Perceptions of Patient Safety Competence among Undergraduate Nursing and Nursing Associate Students: A Comparative Cross-Sectional Study
Authors: De Rezende, H., Ooms, A., Kaya, G.D. and Wang, C.
Journal: Nursing Forum
Volume: 2024
eISSN: 1744-6198
ISSN: 0029-6473
DOI: 10.1155/2024/2808815
Abstract:Background. Nursing professionals are pivotal in coordinating care and incorporating quality and safety strategies to enhance patient outcomes. Therefore, nursing education is paramount in preparing nurses to deliver safe care. Aim. In this study, we aimed to explore the self-reported patient safety competence acquired by undergraduate nursing students in classroom and clinical settings and to compare their perceptions of how broader patient safety issues are addressed in their programmes. Methods. We conducted a cross-sectional study in a public university in London, United Kingdom, and included Bachelor of Science nursing students from all fields of nursing and Nursing Associate students (n = 250, response rate 21.3%). Students completed the Health Professional Education Patient Safety Survey (H-PEPSS). Paired t-tests examined the differences in learning (classroom versus clinical setting). Analysis of variance was used to explore differences in self-reported patient safety competencies across programmes and to compare students' perceptions of how broader patient safety issues are addressed in their curricula. Results. Mean domain scores indicate high confidence levels in patient safety competence for learning gained in both classroom and clinical settings for all students (>4.0/5.0). Results also indicate a consensus among students from various programmes that broader patient safety issues are adequately addressed in the curricula. Self-reported confidence was highest in respondents enrolled in the Nursing Associate programme and students with prior experience in a clinical setting. Students were confident about their learnings of patient safety in their educational programmes. Conclusions. Greater patient safety competence indicates comprehension and familiarity with knowledge boundaries, which in turn acknowledges the limitations of autonomous practice. Our findings underscore the need for targeted educational interventions to enhance specific areas of patient safety competence and emphasise the shared responsibility of educators in fostering a culture of safety within healthcare.
https://eprints.bournemouth.ac.uk/40240/
Source: Scopus
Perceptions of patient safety competence among undergraduate nursing and nursing associate students: a comparative cross-sectional study
Authors: De Rezende, H., Ooms, A., Kaya, G. and Wang, C.
Journal: Nursing Forum
DOI: 10.1155/2024/2808815
https://eprints.bournemouth.ac.uk/40240/
Source: Manual
Perceptions of patient safety competence among undergraduate nursing and nursing associate students: a comparative cross-sectional study
Authors: De Rezende, H., Ooms, A., Kaya, G.D. and Wang, C.
Journal: Nursing Forum
Issue: 1
ISSN: 0029-6473
Abstract:Background. Nursing professionals are pivotal in coordinating care and incorporating quality and safety strategies to enhance patient outcomes. Therefore, nursing education is paramount in preparing nurses to deliver safe care. Aim. In this study, we aimed to explore the self-reported patient safety competence acquired by undergraduate nursing students in classroom and clinical settings and to compare their perceptions of how broader patient safety issues are addressed in their programmes. Methods. We conducted a cross-sectional study in a public university in London, United Kingdom, and included Bachelor of Science nursing students from all fields of nursing and Nursing Associate students (n = 250, response rate 21.3%). Students completed the Health Professional Education Patient Safety Survey (H-PEPSS). Paired t-tests examined the differences in learning (classroom versus clinical setting). Analysis of variance was used to explore differences in self-reported patient safety competencies across programmes and to compare students’ perceptions of how broader patient safety issues are addressed in their curricula. Results. Mean domain scores indicate high confidence levels in patient safety competence for learning gained in both classroom and clinical settings for all students (>4.0/5.0). Results also indicate a consensus among students from various programmes that broader patient safety issues are adequately addressed in the curricula. Self-reported confidence was highest in respondents enrolled in the Nursing Associate programme and students with prior experience in a clinical setting. Students were confident about their learnings of patient safety in their educational programmes. Conclusions. Greater patient safety competence indicates comprehension and familiarity with knowledge boundaries, which in turn acknowledges the limitations of autonomous practice. Our findings underscore the need for targeted educational interventions to enhance specific areas of patient safety competence and emphasise the shared responsibility of educators in fostering a culture of safety within healthcare.
https://eprints.bournemouth.ac.uk/40240/
Source: BURO EPrints