Preregistration nursing students' motivation for speaking up for patient safety: An integrated literature review.

Autor: Walsh SA; School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia. Electronic address: samantha.walsh@cqumail.com., Walker SB; School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia. Electronic address: s.walker@cqu.edu.au., Wirihana LA; School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia. Electronic address: l.wirihana@cqu.edu.au.
Jazyk: angličtina
Zdroj: Nurse education today [Nurse Educ Today] 2024 Sep; Vol. 140, pp. 106291. Date of Electronic Publication: 2024 Jun 21.
DOI: 10.1016/j.nedt.2024.106291
Abstrakt: Aim: The aim of this review was to uncover what motivates preregistration nursing students to speak up for patient safety during work integrated learning (WIL) and to develop an evidence-based safety motivation framework for use by educators, clinicians, and preregistration nursing students.
Design: This study used an integrative literature review design guided by Whittemore and Knafl's methodological framework.
Data Sources: Five research databases, CINAHL, MEDLINE, PubMed, Scopus, and Web of Science, were searched for relevant peer reviewed research literature published in English between January 2011 and January 2024. The use of MeSH terms "undergraduate nursing student," or "preregistration nursing student" and "speaking up," "patient safety," and "motivation," resulted in 489 search returns. Following application of filters and inclusion criteria fifty-four (n = 54) studies were identified as being relevant to the research aim.
Review Methods: The fifty-four (n = 54) research studies were reviewed using the JBI Critical Appraisal tool relevant to the study methodology. The JBI critical appraisal tools are checklists used to determine research quality, validity, results, and meaning. Following appraisal, 27 studies were included in the integrative literature review.
Results: Authentic learning, view of self as a nurse, and positive work integrated learning experiences were found to be the primary motivators for preregistration nursing students to speak up for patient safety during work integrated learning. These three motivators provided the foundation for an evidence-based framework, underpinned by self-determination theory, that can be used to enhance preregistration nursing students' motivation to speak up for patient safety.
Conclusions: The integrative review design enabled the development of the evidence-based Safety Motivation Framework to support preregistration nursing students' during work integrated learning however missing from the literature was information about the lived experience of this group of students when speaking up for patient safety.
Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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