Student perceptions of faculty feedback following medication errors – A descriptive study

Nursing students’ experiences of patient safety incidents and reporting: A scoping review

“…First time errors appeared to decrease over time spent in the program. [32] Second year students were likely to view errors as a learning opportunity, whereas fourth year students perceived errors as a barrier to their learning. [31] Despite good intentions to report errors, barriers exist to actual student reporting.…”

“…[30] Similarly, Santos [31] found that students most often committed medication errors, but the largest proportion of PSIs were related to care implementation, which encompasses skills such as adhering to guidelines and knowledge application. In examining only medication errors, Walsh et al [32] reported the three most common error types, which were: (1) not administering a medication within the appropriate time frame, (2) administering the medication at the wrong time, and (3) inaccurately documenting medication administration.…”

“…Additionally, students stated that they were more likely to report a PSI if they were provided an opportunity to explain why the incident occurred and their feelings about the incident. [32] Furthermore, students were more likely to report if they were provided with subjective feedback focused on improving their competence, rather than objective feedback focused on the error -an acknowledged divergent finding compared to others such as that of Koohestani and Baghcheghi. [41] Noland and Carmack [47] reported that students tended to communicate incidents in nonassertive, passive ways, instead of using assertive strategies.…”

“…This type of communication promotes opportunities to provide feedback that is sensitive to how students feel and will help them to improve their practise. [32] Nurse educators, clinical instructors and preceptors can cultivate patient safety cultures by supporting students in reporting incidents and building awareness of safety principles. [42] Professional development for nurse educators can include tools to effectively guide and role model patient safety for nursing students.…”

Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia

“…This means that the healthcare team (including students) should not keep waiting to receive feedback but should actively seek and act on it. Walsh, Anstey and Tracey ( 2018 :10–16) reported that students were given opportunities to explain and express their thoughts and feelings about events they encountered. The feedback given mostly focused on patient safety and strategies to prevent errors in future.…”