Perceived Patient Safety Competence of Baccalaureate Nursing Students: A Descriptive Comparative Study.
| Autor: | Rebeschi LM; School of Nursing, Quinnipiac University, North Haven, Connecticut, United States. |
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| Jazyk: | angličtina |
| Zdroj: | SAGE open nursing [SAGE Open Nurs] 2020 Jun 08; Vol. 6, pp. 2377960820930134. Date of Electronic Publication: 2020 Jun 08 (Print Publication: 2020). |
| DOI: | 10.1177/2377960820930134 |
| Abstrakt: | Introduction: Patient safety is an issue of utmost concern within health care. An interrelated approach between nursing education and practice is needed. For more than a decade, nursing education programs have responded to calls for curricular reform, integrating strategies to prepare graduates for safe nursing practice. Objectives: The purpose of the descriptive study was to examine self-perceived safety competencies among baccalaureate (BSN) nursing students at end of program ( n = 72) using the Health Professional Education in Patient Safety Survey. In addition to the objective of describing self-perceived safety competencies of BSN students, another objective was to investigate any significant differences in self-perceived competencies between traditional 4-year and accelerated 12-month program students. Methods: A descriptive comparative design was used with a purposive sample of baccalaureate nursing students from both traditional and accelerated second-degree programs at a comprehensive university in the Northeast. Results: Students rated self-confidence with patient safety learned in the clinical environment higher than within the classroom setting. Overall, students reported a high level of self-confidence within each of the seven patient safety dimensions with knowledge gained from the clinical setting higher than knowledge gained from the classroom setting. Paired t -test analyses revealed statistically significant differences ( p < .05) between self-confidence gained in classroom and clinical environments with communicating effectively and managing safety risks. Independent t -test analyses revealed accelerated students reported lower self-confidence than traditional students, with statistically significant differences ( p < .05) in dimensions of culture of safety, working in teams, managing safety risks, and disclosing adverse events/close calls. Conclusion: In most patient safety dimensions, students felt confident with their competencies within each of the dimensions of patient safety. Results also revealed that accelerated second-degree students report lower confidence with their knowledge of patient safety gained from classroom and clinical settings. Nursing programs must continue to emphasize a culture of safety within the nursing curriculum. Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. (© The Author(s) 2020.) |
| Databáze: | MEDLINE |
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