Effective patient safety education for novice RNs: A systematic review

Abstract

Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

Attitudes of Undergraduate Nursing Students towards Patient Safety: A Quasi-Experimental Study

“…However, around the world nursing degree curricula do not assign the necessary importance to competencies related to patient safety [ 7 , 8 , 9 , 10 ] ⁠and it is necessary to advance the design and evaluation of more effective educational interventions to improve knowledge, skills and attitudes regarding patient safety [ 7 , 11 ], both in university classrooms and clinical settings [ 12 , 13 ].…”

“…On the other hand, Lee and Quinn [ 13 ] conclude that clinical simulation, technological aids and online learning modules improve the safety competencies of nursing students. However, more research is needed to identify which educational strategies are the most appropriate, integrating theoretical and clinical learning [ 11 , 12 ].…”

Validation of the Attitudes to Patient Safety Questionnaire for Nursing Students in the Spanish Context

“…The available evidence does not clarify the most appropriate strategies for incorporating patient safety into nursing curricula [3,5] or the most effective educational interventions to ensure the acquisition of competencies [6,7]. Similarly, there is a gap in the evaluation of knowledge, skills and attitudes about patient safety [8], making it necessary to have validated tools to determine which are the most appropriate curricular strategies and educational interventions.…”

The effects of simulation on nursing students’ protecting patients’ rights: A qualitative study

“…There are various examples in the literature where simulation both increases the safety of patients and has a number of positive effects on them 14,[18][19][20] . However, no qualitative research performed with an aim of investigating the simulation training with students in terms of the protection of patients' rights is available in the literature.…”

“…Simulation is an effective teaching method that facilitates the transition from theory to practice, allowing students to better adapt themselves to patient care practices [15][16][17][18] . Simulation supports improving the training of health professionals and students in practices while minimising harm to the patients in clinics 18 . Furthermore, simulation makes it possible to create a realistic learning environment where students can repeat any practice as many times as they wish and experience cases that they rarely encounter in clinical settings.…”