Typology of Undergraduate Nursing Students’ Unsafe Clinical Practices: Q-Methodology

Mossey, Sharolyn; Montgomery, Phyllis; Raymond, June; Killam, Laura

doi:10.3928/01484834-20120309-01

Cited by 16 publications

(14 citation statements)

References 36 publications

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“…To reduce these events in health care, increased emphasis on patient safety in the health care education is imperative, including reforming of nursing curriculum. Several nursing studies (Gregory, Guse, Dick, Davis, & Russell, 2009;Henneman et al, 2010;Mossey, Montgomery, Raymond, & Killiam, 2012) have established the need for change in expressing the truth of nursing students' unsafe practices. The international patient safety guidelines for health care education (EUNetPaS, 2010;WHO, 2011) highlight the importance of health care professionals having a foundation of knowledge, skills, behavior, and attitudes relevant to patient safety and to similarly underline the importance of practicing patient safety in all their actions.…”

mentioning

confidence: 98%

What Do Nursing Students Learn About Patient Safety? An Integrative Literature Review

Tella¹,

Liukka²,

Jamookeeah³

et al. 2014

J Nurs Educ

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Preventing adverse events and enhancing patient safety in health care are key objectives of nursing education. This integrative literature review critically appraises the content of patient safety in prelicensure nursing education, the teaching and learning methods used, and subsequent nursing student learning. The studies (N = 20) reviewed reveal that patient safety in nursing curricula was not necessarily obvious. However, patient safety was taught within both academic settings and clinical environments. The identified content of patient safety was learning from errors, responsible individual and interprofessional team working, anticipatory action in complex environments, and patient safety-centered nursing. The teaching and learning methods used included combining multiple methods. Patient safety curricula included continuing improvement in patient safety competency, sensitivity to nursing students' role, and having a supportive learning environment. Patient safety in the nursing curriculum requires broad, comprehensive attention and development as a specific theme with an interprofessional approach.

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mentioning

confidence: 98%

What Do Nursing Students Learn About Patient Safety? An Integrative Literature Review

Tella¹,

Liukka²,

Jamookeeah³

et al. 2014

J Nurs Educ

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“…Q-analysis using PQ Method 2.11 [37], involved centroid factor analysis and varimax rotation to identify shared viewpoints specific to Site A and Site B. A combined analysis of the data was completed [38]. Analysis of large data sets within Q-methodology, however, may lead to overlooked nuances in the data.…”

Section: Discussionmentioning

confidence: 99%

“…Students at greatest risk of effacing accepted professional protocols did not engage in authentic dialogue with clinical educators and others (24,16,21,3,15; rankings ranged from +2 to 0). Clinical educator's role performance (38,35) is moderately influential (ranging in ranking from 0 to −2) in this perspective. Those statements having least impact on upholding established conventions (ranging in ranking from 0 to −4) are deficits in program structure (26) and student interactions with educators (12,43,42,23).…”

Section: Site B Consensus Viewpoint: Eroding Conventionsmentioning

confidence: 99%

Factors Affecting Nursing Students’ Perception on Pediatric Patient Safety Culture and Nursing Activity

Park¹,

Oh²,

Kim³

2017

Child Health Nurs Res

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Background: Nursing education necessitates vigilance for clinical safety, a daunting challenge given the complex interchanges between students, patients and educators. As active learners, students offer a subjective understanding concerning safety in the practice milieu that merits further study. This study describes the viewpoints of senior undergraduate nursing students about compromised safety in the clinical learning environment. Methods: Q methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning from the perspective of senior students enrolled in a baccalaureate nursing program offered at multiple sites in Ontario, Canada. Across two program sites, 59 fourth year students sorted 43 theoretical statement cards, descriptive of unsafe clinical practice. Q-analysis identified similarities and differences among participant viewpoints yielding discrete and consensus perspectives. Results: A total of six discrete viewpoints and two consensus perspectives were identified. The discrete viewpoints at one site were Endorsement of Uncritical Knowledge Transfer, Non-student Centered Program and Overt Patterns of Unsatisfactory Clinical Performance. In addition, a consensus perspective, labelled Contravening Practices was identified as responsible for compromised clinical safety at this site. At the other site, the discrete viewpoints were Premature and Inappropriate Clinical Progression, Non-patient Centered Practice and Negating Purposeful Interactions for Experiential Learning. There was consensus that Eroding Conventions compromised clinical safety from the perspective of students at this second site. Conclusions: Senior nursing students perceive that deficits in knowledge, patient-centered practice, professional morality and authenticity threaten safety in the clinical learning environment. In an effort to eradicate compromised safety associated with learning in the clinical milieu, students and educators must embody the ontological, epistemological and praxis fundamentals of nursing.

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“…There is evidence in the literature to support this notion. [58][59][60] Preceptors also expressed concern regarding some students' motivation for becoming nurses. Their concern may be justified; however, there is current research that indicates students who select nursing as a career demonstrate substantially higher empathy scores compared to the general student population [61] and that experience as a nurse is not necessarily required for high levels of professional values.…”

Section: Discussionmentioning

confidence: 99%

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Hall

2016

JNEP

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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Typology of Undergraduate Nursing Students’ Unsafe Clinical Practices: Q-Methodology

Cited by 16 publications

References 36 publications

What Do Nursing Students Learn About Patient Safety? An Integrative Literature Review

What Do Nursing Students Learn About Patient Safety? An Integrative Literature Review

Factors Affecting Nursing Students’ Perception on Pediatric Patient Safety Culture and Nursing Activity

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

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