Nursing students' self-reported experiences and attitudes regarding patient safety: A cross-sectional study comparing the classroom and clinical settings |
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| Institution: | 1. Department of Public Health Nursing, Akdeniz University Kumluca Health Science Faculty, Antalya, Turkey;2. Department of Nursing Management, Akdeniz University Kumluca Health Science Faculty, Antalya, Turkey;3. Department of Nursing, Akdeniz University Kumluca Health Science Faculty, Antalya, Turkey;1. South Western Sydney Clinical School, School of Medicine, University of New South Wales Sydney (UNSW), Sydney, NSW, 2170, Australia;2. Improving Palliative, Aged and Chronic Care through Clinical Research and Translation (IMPACCT), Faculty of Health, University of Technology Sydney, Sydney, NSW, 2007, Australia;3. Sacred Heart Supportive & Palliative Care, St Vincent''s Hospital, Darlinghurst, NSW, 2010, Australia;4. Department of Palliative Care, Calvary Mater Hospital Newcastle, Waratah, NSW, 2298, Australia;5. Centre for Drug Repurposing and Medicines Research, Discipline of Clinical Pharmacology, School of Medicine and Public Health, University of Newcastle, Hunter Medical Research Institute, Newcastle, NSW, 2298, Australia;6. The Australian Centre for Cannabinoid Clinical and Research Excellence (ACRE), New Callaghan, NSW, 2308, Australia;1. School of Nursing and Midwifery, Griffith University, Gold Coast Campus, Australia;2. Menzies Health Institute Queensland, Griffith University, Australia;3. The Wesley Hospital, Brisbane, Australia;4. Faculty of Health, University of Technology, Sydney, Australia;1. School of Nursing and Midwifery, Western Sydney University, Nepean, New South Wales 2751, Australia;2. School of Nursing and Midwifery, Academic Workforce, Hawkesbury Campus;3. School of Nursing, Midwifery and Paramedicine (NSW/ACT), Australian Catholic University;1. School of Nursing and Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia;2. School of Nursing, Midwifery & Social Sciences, CQUniversity Australia, Bruce Highway, North Rockhampton, Queensland, 4702, Australia;1. School of Nursing and Midwifery, Deakin University, Victoria, Australia;2. Centre for Quality and Patient Safety Research, Western Health Partnership, Victoria, Australia;3. College of Health and Biomedicine, Victoria University, Victoria, Australia;1. School of Law, Western Sydney University, Campbelltown, Sydney, Australia;2. School of Law, Western Sydney University, Sydney, NSW, Australia;3. Western Sydney University, Parramatta, Sydney, NSW, Australia;4. Associate Professor in Nursing (Mental Health), Faculty of Medicine, Nursing & Midwifery and Health Sciences, University of Notre Dame Australia, Sydney, NSW, Australia |
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| Abstract: | BackgroundPatient safety education varies in nursing schools and therefore it is crucial to identify the educational needs of students by determining their skills, attitudes, and competencies regarding patient safety and medical errors.AimThis study was conducted to determine nursing students’ patient safety education competencies in the classroom and clinical settings, their attitudes towards medical errors, and the relationship between them.MethodsThis was a cross-sectional questionnaire study conducted with 204 nursing students. The participation rate was 96%. Data were collected using the Health Professional Education in Patient Safety Survey (H-PEPSSTR), and the Medical Errors Attitude Scale (MEAS). A STROBE checklist was used to report findings.FindingsStudents’ patient safety knowledge and competence scores obtained from the H-PEPSSTR were the highest for the ‘communicating effectively’ subscale in the classroom and for the ‘culture of safety’ subscale in the clinics while their ‘understanding human and environmental factors’ subscale scores were the lowest. The total H-PEPSSTR scores in the classroom, ‘working in teams with other health professionals,’ ‘communicating effectively,’ ‘managing safety risks,’ and ‘understanding human and environmental factors’ subscales scores of the students who had positive attitudes according to MEAS were higher (p < 0.05).DiscussionStudents with positive attitudes towards medical errors had higher patient safety knowledge in the classroom; however, it did not affect patient safety competence in the clinical setting.ConclusionNursing students had positive attitudes towards medical errors. Their patient safety knowledge and competencies gained in the classroom were more than that developed in the clinical settings. |
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