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Abstract

Significant work is needed if the principles of a fair and just culture are to shape the response to nursing student errors and near misses. For nursing schools, some essential first steps are to understand the tools and policies a school has in place; the school's philosophy regarding errors and near misses; the resources needed to establish a fair and just culture; and how faculty can work together to create learning environments that eliminate or minimize the negative consequences of errors and near misses for patients, students, and faculty.

Nursing students’ experiences of patient safety incidents and reporting: A scoping review

“…[68] Recent work supports the inclusion of just culture principles in underpinning school policies that guide student incident reporting. [69,70] Students should be prepared in managing mistakes, both pragmatically from a procedural perspective (e.g., process and steps to reporting), as well as psychologically. [33] This is important to prevent psychological harm, referred to as the second victim phenomenon.…”

Nursing students' errors in clinical learning. Qualitative outcomes in Mixed Methods Research

“…Even so, going through professional life without an error might be exception and not rule. There should not be complacency and to face the issue with the dignity that being a nurse demands, errors must be acknowledged, not hidden, as a way of professional and personal development in order to assure a safe and ethic professional practice (1)(2)(3) .…”

The space to make mistakes: allocating responsibility and accountability for nursing student-committed medication errors

“…The bulk of research that considers the reasons for, and implications of medication errors has, by far, been conducted in reference to RN practice rather than that of student nurses (Disch et al, 2017). This knowledge gap is unfortunate because there is speculation in the literature that inadequacies at the education stage of nurse preparation may contribute to medication errors committed after graduation (Chiou, Huang, & Chuang, 2009;Fothergill Bourbonnais & Caswell, 2014;Harding & Petrick, 2008;Reid-Searl & Happell, 2011;Reid-Searl, Happell, Burke, & Gaskin, 2013;Reid-Searl, Moxham, Walker, & Happell, 2010).…”

“…Students will also often underreport errors because of their fear of negative consequences, including academic penalties (Salami, 2018) and negative reactions from instructors, unit staff, and peers (Natan, Sharon, Mahajna, & Mahajna, 2017). In addition, very few schools of nursing have implemented their own internal adverse event reporting systems that would enable tracking and trending over time (Disch et al, 2017;Miller et al, 2016;Wolfe, 2017). However, one study of Iranian student nurses did identify 153 errors in 372 observations of 52 students (Baghcheghi & Koohestani, 2008), while 124 out of 324 (38.3%) Turkish student nurses self-reported having committed 402 total medication errors during their past clinical placements (Cebeci, Karazeybek, Sucu, & Kahveci, 2015).…”

“…There is some suggestion in the literature that the shift to a just healthcare culture has not occurred at the same pace in the educational realm and that student nurses continue to feel blamed by others after committing a medication error (Barnsteiner & Disch, 2012;Disch, Barnsteiner, Connor, & Brogren, 2017;Gregory, Guse, Davidson Dick, & Russell, 2007;Zieber & Williams, 2015). Many student nurses also engage in significant self-blame for the event Zieber & Williams, 2015).…”