在本科护生中开展患者安全教育的效果研究

目的研究开设患者安全教育课程对本科护生患者安全知识、态度和技能的影响。方法以皖南医学院2009级五年制本科护生为研究对象,选取82名大四上学期选修患者安全护理课程的护生为观察组,另以同年级未选修患者安全护理课程的359名护生为对照组,在大三上学期初和大四上学期课程结束后对两组护生进行患者安全知识、态度和技能的问卷调查。结果在"患者安全护理"选修课程结束后,观察组护生在"医疗差错相关知识"模块和"医疗差错发生后我应该怎么做"模块的得分均高于对照组护生,且差异具有统计学意义(P<0.05)。结论开设患者安全教育课程可明显提高本科护生的患者安全知识、态度和技能。     

Using observational simulation teaching methods in professional development to address patient safety

BackgroundFramed within the National Quality Health Service Standards and using immersive simulation approaches, a series of videos responding to accreditation audit findings were created and used as teaching artefacts for mandatory professional development at a regional hospital in Australia. The scenarios captured a patient's hospital journey and targeted quality standards for medication administration, infection control, patient identification, documentation and preventing falls.AimTo improve patient safety and quality health outcomes.MethodsMixed methods comprising of quality audit data, surveys and interviews were used to evaluate the effectiveness of the simulation video artefacts and to measure the impact of the professional development initiative using simulation artefacts on patient outcomes.FindingsFindings showed high levels of satisfaction with the new education programme, improved understanding of documentation, improved risk management and a significant reduction in the incidence of falls with injury (73%), medication incidents (34%), and infection (61%).ConclusionThis project promoted a culture of safety and learning and demonstrated that using simulation videos in mandatory professional development can positively impact safety and health outcomes.     

Patient safety education and baccalaureate nursing students' patient safety competency: A cross‐sectional study

This cross‐sectional study examines baccalaureate nursing programs in South Korea to determine how and to what extent patient safety education was delivered, and to assess nursing students' patient safety competency. The Quality and Safety Education for Nurses (QSEN) student evaluation survey and a Patient Safety Competency Self‐Evaluation tool were used. We distributed 234 surveys to senior students in four nursing schools; 206 (88%) students responded to the survey. The majority of students (81.6%) reported that they had received patient safety education during coursework. Patient safety education was delivered primarily by lecture rather than during laboratory or simulation sessions. The degree of coverage of QSEN competency and the students' self‐reported competency in total and attitude scores showed statistical differences among nursing schools. Students' attitude score was significantly higher than skill and knowledge. Our results confirm the need to revise the nursing curriculum and to use various teaching methods to deliver patient safety education more comprehensively and effectively. Furthermore, there is a need to develop an integrated approach to ensuring students' balanced competency.     

The invisible nature of learning: Patient education in nursing

BackgroundLearning for patients and their families within nurses’ patient- and family-education practice is an important part of person- and family-centred care. Patients and their families must master health promotional or management strategies to optimise their health outcomes. Support is often provided by nurses, but how nurses facilitate each patient’s and their family’s learning, using cognitive learning principles, seems invisible in the nursing literature.AimThis discussion paper examines the important role of cognitive learning within nurses’ patient- and family-education practice. How learning is enabled, the differences between teaching and learning and the role of learning principles are discussed. Shortcomings are identified and possible ways to address these within nurses’ practice are considered.MethodsThe discussion draws on the limited current literature surrounding cognitive learning principles in nurses’ practice and nurses’ awareness of learning principles. Readers are encouraged to question their current conceptualisation of learning and their perceptions and use of learning principles in their practice.Findings and discussionThe learning process within nursing is overshadowed by explanations of teaching strategies, determinants of learning and the learning principles of one specific theorist. The principles of cognitive learning and their role in patient- and family-education are poorly described and possibly poorly understood. This creates a fundamental knowledge gap in nursing practice.ConclusionA significant rethink about the role of learning principles within nurses’ patient- and family-education practice is overdue. These principles need to be explored further by involving nurses, patients and their families to identify how nurses are perceiving and using learning principles in their practice.     

实习护生患者安全胜任力的现状调查及其影响因素分析*

目的：调查实习护生患者安全胜任力的现状,并分析其影响因素,为开展针对实习护生的患者安全教育和医疗风险培训提供依据。方法：便利选取天津市教学医院308名实习护生为研究对象,采用“患者安全胜任力护理人员自评表”进行横断面调查。结果： 实习护生患者安全胜任力自评得分为（3.70±0.37）分。态度因素、系统因素、知识因素和技能因素4个维度得分分别为（4.22±0.49）分、（3.94±0.51）分、（3.44±0.54）分和（3.41±0.54）分。学历和是否学过患者安全相关内容是实习护生患者安全胜任力的主要影响因素（P<0.05）。结论：实习护生患者安全胜任力总得分处于中等水平。知识因素和技能因素得分偏低。医学院校应为提高护生的患者安全认知开设患者安全教育课程,临床教学医院应通过建立非惩罚性不良事件上报系统并加强患者安全相关教育以提高实习护生的患者安全胜任力。     

护理安全教育在护理学基础实验教学中的实施

目的 探讨在护理学基础实验教学中实施护理安全教育的教学效果.方法 选择我校2008级本科护生200名,随机分成对照组和实验组各100名,对照组采用传统教学方法,实验组则将护理安全教育融入护理学实验教学过程中,学期结束后进行护理操作考试,并对实验组护生进行问卷调查.结果 实验组护生护理操作考试成绩明显优于对照组(P＜0.05),实验组护生对该教学模式评价较好.结论 将护理安全教育融入到护理学基础实验操作教学中,不但提高了护生护理操作技术水平,而且使护生认识到了安全护理的意义,养成了安全护理习惯,提高了安全护理的意识.     

Psychometric testing of the Turkish version of the Health Professional Education in Patient Safety Survey: H-PEPSSTR

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.     

实习前临床医学生与护理学生患者安全知识调查与比较分析

目的调查并比较实习前本科临床医学生和护理学生关于患者安全知识、态度和技能的现状,为开展患者安全教育提供依据。方法以皖南医学院实习前五年制临床医学本科生和护理本科生为研究对象,进行＂患者安全知识、态度、技能＂问卷的匿名调查。采用EpiData 3.0软件录入数据,并用SPSS 17.0软件进行统计分析。结果共发放771份问卷,收回有效问卷755份,包括临床医学生320份,护理学生435份。结果显示：护理学生和临床医学生患者安全知识、态度和技能总分均较低;护理学生在＂医疗差错相关知识＂（P=0.012）、＂医疗差错发生后的情感＂（P=0.000）、＂患者安全的个人态度＂（P=0.001）和＂有关患者安全你的意向/打算＂（P=0.000）4个模块的得分均显著高于临床医学生;临床医学女生和护理女生在＂医疗差错发生后的情感＂得分上也均显著高于男生（P=0.028和0.000）。结论实习前护理学生和临床医学生患者安全知识均不足,后者更差,应加强针对他们的患者安全知识教育。     

有计划的病人教育在糖尿病护理中的实践初探

为探讨更为有效的住院糖尿病（ＤＭ）病人教育途径及其在护理实践中的应用，本文以有后患者对疾病认知水平的提高和健康行为的改变为评价地区比较了卫生宣教或出院指导、ＤＭ系列讲座和有计划的病人教育，在ＤＭ病人教育中的近期效果。结果表明作为护理活动一部分地有计划的病人教育，其效果优于传统的卫生宣教或出院指导和ＤＭ系进座，针有计划的病人教育作为完整的护理计划中一个有不可缺少的部分，纳入到ＤＭ护理实践中去。     

Assessing learning styles: practical tips for patient education

Nurses must facilitate and support patient and family decision-making and improvement in health outcomes using instructional skills. Complex patient needs and nursing responsibilities necessitate thoughtful consideration for maximizing the effectiveness of patient teaching encounters. This article reviews assessment of patient learning styles in combination with context for an individualized approach, as well as motivation for adult learners as a framework for organization of patient teaching. Methods and modes of patient teaching are discussed as well as tips for overcoming barriers to planning and implementing patient teaching.     

Exploring the extent to which simulation-based education addresses contemporary patient safety priorities: A scoping review

Background

There is unprecedented increase in use of simulation-based education in healthcare settings. The key driver is improving quality and safety in healthcare. To date, there is limited understanding of the degree to which this goal has been achieved.