Student Nurses ‘Assessment of Medical Errors

Abstract

PurposeThe aim of this study was to evaluate the quality of nursing students' assessment of cases of medical error.MethodThis descriptive cross-sectional study was conducted with 145 nursing students in İzmir, Turkey. The epidemiology of the medical errors that the students witnessed during clinical practice was examined. Then, the success of the students in using the Text-Based Medical Error cases tool developed by the researchers was examined.ResultsOf the students, 24.1% had witnessed medical errors during clinical practice. The percentage of students successfully analyzing cases of medical errors related to patient identification, falling, medication administration, blood transfusions, health-care-associated infections, and pressure ulcers were 51.72%, 7.59%, 17.24%, 8.28%, 45.52%, and 56.55%, respectively.ConclusionThe students' ability to evaluate cases of medical error needs improvement.

Effect evaluation of case-based learning with situated cognition theory on competence training for student nurses in pediatric surgery

“…Studies have shown that adverse events are closely related to patient safety and care quality, but about 50% of them can be prevented [ 38 , 39 ]. Because student nurses had poor clinical practice ability, weak critical thinking ability, a lack of communication skills, and an absence of teamwork awareness, they had become the “main force” leading to the occurrence of safety risks [ [40] , [41] , [42] ]. Our results showed that through the teaching-learning mode of CBL-SCT, student nurses in the experimental group significantly improved their practice skills in six nursing quality standards.…”