Article

Patient safety: Where is nursing education?

plied Science and Technology (SIAST), School of Health Sciences, University of Lethbridge, 4401 University Drive, Lethbridge, Alberta, Canada T1K 3M4.
Journal of Nursing Education (Impact Factor: 0.91). 03/2007; 46(2):79-82.
Source: PubMed

ABSTRACT Patient safety is receiving unprecedented attention among clinicians, researchers, and managers in health care systems. In particular, the focus is on the magnitude of systems-based errors and the urgency to identify and prevent these errors. In this new era of patient safety, attending to errors, adverse events, and near misses warrants consideration of both active (individual) and latent (system) errors. However, it is the exclusive focus on individual errors, and not system errors, that is of concern regarding nursing education and patient safety. Educators are encouraged to engage in a culture shift whereby student error is considered from an education systems perspective. Educators and schools are challenged to look within and systematically review how program structures and processes may be contributing to student error and undermining patient safety. Under the rubric of patient safety, the authors also encourage educators to address discontinuities between the educational and practice sectors.

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    • "Milligan (2007) argued that shifting UK healthcare towards a patient safety culture required changes to healthcare professional education and training. However concern was expressed regarding a focus on individual errors in nurse education (Gregory et al., 2007) with claims that nursing curricular competencies urgently needed changing to match the needs of the practice environment (Sherwood and Drenkard, 2007). Thus the place of learning, education and training in promoting and supporting a safety culture has long been recognised (Pearson et al., 2010; Sammer et al., 2010). "
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    ABSTRACT: Education is crucial to how nurses practice, talk and write about keeping patients safe. The aim of this multisite study was to explore the formal and informal ways the pre-registration medical, nursing, pharmacy and physiotherapy students learn about patient safety. This paper focuses on findings from nursing. A multi-method design underpinned by the concept of knowledge contexts and illuminative evaluation was employed. Scoping of nursing curricula from four UK university programmes was followed by in-depth case studies of two programmes. Scoping involved analysing curriculum documents and interviews with 8 programme leaders. Case-study data collection included focus groups (24 students, 12 qualified nurses, 6 service users); practice placement observation (4 episodes=19hrs) and interviews (4 Health Service managers). Within academic contexts patient safety was not visible as a curricular theme: programme leaders struggled to define it and some felt labelling to be problematic. Litigation and the risk of losing authorisation to practise were drivers to update safety in the programmes. Students reported being taught idealised skills in university with an emphasis on 'what not to do'. In organisational contexts patient safety was conceptualised as a complicated problem, addressed via strategies, systems and procedures. A tension emerged between creating a 'no blame' culture and performance management. Few formal mechanisms appeared to exist for students to learn about organisational systems and procedures. In practice, students learnt by observing staff who acted as variable role models; challenging practice was problematic, since they needed to 'fit in' and mentors were viewed as deciding whether they passed or failed their placements. The study highlights tensions both between and across contexts, which link to formal and informal patient safety education and impact negatively on students' feelings of emotional safety in their learning.
    Nurse education today 05/2013; 34(2). DOI:10.1016/j.nedt.2013.04.025 · 1.46 Impact Factor
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    • "study believed that the opportunity to disclose an error increased their self-confidence and presented the standardized patient and feedback exercise as a useful learning experience. If curriculum designers recognise the value of learning from errors, such events could become part of a wider educational resource enabling both students and instructors to prevent threats to patient safety (Gregory et al., 2007; Wakefield et al., 2005). "
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    ABSTRACT: BACKGROUND: Nursing students' close involvement in knowledge development about patient safety will enhance the integrity of the current content of nursing education and pave the way towards developing a nursing curriculum that facilitates achieving a safer health-care system. OBJECTIVES: This study explores nursing students' perspectives and suggestions on developing patient safety aspects of the nursing curriculum in the context of Iranian culture. DESIGN: A qualitative methodology involving three focus groups with a purposive sample of 18 nursing students from a large Iranian nursing school, utilising directed semi-structured interviews generated data, which was analysed using the content analysis process. RESULTS: Two main themes emerged from content analysis: (1) "involving students fully in patient care" with subthemes 'building a trusting relationship between education and practice', and 'promoting inter-dependence between health-care providers', and (2) "structuring patient safety education" with subthemes 'transforming nursing routines to evidence-based care', and 'connecting care to patient safety issues'. CONCLUSIONS: The extent of students' involvement in clinical practice and clinical nurses' roles in student education in practice requires clarification. The curriculum needs to incorporate patient safety aspects throughout, and include interdisciplinary education to ensure compliance with patient safety policies. Moreover, successful implementation of such a curriculum necessitates cooperation from nursing practice and instructors to meet nursing students' expectations.
    Nurse education today 10/2012; 34(2). DOI:10.1016/j.nedt.2012.10.002 · 1.46 Impact Factor
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    • "It may be related to the publicized consequences of medication errors, which have hidden the identity of other parts of patient safety. Patient safety knowledge requires additional learning that is more wholistic in nature [10] [11] . The discipline of nursing is required to make nursing students familiar with the phenomenon of patient safety as a whole and provide them with valid and reliable tools to receive feedback about the level of patient safety and the consequence of endangering patient safety from both physical and psychological aspects [9] [15] . "
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    ABSTRACT: In preparing future nurses who are competent to provide safe care, nursing education has an important role in developing knowledge, skills, and attitudes of nurses. This article aims to present important points about the incorporation of patient safety into the nursing education curriculum for improving patient outcomes. It is concluded that policy makers and educators should attend the development of necessary competencies in nurses, bring creativity into the style of patient safety education, and consider the cultural specific aspects of the phenomenon of patient safety during designing nursing education curricula.
    01/2012; 2(1). DOI:10.5430/jnep.v2n1p101
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