The Effects of a Simulation-Based Patient Safety Education Program on Compliance with Patient Safety, Perception of Patient Safety Culture, and Educational Satisfaction of Operating Room Nurses

BACKGROUND

Operating rooms (ORs) are healthcare areas that are high-risk regarding patient safety (PS). The prevention of PS errors such as wrong-site surgery, medication errors, and patient falls is important in the OR. Causes such as having insufficient information, not taking enough care and precautions, and inattention may lead to errors. Ensuring PS in an organization depends on the composition of a PS culture.

METHOD

This study, as equivalent-control-group pretest-posttest research, aimed to develop and apply a simulation-based patient safety education program for operating room nurses and then to examine the influence of the program on patient safety management and compliance. Participants included a total of 45 operating room nurses: 22 in the experimental group and 23 in the control group. In the program, each member of the experimental and control groups underwent two 60 min sessions for a total of 120 min. Person-to-person individual lectures and simulation-based practice were provided to the experimental group, whereas booklets and person-to-person individual lectures were provided to the control group. Compliance with patient safety, the perception of patient safety culture, and satisfaction were measured using a structured Likert questionnaire. Intervention effects were analyzed using a t-test and ANCOVA.

RESULTS

As a result of the analysis, we found that the experimental group was significantly higher in terms of compliance with patient safety (p = 0.021), the perception of patient safety culture (p = 0.039), and education satisfaction (p < 0.001) than the control group.

CONCLUSIONS

The results indicate that implementing a simulation-based patient safety education program can improve the patient safety competency of operating room nurses and, ultimately, prevent patient safety accidents in the operating room.

Korean nurses' perception and performance on communication with physicians in clinical deterioration

Effective communication between nurses and physicians is necessary for prompt and accurate responses in clinical deterioration. This study aimed to examine nurses' perception and performance of communication with physicians in clinical deterioration situations in the ward. A descriptive research design with a survey of 250 ward nurses working in 2 tertiary hospitals was used. Regarding communication with the physician, nurses' perception was highest for timeliness, followed by accuracy, understanding, satisfaction, and openness, and their performance was highest for preparation, followed by situation, background, assessment, and recommendation. It is suggested that proactive activities for improving openness, accuracy, satisfaction, and mutual understanding between physicians and nurses are required for patient safety. Additionally, the performance for assessment and recommendations should be improved. Education programs for nurses and physicians should be developed and applied to clinical practice to promote understanding and trust in interprofessional communication.

Effects of an Electrocardiography Training Program: Team-Based Learning for Early-Stage Intensive Care Unit Nurses

BACKGROUND

Team-based learning (TBL) can be one way of improving professional and practical skills for nurses. This study explored the effectiveness of an electrocardiography training program using TBL for early-stage nurses in intensive care units.

METHOD

This study used a pretest-posttest nonequivalent control group. A total of 65 participants were enrolled in the study (36 in the experimental group and 29 in the control group). Participants in the experimental group were trained with TBL, and participants in the control group had lecture-based learning on electrocardiography education.

RESULTS

There was no statistically significant difference between the team-based and lecture-based learning groups after the training in participants' knowledge of electrocardiography and reading ability of bedside (lead II rhythm) electrocardiography monitoring (p > .05). However, there was a statistically significant difference between the two groups in the reading ability of the 12-lead electrocardiography (p < .001).

CONCLUSION

TBL was more effective in improving nurses' reading ability of the 12-lead electrocardiography. [J Contin Educ Nurs. 2020;51(4):174-180.].

Educational Simulation Program Based on Korean Triage and Acuity Scale

This study aimed to develop and implement an educational simulation program based on the Korean Triage and Acuity Scale (KTAS) for nurses in emergency medical centers who completed the KTAS training, and assess its effects. We examined the educational effects of the program by evaluating clinical decision-making ability, job satisfaction, and customer orientation among the participants, namely 27 nurses in the emergency center of a general hospital. Data were collected from 3 to 24 May 2017, and analyzed using SPSS 22.0. There was a significant difference in nurses' mean scores on clinical decision-making ability, job satisfaction, and customer orientation before and after the simulation-based education. In other words, after completing the KTAS-based simulation education program, the emergency nurses showed improved clinical decision-making ability, job satisfaction, and customer orientation. Based on the results of this study, it is expected that this educational program can be effectively used for KTAS education, and it was confirmed that simulation-based education is a useful learning method for triage nurses in emergency medical centers.

Effects of a simulated emergency airway management education program on the self-efficacy and clinical performance of intensive care unit nurses

AIM

To examine the effects of a simulated emergency airway management education program on the self-efficacy and clinical performance among nurses in intensive care units.

METHODS

A one-group, pre- and post-test design was used. Thirty-five nurses who were working in adult intensive care units participated in this study. The simulation education program included lectures, skill demonstration, skill training, team-based practice, and debriefing. Self-efficacy and clinical performance questionnaires were completed before the program and 1 week after its completion. The data were analyzed by using descriptive statistics and the paired t-test to compare the mean differences between the pre-test and post-test. The scores before and after education were compared.

RESULTS

After education, there was a significant improvement in the nurses' self-efficacy and clinical performance in emergency airway management situations.

CONCLUSION

Simulation education effectively improved the self-efficacy and clinical performance of the nurses who were working in intensive care units. Based on the program for clinical nurses within a hospital, it will provide information that might advance clinical nursing education.