Patient Safety Competencies Research Articles

Effects of Grit, Patient Safety Competence, and Patient Safety Culture on the Patient Safety Nursing Activities of Nurses in Comprehensive Nursing Service Wards

Purpose : In this study, we aimed to assess the impacts of grit, patient safety competence, and patient safety culture on the patient safety nursing activities of nurses in comprehensive nursing service wards. Methods : Here, a self-reported survey of 179 nurses from three tertiary hospitals was performed. Data from 171 valid responses were analyzed using descriptive statistics, independent <i>t</i>-test, one-way analysis of variance, Pearson’s correlation, and stepwise multiple regression analyses.Results : The key sub-factors influencing the patient safety nursing activities were attitude (<i>β</i>=.30, <i>p</i> ＜.001) and skill (<i>β</i>=.26, <i>p</i> ＜.001) in the patient safety competence factor and safety environment (<i>β</i>=.26, <i>p</i> ＜.001) in the patient safety culture factor. The regression model explained 42.7% of the variance in patient safety nursing activities (F=43.29, <i>p</i> ＜.001). Conclusion : Overall, these findings highlight the importance of improving the nurse attitude and skills related to patient safety as well as the safety environment in hospitals to enhance the patient safety nursing activities in comprehensive nursing service wards. Targeted educational and training programs should be provided along with organizational support to establish a safe and supportive nursing environment in comprehensive nursing service wards.

Patient Safety Competence Among Diploma III Nursing Student In Jakarta, Indonesia; A Cross-Sectional Survey

Nursing students frequently made errors or near-misses due to non-compliance with patient safety protocols, including authenticating medication administration rights, verifying patient identification, and reviewing allergy status. This study was conducted using cross-sectional design at nursing Academy in Jakarta. The inclusion criteria were nursing diploma student at grade 3, nursing students who had not passed any patient safety training courses, those who passed the credit of “Fundamentals of Nursing and Management Patient Safety”, and those who started learning in the clinical setting. The Health Professional Education in Patient Safety Survey (H-PEPSS) was designed by Agency for Healthcare Research and Quality to evaluate recently students' levels of clinical safety. A descriptive statistic was used to analyze data using mean, standard deviation. A simple linear regression was done to determine the relationship between gender, age, and religion with patient safety competence. About 55% student have moderate level of competence, 28% good, and 20% excellent. There was no significant difference on patient safety competence among nursing students in 8 nursing colleges in Jakarta (p>0.05). Gender was associated contributed significantly to the variance in patient safety competence with R square was 28.8%. The study suggests nursing institutions should develop new approaches to improve patient safety competence and culture among students, preparing them for advanced technology education in healthcare institutions.

Effectiveness of Educational Program for Nurses about Patient Safety Values, Attitudes and Competency

Effectiveness of Educational Program for Nurses about Patient Safety Values, Attitudes and Competency

Analysis of the current status and influencing factors of nurses' patient safety competence: a potential profile analysis.

The study aimed to understand the current situation of hospital nurses' patient safety competence, identify potential categories, and analyze the distribution characteristics of demographic variables in each subgroup. A total of 1,996 nursing staff were selected to be included in this research using a convenience sampling method. A questionnaire survey was conducted using the Chinese version of the Patient Safety Ability Scale, and three dimensions of the Patient Safety Ability Rating Scale were used as explicit variables for potential profile analysis. The influencing factors of different potential profiles of nurses' patient safety ability were analyzed using logistic regression analysis. The safety ability of the 1,996 nurses could be categorized into three potential groups as follows: "ability risk group" (14.3%), "medium ability group" (32.9%), and "ability advantage group" (52.7%), with monthly income, participation in department training, self-learning, and love of nursing as the influencing factors. The overall patient safety ability of nurses is at an upper-middle level. The classification of nurses can be predicted by factors, such as monthly income, participation in department training, self-directed learning, and love of nursing. Nursing managers can formulate targeted interventions according to the influencing factors of potential profiles to improve nurses' patient safety ability.

Effectiveness of Educational Interventions to Develop Patient Safety Competencies in Undergraduate Nursing Students: A Systematic Review.

Nursing professionals are key to providing safe care that improves patient outcomes. Hence, it is essential to focus on developing nurses' patient safety competencies and principles. This review examined the effectiveness of educational interventions in developing patient safety knowledge, skills, behaviors, and attitudes in undergraduate nursing students. The search strategy aimed to identify published and unpublished studies in databases and grey literature. Studies were assessed using the Joanna Briggs Institute critical appraisal tools. A total of 36 studies met the inclusion criteria. The teaching methods employed single or combined interventions and the educational interventions suggested either improvements in outcomes or no impact. The effectiveness of educational interventions to develop patient safety competencies in undergraduate nursing students, either as a single or combined strategy, was mixed. Further research is needed to provide more robust evidence on which teaching method for patient safety is most effective.

Evaluating the Incidence, Response, and Management Proficiency of Medical Emergencies in Dental Practices

Background: Dental professionals must be ready to respond quickly and effectively to medical emergencies that may arise in unexpected locations, such as dental offices. Given its sizable population and expanding dental sector, Pakistan is not exempt from such potential catastrophes. Objectives: The objective of this study was to determine the frequency of medical emergencies in dental outpatient departments (public and private). In addition, we aimed to pinpoint any inadequacies in procedures that impede efficient administration and offer ideas for enhancing the capacity to handle medical crises in dental offices. Methods: In a six-month cross-sectional study, dental professionals were given a reliable, closed-ended questionnaire to evaluate their attitudes, procedures, and level of expertise in handling medical emergencies. A total of 271 responses were evaluated. Results: Most instances recorded in medical crises were syncope (36%), followed by hypoglycemia (26%). The majority of reported medical situations (77.8%) were managed successfully within the hospital according to the findings of the study. Of the practitioners, approximately 55.9% adhered to all required guidelines for handling medical emergencies, while 34.8% only partially did so. Approximately 69.6% of practitioners did not follow the protocol when it came to using emergency equipment or drugs. Approximately 65% of practitioners stated that the most difficult aspects of handling medical emergencies were panic or disorientation and a lack of training. Dental professionals and personnel were trained in basic life support (39%), demonstration/lectures (21%), and addressing medical crises (figure 2). Conclusion: The fact that medical emergencies at dental offices are uncommon does not mean that a large percentage of dentists are well-equipped to manage these circumstances. By filling these gaps, the dental profession can improve patient safety and emergency practitioner competencies.

Emergency department nurses' reflective thinking and patient safety competency: The mediating effect of patient safety culture

AimThis study aimed to identify the mediating effect of patient safety culture on the relationship between reflective thinking and patient safety competency in emergency department nurses. BackgroundGiven the complexity and the need for timely assessments and interventions in the emergency department, the patient safety competency of nurses is crucial for preventing safety incidents. MethodsThis study utilized a cross-sectional descriptive correlational design with a convenience sample of 200 emergency department nurses. Participants completed a web-based, self-administered questionnaire that assessed reflective thinking, patient safety culture, and patient safety competency. The percentile bootstrap method for mediation analysis was performed to ascertain the mediating role of patient safety culture in the relationship between reflective thinking and patient safety competency. ResultsBoth reflective thinking and patient safety culture were significant predictors of patient safety competency. Furthermore, patient safety culture was found to mediate the relationship between reflective thinking and patient safety competency among emergency department nurses. ConclusionsThe findings suggest that emergency department nurses could benefit from a competency enhancement program or quality improvement projects that focus on reflective thinking and patient safety culture, which are significant predictors of patient safety competency.

Determinants of clinical nurses’ patient safety competence: a systematic review protocol

IntroductionPatient safety has become a fundamental element of healthcare quality. However, despite the ongoing efforts of various organisations, patient safety issues remain a problem in the healthcare system. Given the...

The link between patient safety competence and adverse event among master of nursing students: a cross-sectional mixed-methods study

BackgroundPatient safety (PS) is a core competency for registered nurses. However, there is a gap between the PS competence of nursing students and their clinical experience in PS. This study explored the effect of PS competence levels on the occurrence of adverse events (AEs) among nursing master’s students in China.MethodsA sequential mixed methods design was used, with a purposive sample across seven colleges. A total of 327 graduate nursing students, aged 22 to 38, participated in the survey, and 15 participated in qualitative interviews. The Health Professional Education in Patient Safety Survey (H-PEPSS) assessed the students’ competence levels in PS. The respondents also reported any AEs that they had been involved in over the past year.ResultsA total of 78 AEs occurred in the past year, with 17.7% of the participants involved 1 to 3 AEs. The most common AEs were medication administration errors (30.77%) and improper use of medical equipment/supplies (28.20%). Students acquired more competencies from the clinical setting than from the classroom setting. Three competencies learned from classroom settings were associated with clinical AEs: low clinical safety skills [OR = 0.61], inappropriate identify, response to and disclosing AE and close calls [OR = 0.454], and low confidence in working in teams with other health professionals [OR = 2.168]. Qualitative data analysis revealed five themes: recognizing AEs, reducing harm by addressing immediate risks to patients and others involved, promoting safe medication and clinical practice, managing members’ authority and team dynamics, and dealing with inter-professional conflict.ConclusionsThe quantitative and qualitative data align, supporting the enhancement of students’ PS competence.

Patient Safety Competence Nursing Experience of Nurse : A meta-synthesis Study

Patient Safety Competence Nursing Experience of Nurse : A meta-synthesis Study

Development and Effectiveness of Simulation Training Based the “Room of Errors” to Enhance Patient Safety Competencies in Nursing Students

Development and Effectiveness of Simulation Training Based the “Room of Errors” to Enhance Patient Safety Competencies in Nursing Students

Integrating standardized patient safety and quality competencies in pharmacy curriculum: Evaluation of the impact on student development and professional identity

Integrating standardized patient safety and quality competencies in pharmacy curriculum: Evaluation of the impact on student development and professional identity

A Comparison of Nursing Work Intensity, Nursing Work Interruptions, Patient Safety Competencies, and Patient Safety Nursing Activities among Nurses in Comprehensive Nursing Care Service Wards and General Wards

A Comparison of Nursing Work Intensity, Nursing Work Interruptions, Patient Safety Competencies, and Patient Safety Nursing Activities among Nurses in Comprehensive Nursing Care Service Wards and General Wards

간호정보역량이 간호업무수행능력에 미치는 효과: 환자안전역량의 매개효과

간호정보역량이 간호업무수행능력에 미치는 효과: 환자안전역량의 매개효과

Nursing students’ perspectives on patients' safety competencies: a cross-sectional survey

BackgroundNurses constitute the largest body of healthcare professionals globally, positioning them at the forefront of enhancing patient safety. Despite their crucial role, there is a notable gap in the literature regarding the comprehension and competency of nursing students in patient safety within Egypt. This gap underscores the urgent need for research to explore how nursing students perceive patient safety and the extent to which these competencies are integrated into their clinical and educational experiences. Understanding these perspectives is essential for developing targeted interventions that can significantly improve patient safety outcomes. The objective of this study was to fill this gap by assessing the perspectives of nursing intern students on patient safety competencies, thereby contributing to the global efforts in enhancing patient safety education and practice.MethodsIn this research, a cross-sectional study design was employed to investigate the topic at hand. A purposive sample of 266 nursing intern students was enrolled from the Faculty of Nursing at Mansoura University. The data were collected using a patient safety survey. Subsequently, the collected data underwent analysis through the application of descriptive and inferential statistical techniques using SPSS-20 software.ResultsAmong the studied intern nursing students, we found that 55.3% and 59.4% of the involved students agreed that they could understand the concept of patient safety and the burden of medical errors. Regarding clinical safety issues, 51.1% and 54.9% of the participating students agreed that they felt confident in what they had learned about identifying patients correctly and avoiding surgical errors, respectively. Concerning error reporting issues, 40.2% and 37.2% of the involved students agreed that they were aware of error reports and enumerated the barriers to incident reporting, respectively. There was a statistically significant difference between the nursing student patient safety overview domain and their age (p = 0.025).ConclusionsOur study's compelling data demonstrated that intern students who took part in the patient safety survey scored higher overall in all patient safety-related categories. However, problems with error reporting showed the lowest percentage. The intern students would benefit from additional educational and training workshops to increase their perspectives on patients' safety competencies.

The effect of the roles of clinical educators on patient safety competencies in nursing profession students.

To assess the correlation between clinical educator roles and patient safety competence in nursing students. The cross-sectional study was conducted from December 21, 2021, to June 7, 2022, at the Sultan Agung Teaching Hospital, Semarang City, Central Java, Indonesia, and comprised nursing students in the clinical stage of their training. Data was collected using an observation sheet, while the role of clinical educator was explored using a structured questionnaire. Data was analysed using SPSS 21. There were 232 nursing students. Of these, 203(87.5%) were females. The age range of the students included was between 21 and 25 years with an average of 23.14±0.543 years. All the students were hospital oriented and had received training on patient safety measures. Patient safety competencies were related to the roles of resource person (p<0.038), role model (p<0.004), evaluator (p<0.020), facilitator (p<0.006), manager (p<0.013) and supporter (p<0.007). The role of the manager had the most significant effect on patient safety competencies (p<0.001). Patient safety competencies were significantly related to the roles of resource person, role model, evaluator, facilitator, manager and supporter, but the role of the manager had the strongest correlation with patient safety competencies.

Perceptions of Human Factors and patient safety education in undergraduate healthcare curricula: a pharmacy perspective

Abstract Introduction A recent systematic review identified a lack of formal patient safety (PS) education in undergraduate healthcare curricula1. Gaps were also identified in relation to teaching of Human Factors (HF) in this context. Aim This qualitative study aimed to examine the perceptions of School of Pharmacy faculty at an Irish university relating to PS/HF in undergraduate healthcare education. Methods Qualitative semi-structured interviews were conducted with seven School of Pharmacy faculty at an Irish university. Findings from a recent systematic review were used to inform research and interview questions.[1] Sampling was purposive and included lecturers from the disciplines of clinical pharmacy and pharmaceutics. Interviews were conducted, either in person or virtually, then transcribed and anonymised. Reflexive thematic analysis (TA) was chosen as the method of analysis, [2] conducted by the first author with input from the wider research team. Within the reflexive piece of this work was the drive to be informed by the lived experience of participants. In alignment with the principles of reflexive TA, an iterative approach was taken to data collection and analysis.[2] This approach informed a sample size which facilitated in-depth exploration of the topic. Results Seven interviews were conducted, and six key themes were derived from the analysis. These are presented in Table 1 along with the identified subthemes. Conclusion This study demonstrates gaps relating to HF/PS teaching in undergraduate pharmacy education in the Irish context. Findings of this study indicate that much PS learning is implicit and occurs while students are on clinical placement. Lack of synergy between the academic and clinical settings was identified as a gap. Interprofessional education was identified as a platform which may help bridge this gap. In agreement with previously published literature, there is a need for robust competency frameworks to underpin safety content.[1] These findings will inform future initiatives to develop HF and PS competency in undergraduate healthcare education. A limitation of this research is that all data were collected at a single university. A strength is that this study captures the lived experience of PS education from the perspective of academic staff at an Irish school of pharmacy which in 2015 made the transition to a new MPharm programme.

Comparing the effects of patient safety education using design thinking and case based learning on nursing students’ competence and professional socialization: A quasi-experimental design

BackgroundPatient safety issues should be constantly monitored and sensitively recognized. In nursing education, it is necessary to find effective teaching methods to increase students' competencies in patient safety. ObjectivesThis study aimed to compare the effectiveness of a new method, design thinking (DT), and a traditional method, case-based learning (CBL), in patient safety education. DesignThis study used a quasi-experimental, pre-post control group design. SettingsA 30-h training tutorial was developed for intervention groups, DT and CBL, while the control group received no treatment. ParticipantsIn this study were junior nursing students receiving baccalaureate nursing education with experiences of at least 480-h clinical practice. A total of 53 students (21 in the DT group, 19 in the CBL group, and 13 in the control group) were recruited. MethodsClinical reasoning competency, patient safety competency, and professional socialization were measured immediately after the end of the educational program using DT and CBL, 4 weeks later, and 8 weeks later. Effects of DT and CBL were analyzed using a generalized estimating equation. ResultsBoth DT and CBL were effective in clinical reasoning competency (χ2 = 15.432, p = 0.017) and knowledge domain of patient safety competency (χ2 = 42.824, p < 0.001), showing no significant difference between the two. CBL was more effective in professional socialization than DT. ConclusionsDT was as effective as CBL in clinical reasoning competency and knowledge domain of patient safety competency. In the healthcare field, where improving the patient experience is becoming increasingly important, DT is worth applying as an educational method to train nursing students who can take a creative and human-centered problem-solving approach. It is expected that educational curricula utilizing DT will be developed not only in the field of patient safety but also in various patient care areas.

The effects of flipped learning and gamification on nursing students’ patient safety education: A mixed method study

BackgroundThe importance of enhancing education to promote nursing students’ patient safety competency is increasing. Hence, implementing diverse educational programs and assessing their outcomes is essential. ObjectivesTo examine the effects of flipped learning and gamification on nursing students’ patient safety education. DesignA mixed-method design employing a quasi-experimental design with a pre-post control group design and qualitative thematic analysis. MethodsThe study was conducted at a South Korean university in W City from September to December 2022. It included 55 s-year nursing students. The experimental group (n = 28) participated in a 30-h patient safety education course using flipped learning and gamification, whereas the control group (n = 27) received only written patient safety education materials. Learning motivation, collective efficacy, patient safety competency, and game evaluations were measured. Data were analyzed using the χ2 test, Fisher's exact test, t-test, repeated-measures multivariate analysis of covariance, repeated measure analysis of covariance, and generalized estimating equations. Self-reflection journals on game participation experiences were analyzed using qualitative thematic analysis. ResultsLearning motivation scores did not differ significantly between groups for time, or interactions between groups and time, but collective efficacy and patient safety competency scores showed significant differences in the interactions between groups and time. The experimental group showed a high satisfaction score in game evaluation. Qualitative analyses were used to extract four themes—three positives: “fun and immersion differentiated from existing classes,” “improved the learning outcomes and learning motivation,” and “realized the value of collaboration and communication,” and one negative: “feeling down due to unfamiliarity.” ConclusionsThis program creates positive learning experiences and enhances nursing students’ collective efficacy and patient-safety competencies. It is expected to be utilized in various future nursing courses.

Nursing students' assessment of patient safety competencies: a pilot study

Nursing students' assessment of patient safety competencies: a pilot study