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Abstract
to perform a cross-cultural adaptation of the Latino Student Patient Safety Questionnaire for Brazilian Nursing and Medical students. methodological study carried out in six stages - forward translation, synthesis, back-translation, expert committee assessment, pre-test and reporting to the authors of the original instrument. Data at the expert committee and pre-test stages were collected and analyzed using the web platform e-Surv. The level of agreement adopted for the expert committee evaluation with 20 participants and the pre-test evaluation with 38 students was ≥ 90%. the first evaluation round by the expert committee showed a <90% agreement for 21 out of the 26 questionnaire items, requiring adjustments. In the pre-test, three items in the instrument reached a <90% agreement and were revised to obtain the final version. the Brazilian version of the Latino Student Patient Safety Questionnaire instrument was considered culturally adapted to Brazilian Portuguese.
Highlights
METHODSAddressing “patient safety”in the curricula of undergraduate courses in healthcare sciences is critical towards developing a non-punitive culture bearing in mind that students are prospective health professionals[1]
The study was approved by the Research Ethics Committee at Universidade Federal de São João del-Rei (UFSJ) under Certificate of Presentation for Ethical Appreciation (CAAE) No 1,785,522/16
For back-translation, the two independent translations were compared to the original version by the observer, and both were considered similar to the original version in terms of content and context, presenting only a few distinct terms between the versions, with no difference in meaning
Summary
Addressing “patient safety”in the curricula of undergraduate courses in healthcare sciences is critical towards developing a non-punitive culture bearing in mind that students are prospective health professionals[1]. In this context, in 2011 the World Health Organization (WHO) published the Multi-professional Patient Safety Curriculum Guide, with guidelines to teachers on how to build knowledge related to the topic[2]. Low and mid-income countries face major problems, such as poor educational infrastructures, scarce financial and human resources, difficulty to integrate patient safety and the local context, lack of knowledge regarding leadership in the healthcare field and scarce teacher engagement and cooperation[4,5]. Patient safety in Brazil is still sparse throughout the curriculum and there is no approach recruiting different disciplinary fields and integrating theory and clinical practice[7,10,11]
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