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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] [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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Marriott PHM, Weller-Newton JM, Reid KJ. Preparedness for a first clinical placement in nursing: a descriptive qualitative study. BMC Nurs 2024; 23:345. [PMID: 38778354 PMCID: PMC11110182 DOI: 10.1186/s12912-024-01916-x] [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: 11/17/2023] [Accepted: 04/04/2024] [Indexed: 05/25/2024] Open
Abstract
BACKGROUND A first clinical placement for nursing students is a challenging period involving translation of theoretical knowledge and development of an identity within the healthcare setting; it is often a time of emotional vulnerability. It can be a pivotal moment for ambivalent nursing students to decide whether to continue their professional training. To date, student expectations prior to their first clinical placement have been explored in advance of the experience or gathered following the placement experience. However, there is a significant gap in understanding how nursing students' perspectives about their first clinical placement might change or remain consistent following their placement experiences. Thus, the study aimed to explore first-year nursing students' emotional responses towards and perceptions of their preparedness for their first clinical placement and to examine whether initial perceptions remain consistent or change during the placement experience. METHODS The research utilised a pre-post qualitative descriptive design. Six focus groups were undertaken before the first clinical placement (with up to four participants in each group) and follow-up individual interviews (n = 10) were undertaken towards the end of the first clinical placement with first-year entry-to-practice postgraduate nursing students. Data were analysed thematically. RESULTS Three main themes emerged: (1) adjusting and managing a raft of feelings, encapsulating participants' feelings about learning in a new environment and progressing from academia to clinical practice; (2) sinking or swimming, comprising students' expectations before their first clinical placement and how these perceptions are altered through their clinical placement experience; and (3) navigating placement, describing relationships between healthcare staff, patients, and peers. CONCLUSIONS This unique study of first-year postgraduate entry-to-practice nursing students' perspectives of their first clinical placement adds to the extant knowledge. By examining student experience prior to and during their first clinical placement experience, it is possible to explore the consistency and change in students' narratives over the course of an impactful experience. Researching the narratives of nursing students embarking on their first clinical placement provides tertiary education institutions with insights into preparing students for this critical experience.
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Affiliation(s)
- Philippa H M Marriott
- Department of Nursing, The University of Melbourne, Grattan St, Parkville, VIC, 3010, Australia
| | - Jennifer M Weller-Newton
- Department of Rural Health, The University of Melbourne, Grattan St, Shepparton, VIC, 3630, Australia
- School of Nursing and Midwifery, University of Canberra, Kirinari Drive, Bruce, Canberra, ACT, 2617, Australia
| | - Katharine J Reid
- Present address: Department of Medical Education, Melbourne Medical School, The University of Melbourne, Grattan St, Parkville, VIC, 3010, Australia.
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Clarke-Romain B. Supporting nurses in acute and emergency care settings to speak up. Emerg Nurse 2024; 32:16-21. [PMID: 37723863 DOI: 10.7748/en.2023.e2162] [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] [Accepted: 06/28/2023] [Indexed: 09/20/2023]
Abstract
Nurses' competence and confidence in raising concerns with senior clinicians is integral to patient safety and the quality of patient care. If nurses do not speak up when needed it can contribute to incidences of failure to rescue. There are many barriers to nurses speaking up in busy emergency departments and complex major trauma patient cases. Assessment and communication tools such as the SBAR (situation, background, assessment, recommendation) approach and communication techniques such as graded assertiveness can help to overcome some of these barriers. This article uses a case study to discuss how nurses can respectfully but efficiently escalate their concerns to the trauma team leader. It describes barriers to nurses speaking up and tools that can support nurses to speak up, with a focus on graded assertiveness.
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Affiliation(s)
- Binx Clarke-Romain
- emergency department, Royal London Hospital, Barts Health NHS Trust, London, England
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Mira JJ, Matarredona V, Tella S, Sousa P, Ribeiro Neves V, Strametz R, López-Pineda A. Unveiling the hidden struggle of healthcare students as second victims through a systematic review. BMC MEDICAL EDUCATION 2024; 24:378. [PMID: 38589877 PMCID: PMC11000311 DOI: 10.1186/s12909-024-05336-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2024] [Accepted: 03/21/2024] [Indexed: 04/10/2024]
Abstract
BACKGROUND When healthcare students witness, engage in, or are involved in an adverse event, it often leads to a second victim experience, impacting their mental well-being and influencing their future professional practice. This study aimed to describe the efforts, methods, and outcomes of interventions to help students in healthcare disciplines cope with the emotional experience of being involved in or witnessing a mistake causing harm to a patient during their clerkships or training. METHODS This systematic review followed the PRISMA guidelines and includes the synthesis of eighteen studies, published in diverse languages from 2011 to 2023, identified from the databases MEDLINE, EMBASE, SCOPUS and APS PsycInfo. PICO method was used for constructing a research question and formulating eligibility criteria. The selection process was conducted through Rayyan. Titles and abstracts of were independently screened by two authors. The critical appraisal tools of the Joanna Briggs Institute was used to assess the risk of bias of the included studies. RESULTS A total of 1354 studies were retrieved, 18 met the eligibility criteria. Most studies were conducted in the USA. Various educational interventions along with learning how to prevent mistakes, and resilience training were described. In some cases, this experience contributed to the student personal growth. Psychological support in the aftermath of adverse events was scattered. CONCLUSION Ensuring healthcare students' resilience should be a fundamental part of their training. Interventions to train them to address the second victim phenomenon during their clerkships are scarce, scattered, and do not yield conclusive results on identifying what is most effective and what is not.
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Affiliation(s)
- José Joaquín Mira
- Atenea Research. FISABIO, Alicante, Spain.
- Universidad Miguel Hernández, Elche, Spain.
| | | | - Susanna Tella
- Faculty of Health and Social Care, LAB University of Applied Sciences, Lappeenranta, Finland
| | - Paulo Sousa
- NOVA National School of Public Health, Public Health Research Centre, Comprehensive Health Research Center, CHRC, NOVA University Lisbon, Lisbon, Portugal
| | | | - Reinhard Strametz
- Wiesbaden Institute for Healthcare Economics and Patient Safety (WiHelP), RheinMain UAS, Wiesbaden, Germany
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Barlow M, Watson B, Jones E, Morse C, Maccallum F. The application of communication accommodation theory to understand receiver reactions in healthcare speaking up interactions. J Interprof Care 2024; 38:42-51. [PMID: 37702325 DOI: 10.1080/13561820.2023.2249939] [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: 03/16/2023] [Accepted: 07/28/2023] [Indexed: 09/14/2023]
Abstract
Speaking up for patient safety is a well-documented, complex communication interaction, which is challenging both to teach and to implement into practice. In this study we used Communication Accommodation Theory to explore receivers' perceptions and their self-reported behaviors during an actual speaking up interaction in a health context. Intergroup dynamics were evident across interactions. Where seniority of the participants was salient, the within-profession interactions had more influence on the receiver's initial reactions and overall evaluation of the message, compared to the between profession interactions. Most of the seniority salient interactions occurred down the hierarchy, where a more senior professional ingroup member delivered the speaking up message to a more junior receiver. These senior speaker interactions elicited fear and impeded the receiver's voice. We found that nurses/midwives and allied health clinicians reported using different communication behaviors in speaking up interactions. We propose that the term "speaking up" be changed, to emphasize receivers' reactions when they are spoken up to, to help receivers engage in more mutually beneficial communication strategies.
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Affiliation(s)
- Melanie Barlow
- Faculty of Health Sciences, Australian Catholic University, Banyo, Australia
- School of Psychology, University of Queensland, St Lucia, Australia
| | - Bernadette Watson
- School of Psychology, University of Queensland, St Lucia, Australia
- Department of English and Communication, Hong Kong Polytechnic University, Kowloon, Hong Kong
| | - Elizabeth Jones
- School of Psychology, Monash University Malaysia, Bandar Sunway, Malaysia
| | - Catherine Morse
- College of Nursing & Health Professions, Drexel University, Philadelphia, Pennsylvania, USA
| | - Fiona Maccallum
- School of Psychology, University of Queensland, St Lucia, Australia
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White SJ, Condon B, Ditton-Phare P, Dodd N, Gilroy J, Hersh D, Kerr D, Lambert K, McPherson ZE, Mullan J, Saad S, Stubbe M, Warren-James M, Weir KR, Gilligan C. Enhancing effective healthcare communication in Australia and Aotearoa New Zealand: Considerations for research, teaching, policy, and practice. PEC INNOVATION 2023; 3:100221. [PMID: 37822775 PMCID: PMC10562187 DOI: 10.1016/j.pecinn.2023.100221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 09/08/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
Objective In this article we present a conceptual framework for enhancing effective healthcare communication in Australia and Aotearoa New Zealand. Methods Through an iterative, deliberative dialogue approach, we, as experts from a variety of health professions and academic disciplines, worked together to identify core values and considerations for healthcare communication across numerous health professions and disciplines and within research, teaching, policy, and practice contexts. Results The framework developed includes five core values at its centre: equitable, inclusive, evidence-based, collaborative, reflective. Around this are concentric circles showing key elements of collaborators, modality, context, and purpose. Each of these is explored. Conclusion This work may support benchmarking for healthcare providers, researchers, policymakers, and educators across a breadth of professions to help improve communication in clinical practice. The framework will also help to identify areas across disciplines that are shared and potentially idiosyncratic for various professions to promote interprofessional recognition, education, and collaboration. Innovation This framework is designed to start conversations, to form the foundation of a dialogue about the priorities and key considerations for developing teaching curricula, professional development, and research programs related to healthcare communication, providing a set of values specifically for the unique contexts of Australia and Aotearoa New Zealand. It can also be used to guide interdisciplinary healthcare professionals in advancing research, teaching, policy, and practice related to healthcare communication.
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Affiliation(s)
- Sarah J. White
- Centre for Social Impact, University of New South Wales, Sydney, Australia
| | - Brendan Condon
- Warrnambool Clinical School, Deakin University, Warrnambool, Australia
| | - Philippa Ditton-Phare
- School of Medicine & Public Health, The University of Newcastle, Newcastle, Australia
| | - Natalie Dodd
- School of Nursing, Midwifery and Paramedicine, University of Sunshine Coast, Sippy Downs, Australia
| | - John Gilroy
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Deborah Hersh
- Curtin School of Allied Health, Curtin University, Perth, Australia
| | - Debra Kerr
- Institute for Healthcare Transformation, Centre for Quality and Patient Safety, School of Nursing and Midwifery, Deakin University, Geelong, Australia
| | - Kelly Lambert
- School of Medical, Indigenous and Health Sciences, University of Wollongong, Wollongong, Australia
| | | | - Judy Mullan
- Graduate School of Medicine, University of Wollongong, Wollongong, Australia
| | - Shannon Saad
- RPA Virtual Hospital, Sydney Local Health District, Sydney, Australia
| | - Maria Stubbe
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
| | - Matthew Warren-James
- School of Nursing, Midwifery and Paramedicine, University of Sunshine Coast, Sippy Downs, Australia
| | - Kristie R. Weir
- Sydney School of Public Health, University of Sydney, Sydney, Australia and Institute of Primary Health Care BIHAM, University of Bern, Bern, Switzerland
| | - Conor Gilligan
- School of Medicine & Public Health, The University of Newcastle, Newcastle, Australia
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Baghdadi NA, Alotaibi T, Abdelaliem SMF. Assessing the quality of nursing clinical placement: A quantitative cross-sectional study. Nurs Open 2023; 10:6143-6149. [PMID: 37253073 PMCID: PMC10416032 DOI: 10.1002/nop2.1836] [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: 04/23/2022] [Revised: 02/02/2023] [Accepted: 05/09/2023] [Indexed: 06/01/2023] Open
Abstract
AIM To evaluate the quality of nursing clinical placement among nursing students. DESIGN This is a descriptive cross-sectional study. METHODS Two hundred eighty two nursing student completed self-administered, online questionnaires. The questionnaire assessed participants' socio-demographic data, and the quality of their clinical placement. RESULTS The students had a high mean score for the overall satisfaction of their clinical training placement with high mean score for the item of "patient safety was fundamental to the work of the units" and the item of "I anticipate being able to apply my learning from this placement," while the lowest mean score was related to "This placement was a good learning environment" and "Staff were willing to work with students." Patient or Public Contribution: Quality of clinical placement is critical for improving the everyday quality of care for patients who are in desperate need of caregivers with professional knowledge and skills.
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Affiliation(s)
- Nadiah A. Baghdadi
- Nursing Management and Education Department, College of NursingPrincess Nourah bint Abdulrahman UniversityRiyadhSaudi Arabia
| | - Taghreed Alotaibi
- Community Health Nursing Department, College of NursingPrincess Nourah bint Abdulrahman UniversityRiyadhSaudi Arabia
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Barlow M, Morse KJ, Watson B, Maccallum F. Identification of the barriers and enablers for receiving a speaking up message: a content analysis approach. Adv Simul (Lond) 2023; 8:17. [PMID: 37415244 DOI: 10.1186/s41077-023-00256-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2022] [Accepted: 06/08/2023] [Indexed: 07/08/2023] Open
Abstract
BACKGROUND Within healthcare, the barriers and enablers that influence clinicians' ability to speak up are well researched. However, despite the receiver of the message being identified as a key barrier to a speaker voicing a concern, there have been very few receiver-focused studies. As a result, little is known about the barriers and enablers that influence message reception. Understanding these can help inform speaking up training and ultimately enhance patient safety through more effective clinical communication. OBJECTIVES To identify enabling or inhibiting factors that influence the receiver's reception and response to a speaking up message, and if the identified barriers and enablers are related to speaker or receiver characteristics. DESIGN AND METHODS Twenty-two interdisciplinary simulations were video recorded and transcribed. Simulation participants formed the patient discharge team and were receivers of a speaking up message, delivered by a nurse at the patient's bedside. How the message was delivered (verbose or abrupt wording), was manipulated and counterbalanced across the simulations. Within the post simulation debriefs, barriers and enablers of being a receiver of a message were explored using content analysis. SETTING/PARTICIPANTS This study took place in a large Australian tertiary healthcare setting. Participants were qualified clinicians of varying disciplines and specialties. RESULTS A total of 261 barriers and 285 enablers were coded. Results showed that how the message was delivered (differing tone, phases, and manner) influenced what receivers identified as barriers and enablers. Additionally, the receiver's own cognitive processes, such as making positive attributions of the speaker and attempting to build rapport and collegiality, better enabled message reception and response. Receiver behaviour was negatively impacted by listening to fix, rather than understand, and not knowing in the moment how to manage their own reactions and appropriately frame a response. CONCLUSION The debriefings identified key barriers and enablers to receiving a speaking up message that differ from those previously identified for senders of the speaking up message. Current speaking up programs are predominately speaker centric. This study identified that both speaker and receiver behaviour influenced message reception. Therefore, training must place equal attention on both the speaker and receiver and be inclusive of experiential conversational rehearsal of both positive and challenging encounters.
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Affiliation(s)
- Melanie Barlow
- Faculty of Health Sciences, Australian Catholic University, 1100 Nudgee Road, Banyo, QLD, Australia.
- School of Psychology, University of Queensland, St. Lucia, QLD, Australia.
| | - Kate J Morse
- College of Nursing & Health Professions, Drexel University, 245 N 15Th Street, Mail Stop 501, 4Th Floor, Room 4606, Philadelphia, PA, 19102, USA
| | - Bernadette Watson
- School of Psychology, University of Queensland, St. Lucia, QLD, Australia
- Department of English and Communication, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
| | - Fiona Maccallum
- School of Psychology, University of Queensland, St. Lucia, QLD, Australia
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Chen HW, Wu JC, Kang YN, Chiu YJ, Hu SH. Assertive communication training for nurses to speak up in cases of medical errors: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2023; 126:105831. [PMID: 37121073 DOI: 10.1016/j.nedt.2023.105831] [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: 11/08/2022] [Revised: 04/02/2023] [Accepted: 04/18/2023] [Indexed: 05/25/2023]
Abstract
BACKGROUND Several authors have previously assessed the effects of assertive communication training for nurses to speak up in cases of medical errors. Inconsistent results regarding the nurses' attitudes, behaviors, and confidence levels were noticed. OBJECTIVE To identify the effectiveness of assertive communication training on nurses' behaviors, attitudes, and confidence levels for speaking up in cases of medical errors and to identify vital components for success. DESIGN Systematic review and meta-analysis. DATA SOURCES PubMed, ERIC, Embase, Scopus, and CINAHL were searched up for studies published from the inception of the database to December 16, 2022. METHODS Two researchers independently performed a primary screening of titles and abstracts for relevant studies, followed by a review of full texts if the references met inclusion criteria and quality assessment. Data were retrieved for nurses and nursing students who received medical error-related assertive communication training for speaking up, and learning outcomes for attitudes, behaviors, and confidence levels were reported based on pooled data. Pooled estimates were calculated using a random-effects model. RESULTS A total of eleven studies with 1299 participants were included in systematic review, and among them nine studies with 804 participants were analyzed in meta-analysis. From the pooled results, the intervention group, which received assertive communication training, exhibited substantially improved speaking-up behaviors compared with the control group (SMD = 0.58; 95 % CI, 0.14-1.03). Considerable differences were noted in the nurses' times of speaking up in cases of medical errors between pretest (38 %; 95 % CI, 0.14-0.68) and posttest (78 %; 95 %CI, 0.70-0.85) based on the pooled data. The nurses' attitudes and confidence levels for speaking up varied markedly between pretest and posttest. CONCLUSION Structured assertive communication training may improve nurses' speaking-up behaviors in cases of medical errors. To conduct effective assertive communication training, nursing educators should incorporate multiple teaching approaches into structured training and ensure an adequate training duration.
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Affiliation(s)
- Hui-Wen Chen
- Doctoral Program, Department of Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC
| | - Jen-Chieh Wu
- Department of Emergency, Taipei Medical University Hospital, Department of Medical Education and Humanities, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan, ROC
| | - Yi-No Kang
- Department of Emergency, Taipei Medical University Hospital, Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan, ROC; Institute of Health Policy & Management, College of Public Health, National Taiwan University, Taipei, Taiwan, ROC
| | - Yu-Jui Chiu
- Department of Emergency Medicine, Taipei Medical University Hospital, Taipei, Taiwan, ROC
| | - Sophia H Hu
- Department of Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC.
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Jeong JH, Kim SS. South Korean Nurses' Experiences of Speaking up for Patient Safety and Incident Prevention. Healthcare (Basel) 2023; 11:1764. [PMID: 37372881 DOI: 10.3390/healthcare11121764] [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: 05/11/2023] [Revised: 06/08/2023] [Accepted: 06/14/2023] [Indexed: 06/29/2023] Open
Abstract
Despite the importance of speaking up for patient safety, hesitancy to do so remains a major contributing factor to communication failure. This study aimed to investigate the experiences of South Korean nurses in speaking up to prevent patient safety incidents. Twelve nurses responsible for patient safety tasks or with experience in patient safety education were recruited from five hospitals (three university hospitals, two general hospitals) in city "B". Data were collected through open-ended questions and in-depth interviews, transcribed, and analyzed using the inductive content analysis method. The study resulted in the identification of four main categories and nine subcategories that captured commonalities among the experience of the 12 nurses. The four main categories were as follows: the current scenario of speaking up, barriers to speaking up, strategies for speaking, and confidence training. There is a scarcity of research on speaking-up experiences for patient safety among nurses in South Korean. Overall, it is necessary to overcome cultural barriers and establish an environment that encourages speaking up. In addition, developing speaking-up training programs for nursing students and novice nurses is imperative to prevent patient safety incidents.
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Affiliation(s)
- Jeong Hee Jeong
- Department of Nursing Science, Kyungsung University, Busan 48434, Republic of Korea
| | - Sam Sook Kim
- Department of Nursing, Daedong College, Busan 46270, Republic of Korea
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Kang K, Cho H. Nursing students' experiences of safety threats and coping processes during clinical practice: A qualitative study. NURSE EDUCATION TODAY 2023; 127:105842. [PMID: 37271048 DOI: 10.1016/j.nedt.2023.105842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 04/07/2023] [Accepted: 05/02/2023] [Indexed: 06/06/2023]
Abstract
BACKGROUND Nursing students are exposed to various safety incidents during clinical practice. Frequent safety incidents cause stress, undermining their will to continue studying. Therefore, more effort is needed to analyse the scope of training safety threats perceived by nursing students and their coping processes to improve the clinical practice environment. OBJECTIVES This study aimed to explore nursing students' safety threat experiences and coping processes during clinical practice using focus group interviews. DESIGN A qualitative study. SETTINGS Four nursing departments located in the G and J cities in South Korea. PARTICIPANTS Sixteen third- and fourth-year nursing students with more than six weeks of clinical practice experience. Participants who had experienced safety-threatening incidents during their clinical practice were selected. The inclusion criteria were indirect experiences of safety-threatening incidents and exposure to incivility or physical violence from patients or caregivers. Students with no prior experience of safety incidents were excluded from this study. METHODS Data were collected through focus group interviews conducted between 9 December and 28, 2021. RESULTS The five main data categories extracted were safety threat cognition, action-reaction, coping process, reinforcement experience, and reinforcing conditions, and thirteen subcategories were extracted. Nursing students experienced a growing sense of responsibility for their own and patients' safety through exposure to safety-threatening situations and coping processes in clinical practice. Ultimately, they reached the stage of the core category: "seeking to protect own and patients' safety while performing the dual role." CONCLUSIONS This study delivers basic data on the safety threat situations experienced by nursing students during clinical practice and their coping processes. It can be used in developing clinical practice safety education programs for nursing students.
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Affiliation(s)
- Kyoungah Kang
- Department of Nursing, Kunsan National University, 558, Daehak-ro, Gunsan-si, Jeonllabuk-do 54150, Republic of Korea.
| | - Hyeyoung Cho
- Department of Nursing, Kunsan National University, 558, Daehak-ro, Gunsan-si, Jeonllabuk-do 54150, Republic of Korea.
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Jaaffar T, Samy NK. Investigating the complex relationships between leadership, psychological safety, intrinsic motivation, and nurses' voice behavior in public hospitals using PLS-SEM. BELITUNG NURSING JOURNAL 2023; 9:165-175. [PMID: 37469584 PMCID: PMC10353634 DOI: 10.33546/bnj.2556] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 02/27/2023] [Accepted: 03/24/2023] [Indexed: 07/21/2023] Open
Abstract
Background Voice behavior among nurses in public hospitals lacks profound disclosure despite knowing its imperatives. This situation needs to be continuously studied, and the best practices discovered, disclosed, and implemented in hospitals that are serious in curbing unprofessional conduct while advancing healthcare requirements for the benefit of humanity. Objective This empirical research investigated the significant implications of psychological safety and intrinsic motivation in the mostly uncultivated link concerning the empowering leadership style and leader-member exchange (LMX) constructs and the practice of voice behavior among nurses in the selected Malaysian public hospitals. Methods Primary data of the study were from nurses employed in the selected large public hospitals within the Klang Valley, also known as the Greater Kuala Lumpur of Malaysia. A total of 366 complete and valid responses were collected with the help of head nurses via a self-administered survey in February 2020. The SmartPLS 4 for Windows software generated the standard partial least squares structural equation modeling (PLS-SEM) to estimate associations between research variables and evaluate the model's strength in explaining the proposed constructs. Results This research disproved the indirect effects of psychological safety on the connection explorations between empowering leadership-voice behavior (β = 0.015, t-value = 0.300, 95% CI [-0.090, 0.110]) and LMX-voice behavior (β = 0.002, t-value = 0.285, 95% CI [-0.014,0.020]). Intrinsic motivation partially mediates the link between empowering leadership-voice behavior (β = 0.214, t-value = 7.116, 95% CI [0.160, 0.279]) and LMX-voice behavior (β = 0.114, t-value = 4.669, 95% CI [0.071, 0.168]) of the nurses. Conclusion Patients, non-governmental organizations, volunteers, nurses, and other hospital staff are vested in how voice behavior signifies in the healthcare context. Essential factors for nurses to become more outspoken are discovered in this study, providing nurse managers and other leaders with numerous recommendations for encouraging vocal behavior and bolstering psychological safety and intrinsic motivation. More competent nurses will improve workplace culture, deliver superior healthcare services, and manage publicly financed hospitals with an overall sense of trust, but only after a substantial effort to execute reforms.
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Affiliation(s)
- Thuraisyah Jaaffar
- Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, Malaysia
| | - Naresh Kumar Samy
- Malaysian Graduate School of Entrepreneurship and Business, Universiti Malaysia Kelantan, Malaysia
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Pades Jiménez A, García-Buades ME, Riquelme I. Development of emotional intelligence and assertiveness in physiotherapy students and effects of clinical placements. Physiother Theory Pract 2023; 39:72-79. [PMID: 34927528 DOI: 10.1080/09593985.2021.2005200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and assertiveness are key abilities for physiotherapists. Clinical placements seem to affect students' development of EI and assertiveness, and their construction of the professional role. PURPOSE This study aims to compare the EI of physiotherapy students with students from other health professions and explore the evolution of EI and assertiveness in physiotherapy students throughout their university education, focusing on the influence of clinical practice. METHOD Students (N = 753) completed a self-administered questionnaire to measure emotional intelligence (TMMS 24), assertiveness (CSES), and sociodemographic variables. RESULTS EI levels were adequate and very similar across the three disciplines. Regarding assertiveness, physiotherapy students in year 4 obtained significantly higher levels than students in years 1, 2, and 3. Significant correlations (rs (207) = 0.35, p < .001) were found between assertiveness and the number of modules of clinical practice. CONCLUSION This study contributes with further evidence on the improvement of assertiveness in physiotherapy students through their university education and, in particular, with clinical placements. Practical implications highlight the importance of training in EI and assertiveness during university, coupled with clinical placements, in order to prepare for an effective and satisfactory professional life.
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Affiliation(s)
- Antonia Pades Jiménez
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain
| | | | - Inmaculada Riquelme
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain.,University Institute of Health Sciences Research (IUNICS-IDISBA), Universitat de les Illes Balears, Palma de Mallorca, Spain
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Walther F, Schick C, Schwappach D, Kornilov E, Orbach-Zinger S, Katz D, Heesen M. The Impact of a 22-Month Multistep Implementation Program on Speaking-Up Behavior in an Academic Anesthesia Department. J Patient Saf 2022; 18:e1036-e1040. [PMID: 35532993 PMCID: PMC9524591 DOI: 10.1097/pts.0000000000001017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Speaking-up is a method of assertive communication that increases patient safety but often encounters barriers. Numerous studies describe programs introducing speaking-up with varying success; the common denominator seems to be the need for a multimodal and sustained approach to achieve the required change in behavior and culture for safer health care. METHODS Before implementing a 22-month multistep program for establishing and strengthening speaking-up at our institution, we assessed perceived safety culture using the "Safety Attitudes Questionnaire." After program completion, participants completed parts of the same Safety Attitudes Questionnaire relevant to speaking-up, and preresult and postresult were compared. In addition, levels of speaking-up and assertive communication were compared with a Swiss benchmark using results from the "Speaking-up About Patient Safety Questionnaire." RESULTS Safety Attitudes Questionnaire scores were significantly higher after program completion in 2 of 3 answered questions (median [first quartile, third quartile), 5.0 [4.0, 5.0] versus 4.0 [4.0, 5.0], P = 0.0002, and 5.0 [4.0, 5.0] versus 4.0 [4.0, 4.0] P = 0.002; n = 34). Our composite score on the Speaking-up About Patient Safety Questionnaire was significantly higher (mean ± SD, 5.9 ± 0.7 versus 5.2 ± 1.0; P < 0.001) than the benchmark (n = 65). CONCLUSIONS A long-term multimodal program for speaking-up was successfully implemented. Attitude and climate toward safety generally improved, and postprogram perceived levels of assertive communication and speaking-up were higher than the benchmark. These results support current opinion that multimodal programs and continued effort are required, but that speaking-up can indeed be strengthened.
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Affiliation(s)
- Fabio Walther
- From the Department of Anaesthesiology, Kantonsspital Baden, Baden
| | - Carl Schick
- From the Department of Anaesthesiology, Kantonsspital Baden, Baden
| | - David Schwappach
- Swiss Patient Safety Foundation, Zürich
- Institute of Social and Preventive Medicine, University of Bern, Bern, Switzerland
| | - Evgeniya Kornilov
- Department of Anaesthesia, Beilinson Hospital, Tel Aviv University, Tel Aviv, Israel
| | - Sharon Orbach-Zinger
- Department of Anaesthesia, Beilinson Hospital, Tel Aviv University, Tel Aviv, Israel
| | - Daniel Katz
- Department of Anaesthesiology, Perioperative and Pain Medicine, Mount Sinai, New York
| | - Michael Heesen
- From the Department of Anaesthesiology, Kantonsspital Baden, Baden
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Kee K, de Jong D. Factors influencing newly graduated registered nurses' voice behavior: An interview study. J Nurs Manag 2022; 30:3189-3199. [PMID: 35862097 PMCID: PMC10087583 DOI: 10.1111/jonm.13742] [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: 08/19/2021] [Revised: 06/23/2022] [Accepted: 07/20/2022] [Indexed: 11/27/2022]
Abstract
AIM To gain insight into the factors that affect newly graduated registered nurses' voice behavior. BACKGROUND Employees with little work experience may experience difficulties with speaking up. Given that a lack of voice can negatively affect the delivery of safe client care and lower nurses' job satisfaction, it is important to understand which factors facilitate and hinder newly graduated nurses' voice behavior. METHODS A qualitative descriptive study was conducted using semi-structured interviews with 17 newly graduated registered nurses working in inpatient hospital settings. RESULTS In total, seven factors emerged from our data, which were grouped in four, overarching themes. Whether newly graduated nurses speak up depends on (1) their levels of self-confidence; (2) whether they feel encouraged and welcome to speak up; (3) their relationship with the voice target; and (4) the content of their voice message. CONCLUSION Factors that affect newly graduated nurses' voice behavior are multifaceted, but mostly center around time spent in and relationships at the workplace. IMPLICATIONS FOR NURSING MANAGEMENT Nurse managers and colleagues can build an environment that fosters newly graduated nurses' voice behavior. Specifically, induction programs, assigning mentors and offering additional training can support newly graduated nurses in developing voice behavior.
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Affiliation(s)
- Karin Kee
- Department of Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands
| | - Demi de Jong
- Department of Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands
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16
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Organizational Factors That Promote Error Reporting in Healthcare: A Scoping Review. J Healthc Manag 2022; 67:283-301. [PMID: 35802929 DOI: 10.1097/jhm-d-21-00166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
GOAL The overarching aim of this systematic review was to offer guidelines for organizations and healthcare providers to create psychological safety in error reporting. The authors wanted to identify organizational factors that promote psychological safety for error reporting and identify gaps in the literature to explore innovative avenues for future research. METHODS The authors conducted an online search of peer-reviewed articles that contain organizational processes promoting or preventing error reporting. The search yielded 420 articles published from 2015 to 2021. From this set, 52 full-text articles were assessed for eligibility. Data from 29 articles were evaluated for quality using Joanna Briggs Institute critical appraisal tools. PRINCIPAL FINDINGS We present a narrative review of the 29 studies that reported factors either promoting error reporting or serving as barriers. We also present our findings in tables to highlight the most frequently reported themes. Our findings reveal that many healthcare organizations work at opposite ends of the process continuum to achieve the same goals. Finally, our results highlight the need to explore cultural differences and personal biases among both healthcare leaders and clinicians. APPLICATIONS TO PRACTICE The findings underscore the need for a deeper dive into understanding error reporting from the perspective of individual characteristics and organizational interests toward increasing psychological safety in healthcare teams and the workplace to strengthen patient safety.
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17
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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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18
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Jeyandrabalan M, Punch A, Rogers JM, Jimenez YA. Insights into Diagnostic Radiography students' perception of clinical stressors. Radiography (Lond) 2022; 28:499-505. [PMID: 35031223 DOI: 10.1016/j.radi.2021.12.014] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Revised: 12/13/2021] [Accepted: 12/23/2021] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Clinical placements are integral components of Diagnostic Radiography (DR) university training programs, providing students with necessary and unique learning experiences. Educators' understanding of the student experience on placement is growing, and it is important for educators to be attentive to students' reactions to their learning environments and to situations identified to reduce wellbeing. This study aimed to explore DR students' perceptions of challenges experienced during clinical placements and their use of coping strategies. METHODS Final year DR Students at the University of Sydney, were invited to participate in an online focus group. Three focus groups were conducted with a total of 13 participants. Participants were asked to narrate situations experienced while on clinical placement that reduced their emotional wellbeing, and coping strategies considered to support emotional wellbeing. An inductive thematic analysis of focus group transcripts was undertaken to identify the main discussion themes. RESULTS Three themes were identified regarding situations considered to reduce emotional wellbeing: adapting to the 'reality' of the clinical environment, forming effective relationships, and balancing student role expectations and responsibilities of patient care. Three themes were identified about coping strategies for emotionally challenging situations: support from clinical and academic staff, peer support and personal strategies, and growing knowledge and confidence over time. CONCLUSION Students' emotional wellbeing during experiential learning experiences is an underappreciated factor in their transformations into competent diagnostic radiographers. Academic training programs are therefore encouraged to be sensitive to the wellbeing of their trainees, and to take deliberate steps to equip students with the skills to navigate emotions and to normalise emotional responses that may be experienced in the clinical setting. IMPLICATIONS FOR PRACTICE Students' experience of challenges in the clinical environment is largely influenced by students' abilities to deal with negative experiences, hence students' concerns require implementation of focused interventions prior to first clinical placement.
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Affiliation(s)
- M Jeyandrabalan
- Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia
| | - A Punch
- Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia
| | - J M Rogers
- Faculty of Medicine and Health, Behavioural and Social Sciences in Health, The University of Sydney, NSW, Australia
| | - Y A Jimenez
- Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia.
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Undergraduate Nursing Students and Management of Interruptions: Preparation of Students for Future Workplace Realities. Nurs Educ Perspect 2021; 42:350-357. [PMID: 34516484 DOI: 10.1097/01.nep.0000000000000886] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
AIM The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration. BACKGROUND Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects. METHOD A mixed-methods, two-site study explored associative cues and other management strategies that nursing students used when interrupted during simulated medication administration. Data were collected via direct observation and semistructured interviews. RESULTS Students primarily multitasked (66.7 percent) during the interruption. Few students (5.5 percent) used associative cues. Students voiced the need for education and practice on how to manage interruptions. CONCLUSION Evidence-based strategies are required to prepare nursing students for workplace interruptions. Use of associative cues during interruptions warrants further investigation.
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20
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Stuart J, Aul K, Bumbach MD, Stephen A, Lok B. Building a Handoff Communication Virtual Experience for Nursing Students Using Virtual Humans. Comput Inform Nurs 2021; 39:1017-1026. [PMID: 34029264 DOI: 10.1097/cin.0000000000000760] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Effective communication among healthcare professionals is critical to delivering safe, high-quality patient care. One important real-world skill that nursing students must acquire is generating accurate handoff communication reports. The central aim of this study was to build, assess, and revise a virtual experience simulation that allows nursing students to observe a standardized clinical situation in an immersive environment and then practice the situation-background-assessment-recommendation communication method. This between-groups experimental study, which was modified in light of COVID-19 concerns, evaluated how well 69 prelicensure nursing students understood a handoff communication report after viewing a virtual human patient and nurse interact during a triage assessment scenario. Results indicate student comprehension levels did not differ based on which of two metacognitive learning strategies was used. Participants in both study groups were able to accurately complete a situation-background-assessment-recommendation instrument based on the virtual experience. Further, they believed that watching a virtual nurse perform a triage assessment would help them perform one themselves in a similar virtual environment. There was also an unexpected study finding related to patient safety within the context of the simulation. This finding warrants further research that will lead to revision of the virtual experience used to train future nurses.
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Affiliation(s)
- Jacob Stuart
- Author Affiliation: College of Nursing (Drs Aul and Bumbach, Ms Stephen) and Computer Information Science & Engineering (Mr Stuart and Dr Lok), University of Florida, Gainesville
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21
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Rohsig V, de Souza AB. Assertiveness training during early undergraduate years has the potential to increase students' confidence and ability to act as patient advocates. Evid Based Nurs 2021; 24:40. [PMID: 32554406 DOI: 10.1136/ebnurs-2019-103235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/13/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Vania Rohsig
- Chief Nursing and Patient Care Services Officer, Hospital Moinhos de Vento, Porto Alegre, Rio Grande do Sul, Brazil
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22
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Kang K, Lee M, Cho H. Interpersonal skills mediate the relationship between communicative and clinical competencies among nursing students: A descriptive study. NURSE EDUCATION TODAY 2021; 99:104793. [PMID: 33607512 DOI: 10.1016/j.nedt.2021.104793] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 11/27/2020] [Accepted: 01/26/2021] [Indexed: 05/22/2023]
Abstract
BACKGROUND The development of clinical competency reduces nursing students' stress and turnover intention and improves their clinical practice satisfaction and academic performance. Still, many nursing supervisors feel that new graduate nurses have inadequate communicative and clinical competencies, and no prior study has analyzed the mediating effect of interpersonal skills in the relationship between these two variables. OBJECTIVES To examine the factors that affect nursing students' clinical competency, including the mediating effect of interpersonal skills, and to identify/determine interventions that promote it and improve students' clinical performance. DESIGN This study employed a cross-sectional, descriptive correlational design. SETTING Four departments of nursing in Jeollabuk-do, South Korea. PARTICIPANTS Participants (N = 222; mean age = 22.7 years; 75.2% women) were students enrolled in the third and fourth year of nursing. METHODS From February 5-28, 2018, we collected data through self-reported questionnaires; these asked about participants' demographic characteristics and measured their communicative competency, interpersonal skills, and clinical competency. The relationships among the variables were identified using Pearson's correlation coefficient. We also used the Sobel test and a three-step multiple regression analysis to verify the mediating effects of interpersonal skills. RESULTS Students who were female, in their fourth year, satisfied with their major, and satisfied with their clinical practice had higher clinical competency scores than their counterparts. Interpersonal skills completely mediated the effects of communicative competency on clinical competency (explanatory power = 53.8%). CONCLUSIONS The results suggest the need for a program that improves nursing students' social relationship skills and diminishes their anxiety. In particular, students in the third and fourth years need a continuous/intensified curriculum that fosters their communicative competencies, such as listening to patients' needs and establishing effective interpersonal relationships with peers/superiors. Longitudinal studies are warranted to identify differences in communicative/clinical competencies among nursing students in different academic years.
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Affiliation(s)
- Kyoungah Kang
- Department of Nursing, Kunsan National University, 558, Daehak-ro, Gunsan-si, Jeonllabuk-do 54150, Republic of Korea.
| | - Mijung Lee
- Department of Nursing, Kunsan National University, 558, Daehak-ro, Gunsan-si, Jeonllabuk-do 54150, Republic of Korea
| | - Hyeyoung Cho
- Department of Nursing, Kunsan National University, 558, Daehak-ro, Gunsan-si, Jeonllabuk-do 54150, Republic of Korea.
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Bouchoucha SL, Kilpatrick M, Phillips NM, Hutchinson AF. Nursing students' awareness and perceptions of nurses' role in antimicrobial stewardship. Nurse Educ Pract 2021; 52:103036. [PMID: 33836385 DOI: 10.1016/j.nepr.2021.103036] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Accepted: 03/19/2021] [Indexed: 11/15/2022]
Abstract
Antimicrobial resistance is a major threat to public health worldwide. Antimicrobial stewardship programs and interventions aiming to optimise the use of antibiotics, are increasingly used to ensure judicious use of antibiotics and limit the emergence of antimicrobial resistance. Nurses are pivotal in antimicrobial stewardship however nursing students' awareness of such programs has not been investigated. This study aimed to elicit nursing students' perspectives and perceptions of the nurse's role in antimicrobial stewardship. A cross-sectional design was utilised to survey pre-registration nursing students. A total of 321 nursing students enrolled in an Australian university participated. The survey comprised questions on knowledge and opinions regarding the nurse's role in AMS and on a range of topics relating to antimicrobial stewardship and antimicrobial resistance, through closed and open-ended questions. While 44.5% of participants indicated they were familiar with the term Antimicrobial Stewardship, 70.7% believed they had very little or no knowledge of the principles. Completion of subjects with a focus on quality and safety in nursing practice and quality use of medications was associated with greater awareness. Findings underscore the need to engage nursing students in discussions exploring the problem of antimicrobial resistance and the important role nurses play in Antimicrobial Stewardship programs.
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Affiliation(s)
- Stéphane L Bouchoucha
- Deakin University Geelong, School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Australia.
| | - Mataya Kilpatrick
- Deakin University Geelong, School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Australia
| | - Nicole M Phillips
- Deakin University Geelong, School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Australia
| | - Anastasia F Hutchinson
- Deakin University Geelong, School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Australia; Deakin University Geelong, Centre for Quality and Patient Safety Research, Epworth Healthcare Partnership, Australia
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Safer Surgical Practice: a Guide for Surgeons (not just for pandemics). Br J Oral Maxillofac Surg 2021. [PMCID: PMC7833066 DOI: 10.1016/j.bjoms.2020.11.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
The surgical working environment has changed considerably since the World Health Organisation (WHO) declared the coronavirus outbreak, COVID-19 (SARS-CoV-2), a pandemic on 11 March 2020. Measures remain in place to reduce the risk of spread from patients to surgeons, nosocomial infection and amongst healthcare workers. However, despite these protective measures, healthcare staff are at risk with the number of health workforce deaths increasing worldwide. This article sets out to explore the roles and responsibilities of the surgeon during these extraordinary times and discuss how we can improve our practice to reduce the risk of harm to patients, surgical staff, and ourselves.
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