Safety Competencies Research Articles

SOCIAL AND PEDAGOGICAL ACTIVITY IN UKRAINE: CURRENT TRENDS IN THE CONTEXT OF WAR

The article presents the results of a study on social and pedagogical activity in Ukraine in the context of the Russian-Ukrainian war, including current trends in the work of a social pedagogue in the educational sphere. The emphasis is placed on the importance of social and pedagogical/social work in the context of the war, which has caused significant challenges in the humanitarian sphere. The importance of support from the international community is emphasized, particularly in the social sphere (providing shelter for Ukrainian refugees, supporting the education of Ukrainian children displaced to other regions and abroad, humanitarian aid at the beginning of the fullscale war, etc.). The research methodology includes methods of theoretical and empirical analysis, including theoretical analysis of international guidelines for social and pedagogical/social work; empirical analysis of normative and instructional documents on the activities of a social pedagogue in the educational sphere, including in the context of the Russian-Ukrainian war; empirical (qualitative) analysis of essays by students of the specialty "social work" of the University "Ukraine" (Kyiv, Ukraine) on the topic "Social pedagogy: essence and importance in the context of the Russian-Ukrainian war"; generalization and systematization of research results. Due to the specifics of the research, we gave preference to the qualitative methodology. The results of the study allowed us to generalize the current trends in social and pedagogical activity in the educational sphere. These include: creation of a psychologically comfortable educational environment for all participants in the educational process (pupils, teachers, parents); providing psychosocial support to students affected by the war (children from families of combatants, children from families of internally displaced persons, etc.); implementation of measures for social adaptation and rehabilitation; formation of a culture of safety and other competencies important in the context of war, etc.

Undergraduates’ process safety knowledge development with virtual reality game

ABSTRACT Despite the movement to improve process safety, incidents in chemical-related industries are still occurring around the world. Personnel process safety lack of knowledge is a typical cause of these events. Process safety is an integral part of a chemical engineer’s work. Employees’ discontent with chemical engineering graduates’ process safety understanding revealed deficiencies in undergraduate courses. Inadequate accident investigation and prevention training has also hampered graduates’ knowledge and preparation for high-risk jobs. To address the gaps, an online game platform was suggested and tested with 450 undergraduate students at different levels and disciplines. Virtual reality process safety game proven to improve chemical engineering graduates’ process safety competency while delivering industry experience. The approach is also believed to improve students’ problem-solving and decision-making skills and motivate engagement to study process safety. The main features of the game are desired to be online web-based with serious role-play integrated into real-life simulation activities.

The effects of pedagogical mentoring and coaching on primary school teachers’ professional development practices and students’ learning engagements in classrooms in Oromia regional state: implications for professionalism

ABSTRACT The study examined the effects of pedagogical mentoring and coaching on teachers’ professional development practices and students’ learning engagements in classrooms. The study employed mixed approach with concurrent triangulation design. The researcher selected samples of the study using availability, stratified and simple random sampling techniques. The researcher collected data using questionnaires, interviews, observation and document examination, and analysed using descriptive and inferential statistics, and narration. The mentoring practices improved teachers’ basic professional competencies (R2 = .2437 at p > .05). This contributed to students’ learning engagements (R2 = .1101 at p > .05). The coaching practices improved specific competency development (R2 = .1851 at p > .05). This contributed to students’ learning engagements (R2 = .0971 at p > .05). Mentoring and coaching practices occurred against plan-do-study-act-evaluation paths. These practices partially improved newly deployed teachers’ emotional safety, wellbeing and innovative pedagogical competencies of experienced teachers. Therefore, the qualities of mentoring and coaching should be enhanced through face-to-face interactions and E-leaning strategies.

Partnering With Immigrant Patients and Families to Move Beyond Cultural Competence: A Role for Clinicians and Health Care Organizations

The delivery of culturally competent health care is recognized as critical to providing quality, equitable care for marginalized groups. This includes immigrant patients and families who experience significant barriers to health care and poor health outcomes. However, operationalization of cultural competence challenges health care delivery. Complementary concepts have also emerged such as cultural humility, cultural safety, and structural competence, recognizing the need for multi-level approaches involving patients, families, clinicians, health care organizations, the larger community, and policymakers. In this review, we define cultural competency and related frameworks and their applicability to immigrant patients and families. The evolution in terminology reflects an increasingly more comprehensive approach to understanding culture as multidimensional and shaped by social and structural factors. We then highlight strategies at each level, focusing on clinicians and organizations to leverage loci of control most directly within clinicians’ reach. Community-level strategies include community engagement (ie, vis-à-vis community health workers or community advisory boards) for clinical and research practice. Organization-level strategies include “immigrant-friendly,” or “immigration-informed” policies aimed at reducing immigration-related stressors, like limiting cooperation with immigration enforcement agencies or developing medical-legal partnerships to assist with patients’ legal needs. Lastly, policy-level strategies seek to change local and federal policies to address needs beyond health care (eg, education, housing, other social services), taking a “Health in All” policies approach that articulates health considerations into policymaking across sectors. Finally, we conclude with suggestions for future directions that center the experiences of immigrants, with the ultimate goal of sustainably meeting the complex needs of immigrant patients and families.

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

National implementation of advanced training in the safety planning intervention in the Department of Veterans Affairs health care system.

The Safety Planning Intervention (SPI) is an evidence-based therapeutic intervention designed to mitigate suicide risk by providing a suicidal individual with a written, personalized safety plan. The Department of Veterans Affairs (VA) has implemented safety planning, but research found variability in the quality of safety plans. To improve quality, the VA developed an Advanced Training in the Safety Planning Intervention (ASPI) that went beyond previous didactic training efforts by emphasizing experiential learning. The aim of this article is to describe the procedures and initial results of VA's competency-based ASPI Training Program. Before training, providers participating in this program uploaded a written, deidentified safety plan completed with a Veteran. Providers then completed four training components, including evaluation of fidelity of written safety plans and competency in SPI during live, standardized roleplays at the conclusion of training, and at a 3-month follow-up evaluation. Of the 409 providers who initiated training, 367 (90%) completed training, 26 (6%) dropped out of training, and 16 (4%) did not meet the competency requirements for training completion. Relative to pretraining, there was a medium to large increase in the effect size of the quality of written Safety Plans at the end of training that was maintained at the 3-month follow-up. Using a standardized, observational measure of SPI competency, 383 of 391 (98%) providers met competency criteria following the training, and 367 of 375 (98%) providers met competency at 3-month follow-up. Findings suggest that ASPI training is effective in helping providers achieve and maintain fidelity in safety planning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Attending physicians and trainees' perspective of patient safety culture in operating room: A mixed methods study

BackgroundRegulatory quantitative assessments are routinely undertaken to understand the patient safety culture within an organization. However, adjunctive qualitative approaches to explore low-scoring areas of safety culture in the operating room (OR) are lacking and may provide additional insight. Thus, we explored OR patient safety culture perceptions of pediatric surgical providers, specifically among attending physicians and trainees. MethodsA cross-sectional survey was pilot-tested by pediatric surgical attending physicians and surgical trainees from one academic hospital OR. The “Safer Culture” survey was developed using validated survey measures of concepts from the Safer Culture framework and modified by cognitive interviews with subject-matter experts. The survey was electronically administered, and the results were analyzed descriptively, and percent positive scores were computed. Semi-structured interviews with a purposive sample of participants were then conducted and thematically analyzed. ResultsOf the 144 participants, 67 completed the survey (response rate: 46.5 %). Safety competence (>95 %) and individual commitment & prioritization of safety (>90 %) were rated highest by attending physicians and trainees. Trainees rated policies & resources for safety and cohesion the lowest (<60 %). Attending physicians and trainees rated just culture the lowest (<56 %). Interview data revealed three overarching themes explain the lowest ratings: 1) feedback and fear influence incident reporting, 2) lack of accountability and learning affect just culture, and 3) individual and group preparedness impact safe surgical care. ConclusionsSafer Culture survey identified low-performing issues affecting OR safety culture by pediatric surgical providers. Their perceptions specified areas to focus initiatives to improve OR safety culture. Levels of evidenceLevel III.

간호정보역량이 간호업무수행능력에 미치는 효과: 환자안전역량의 매개효과

간호정보역량이 간호업무수행능력에 미치는 효과: 환자안전역량의 매개효과

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

The Effect of Safety Climate on Safety Performance Within Drilling Operation Workgroup in Company Z In Indonesia

Drilling is one of activities in Upstream O&amp;G Industry which possess high cost and high risk. In 2022, drilling activities contributed to 27% of accidents in upstream O&amp;G operations worldwide. At the early 2023, there had been an increase of work-related accident in drilling operation Region A of Company Z in Indonesia, including accident with fatality consequences. This condition indicated a decline in safety performance in the company. Based on the investigation result, it was shown that “Human Factors” as one of the main root causes. Safety climate can be used to determine individual perceptions in motivating workers to perform their job by prioritizing safety. This study analyses factors contribute to Safety Climate based on NOSACQ-50, namely Management Safety Priority, Commitment, and Competence (MP), Management Safety Empowerment (ME), Management Safety Justice (MJ), Worker’s Safety Commitment (WC), Worker’s Safety Priority and Risk Non-acceptance (WP), Safety Communication, Learning, and Trust in Co-worker Safety Competence (SC), and Worker’s Trust in the Efficacy of Safety System (WT), and their relationship with Safety Performance (SP) within Drilling Operation Workers in Company Z Regional A, specifically in Area 1. Data collected through questionnaires and analysed with SEM Method. The result shows that safety climate aspects concerning conditions at management (MP, ME, and MJ) have indirect relationship to SP. Meanwhile safety climate aspects concerning conditions within workgroup (WC, SC, and WT) have direct and positive relationship to SP, except on WT which has indirect relationship as well to SP. This anomaly could be related with the condition of WP within workgroup which show the weakest safety concern compare to other aspect. This study provides an overview of Safety Climate condition in Company Z Regional A Area 1. Feedbacks are also given to the management as an intervening option to improve safety aspect in the company.

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.

Специфика реализации модульной программы переподготовки по формированию компетенций безопасного труда персонала нефтегазовой отрасли

The research is aimed at the identification of specifics in implementation of modular retraining program developing competencies in occupational safety for staff members in oil and gas industry. The article focuses on the need for developing competencies in occupational safety for staff members in oil and gas industry, presents a conceptual and modular scheme for developing competencies in occupational safety for staff members in oil and gas industry, discusses the assessment of changing level of competencies in occupational safety as a result of implementing the conceptual and modular scheme. The research is scientifically novel since it presents a new conceptual and modular scheme and a new retraining program evolved for developing competencies in occupational safety for staff members in oil and gas industry; a procedure of evaluating the completion of the retraining program using testing by modules has been developed; the experience of testing the implementation and a qualitative assessment of the efficiency of the developed program has been realized. The research identifies that the use of a conceptual and modular scheme and the retraining program developed on its basis for additional vocational education has a positive effect on occupational safety competencies, which, in its turn, reduces the occurrence of emergencies and industrial accidents in the researched industry.

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.

Development and testing of immersive virtual reality environment for safe unmanned aerial vehicle usage in construction scenarios

Robotics and autonomous systems are increasingly being used on construction sites to complete tasks and complement human effort. One such autonomous system is unmanned aerial vehicles (UAV), although their wrong use could be potentially hazardous to humans and the environment. Given its relative novelty in construction, there remains a dearth of knowledge about safety risks associated with their use as well as knowledge on skills and protocols for their safe operation. With construction being one of the most dangerous and accident-prone sectors, there is even more impetus to develop UAV safety competence. In this study, we explore the application of immersive virtual reality (VR) use for purposes of safety training pertaining to the use of UAVs in construction scenarios. Whereas, previous studies, focussed on effectiveness of VR as a tool for training individuals on UAV operations and safety risks in general, this study evaluates its effectiveness across distinctive themes of safety in order to compare its effectiveness in different domains of UAV safety. The study adopts design science for development of bespoke UAV safety training tool in VR using Building Information Modelling (BIM) and game engine-driven virtual prototyping. The immersive training tool was then applied in an experiment of participants (n = 100) with (n = 50) constituting a control group using more traditional training methods and a series of pre/post-test assessments. The findings confirmed the relative superiority of VR training over traditional methods, improving performance and retention by up to 22 % on average. The immersive VR was found to be most effective on participants retention of knowledge in general flight preparation, air traffic documentation, visibility management and warning signals. Further usability tests were performed on all participants (n = 100) revealing general presence and positive attitudes towards VR based UAV safety training when compared to traditional training. From a practice perspective this research proofs the effectiveness of a VR approach as more cost effective and safe approach to UAV training for both academia and practice with added advantage of being more realistic simulation of the UAV risk scenarios.

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.

Safety competence promotion in secondary education – A case of the Finnish NouHätä! Programme

The Nouhätä! safety education programme has been organised in secondary schools in Finland for over 25 years. However, to date, it has not been systematically evaluated. The purpose of this quantitative survey is to provide information about good practices, benefits and limitations of the NouHätä! Programme; this has been done by answering the research question what variables explain pupils' safety competence after participating in a NouHätä! safety education programme? The results show that the best learning outcomes in safety education are achieved when training is organised in collaboration with teachers and safety experts. Practical training also seems to have a significant impact on the safety competence of pupils. The results suggest that background variables like school success and the sources of safety knowledge affect the level of pupils' safety competence. The results of the study can be used to develop the programme and other safety education programmes for children and young people.

The Imperative of Trauma-Informed Care: A Comprehensive Review and Strategies for Implementation in Health Services

Introduction Psychological trauma is a significant public health concern with long-lasting effects on physical and mental well-being. Trauma-informed care is an approach to providing support and services that acknowledges and integrates an understanding of the pervasive impact of trauma on individuals. This review delves into the critical imperative of trauma-informed care within the realm of health services. Recognizing the pervasive impact of trauma on individuals’ physical and mental well-being, this REVIEW aims to explore existing literature, identify key objectives, and propose effective methods for implementing trauma-informed strategies in health services.ObjectivesTo Review Existing Literature on Trauma: Conduct an review of the literature to comprehend the varied dimensions and consequences of trauma on individuals’ health; To Identify Key Principles of Trauma-Informed Care: Explore established principles of trauma-informed care, highlighting their relevance and applicability within health service settings; To Propose Implementation Strategies: Develop practical strategies for integrating trauma-informed care into health services, ensuring a comprehensive and sensitive approach to patient care.MethodsA review of published articles, books, and reports related to trauma and trauma-informed care to establish a foundational understanding.ResultsPsychological trauma can have profound and multifaceted impacts on individuals, affecting their mental, emotional, and even physical well-being. The consequences of psychological trauma can vary widely based on the nature, severity, and duration of the traumatic experience, as well as individual factors such as resilience and support systems. Trauma-informed care aims to create an environment that is sensitive to the needs of those who have experienced trauma, and it is based on six key principles: safety, trustworthiness, peer support, collaboration, empowerment, and cultural competence. Healthcare providers need to understand trauma beyond the personal and acknowledge the cultural, historical, social, political, and structural trauma that impact individuals and communities across generations. This approach recognizes that there is a risk of retraumatization in social and health services, especially for minority communities.ConclusionsThis review underscores the pressing need for health services to adopt trauma-informed care strategies. By acknowledging the prevalence and impact of trauma on health outcomes, the healthcare sector can transition towards a more patient-centered and empathetic approach.Disclosure of InterestNone Declared

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.