Incorporating a Patient Safety and Quality Course Into the Nursing Curriculum: An Assessment of Student Gains

Abstract

Background Training nursing students on quality and patient safety (PS) is crucial to ensuring safe healthcare practices given the key role nurses play on the healthcare team. The aim of this study was to evaluate the impact of quality and PS course on the knowledge, and system thinking of students at different stages of the undergraduate nursing course. Methods A 4.5-day quality improvement and PS course was conducted at the Aga Khan University School of Nursing and Midwifery for 146 second- and 139 fourth-year students. Students’ knowledge, self-assessment of knowledge and skills, and system thinking were assessed using pretest and posttest. Results Of the total of 20 points, the course significantly improved students’ knowledge by a mean of 4.91 points for second-year students (95% confidence interval [CI], 4.32–5.51) and 3.46 points for fourth-year students (95% CI, 2.90–4.02) between pretest and posttest. For systems thinking, the Systems Thinking Scale scores increased by 0.41 points (95% CI, 0.29–0.52) for second-year students and 0.33 points (95% CI, 0.22–0.44) for fourth-year students out of the total of 5 points. The self-assessment scores significantly increased on postcourse assessment for second (P < 0.05) and fourth-year students (P < 0.001). Positive experience reported by students in the narrative reflections complemented these results. Conclusions There was a significant increase in nursing students’ knowledge, self-efficacy, and system thinking after participating in this short PS course. Replication at a national level may improve safety knowledge and skills among nursing students with subsequent gains in the safety of healthcare delivery in Pakistan.

Effects of Nursing Students' Patient Safety Attitudes, Safety Motivation and Nursing Professionalism on Confidence in Performance of Patient Safety

“…그러한 행동은 간호활동을 통해 간호수행 자신감으로 표현되며, 자신감은 지식과 기술을 바탕으로 역할을 수행할 수 있는 스스로의 믿음을 의미하는 것으로 향후 간호전문직으로서의 자아개념을 형성하는데 도움이된다 [9][10]. 환자안전과 관련된 선행연구로는 국외의 경우 간호학생 3,4학년을 대상으로 환자 안전 교육을 적용하여 지식 및 자기효능감을 확인한 연구 [11], 간호사, 의사, 간호조무사, 보건 종사자들을 대상으로 환자안전에 대한 인식을 조사한 연구 [12], 간호학생을 대상으로 환자안전역량을 측정한 연구 [13], 의료사고 환자안전 시나리오를 활용하여 환자안전에 대한 동기, 학습태도, 팀워크를 확인한 연구 [14], 간호학생을 대상으로 환자안전관리에 대한 불안, 자신감과 임상역량과의 관계를 확인한 연구 [15] 등이 있다. 국내의 경우 간호대학생을 대상으로 환자안전수행 자신감 [4], 안전관리 행위 [5], 태도 [16][17], 동기 [17][18][19], 전문직관 [20] [27], 환자안전관리에 태도가 긍정적일수록 수행자신감이 높았다 [1].…”

Exploring medical and nursing students’ perceptions about a patient safety course: a qualitative study

“…In a recent national study, the academic leadership of 88 medical schools across the country agreed on incorporation of patient safety in undergraduate teaching as one of the top three proposed reforms to the national curriculum [ 14 ]. Recently, a patient safety course was introduced at one of the largest academic medical centers (AMCs) in Pakistan, demonstrating gains in medical and nursing student knowledge and systems thinking skills [ 15 , 16 ]. While the safety culture of a healthcare setting is highly dependent on physicians and nurses and both groups should ideally have a similar understanding of safety concepts, nurses tend to have more knowledge of patient safety than physicians [ 17 ].…”

Continue nursing education: an action research study on the implementation of a nursing training program using the Holton Learning Transfer System Inventory

“…Addressing this issue, contemporary literature calls for innovative and effective training methods that transition from passive knowledge acquisition to active skill application [6]. The Holton Learning Transfer System Inventory [7] provides a framework focusing on key factors such as motivation, learning environment, and transfer design [7][8][9].…”