Patient Safety Education Research Articles

The effect of a brief mindfulness-based stress reduction program on strengthening awareness of medical errors and risks among nursing students

InformationHealthcare professionals' awareness of medical errors and risks results in effective medical error reporting and patient safety. Mindfulness has positive effects on strengthening attention and awareness. However, little is known about the use of mindfulness in patient safety education among nursing students. This study aimed to examine if a brief mindfulness-based stress reduction program would have a beneficial impact on (a) medical error attitudes, (b) the number of medical errors and risks in a simulation environment, and (c) self-confidence and satisfaction among nursing students. MethodsA quasi-experimental design with a control group was conducted with 78 third-year nursing students at a private, accredited, nursing program in Istanbul, Türkiye. ResultsThere was a statistically significant improvement in the intervention group between the pre-test and post-test for medical error attitudes (p < 0.001), and the number of medical errors and risks in a simulation environment (p < 0.001). There was no statistical difference in the intervention and control groups for self-confidence and satisfaction (p > 0.05). ConclusionThese results suggest that a brief mindfulness-based stress reduction program positively strengthens nursing students' awareness of medical errors and risks.

Interactive Patient Safety and Quality Improvement capstone during transition-to-residency program: virtual and in-person focused workshop for EPA 13

Identifying systems failures and contributing to a safety culture is the Association of American Colleges (AAMC’s) thirteenth Entrustable Professional Activity (EPA). While most curricula teach Patient Safety (PS) and Quality Improvement (QI) principles, student participation in live QI/PS activities remains limited. This workshop enabled late Clerkship phase students to apply these Health Systems Science (HSS) principles to real adverse patient event cases through team-based simulation.This 3-h capstone included both a didactic review of QI, PS, and TeamSTEPPS® tools and an experiential component where student-led interactive small group discussions were augmented by resident and faculty preceptors. Collaboratively, students composed an adverse patient event report, conducted a Root Cause Analysis (RCA) during role-play, and proposed error prevention ideas after identifying systems problems. In April 2020, the in-person workshop became fully virtual due to the COVID-19 pandemic.A statistically significant increase in ability to identify Serious Safety Events, Escalation Chain of Command, and define a Plan-Do-Study-Act (PDSA) cycle was observed. Comfort with RCA increased from 48 to 87% and comfort with TeamSTEPPS® principles increased from 68% to 85.5%This novel capstone provided students with the tools to synthesize HSS concepts through problem-solving processes and recognize EPA 13’s importance. Their increased capability to identify appropriate chain of command, escalate concerns, and recognize serious adverse patient events also has training and practice readiness implications.

The next phase in patient safety education: Towards a standardized, tools-based pathology patient safety curriculum: A call to action from the Association of Pathology Chairs' Residency Program Directors Section Training Residents in Patient Safety Workgroup

Patient safety education is a mandated Common Program Requirement of the Accreditation Council for Graduate Medical Education and for the Royal College of Physicians and Surgeons of Canada in all medical residency and fellowship programs. Although many hospitals and healthcare environments have general patient safety education tools for trainees, few to none focus on the unique training milieu of pathologists, including a mix of highly automated and manual error-prone processes, frequent multiplicity of events, and lack of direct patient relationships for error disclosure. We established a national Association of Pathology Chairs-Program Directors Section Workgroup focused on patient safety education for pathology trainees entitled Training Residents in Patient Safety (TRIPS). TRIPS included diverse representatives from across the United States, as well as representatives from pathology organizations including the American Board of Pathology, the American Society for Clinical Pathology, the United States and Canadian Academy of Pathology, the College of American Pathologists, and the Society to Improve Diagnosis in Medicine. Objectives of the workgroup included developing a standardized patient safety curriculum, designing teaching and assessment tools, and refining them with pilot sites. Here we report the establishment of TRIPS as well as data from national needs assessment of Program Directors across the country, who confirmed the need for a standardized patient safety curriculum.

Patient safety interprofessional education program using medical error scenarios for undergraduate nursing and medical students in Korea

ABSTRACT Interprofessional education (IPE) for patient safety is becoming increasingly important worldwide. However, Korea lacks a systematic approach toward patient safety, despite the high demand for teamwork and patient communication education. This study aims to determine the effectiveness of a patient safety IPE program using medical error scenarios. The program was developed to enhance patient safety motivation and interprofessional learning attitudes among medical and nursing students, and evaluate the design of the program and students’ satisfaction levels. The program comprises two modules, each consisting of lectures, team-based case analysis, role-play, and high-fidelity simulation activities. This study followed a quasi-experimental pre-post test design to determine program outcomes. An online survey for the Readiness for Interprofessional Learning Scale (RIPLS), patient safety motivation, program design evaluation, and program satisfaction was conducted before and after the program. Data were analyzed using descriptive statistics, paired sample t-tests, and Pearson’s correlation. The pre-post RIPLS and patient safety results were significant (t = −5.21, p < .001;t = −3.20, p = .002). The results of the medical scenario examination of the patient safety IPE program showed improved motivation for patient safety among students, and contributed to the improvement of IPE learning attitudes by improving team work and collaboration.

Simulations in continuing education for more patient safety : Do simulation and skills training influence patient safety in Germany?

The secure mastering of manual skills and their regular training lead to a reduction of errors and to an improvement of patient safety. Due to increasing economic pressure and bureaucratization, there is less exposure and insufficient time in the clinical routine to communicate all the contents of continuing education. This is why surgical simulation has become increasingly relevant to improve surgical performance in residents. Nowadays, many forms of simulation training are offered in Germany; however, such training on a model is costly and personnel-intensive. In order to justify the effort, objective measurements are becoming more important to qualify the effectiveness of simulation-based training in Germany.

Preliminary Program Guide: Sunday, May 21, 2023

Preliminary Program Guide: Sunday, May 21, 2023

Mastering the Patient Handoff

Mastering the Patient Handoff

Society for Maternal-Fetal Medicine Special Statement: Curriculum outline on patient safety and quality for maternal-fetal medicine fellows

To help fellows in maternal-fetal medicine gain a well-rounded education in patient safety and quality, we present a curriculum outline that addresses the requirements of the Accreditation Council for Graduate Medical Education and the American Board of Obstetrics and Gynecology. For each month of fellowship, the outline suggests brief video clips, readings, and activities. Emphasis is placed on helping fellows develop and complete a quality improvement project. If desired, the curriculum can be modified to fit program-specific needs and can be adapted for use with residents in obstetrics and gynecology.

The Experience of Patient Safety Error for Nursing Students in COVID-19: Focusing on King's Conceptual System Theory.

Some nursing students experience errors related to patient safety, such as falls, medication administration errors, and patient identification errors during clinical practice. However, only a few nursing students report errors during clinical practice. Accordingly, the present study aimed to investigate patient safety errors that nursing students experience during clinical practice in the context of the COVID-19 pandemic. This study conducted in-depth interviews with 14 candidates for graduation from the Department of Nursing at a university in South Korea. In addition, after transcribing the collected data, a directed content analysis for the data based on King's interacting system theory was performed. As a result, four core categories were identified: (i) nursing students' perception of patient safety error occurrence, (ii) interaction between nursing students and others, (iii) interaction between nursing students and organizations, and (iv) nursing students' training needs related to patient safety errors. Consequently, this study identified the patient safety error-related experiences of nursing students during clinical practice during the COVID-19 pandemic. The results suggest that in the future, nursing education institutions must establish a system for nursing students to report patient safety errors during clinical practice for patient safety education and develop practical and targeted education strategies in cooperation with practice training hospitals.

Teaching Patient Safety in the Undergraduate Curriculum-What Students Think

Teaching Patient Safety in the Undergraduate Curriculum-What Students Think

환자안전교육이 간호 교수자의 환자안전 지식과 태도에 미치는 효과

The purpose of this study was to examine patient safety knowledge and attitude, to identify the effects of patient safety education program on patient safety knowledge and attitude, and to provide basic data for the improvement on patient safety knowledge and attitude, of nursing faculty. This study used a one group, pre-post test design. The data were collected from August 12th to September 16th, 2022 and 45 nursing faculty were recruited from K education center. The patient safety education program consisted of orientation, a pre-survey, a two-section program(2day), and a post-survey. The data were analyzed by descriptive statistics, paired t-test and Pearson's correlation using SPSS Win 25.0 program. Compared with before the program, patient safety knowledge and attitude were significantly improved after completion of the patient safety education (t=-9.20, p=.000; t=-3.56, p=.001). Especially compared with before the program, safety knowledge(t=-7.96, p=.000), safety practice guidelines knowledge(t=-8.53 p=.000) were significantly increased. After the patient safety education, patient safety attitude was found to be positively correlated with safety knowledge(r=.527, p&lt;.001), Safety Practices and Guidelines (r=.509, p&lt;.001). In conclusion, the patient safety education program can be used as an effective education program to improve patient safety knowledge and attitude of nursing instructors. This study also suggests that development of various patient safety education programs is required to enhance patient safety knowledge and attitude of nursing instructors.

Empowerment Educational Program: Is it Effective on Improving Patient Safety Culture among Nurses?

The patient safety culture (PSC) focuses on the aspects of organizational culture that pertain to patient safety. It is defined as a pattern of individual and organizational behavior based on shared beliefs and values that continuously seeks to minimize patient harm that may result from the deliverance of care. Patient safety means no preventable injury to patients during health care and a low risk of unwanted harm. An acceptable minimum balances current knowledge, resources, and care context against the danger of non-treatment or other therapy. The ability to successfully motivate and mobilize oneself and others to attain favorable results in nursing practice and the workplace is referred to as empowerment. Nurse-perceived patient safety and quality of care were poor, and patient and professional nurse adverse occurrences were underreported in a cross-sectional survey. Hospitals can improve patient safety and quality of care by fostering a culture of patient safety and communicating adverse events. As per the review which provides empirical evidence on current initiatives in patient safety education to establish a culture of safety among health-care professionals and patients, the patient safety education program has the potential to enhance the PSC of those working in the health-care industry

Teaching patient safety in the COVID-19 pandemic: perception of nursing students

Resumo Objetivo Apreender a percepção de discentes de curso técnico e superior de Enfermagem sobre o ensino das competências de segurança do paciente na pandemia da COVID-19. Método Estudo qualitativo, realizado em 2021, com estudantes de Enfermagem de nível técnico e superior do Paraná, por meio de entrevistas individuais. Utilizou-se técnica de análise de conteúdo. Resultados Emergiram as categorias: Compreensão do conceito segurança do paciente potencializada pela prática clínica; Atitudes e sentimentos frente ao near miss, evento adverso e prática insegura e; Reflexos negativos da pandemia da COVID-19 no ensino da segurança do paciente. Conclusão e implicações para a prática O ensino das competências de segurança do paciente foi apreendido pelos estudantes com sentimentos negativos pela vivência de near miss, eventos adversos e práticas inseguras. Devido à pandemia da COVID-19, referiram fragmentação no ensino do tema em estudo, distanciamento da prática e; consequentemente, insegurança acadêmica e profissional. O aprofundamento da discussão do ensino das competências de segurança do paciente durante a pandemia é indispensável à qualidade de formação e atuação profissional.

Ensino de segurança do paciente na pandemia da covid-19: percepção de estudantes de enfermagem

Abstract Objective To apprehend the perception of technical and undergraduate nursing students about the teaching of patient safety competencies in the pandemic of COVID-19. Method Qualitative study, conducted in 2021, with technical and undergraduate nursing students from Paraná, through individual interviews. The content analysis technique was used. Results The following categories emerged: Understanding of the concept of patient safety enhanced by clinical practice; Attitudes and feelings towards near miss, adverse events and unsafe practice and; Negative reflexes of the COVID-19 pandemic on patient safety teaching. Conclusion and implications for practice The teaching of patient safety competencies was perceived by students with negative feelings due to the experience of near misses, adverse events and unsafe practices. Due to the pandemic of COVID-19, they reported fragmentation in the teaching of the subject under study, distance from practice and, consequently, academic and professional insecurity. Further discussion of the teaching of patient safety competencies during the pandemic is indispensable to the quality of training and professional performance.

An Approach to Leadership Development and Patient Safety and Quality Improvement Education in the Context of Professional Identity Formation in Pre-Clinical Medical Students.

Leadership and patient safety and quality improvement (PSQI) are recognized as essential parts of a physician's role and identity, which are important for residency training. Providing adequate opportunities for undergraduate medical students to learn skills related to these areas, and their importance, is challenging. The Western University Professional Identity Course (WUPIC) was introduced to develop leadership and PSQI skills in second-year medical students while also aiming to instill these topics into their identities. The experiential learning portion was a series of student-led and physician-mentored PSQI projects in clinical settings that synthesized leadership and PSQI principles. Course evaluation was done through pre/post-student surveys and physician mentor semi-structured interviews. A total of 108 of 188 medical students (57.4%), and 11 mentors (20.7%), participated in the course evaluation. Student surveys and mentor interviews illustrated improved student ability to work in teams, self-lead, and engage in systems-level thinking through the course. Students improved their PSQI knowledge and comfort levels while also appreciating its importance. The findings from our study suggest that undergraduate medical students can be provided with an enriching leadership and PSQI experience through the implementation of faculty-mentored but student-led groups at the core of the curricular intervention. As students enter their clinical years, their first-hand PSQI experience will serve them well in increasing their capacity and confidence to take on leadership roles.

Recurrence of medical errors despite years of preventive measures: A grounded theory study.

Despite great efforts to improve patient safety, serious preventable medical errors continue to occur. Accurate rooting causes of error recurrence are essential for reviewing methods to prevent them. This study aimed to identify the main causes of the recurrence of medical errors despite their previous occurrence. This qualitative study was performed using the grounded theory method, with theoretical sampling from April to July 2021, through semi-structured interviews with 25 experts and treatment staff of hospitals under the auspices of four universities of medical sciences in Iran. Four main parts were identified: 1) primary and secondary factors leading to the occurrence of errors, 2) error prevention policies, 3) causes of error repetition, and 4) contextual factors. The attention, seriousness, and commitment of health system managers, from top to bottom, to patient safety are essential for preventing error recurrence. The institutionalization of patient safety education from universities and attention to individual, social, and cultural factors should also be given serious attention.

A Survey on the Perception of Psychiatric Hospital Nurses on Patient Safety

Purpose: The purpose of this study is to investigate the patient safety status and patient safety education contents and methods perceived by nurses working in psychiatric hospitals.Methods: Data were collected using a semi-structured questionnaire for psychiatric hospital nurses who had worked for more than one year. A total of 157 questionnaires were filled and were used for analysis using descriptive statistics. Open-ended questions about the contents and methods of patient safety education were classified by each researcher and a reclassification was conducted by consensus through discussions.Results: Overall, 142 nurses (90.4%) experienced patient safety accident during the previous 1 month. Among those who experienced a patient safety accident, profanity, violence, and aggression-related accident counted for the highest percentage (82.8%). The demand for education on workplace stress management and education on psychiatric medication were the highest. Required education methods included case-by-case education on patient safety accidents, regular and continuous education, and small-scale face-to-face education.Conclusion: In the future, it is necessary to actively utilize the results of this study as basic data for in-depth research on the causes of patient safety accidents, accident prevention, and the workload of nursing personnel.

Patient Safety Education for Nursing Students with ‘Room of Errors’ Simulation

Patient Safety Education for Nursing Students with ‘Room of Errors’ Simulation

An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study)

Introduction: It is important to recognize the needs of nurses in order to develop their knowledge and skills about patient safety and to create an education program.Aim: The study aims to recognize the needs of nurses in order to form a basis for structuring the “Patient Safety Education Program” based on the Constructivist Learning Model.Method: The study is designed as a qualitative study. The participants were randomly reached. The data were collected by using a semi-structured interview form.Results: The results of the study show that nurses are intertwined with patient safety in all fields of care. When structuring education programs related to patient safety, it is necessary to select subjects, teaching methods, materials, and assessment methods that will improve nurses' knowledge and skills related to patient safety.Conclusion: In accordance with these results, it can be recommended to use the study results when structuring formal educational programs.

Patient safety and its relationship with specific self-efficacy, competence, and resilience among nursing students: A quantitative study

BackgroundPatient safety is a relevant subject in the nursing curriculum. Each university programs patient safety teaching and practical training differently. However, few studies have sought to explore the relationship between patient safety as perceived by nursing students and other important psychosocial competencies in the nursing curriculum, such as self-efficacy, competence, and resilience. ObjectivesTo analyze differential patient safety integration into three nursing education programs, and to assess agreement levels regarding patient safety climate, students' knowledge of patient safety and correlations with specific self-efficacy, competence and resilience. MethodsParticipants were 647 undergraduate students from three universities. Patient safety climate and knowledge of patient safety (good praxis) were measured using the Hospital Survey on Patient Safety Culture for nursing students, and other psychosocial variables were also analyzed using other instruments: specific self-efficacy, perceived competence and resilience. Nursing education programs and patient safety climate were analyzed using the Rwg(j) and ICC measures of inter-rater agreement across different academic levels. ResultsThe ICC and Rwg indexes revealed high inter-rate agreement in all three universities. Differences were observed between Univ-2 and Univ-3 in patient safety climate scores and agreement values between academic levels. Differences in good praxis were found when academic levels were compared in Univ1-and Univ-2. Patient safety climate was found to correlate significantly with the psychosocial variables studied, but only in Univ-1. ConclusionsPerceived patient safety climate differs between universities and academic levels. This competency is related to self-efficacy, competence and resilience, which endorses the assessment of patient safety integration from a broader perspective.