Critically ill patient safety in nursing education: Students’ practices and perception

Shalaby, Samah Anwar; Seweid, Mohamed M.; El-Soussi, Azza Hamdi

doi:10.5430/ijh.v4n2p1

Cited by 3 publications

(5 citation statements)

References 28 publications

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“…[2] The current study illustrated that nearly one third of the students did not receive feedback about their clinical performance and this was perceived as a hindrance for clinical practice. This is consistent with the findings of Shalaby, et al [24] In other previous studies, nursing students reported the feedback of clinical teachers as an important attribute for successful clinical practice. [20,30]…”

Section: Discussionsupporting

confidence: 93%

“…The investigators related this finding to the limited training time and students being occupied with patients' care. [24] As the time allocation for the clinical training is limited, it should be utilized effectively. [25] In accordance with other studies, the students reported a gap between what they taught in classroom and skill lab, and what they experienced in clinical setting.…”

Section: Discussionmentioning

confidence: 99%

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Nursing students' perception of their clinical practice in intensive care units: A study from Egypt

Kandeel

Ahmed²

2019

JNEP

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Providing nursing students with quality clinical experience in intensive care units (ICUs) is a major concern for nursing educators in Egypt. Understanding nursing students' perception of their critical care experience is important in future planning of successful clinical placements in ICUs. The purpose of this study was to investigate undergraduate nursing students' perception of their clinical practice in ICUs. The study involved 306 nursing students who were registered in critical care nursing course. Data were collected using a self-administered survey which addressed nursing students' perception of three domains including clinical practice environment, clinical teaching and learning and factors hindering clinical practice in intensive care setting. The results illustrated that the majority of students enjoyed their clinical experience in ICUs. However, students highlighted many factors that hindered their clinical practice such as the stressful intensive care setting, fear of making mistakes, complex patients’ conditions, theory-practice gap, overburdening with documentation and lack of coordination between clinical placements. Supportive learning environment is needed to enhance students' clinical learning, improve collaboration between students, demonstrators and critical care nursing staff, and reduce theory-practice gap.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Nursing students' perception of their clinical practice in intensive care units: A study from Egypt

Kandeel

Ahmed²

2019

JNEP

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“…[28] On the other hand, Elhady et al (2015) reported that the majority of the nursing students were interested in infection control course and agreed that the institute gives attention to infection control. [29] However, in a study conducted by Shalaby et al (2018) which investigated nursing student perception of safety practices in a Faculty of Nursing, that include infection prevention as a subcategory, 49% of the nursing students had poor perception regarding their unsatisfactory clinical performance whereas 56% had fair perception regarding their inconsistent nursing curricula. [30] As for the internship nursing students' suggestions for improvement of IPC curriculum in nursing program, nearly half of them agreed that participation in IPC continuing training program was essential.…”

Section: Internship Nursing Students' Satisfaction With the Undergradmentioning

confidence: 99%

“…[29] However, in a study conducted by Shalaby et al (2018) which investigated nursing student perception of safety practices in a Faculty of Nursing, that include infection prevention as a subcategory, 49% of the nursing students had poor perception regarding their unsatisfactory clinical performance whereas 56% had fair perception regarding their inconsistent nursing curricula. [30] As for the internship nursing students' suggestions for improvement of IPC curriculum in nursing program, nearly half of them agreed that participation in IPC continuing training program was essential. This is supported by Management Sciences of Health Agency in Egypt (2015), which stated that one of the strategies adopted for improving the performance of nurses, was to ensure their implementation of infection control standards.…”

Section: Internship Nursing Students' Satisfaction With the Undergradmentioning

confidence: 99%

Infection prevention and control curriculum in undergraduate nursing program: Internship nursing students’ perspectives

Abdelaziz

Dogham²,

Elcockany³

2019

JNEP

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Undergraduate nursing education plays a vital role in acquiring the necessary competency for patient safety. Infection prevention and control is a very critical topic for providing patient safety so, undergraduate and graduate nursing students should be competent in infection prevention and control. The aim of this study was to measure the undergraduate nursing program effectiveness in improving knowledge and practice of infection prevention and control of internship nursing students and to identify their learning needs. A descriptive research design was used. Students were selected using convenience sampling which included 400 internship nurses. Data was collected using a self-reported questionnaire. The results of the current study displayed that more than half (59.5%) of the intern nurses had poor knowledge and also 43.2% of them had poor practice. In addition, it was found that more than half of them reported that infection control program is neither irrelevant nor meaningful, and 48.5% of the students suggested that participation in infection prevention and control training is most important for the improvement of nursing program. This study concluded that infection prevention and control topics in undergraduate nursing education may be insufficient and need to be updated, as well as the need for reviewing the intended learning outcomes of nursing program to ensure the addition and implementation of infection control guidelines in all undergraduate in the last academic year of nursing program as well as internship. The students also are in need for continued training and education regarding guidelines of infection prevention and control practice.

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“…Moreover, SBAR situation awareness training helps students enhancing projection that depicts their expectation of consequences for the system which is finally enable students to identify requirements that guide them, thus preventing errors due to misjudgment of a given situation. In this regard, Shalaby et al (2018) [32] studied the critical care nurse students' perception and practices to patient safety, they found that students had a practice level ranged from poor to fair level related to their practices. In contrast with this finding, Langari et al (2017) [33] examined and compared the patient safety competence between British and Finnish nursing students.…”

Section: Discussionmentioning

confidence: 99%

Effect of SBAR situational awareness technique as educational intervention on critical care nurse students' skills of patient safety

Morsy

Ahmed²

2020

JNEP

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Background: Situation awareness could actively scan for risk across multiple domains. It has been defined as “the perception of elements in the environment within a volume of time and space, the comprehension of their meaning, and the projection of their status in the near future”. Situation awareness includes three levels; perception, comprehension, and projection. Perception is the first step in developing situation awareness as it includes students' perception of status, attributes, and dynamics of relevant elements in the ICU environment. Comprehension of the present situation is based on outputs of the perception. It includes understanding of the significance of the relevant elements. Finally, projection of future status includes the ability of students to predict the future actions of certain elements in the ICU environment. Appropriate situation awareness could increase the probability of a good task performance. In addition, feedback covers state of the ICU environment affected by both decisions and performance of the selected actions. While SBAR is acromion that represents the actual application of situational awareness through situation, background, assessment and recommendation. A representation of SBAR situational awareness has been depicted as an inner factor in the method for giving patient consideration and basic leadership that helps health care professionals to handle and process information about what is occurring. SBAR is a mechanism useful for framing any conversation, especially critical ones, requiring a practitioner's immediate attention and action to foster a culture of patient safety. Critical care nurses play an important role in their workplace related to patient safety. They should be able to recognize and analyze patient safety incidents using protocols, work in a team, learn from errors, and be able to identify actions and recommendations on how to prevent patient safety incidents through the use of SBAR situational awareness technique. Nursing students’ should recognize and understand what is going on around them. Consequently, they can plan ahead with greater knowledge to patient safety which arise the need to integrate SBAR situation awareness in their curricula.Method: A quasi experimental research design was used in this study in which two tools were used for data collection: “Self-Situational Awareness Assessment Questionnaire” and “Critical Care Nurse Students’ Safety Skills Checklist”.Results: There was a statistical significant difference between both groups of students in relation to situation awareness perception, process and skills (p < .001). Moreover, there was a statistical significant difference between the study and control groups in relation to the students' practices score regarding patients’ safety standards in the post-assessment phase (p < .001).Conclusion: In the current study, the SBAR situation awareness technique was used in training critical care nurse students to improve their situation awareness level to patient safety skills. Situation awareness perception, process and skills level were significantly increased for critical care nurse students who are subjected to the training program. Also, the students' skills regarding patients' safety standards practices were significantly improved.

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Critically ill patient safety in nursing education: Students’ practices and perception

Cited by 3 publications

References 28 publications

Nursing students' perception of their clinical practice in intensive care units: A study from Egypt

Nursing students' perception of their clinical practice in intensive care units: A study from Egypt

Infection prevention and control curriculum in undergraduate nursing program: Internship nursing students’ perspectives

Effect of SBAR situational awareness technique as educational intervention on critical care nurse students' skills of patient safety

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