Current assessments of quality and safety education in nursing

Smith, Elaine; Cronenwett, Linda R.; Sherwood, Gwen

doi:10.1016/j.outlook.2007.02.005

Cited by 90 publications

(60 citation statements)

References 2 publications

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“…Although not explored in this study, extending the educational partnership to include clinicians may support learning and safety in the clinical setting [5,51] . Clinicians' insider perspective regarding the realities of clinical practice is a valuable source of evaluative feedback regarding students' achievement of practice competencies [51] .…”

Section: Discussionmentioning

confidence: 99%

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Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Montgomery

Mossey

Killam

2013

JNEP

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Background: Little is known about novice students' perspectives of safety in clinical learning. This gap prevents a comprehensive understanding of their efforts to demonstrate clinical competence while securing safety for stakeholders in increasing complex practice environments. The purpose of this study was to describe impediments to safe clinical learning as perceived by second year students enrolled in a baccalaureate nursing program.Methods: Q-methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning circumstances. Across two program sites in northern Ontario, Canada, 73 second year students sorted 43 theoretical statement cards identifying unsafe clinical practices and situations. Centroid factor analysis and varimax rotation yielded correlations between participants who held similar and different viewpoints about impediments to safety in clinical learning.Results: Three discrete perspectives and one consensus perspective constituted second year students' description of unsafe clinical circumstances. The discrete viewpoints were unprepared for role enactment, unsupported learning, and breached standards. There was consensus that a failure to demonstrate patient protection compromised clinical safety. The findings characterized unsafe clinical milieus as a combination of student, educator and programmatic accountability issues. Conclusions:The shared perspectives of novice learners call attention to student preparedness, learning support and adherence to disciplinary standards. Educators and clinicians are compelled to address these issues for the development of conscientious novices within a culture of safety.

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Section: Discussionmentioning

confidence: 99%

“…Clinicians' insider perspective regarding the realities of clinical practice is a valuable source of evaluative feedback regarding students' achievement of practice competencies [51] . Second year students' characterization of unsupported learning inferred broader programmatic issues related to support structures and policies.…”

Section: Discussionmentioning

confidence: 99%

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Montgomery

Mossey

Killam

2013

JNEP

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“…This was illustrated in the Quality and Safety Education for Nurses (QSEN) project. 27 Core quality competencies were derived based on the 2003 IOM report "Health Professions Education, and explored in a survey and focus groups for teaching staff knowledge/ attitudes regarding these competencies. 13,28 The combined data suggested that while staff believed the competencies were being taught, they did not understand key concepts and were unable to articulate pedagogical strategies.…”

Section: -24mentioning

confidence: 99%

“…The authors conclude that the skills gap needs to be addressed, which a number of the other studies agreed with. 5,27,32 However, the observation that perception of competence does not necessarily reflect reality raises the point that accurate measurement of competency is critical.…”

Section: -24mentioning

confidence: 99%

A UK Perspective on Human Factors and Patient Safety Education in Pharmacy Curricula

Vosper

Hignett

2018

American Journal of Pharmaceutical Education

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Objective. To take a systematic approach to exploring patient safety teaching in health care curricula, particularly in relation to how educators ensure students achieve patient safety competencies.Findings. There is a lack of formally articulated patient safety curricula, which means that student learning about safety is largely informal and influenced by the quality and culture of the practice environment. Human Factors and Ergonomics appeared largely absent from curricula. Summary. Despite its absence from health care curricula, Human Factors and Ergonomics approaches offer a vehicle for embedding patient safety teaching. The authors suggest a possible model, with Human Factors and Ergonomics forming the central structure around which the curriculum can be built.

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“…Results from another study proposed that new nurse graduates felt incompetent in integration and application of knowledge and skills to provide quality and safety care [15] . Other researchers surveyed staff nurses and found that new nurses were ill prepared due to the lack of an adequate and appropriate transition program, both in length and in content [9] .…”

Section: Literature Reviewmentioning

confidence: 99%

Pregraduation clinical training program improves clinical competence of nurse students in Taiwan: An interventional study

Liou

Tsai

Cheng

2013

JNEP

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Background: Recruiting and retaining new graduate nurses are high priorities for hospitals confronting nurse vacancy issues. However, new graduate nurses may not meet the professional entry-level expectations in providing safe patientcare skills. The purposes of this study were to evaluate the effectiveness of a nurse pregraduation clinical training program by measuring students' clinical competency levels, from the students' and the preceptors' perspectives, and by analyzing students' decision to continue working at the same hospital where they received their clinical practicum. Methods:This study utilized a pretest-posttest design. In the developed training program, students practiced as a registered nurse under the supervision of a nurse preceptor for 208 hours. The Clinical Competence Questionnaire was used. The pregraduate participants (N=571) consisted of three cohorts of students who were completing their final semester of a RN-to-BSN program. The preceptors (N=203) responsible for the students also completed questionnaires. Data were analyzed using descriptive statistics, Kolmogrov-Smirnov test, the Wilcoxon signed-rank test, and one-way ANOVA.Results: Students significantly increased their clinical competence after completing the training program. The preceptors generally rated the students with a high clinical competence score; however, the preceptors' scores were lower than the students' self-rated scores. The students' satisfaction with their preceptors positively influenced their decision to remain working in the hospital or unit where they received the practicum. Conclusion:New graduate nurses' transition in employment demands continuing support from the hospital, especially from preceptors who mentor them. To maintain the retention rate of nurses, hospitals are encouraged to offer a formal education program to preceptors regarding proper methods of mentoring pregraduates.

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Current assessments of quality and safety education in nursing

Cited by 90 publications

References 2 publications

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

A UK Perspective on Human Factors and Patient Safety Education in Pharmacy Curricula

Pregraduation clinical training program improves clinical competence of nurse students in Taiwan: An interventional study

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