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


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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    • "In addition, increasingly available data available on unsafe nursing students, shows that errors and lack of PS awareness could be a result of a lack of knowledge, skills and professional relationships with patients and educators (Killam et al., 2011). This suggests the need to revise academic education and curricula (Gregory et al., 2007; Steven et al., 2014), and continually evaluate learning goals. In the field of PS competence evaluation, few assessment instruments are available (Sullivan et al., 2009). "
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    ABSTRACT: The study sought to validate the Italian version of the Health Professional Education in Patient Safety Survey (H-PEPSS), an instrument used to assess the perceptions of health professionals regarding patient safety competence. The H-PEPSS was administered to a sample of 574 bachelor degree nursing students in two north-eastern Italian universities. Its factor structure, validity and reliability were examined using explorative factor analysis. The internal consistency of the Italian version of H-PEPSS (H-PEPSSIta) measured with Cronbach's alpha (α) was higher for both classroom (.938) and clinical training (.942) dimensions. The six factors that emerged from the analysis were composed of three to five items loading ≥.55 and explaining 69.344% of the classroom total variance and 70.425% of the clinical training total variance of the H-PEPSSIta. The H-PEPSSIta is a valid tool capable of evaluating the self-perception of nursing students regarding patient safety knowledge and competence. Therefore, the instrument could be adopted in educational settings as a periodic nursing student report. This may help students reflect on PS related-issues, and evaluate gaps in knowledge and competences; furthermore, data emerging from periodic self-reports may offer the opportunity to tailor educational strategies to fill the gaps in PS knowledge and competences that emerge.
    Full-text · Article · Aug 2015 · Nurse education in practice
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    • "Nursing curricula should include specific contents on PS and faculties should develop educational methods oriented to both academic and clinical practice settings (Tella et al., 2014). Nevertheless, the increased occurrence of nursing student errors, as well as the episodes of close calls or adverse events witnessed/ experienced by students, suggests an urgent need to reform nursing curricula (Gregory et al., 2007; Steven et al., 2014; Tella et al., 2014 ). However, evidence concerning the effectiveness of learning strategies on PS knowledge and competence remains poor (Ironside et al., 2014 ) and faculties are not supported by research-data in their decisions regarding curriculum re-design (Debourgh and Prion, 2012). "
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    ABSTRACT: Ensuring safety in health-care settings is provoking improvements both in education and clinical practice. However, the studies available have not offered to date information regarding knowledge and competence on patient safety (PS) developed by nursing students over their academic career. There is no documentation of the amount of close calls and/or adverse events that students may have witnessed and the degree of safety perceived in the attended clinical settings. To describe the perception of nursing students regarding their own knowledge and competence on PS and describe differences, if any, among students attending the first, second and third academic year. A cross-sectional study design was undertaken in 2013. A convenience sample of 621 nursing students of two bachelors nursing degrees located in two Italian universities, was the population target of the study. Students attending the first, second and third academic year, obtaining admission to the annual clinical competence examination, were eligible. The Italian version of the Health Professional Education in Patient Safety Survey (H-PEPSSIta) and open-ended questions was administered to the students after having obtained their informed written consent. A total of 573 students (response rate 92.4%) participated. Around a quarter (28.8%) of students reported having experienced an adverse event or close call during their clinical experience. The settings where they learn were perceived as unsafe by 46.9% of students. PS knowledge and competence as perceived by students, was high (Median=4) in all factors and dimensions of the H-PEPSSIta tool. High PS knowledge and competence was reported by first-year students, moderate by second-year students and higher at the end of the third-year. Faculties and health-care institutions offering clinical placements have to share the responsibility of well-prepared future nurses, working together to improve PS through dialogue when issues are identified by students. Copyright © 2015 Elsevier Ltd. All rights reserved.
    Full-text · Article · Apr 2015 · Nurse Education Today
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    • "Making a mistake in clinical is a traumatic experience for students ( Begley & White , 2003 ; Gregory et al . , 2007 ; Seiden , Galvan & Lamm , 2006 ) and participants demon - strated a willingness to explore and debrief their trau - matic experiences , including an exploration of antecedents and consequences . The principal investiga - tor struck a balance between allowing participants to freely express their experiences while occasionally re - direc"
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    ABSTRACT: The experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was "living through the mistake experience." The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.
    Full-text · Article · Jan 2015 · International Journal of Nursing Education Scholarship
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