learning, to examine the psychometric properties. Results The analysis of construct validity showed a good fit to the hypothesised models. Cronbach’s alpha values ranged from 0.70 to 0.87 for classroom learning and from 0.56 to 0.86 for clinical learning, indicating good reliability. Differentiating between the H-PEPSS constructs in the clinical setting showed to be complicated; hence, discriminant validity was not supported for all dimensions. Conclusions Overall, this provides us with a reliable instrument to measure self-reported patient safety competence among nursing students. Further research is needed to validate the H-PEPSS as a longitudinal monitoring tool and as a pre-and-post measurement on the impact of interventions related to patient safety in the nursing curricula.
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Affiliation(s)
- Jochen Bergs
- Faculty of Medicine and Life Sciences, Hasselt University, Hasselt, Belgium
- School of Educational Studies, Hasselt University, Hasselt, Belgium
- Department of Healthcare, PXL University of Applied Sciences and Arts, Hasselt, Belgium
- * E-mail:
| | - Katrien Peeters
- Faculty of Medicine and Life Sciences, Hasselt University, Hasselt, Belgium
- Department of Healthcare, UC Leuven-Limburg, Genk, Belgium
| | - Isabel Kortleven
- Department of Healthcare, PXL University of Applied Sciences and Arts, Hasselt, Belgium
| | - Sarah Creemers
- Faculty of Business Economics, Hasselt University, Hasselt, Belgium
| | - Dorien Ulenaers
- Faculty of Medicine and Life Sciences, Hasselt University, Hasselt, Belgium
| | - Melissa Desmedt
- Faculty of Medicine and Life Sciences, Hasselt University, Hasselt, Belgium
| | - Ward Schrooten
- Faculty of Medicine and Life Sciences, Hasselt University, Hasselt, Belgium
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Li H, Kong X, Sun L, Zhu Y, Li B. Major educational factors associated with nursing adverse events by nursing students undergoing clinical practice: A descriptive study. NURSE EDUCATION TODAY 2021; 98:104738. [PMID: 33453559 DOI: 10.1016/j.nedt.2020.104738] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2020] [Revised: 11/27/2020] [Accepted: 12/17/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND As the main group of healthcare providers in hospitals, nurses have more frequent contacts than any other clinician and thus are in a better position to improve patient safety. With the purpose of cultivating competent nurses, nursing educators have the responsibility to promote patient safety. A better understanding of educational factors affecting nursing adverse events by nursing students undergoing clinical practice can help nursing educators find appropriate ways to fulfil their duty. OBJECTIVE To examine the status quo of nursing adverse events and to discuss the major educational factors concerned in different regions of China. DESIGN A descriptive study design was undertaken in 2018. PARTICIPANTS AND SETTING A convenience sample of 1173 nursing students undergoing clinical practice was recruited from 22 hospitals in different regions of China. METHODS The Chinese version of the Medical Student Safety Attitudes and Professionalism Survey (MSSAPS) was administered to and demographic and professional data were collected from clinical nursing students after obtaining informed consent. RESULTS The incidence of nursing adverse events in clinical student nurses was 17.8%. Approximately 87.01% of nursing adverse events were near miss. The positive response rate of safety attitudes and professionalism by clinical nursing students ranged from 57.5% to 96.9%. Logistic analysis indicated that gender, educational level, hospital regions, safety culture and professional behavior experience dimensions were the major factors influencing nursing adverse events. CONCLUSION Attention should be paid to the situation in which clinical nursing students are prone to nursing adverse events. Cooperation between nursing colleges and hospitals should be strengthened to promote patient safety in clinical nursing students. We suggest that nursing educators implement patient safety education in both theoretical and practical teaching and use multiple forms, especially simulation-based training, to strengthen safe nursing behavior to reduce the incidence of nursing adverse events.
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Affiliation(s)
- Hui Li
- Zhengzhou Health Vocational College, Xingyang District, Zhengzhou 450122, Henan Province, China
| | | | - Lulu Sun
- Chinese Nursing Association, China
| | | | - Bo Li
- Henan University School of Nursing and Health, Longting District, Kaifeng 475004, Henan Province, China.
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Atakora SJS, Quartey J, Kwakye SK. Knowledge, perception and attitude of patient safety amongst clinical year physiotherapy students in Ghana. SOUTH AFRICAN JOURNAL OF PHYSIOTHERAPY 2021; 77:1499. [PMID: 33824919 PMCID: PMC8008087 DOI: 10.4102/sajp.v77i1.1499] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Accepted: 12/01/2020] [Indexed: 11/23/2022] Open
Abstract
Background Patient safety is a part of healthcare that is not only important in the delivery of healthcare but also in the training of healthcare professionals. It is a key component of physiotherapy treatment which, when underrated, can result in more harm than good. Objective To determine the level of knowledge, perception and attitude of patient safety amongst physiotherapy students. Method Eighty clinical year physiotherapy students from the University of Ghana and the University of Health and Allied Sciences were recruited for this cross-sectional study. Data were obtained using the World Health Organization Medical School Curricular Guide for Patient Safety questionnaire. Pearson Chi-square was used to test for association between the level of study of participants and their knowledge on patient safety. Results Of the eighty (80) respondents, there were 41 women (52.1%) and 39 men (48.8%) in our study. Majority of the respondents (97.5%) had a moderate level of knowledge on patient safety. There was no significant association between the level of study and knowledge of clinical year physiotherapy students on patient safety (p = 0.712). Conclusion Clinical year physiotherapy students in Ghana have a moderate level of knowledge on the concept of patient safety. Restructuring of the physiotherapy curriculum to specifically cover the concept of patient safety would be beneficial to its promotion in the healthcare system. Clinical implications The outcomes of our study may motivate physiotherapy students to put in additional effort that could facilitate the translation of positive attitudes that have been shown to be effective in reducing errors and promoting patient safety.
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Affiliation(s)
| | - Jonathan Quartey
- Department of Physiotherapy, School of Biomedical and Allied Health Sciences, College of Health Sciences, University of Ghana, Accra, Ghana
| | - Samuel K Kwakye
- Department of Physiotherapy, West Africa Football Academy, Sogakope, Ghana
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Kalánková D, Bartoníčková D, Kirwan M, Gurková E, Žiaková K, Košútová D. Undergraduate nursing students' experiences of rationed nursing care - A qualitative study. NURSE EDUCATION TODAY 2021; 97:104724. [PMID: 33348299 DOI: 10.1016/j.nedt.2020.104724] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 11/23/2020] [Accepted: 12/03/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Nursing students are required to spend a significant portion of their educational preparation in clinical practice. Because of the prevalence of missed or rationed care, it seems irrefutable that students are exposed to rationed care during their practice placement, or that they contribute to its prevalence either actively or passively. OBJECTIVES The study aimed to discover how nursing students interpret the concept of rationed care, and their experiences of rationing in practice. DESIGN A descriptive qualitative study. PARTICIPANTS Eighteen final year nursing students from three universities within the Slovak Republic. METHODS Semistructured face-to-face interviews were conducted (n = 18). Data were analyzed using thematic analysis which resulted in the development of themes and subthemes. RESULTS We identified three meaningful themes focused on the phenomenon of rationed care from the perspective of nursing students, namely Incomplete care is normalized; Provision of impersonal patient care; and the Existence of a hidden curriculum for practice placements. CONCLUSIONS Student nurses were quite demanding about the learning experience during their clinical training. They are often frustrated by inconsistencies between their theoretical preparation and the realities of practice. They recognise difficulties for registered nurses in providing safe, high quality care in constrained circumstances, and although they are critical of this, they acknowledge their own acceptance of the situation. Based on this, students must establish an understanding of the theory behind, and reasons for rationed care before commencing clinical placement. A greater understanding would enable students to develop strategies for coping with inconsistencies and voicing concerns.
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Affiliation(s)
- Dominika Kalánková
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovak Republic.
| | - Daniela Bartoníčková
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovak Republic; Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Czech Republic
| | - Marcia Kirwan
- School of Nursing and Human Sciences, Dublin City University in Dublin, Ireland.
| | - Elena Gurková
- Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Czech Republic.
| | - Katarína Žiaková
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovak Republic.
| | - Dominika Košútová
- Department of Nursing, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovak Republic
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Harley A, Massey D, Ullman AJ, Reid-Searl K, Schlapbach LJ, Takashima M, Venkatesh B, Datta R, Johnston ANB. Final year nursing student's exposure to education and knowledge about sepsis: A multi-university study. NURSE EDUCATION TODAY 2021; 97:104703. [PMID: 33360011 DOI: 10.1016/j.nedt.2020.104703] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 10/22/2020] [Accepted: 11/30/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Sepsis is a leading cause of death and disability in adults and children. Evidence suggests that early recognition and management can significantly improve patient outcomes, therefore education of healthcare workers around sepsis is critical. Little is known about the preparation of final year nursing students regarding recognition and response to sepsis. OBJECTIVES To explore Australian final year nursing student's exposure to and knowledge of sepsis, and their awareness of the importance of early recognition, escalation and management of patients with sepsis. METHODS An online 17-question survey was developed, validated and then used to evaluate final year nursing students' awareness and knowledge about sepsis. DESIGN Multi-site, cross-sectional, study. SETTINGS Data were prospectively collected from final year nursing students from five university (graduate entry and undergraduate) programmes from four Universities in Queensland, Australia. RESULTS Response rate of 22% (237/1075 eligible students responded). Final year nursing students possessed limited knowledge about sepsis (mean scores = 3.8/9; SD = 1.6), and very limited knowledge of paediatric sepsis (median 1[interquartile range 0-1]). Many participants (54%; 128/237) had heard of sepsis prior to commencing their nursing studies, however only 22% (53/237) reported formal dedicated educational units on sepsis. Sepsis education was delivered primarily through didactic lectures (32%; 77/237) and often as part of courses encompassing acute care (38%; 91/237). Only 6% (14/237) of participants recalled exposure to education dedicated to paediatric sepsis. CONCLUSIONS The knowledge of final year nursing students in relation to recognising, escalating and managing sepsis was limited. There is an urgent need to design education which adequately and safely prepares nurses for the challenges they face when caring for patients with sepsis, particularly paediatric sepsis. Accrediting bodies should consider mandating inclusion of sepsis education as part of all nursing programmes.
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Affiliation(s)
- Amanda Harley
- School of Nursing, Midwifery and Social Work, University of Queensland, QLD, Australia; Child Health Research Centre, The University of Queensland, and Paediatric Intensive Care Unit, Queensland Children's Hospital, Brisbane, QLD, Australia; Department of Emergency Medicine, Gold Coast University Hospital, QLD, Australia.
| | - Debbie Massey
- School of Nursing and Midwifery, Southern Cross University, QLD, Australia.
| | - Amanda J Ullman
- Child Health Research Centre, The University of Queensland, and Paediatric Intensive Care Unit, Queensland Children's Hospital, Brisbane, QLD, Australia; School of Nursing and Midwifery, Griffith University, QLD, Australia; Menzies Health Institute Queensland, Griffith University, QLD, Australia.
| | | | - Luregn J Schlapbach
- Child Health Research Centre, The University of Queensland, and Paediatric Intensive Care Unit, Queensland Children's Hospital, Brisbane, QLD, Australia; Pediatric and Neonatal Intensive Care Unit, and Children's Research Center, University Children's Hospital Zurich, Zurich, Switzlerand.
| | - Mari Takashima
- Menzies Health Institute Queensland, Griffith University, QLD, Australia.
| | - Bala Venkatesh
- Department of Intensive Care Medicine, Wesley and Princess Alexandra Hospitals, QLD, Australia; The George Institute for Global Health, Sydney, Australia.
| | - Rachit Datta
- Department of Emergency Medicine, Princess Alexandra Hospital, QLD, Australia.
| | - Amy N B Johnston
- School of Nursing, Midwifery and Social Work, University of Queensland, QLD, Australia; Department of Emergency Medicine, Princess Alexandra Hospital, QLD, Australia.
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Oozageer Gunowa N, Brooke J, Hutchinson M, Jackson D. Embedding skin tone diversity into undergraduate nurse education: Through the lens of pressure injury. J Clin Nurs 2020; 29:4358-4367. [PMID: 32845552 DOI: 10.1111/jocn.15474] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Revised: 07/24/2020] [Accepted: 08/13/2020] [Indexed: 02/02/2023]
Abstract
OBJECTIVE To explore health disparity in on-campus undergraduate nurse education through the analysis of teaching and teaching material exploring pressure injuries. BACKGROUND As a discipline, nursing espouses ideologies of inclusion, equity and valuing diversity. However, little is known about how these ideologies translate into clinical care. Pressure injury prevention is a routine aspect of nursing care; yet, there is evidence of inequity in relation to clinical care and patient assessment, as people with darker skin tones have a higher prevalence of severe pressure injuries before detection of damage occurs. Despite limited literature being available surrounding the topic of pressure injuries and skin tone diversity, it remains the responsibility of nurse educators to address contemporary issues and health disparity within the nursing curriculum. DESIGN A multiple method collective case study. The STROBE checklist was followed in reporting this study. METHODS Documentary and observational data of lectures regarding pressure injuries were collected during 2017 and 2018 from five Higher Education Institutes in England delivering approved nursing undergraduate programmes. RESULTS Documentary analysis confirmed all Higher Education Institutes overwhelmingly directed teaching and learning activities about pressure injury towards people with Caucasian skin tones. Observation of teaching indicated all teaching sessions only contained brief, separate and superficial information on people with pressure injuries and darker skin tones. There was no discursive language or awareness of colour or colour blindness. CONCLUSION Radical critique of all teaching and learning activities needs to occur, to help explore, improve and meaningfully and authentically include diversity and inclusivity in nurse education, and in particular, how people across the skin tone spectrum are included and represented in teaching and learning activities. RELEVANCE TO CLINICAL PRACTICE Critical examination of current teaching practice is crucial to address disparity and ensure care for people with darker skin tones is optimised. Nurse educators have a responsibility to educate for the care needs of all, as the quality of nurse education has a direct impact on care delivery and health disparity. This paper highlights the importance of addressing skin tone diversity and offers the opportunity for reflective practice, not just in formal education, but in clinical settings by preceptors and senior staff.
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Affiliation(s)
- Neesha Oozageer Gunowa
- Faculty of Health & Life Sciences, Oxford Institute of Nursing, Midwifery and Allied Health Research (OxINMAHR), Oxford Brookes University, Oxford, UK
| | | | | | - Debra Jackson
- University of Technology Sydney (UTS), Ultimo, NSW, Australia
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Massey D, Craswell A, Ray-Barruel G, Ullman A, Marsh N, Wallis M, Cooke M. Undergraduate nursing students' perceptions of the current content and pedagogical approaches used in PIVC education. A qualitative, descriptive study. NURSE EDUCATION TODAY 2020; 94:104577. [PMID: 32947210 DOI: 10.1016/j.nedt.2020.104577] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 07/21/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The peripheral intravenous catheter (PIVC) is the most frequently used invasive medical device. PIVCs fail for a variety of reasons and failure often results in serious adverse events leading to patient discomfort, delays in treatment, increased health care costs and even death. Undergraduate nurses assess and manage PIVCs as part of their clinical learning. To date, no study has explored undergraduate nurses' perceptions of the education they receive about PIVCs. AIM We sought to critically explore the current state of education regarding PIVCs from the perspectives of undergraduate nurses. METHODS This qualitative study involved semi-structured interviews with third-year undergraduate nurses. Data were collected across two sites in Queensland, Australia. Fourteen face-to-face interviews were conducted and a modified 5-step qualitative content analysis was used to analyze the data. FINDINGS We identified three key domains relating to participants' experiences of PIVC education: 1) Universities provide foundational knowledge about PIVC assessment, management and removal; 2) Clinical practice consolidates and drives undergraduate nurses' knowledge, skills and confidence about PIVCs; and 3) inconsistencies in clinical practice and between individual clinicians impedes learning and knowledge translation about PIVCs. CONCLUSION Nursing students benefit from theoretical content delivered in the university setting. Practical application of theory and skill development whilst on clinical placement is variable. The current undergraduate curriculum, related to management of patients with a PIVC, is disjointed and inconsistent and this inconsistency may negatively impact patient safety.
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Affiliation(s)
- Debbie Massey
- School of Health and Social Sciences, Gold Coast Campus, Southern Cross University, Bilinga, Queensland 4225, Australia.
| | - Alison Craswell
- School of Nursing, Midwifery and Paramedicine, 90 Sippy Downs Drive, Sippy Downs, Queensland 4556, Australia
| | - Gillian Ray-Barruel
- QEII Jubilee Hospital, Alliance for Vascular Access, Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Australia
| | - Amanda Ullman
- Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia
| | - Nicole Marsh
- Nursing and Midwifery Research Centre, Royal Brisbane and Women's Hospital, Butterfield St, Herston, Queensland, Australia; Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Kessels Rd, Nathan, Queensland, Australia; School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland, Australia
| | - Marianne Wallis
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, 90 Sippy Downs Drive, Sippy Downs, Queensland 4556, Australia; Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia
| | - Marie Cooke
- Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Kessels Rd, Nathan, Queensland, Australia
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Ryan L, Jackson D, Woods C, East L, Usher K. Preregistration nursing students' provision of safe care-Are we leaving too much to chance? J Clin Nurs 2020; 30:e10-e12. [PMID: 32896006 DOI: 10.1111/jocn.15494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2019] [Accepted: 09/08/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Liz Ryan
- University of New England, Armidale, NSW, Australia
| | - Debra Jackson
- University of Technology Sydney, Sydney, NSW, Australia
| | - Cindy Woods
- La Trobe University, Melbourne, Vic., Australia
| | - Leah East
- University of New England, Armidale, NSW, Australia.,Hunter New England Local Health District, Newcastle, NSW, Australia
| | - Kim Usher
- University of New England, Armidale, NSW, Australia.,University of Technology Sydney, Sydney, NSW, Australia
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Brown J, Kelly MA, McGough S, Fagence A, Bosco AM, Mason J, Albrecht MA. The Impact of Simulation on Graduate Entry Master's Students' Confidence to Provide Safe Patient Care: A Longitudinal Study. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2019.12.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Rebeschi LM. Perceived Patient Safety Competence of Baccalaureate Nursing Students: A Descriptive Comparative Study. SAGE Open Nurs 2020; 6:2377960820930134. [PMID: 33415283 PMCID: PMC7774428 DOI: 10.1177/2377960820930134] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 04/11/2020] [Accepted: 05/02/2020] [Indexed: 01/28/2023] Open
Abstract
Introduction Patient safety is an issue of utmost concern within health care. An
interrelated approach between nursing education and practice is needed. For
more than a decade, nursing education programs have responded to calls for
curricular reform, integrating strategies to prepare graduates for safe
nursing practice. Objectives The purpose of the descriptive study was to examine self-perceived safety
competencies among baccalaureate (BSN) nursing students at end of program
(n = 72) using the Health Professional Education in
Patient Safety Survey. In addition to the objective of describing
self-perceived safety competencies of BSN students, another objective was to
investigate any significant differences in self-perceived competencies
between traditional 4-year and accelerated 12-month program students. Methods A descriptive comparative design was used with a purposive sample of
baccalaureate nursing students from both traditional and accelerated
second-degree programs at a comprehensive university in the Northeast. Results Students rated self-confidence with patient safety learned in the clinical
environment higher than within the classroom setting. Overall, students
reported a high level of self-confidence within each of the seven patient
safety dimensions with knowledge gained from the clinical setting higher
than knowledge gained from the classroom setting. Paired
t-test analyses revealed statistically significant
differences (p < .05) between self-confidence gained in
classroom and clinical environments with communicating effectively and
managing safety risks. Independent t-test analyses revealed
accelerated students reported lower self-confidence than traditional
students, with statistically significant differences
(p < .05) in dimensions of culture of safety, working in
teams, managing safety risks, and disclosing adverse events/close calls. Conclusion In most patient safety dimensions, students felt confident with their
competencies within each of the dimensions of patient safety. Results also
revealed that accelerated second-degree students report lower confidence
with their knowledge of patient safety gained from classroom and clinical
settings. Nursing programs must continue to emphasize a culture of safety
within the nursing curriculum.
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Affiliation(s)
- Lisa M Rebeschi
- School of Nursing, Quinnipiac University, North Haven, Connecticut, United States
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Assessment of the Safety Climate at University Hospitals in the Slovak Republic from the Nurses’ Perspective. ACTA MEDICA MARTINIANA 2020. [DOI: 10.2478/acm-2020-0004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Abstract
Introduction: Safety climate consists of individual dimensions that might be assessed using specific instruments, e.g., the Hospital Survey on Patient Safety Culture (HSOPS). Establishing the safety climate in healthcare facilities leads to improvements in patient safety.
Aim: To assess the safety climate at university hospitals in the Slovak Republic from the nurses’ perspective and to determine the relationship between organisational variables and the particular components of the safety climate.
Methods: The study has a cross-sectional design. Data were collected using the HSOPS between December 2017 and July 2018. Two university hospitals participated in the study and overall 280 respondents were included. Respondents were recruited through the purposive sampling method. Data were analysed by descriptive and inductive statistics in the statistical programme SPSS 25.0.
Results: Results indicate that in the university hospitals there is a low-level of safety climate. The significant relationship was proved between organisational variables such as the experience in the current position, leaving intention, overtime, perception of staff adequacy, unit type, nurse-patient ratio, and the particular components of the safety climate.
Conclusion: Our findings may help hospital management to raise the awareness of the safety climate and to gain a sophisticated overview of the particular components of the safety climate. Adding new organisational variables may help to assess the safety climate from multiple perspectives and, thus, identify areas contributing to patient safety.
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A Comparison of Patient Safety Competencies between Clinical and Classroom Settings among Nursing Students. NURSE MEDIA JOURNAL OF NURSING 2020. [DOI: 10.14710/nmjn.v10i1.25231] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Background: As nurses play an important role in the implementation of patient safety in hospitals, competencies of patient safety should be developed and enhanced among nursing students. Self-assessment is a method that can be used to assess patient safety and its dimensions to help the students prepare themselves before entering the work life.Purpose: This study aimed to investigate differences in patient safety competencies between classroom and clinical settings among nursing students using a self-assessment method.Methods: A descriptive study using the Health Professional Education in Patient Safety Survey (H-PEPSS) questionnaire was conducted among 181 nursing students in a public university in Indonesia. Paired t-test, ANOVA, and independent t-test were performed to determine the comparison in the values of patient safety dimensions across classroom, clinical learning, and year of nursing course.Results: Nursing students showed a higher mean value in the classroom setting than the clinical setting. Out of the seven dimensions of patient safety competencies, “clinical safety” (M=4.36) and “communicate effectively” (M=4.29) obtained the highest score in classroom setting, while “adverse events” showed the lowest (M=4.03). In the clinical setting, “clinical safety” (M=4.19) and “communicate effectively” (M=4.12) obtained the highest score, while “working in teams” (M=3.82) was the lowest. The third-year students showed a better score than the fourth year in most dimensions.Conclusion: In this study, the patient safety competencies among nursing students were higher in the classroom setting than in the clinical setting. It is recommended to investigate the factors that can increase the achievement of patient safety competence among nursing student in the clinical setting.
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Abstract
BACKGROUND While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education. PURPOSE The purpose of this study was to assess prelicensure nursing student perceptions of just culture in academia. METHODS Following a quantitative, descriptive design, the Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs. RESULTS The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. The JCAT-NE mean total score was 127.4 (SD, 23.6), with a statistically significant total score decline as students progressed from the beginning (133.6 [SD, 20.52]) to the middle (129.77 [SD, 23.6]) and end (122.2 [SD, 25.43]) of their programs (χ[2] = 25.09, P < .001). CONCLUSIONS The results from this study are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.
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Vaismoradi M, Tella S, A. Logan P, Khakurel J, Vizcaya-Moreno F. Nurses' Adherence to Patient Safety Principles: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17062028. [PMID: 32204403 PMCID: PMC7142993 DOI: 10.3390/ijerph17062028] [Citation(s) in RCA: 85] [Impact Index Per Article: 21.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2020] [Revised: 03/11/2020] [Accepted: 03/16/2020] [Indexed: 12/18/2022]
Abstract
Background: Quality-of-care improvement and prevention of practice errors is dependent on nurses’ adherence to the principles of patient safety. Aims: This paper aims to provide a systematic review of the international literature, to synthesise knowledge and explore factors that influence nurses’ adherence to patient-safety principles. Methods: Electronic databases in English, Norwegian, and Finnish languages were searched, using appropriate keywords to retrieve empirical articles published from 2010–2019. Using the theoretical domains of the Vincent’s framework for analysing risk and safety in clinical practice, we synthesized our findings according to ‘patient’, ‘healthcare provider’, ‘task’, ‘work environment’, and ‘organisation and management’. Findings: Six articles were found that focused on adherence to patient-safety principles during clinical nursing interventions. They focused on the management of peripheral venous catheters, surgical hand rubbing instructions, double-checking policies of medicines management, nursing handover between wards, cardiac monitoring and surveillance, and care-associated infection precautions. Patients’ participation, healthcare providers’ knowledge and attitudes, collaboration by nurses, appropriate equipment and electronic systems, education and regular feedback, and standardization of the care process influenced nurses’ adherence to patient-safety principles. Conclusions: The revelation of individual and systemic factors has implications for nursing care practice, as both influence adherence to patient-safety principles. More studies using qualitative and quantitative methods are required to enhance our knowledge of measures needed to improve nurse’ adherence to patient-safety principles and their effects on patient-safety outcomes.
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Affiliation(s)
- Mojtaba Vaismoradi
- Faculty of Nursing and Health Sciences, Nord University, 8049 Bodø, Norway
- Correspondence: ; Tel.: +47-75517813
| | - Susanna Tella
- Faculty of Health and Social Care, LAB University of Applied Sciences, 53850 Lappeenranta, Finland;
| | - Patricia A. Logan
- Faculty of Science, Charles Sturt University, 2795 Bathurst, Australia;
| | - Jayden Khakurel
- Research Centre for Child Psychiatry, Department of Child Psychiatry, Faculty of Medicine, University of Turku, 20014 Turku, Finland;
| | - Flores Vizcaya-Moreno
- Nursing Department, Faculty of Health Sciences, University of Alicante, 03080 Alicante, Spain;
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Levett-Jones T, Andersen P, Bogossian F, Cooper S, Guinea S, Hopmans R, McKenna L, Pich J, Reid-Searl K, Seaton P. A cross-sectional survey of nursing students' patient safety knowledge. NURSE EDUCATION TODAY 2020; 88:104372. [PMID: 32143174 DOI: 10.1016/j.nedt.2020.104372] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2019] [Revised: 12/11/2019] [Accepted: 02/15/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Knowledge provides a foundation for safe and effective nursing practice. However, most previous studies have focused on exploring nursing students' self-reported perceptions of, or confidence in, their level of patient safety knowledge, rather than examining their actual levels of knowledge. OBJECTIVE The overarching objective of this study was to examine final year nursing students' levels of knowledge about key patient safety concepts. DESIGN A cross-sectional design was used for this study. Data collection was undertaken during 2018 using a web-based patient safety quiz with 45 multiple choice questions informed by the Patient Safety Competency Framework for Nursing Students. A Modified Angoff approach was used to establish a pass mark or 'cut score' for the quiz. SETTING AND PARTICIPANTS Nursing students enrolled in the final year of a pre-registration nursing program in Australia or New Zealand were invited to participate in the study. RESULTS In total, 2011 final year nursing students from 23 educational institutions completed the quiz. Mean quiz scores were 29.35/45 or 65.23% (SD 5.63). Participants achieved highest scores in the domains of person-centred care and therapeutic communication, and lowest scores for infection prevention and control and medication safety. Based on the pass mark of 67.3% determined by the Modified Angoff procedure, 44.7% of students (n = 899) demonstrated passing performance on the quiz. For eight of the institutions, less than half of their students achieved a passing mark. CONCLUSIONS Given the pivotal role that nurses play in maintaining patient safety, the results from this quiz raise important questions about the preparation of nursing students for safe and effective clinical practice. The institutional results also suggest the need for increased curricula attention to patient safety.
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Affiliation(s)
- Tracy Levett-Jones
- University of Technology Sydney, Faculty of Health, 235 Jones St, Ultimo, NSW 2007, Australia.
| | - Patrea Andersen
- University of the Sunshine Coast, School of Nursing, Midwifery and Paramedicine, 90 Sippy Downs Drive, QLD 4556, Australia.
| | - Fiona Bogossian
- University of the Sunshine Coast, School of Nursing, Midwifery and Paramedicine, 90 Sippy Downs Drive, QLD 4556, Australia.
| | - Simon Cooper
- School of Nursing and Health Professions, Federation University Australia, Room 2W-249, Gippsland Campus, Churchill, Victoria, Australia.
| | - Stephen Guinea
- Australian Catholic University, Faculty of Health Sciences, 14-18 Brunswick Street, Fitzroy, VIC 3065, Australia.
| | - Ruben Hopmans
- Monash University, Faculty of Medicine, Nursing and Health Sciences, Building B, McMahons Road, Frankston, Victoria 3199, Australia.
| | - Lisa McKenna
- La Trobe University, Kingsbury Drive, Bundoora, VIC 3086, Australia.
| | - Jacqui Pich
- University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia.
| | - Kerry Reid-Searl
- CQUniversity, Building 18, Yaamba Road, Rockhampton, QLD 4703, Australia.
| | - Philippa Seaton
- University of Otago, 72 Oxford Terrace, Christchurch 8140, New Zealand.
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Huang FF, Shen XY, Chen XL, He LP, Huang SF, Li JX. Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey. BMC MEDICAL EDUCATION 2020; 20:32. [PMID: 32005224 PMCID: PMC6995154 DOI: 10.1186/s12909-020-1945-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Accepted: 01/24/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND Nursing interns are an important backup force for nursing professionals, so efforts to strengthen their patient safety (PS) competencies are a major priority. To do so requires assessing the strengths and weaknesses of Chinese nursing students' PS competence and identifying the influencing factors. METHODS This was a multi-site, cross-sectional, web-based study that was carried out between September 2018 and January 2019. A national online survey was completed by 732 Chinese undergraduate nursing students. Our primary outcome factor was the Health Professional Education in Patient Safety Survey score. We also collected socio-demographic and clinical practice-related characteristics as independent variables. Multiple stepwise linear regression was performed to identify predictors of PS competence. RESULTS Chinese undergraduate nursing students were fairly confident in their clinical safety skills but less confident in what they learned about sociocultural or context-dependent aspects of PS and speaking up about PS, including effective communication and understanding human and environmental factors. Less than half of the students felt that they could approach someone engaging in unsafe practice and were reluctant to voice concern about adverse events. We observed significant differences in PS competence between students from different regions, across different PS learning styles (self-study and classroom theoretical study), with different self-assessed PS competence levels, and with experiences of adverse events (p < 0.05). These factors accounted for almost 15% of the total variance in PS competence scores (adjusted R2 = 0.15, p = 0.00). CONCLUSIONS The results of this study provide a better understanding of PS competence among final-year nursing students in China. Our findings may help nursing educators or healthcare organizations to cultivate and improve PS competence by establishing documented policies or by improving the efficacy of intervention.
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Affiliation(s)
- Fei Fei Huang
- School of Nursing, Fujian Medical University, No 1 Xuefu north Road, Minhou county, Fuzhou, 350108, Fujian, China.
| | - Xiao Ying Shen
- School of Nursing, Harbin Medical University, the 2nd Affiliated Hospital of Harbin Medical University, Herbin, China
| | - Xue Lei Chen
- School of Nursing, Guilin Medical University, Gulin, China
| | - Li Ping He
- School of Nursing, Changzhi Medical College, Changzhi, China
| | - Su Fen Huang
- School of Nursing, Quanzhou Medical College, Quanzhou, China
| | - Jin Xiu Li
- School of Nursing, Ji Shou University, Jishou, China
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Abstract
BACKGROUND Patient safety efforts in practice have focused on creating a just culture where errors can be identified and reported, and system remedies created to prevent reoccurrence. The same is not true of nursing education where student experiences with error and the sequelae that follow focus on individual performance. PURPOSE The purpose of this study was to adapt the Just Culture Assessment Tool (JCAT) used in practice settings into a valid and reliable instrument to evaluate just culture in academic settings. METHODS A 27-item instrument was adapted for academia. Content validity was established. Reliability was determined in a pilot study with 133 prelicensure nursing students. RESULTS The scale content validity index (CVI) was calculated at 1. The reliability of the instrument is strong (α = .75). CONCLUSIONS The CVI and pilot study findings support the use of the JCAT for Nursing Education as a valid and reliable instrument to evaluate student perception of just culture in academia.
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Taskiran G, Eskin Bacaksiz F, Harmanci Seren AK. Psychometric testing of the Turkish version of the Health Professional Education in Patient Safety Survey: H-PEPSS TR. Nurse Educ Pract 2019; 42:102640. [PMID: 31756625 DOI: 10.1016/j.nepr.2019.102640] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2018] [Revised: 05/29/2019] [Accepted: 10/08/2019] [Indexed: 11/17/2022]
Abstract
Nursing students are trained in patient safety issues in clinical settings during their undergraduate nursing education both theoretically and practically. This study aims to test the psychometric properties of the Turkish version of the "Health Professional Education in Patient Safety Survey" which was developed to measure healthcare professional candidates' patient safety knowledge and competence both in the classroom and clinical settings during their education. The data for this methodological study were collected from 305 nursing students in 2017. The tool consisted of 23 items, two main dimensions as classroom and clinical settings and six subscales. Content validity ratings of the scale items were over 0.80. Five modifications were made during the Confirmatory Factor Analyses. Three of the modifications were among classroom items and two of them were from clinical settings items. After modifications, fit indices were calculated as: χ2/df = 2.58, RMSEA = 0.072 and CFI = 0.95 for the classroom. They were χ2/df = 2.23, RMSEA = 0.063 and CFI = 0.96 for the clinical settings. Cronbach's alpha coefficient was 0.97 for both classroom and clinical settings. In conclusion, The Turkish version of the scale is valid and reliable in assessment of patient safety knowledge and competence of nursing students.
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Affiliation(s)
- Gulcan Taskiran
- Department of Nursing Administration, Florence Nightingale Faculty of Nursing, Istanbul University, Cerrahpaşa, Istanbul, Turkey.
| | - Feride Eskin Bacaksiz
- Department of Nursing Administration, Florence Nightingale Faculty of Nursing, Istanbul University, Cerrahpaşa, Istanbul, Turkey.
| | - Arzu Kader Harmanci Seren
- Department of Nursing Administration, Faculty of Nursing, University of Health Sciences, Istanbul, Turkey.
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Dwyer TA, Levett-Jones T, Flenady T, Reid-Searl K, Andersen P, Guinea S, Heaton L, Applegarth J, Goodwin BC. Responding to the Unexpected: Tag Team Patient Safety Simulation. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2019.06.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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50
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A Mixed-Methods Study on Patient Safety Insights of New Graduate Registered Nurses. J Nurs Care Qual 2019; 35:258-264. [DOI: 10.1097/ncq.0000000000000443] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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