Nursing errors and their causes among nursing students

2020 ◽  
pp. 147775092095856
Author(s):  
Mohaddeseh Mohsenpour ◽  
Zahra Shamabadi ◽  
Amir Zoka ◽  
Fariba Borhani ◽  
Fatemeh Chakani
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mean Value ◽  
Three Dimensions ◽  
Educational Systems ◽  
Cross Sectional ◽  
Nursing Errors ◽  
The Mean ◽  
Cross Sectional Design

Introduction Errors are inevitable in medical practice and this issue has attracted the attention of healthcare systems worldwide. Therefore, it is of utmost importance to pay attention in educational systems. The present study aimed to investigate the frequency and cause of nursing students’ errors. Methods This descriptive study conducted based on a cross-sectional design. The researcher provided nursing students with a questionnaire. The participants were selected through a purposive sampling method. Eventually, the collected data were analyzed by SPSS17. Results The mean value of errors in students was 32.83 ± 28.5 and the prevalence rate of the errors ranged from 0 to 175. In total, 2922 errors were reported by the students, the most frequent of which were wearing the same pair of gloves for the care of more than one patient (2.61 ± 2.83), negligence to wash the hands (2.41 ± 2.95) and clean the thermometer before utilization (2.19 ± 4.68). Moreover, errors in oxygen therapy (0.69 ± 1.03) and medication (0.87) obtained the lowest frequency. Furthermore, most of the students’ errors were due to not having enough knowledge about medicines (2.1 ± 7.4), lack of appropriate equipment (2.6 ± 1.7), and poor clinical skills (2.1 ± 5.6). Discussion and conclusion: The most frequent nursing students’ errors are related to hand hygiene and personal protection. In addition, the lack of enough skills and appropriate equipment are prevalent causes of nursing students’ errors. Authorities in this field should attend to these errors in nursing education, clinical practice, and nursing studies in order to promote this profession in all of these three dimensions.

“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education

2018 ◽  
Vol 51 (3) ◽  
pp. 133-144 ◽  
Author(s):  
Sandra P. Small ◽  
Denise English ◽  
Glenys Moran ◽  
Patricia Grainger ◽  
Geraldine Cashin
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Well Being ◽  
Cross Sectional ◽  
Starting Point ◽  
Good Starting Point ◽  
Academic Incivility ◽  
Cross Sectional Design ◽  
Teaching Learning

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

scholarly journals SOSIALISASI PROFESI DAN SIKAP CARING PADA MAHASISWA DI FAKULTAS ILMU KEPERAWATAN

2015 ◽  
Vol 1 (01) ◽  
Author(s):  
Ayu Astari ◽  
Grace Solely Houghty ◽  
Renova Oktarini Br. Sibuea
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Socialization ◽  
Sampling Technique ◽  
Education Institution ◽  
P Value ◽  
Socialization Process ◽  
Chi Square ◽  
Cross Sectional ◽  
Cross Sectional Design

ABSTRAK Pendahuluan: Sikap caring adalah salah satu identitas profesi keperawatan yang berusaha ditanamkan oleh institusi pendidikan keperawatan melalui proses sosialisasi profesi. Namun, pada kenyataannya ditemukan sikap mahasiswa yang tidak menunjukkan sikap caring. Tujuan penelitian ini adalah untuk mencari tahu ada atau tidaknya hubungan antara sosialisasi profesi dengan sikap caring mahasiswa. Landasan teori yang dipakai adalah model sosialisasi profesi Hinshaw dan Theory of Caring Swanson. Metode: Metode penelitian yang digunakan adalah metode kuantitatif, menggunakan pendekatan cross sectional. Populasi penelitian ini adalah 45 mahasiswa angkatan 2011 Fakultas Ilmu Keperawatan Universitas x. Sample diambil menggunakan teknik total sampling. Data diolah dan dianalisis menggunakan chi-square. Hasil: Hasil yang diperoleh dari penelitian menunjukan nilai signifikansi hubungan sosialisasi profesi dengan sikap caring sebesar 0,019. Uji korelasi sosialisasi profesi dengan setiap kategori caring Swanson menunjukkan hubungan dua sub variabel caring yaitu “knowing” (p value = 0,001) dan “being with” (p value = 0,04) sebagai dua komponen yang sangat dipengaruhi oleh proses sosialisasi profesi. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara sosialisasi profesi dengan sikap caring mahasiswa. Diskusi: Penelitian ini merekomendasikan agar penelitian selanjutnya dapat mengobservasi perilaku caring mahasiswa sehingga hasil yang didapatkan lebih akurat. Kata Kunci : Sosialisasi Profesi, Sikap Caring, Pendidikan Keperawatan  ABSTRACT Introduction : Caring attitude is one of the professional identity that is tried to be internalized by the nursing education institution through professional socialization process. The process begin since the students entering the faculty and improving as the time goes by. However, in reality, there are students who do not show caring attitude. The aim of this study was to find out if there is a correlation between professional socialization and caring attitude. Theoretical basis used is a model professional socialization Hinshaw and Swanson’s Caring theory. Method: The study used quantitative method with cross-sectional design. The population was 45 batch 2011 nursing students of Faculty of Nursing, University of x, using total sampling technique. The data analyzed using chi-square. Result: The significancy result of the correlation test between professional socialization and caring attitude is 0,019. The study also found that two sub variables of caring that are correlated with professional socialization are “knowing” (p value= 0,001) and “being with” (p value = 0,04). The results of this study indicate that there is significant relationship between professional socialization and sudent’s caring attitude. Discussion: This research recommends that further research can observe nursing student’s caring behavior in order to obtain more accurate results. Keyword: Professional Socialization, Caring attitude, Nursing Education  Full printable version: PDF

scholarly journals Perbedaan Kemampuan Empati Mahasiswa Keperawatan di Program Studi Ilmu Keperawatan Fakultas Kedokteran UGM

2013 ◽  
Vol 2 (2) ◽  
pp. 125
Author(s):  
Anisa Hidayah ◽  
Martina Sinta Kristanti ◽  
Mariyono Sedyowinarso
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Nursing Student ◽  
Average Score ◽  
Academic Education ◽  
Study Program ◽  
Cross Sectional ◽  
The Difference ◽  
Cross Sectional Design

Background: Nurses are supposed to be able to show empathy to patients. Empathy is capability to feel the emotion, thought, and condition of the patient without involving self emotion. Capability of showing empathy in nurses is builtsince the period of education. Every stage in nursing education at nursing study program has different learning activities and load of materials. The difference may be affected by capability of showing empathy in students. The objective of this study is to identify difference in empathy capability of nursing students of Faculty of Medicine UGMMethod: This was a quantitative study with cross sectional design. Samples were taken through purposive proportional sampling involving 88 nursing students at Faculty of Medicine Universitas Gadjah Mada undergoing academic education (batch 2009 to 2012) and clinical education (batch 2007 and 2008). Empathy capability was assessed using Jefferson Scale of Physician Empathy – Nursing Student Version R (JSPE-R).Results: Average score of empathy capability was 113.26 with standard deviation 10.45. There was difference in empathy capability of students of batch 2007 to 2012 (p=0.014). Average score of empathy capability of the students decreased along with the duration of education. There was no difference in empathy capability based on gender (p=0.516), age (p=0.668), ethnic group (p=0.167), and stage of education (p=0.541). There was difference in score of standing in the patient shoes between academic and clinical students (p=0.022).Conclusion: There is difference in empathy capability in nursing students from different batch at Faculty of Medicine UGM.

scholarly journals Perbedaan Derajat Keasaman Kulit Wajah, Dada dan Punggung Pada Penderita Akne Vulgaris di Kota Medan Tahun 2019

2021 ◽  
Vol 7 (1) ◽  
pp. 16-18
Author(s):  
Yuni Selfiana Br. Sembiring ◽  
Rudyn Reymond Panjaitan ◽  
Kristo A Nababan
Keyword(s):  
Acne Vulgaris ◽  
Mean Value ◽  
Facial Skin ◽  
Sample Collection ◽  
Cross Sectional ◽  
Significant Difference ◽  
The Mean ◽  
The Difference ◽  
Cross Sectional Design ◽  
Akne Vulgaris

Background: Acne vulgaris is a disease of the pilosebaceous unit that often occurs in adolescents and young adults. The pathogenesis of acne vulgaris involves several factors, one of which is the acidity (pH) of the skin.  Objective: This study aimed to determine the difference in the degree of acidity of facial skin, chest and back of patients with acne vulgaris.  Methods: This was a comparative analytic study with cross sectional design. The sample collection technique was consecutive sampling. Data were analyzed using ANOVA-test.  Results: The majority of patients with acne vulgaris who came to Murni Teguh Memorial Hospital Medan and the private clinic of dr. Rudyn Reymond Panjaitan, M.Ked (KK), Sp.KK was a 17-25 year old. The mean acidity of facial skin with acne vulgaris was 5.66, the mean acidity of chest skin was 5,84 and the mean acidity of back skin was 6.09. There was a significant difference in the mean value of acidity in facial, chest and back skin of patients with acne vulgaris (p = 0,000). Conclusion: There is a significant difference in average degree of acidity on the facial, chest and back skin in patients with acne vulgaris.

scholarly journals The Effect of Teaching Clinical Skills Through Social Networks on Nursing Students’ Clinical Skills in Crisis Handling: A Quasi- Experimental Study

2021 ◽  
Author(s):  
Mohammad Zaman-hosieni ◽  
Mohamad hasan Mirtajaddini ◽  
Roghayeh Mehdipour-Rabori
Keyword(s):  
Social Networks ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Skills ◽  
Intervention Group ◽  
Simple Random Sampling ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
The Mean

Abstract Background: When a crisis occurs, nurses are at the forefront of providing care to patients in emergency rooms. The need for skilled nurses is increasing due to the crises and disasters that are occurring around the world. The aim of the study was to determine whether teaching clinical skills through social networks can affect nursing students’ clinical skills in crisis handling.Methods: This study was done in Iran in 2021. One hundred nursing students were selected by simple random sampling and divided into control and intervention groups. Nursing clinical skills in crisis questionnaires were used before and after intervention in two groups. Distance learning through social networks was done for a month. SPSS version 15 was used for data analysis. The significance level was 0.05.Results: There was no significant difference between the control and intervention groups before the intervention (P >0.05). The mean score of clinical skills in the control group increased from 60.82 before the study to 62.75 after the study, which was not statistically significant (P >0.05). The mean clinical skills of the intervention group increased from 58.02 before the intervention to 82.52 after the intervention, which was statistically significant (P < 0.001).Conclusions: This study showed nurses’ clinical skills are low during crises. Education through social networks can improve them and should be part of nursing education. The application of this low-cost and inexpensive method is recommended for improving clinical skills in nursing.

scholarly journals Student Satisfaction with Nursing Program at the Sulaimani College of Nursing

2019 ◽  
Vol 4 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Skills Training ◽  
Nursing Program ◽  
Face Validity ◽  
Cross Sectional ◽  
College Of Nursing ◽  
Students Satisfaction

Background: Nursing students’ satisfaction with their undergraduate program is essential and can serve as an instrument of assessment of institutional effectiveness and success. Objective: To evaluate and understanding student satisfaction with nursing program in areas of curriculum, college environment, Faculty and clinical interaction with the college of nursing at university of sulaimani. Methods: Cross sectional study was conducted for 170 students in nursing college at university of sulaimani, from period of 1st November to 25th February to identify their satisfaction with the nursing program. A non probability \ purposive sampling technique was applied to 170 the students of nursing studying in the second to fourth year. A questionnaire was constructed by the researchers to elicit the detailed information related to study objectives. Subjects were completed as interview technique. Content and Face Validity of the instrument was established and the reliability was measured by using Cronbach’s alpha = 0.96. Formula in the questionnaire list. All statistical computation is enhanced using statistical method (SPSS 21) The result of the study showed that More than half (51.76) of the study participants were barely satisfied, younger students had greater satisfaction comparing their peers. There were no significant associations between students’ satisfaction with the nursing program dimensions and participant’s age and academic level. Conclusion: Generally, the findings of the study showed that students’ satisfaction with a nursing program was neutral. The study gets the attention to the many positive as well as negative aspects of the clinical experience of the nursing students at the college, and the need to rethink clinical skills training in nursing education.

Students’ Perspectives of Bullying Behaviors Experienced in Nursing Education: A Descriptive Cross-Sectional Study

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Jude L. Tayaben ◽  
Doris S. Natividad ◽  
Rovencio E. Apilado
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Nurses ◽  
Cross Sectional Study ◽  
Bullying Prevention ◽  
Nursing Schools ◽  
Cross Sectional ◽  
Bullying Behaviors ◽  
Cross Sectional Design ◽  
Free Environment

The passing of Anti-Bullying Act 10627 in Philippines triggers implementation in different schools and workplaces in the country. This is a call to intensify for the bully-free environment among affected sectors especially in academe. This study described types, sources, and frequency of bullying behaviors encountered by nursing students in their second, third and fourth year of nursing education. The descriptive cross-sectional design is utilized to assess bullying behaviors from nursing students’ perspective. Four- hundred eighty-one (481) respondents experienced at least one or more bullying behaviors from different sources. It also indicated that classmates as the most frequent source of eight out of 12 bullying behaviors, followed by faculty/clinical instructor. However, majority claimed that nothing had been done to bullying behaviors they experienced (f- 156, 15.23%), they pretended not see behavior (f- 155, 15.14%), perceived behavior as a joke (f- 153, 14.94%) and put up barriers (f-143, 13.96%), respectively. The evidence is clear; bullying poisons academic setting, and it can be carried over to practice. Thus, serious attention and management for nursing schools have to strengthen policies/guidelines to bullying prevention. Caring, safe, bullying free environment and collaborative efforts of zero tolerance to bullying has to be established for student nurses in academe.   Keywords - Social Science, bullying behaviors, nursing students, cross- sectional, descriptive design, Philippines, Asia

scholarly journals The association of creativity, creative components of personality, and innovation among nursing students in Taiwan

2019 ◽  
Author(s):  
Hsing Yuan Liu ◽  
Chia-Chen Chang ◽  
I-Teng Wang ◽  
Shu-Yuan Chao
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Self Report ◽  
Cross Sectional ◽  
Capstone Course ◽  
Creative Personality ◽  
Innovative Products ◽  
The Mean ◽  
Creativity And Innovation

Abstract Background:Recent attention has focused on creativity and the ability to develop innovative products (innovation), and the relationship between creativity, personality traits associated with creativity, and innovation. However, the link between creativity, aspects of personality associated with creativity, and innovation are unclear, especially with regards to nurses and nursing education. Methods:This cross-sectional, descriptive, cor-relational design explored levels of creativity, components of creativity, and innovation among nursing students, and examined the association of creativity, aspects of personality, and innovation. Participants were 98 senior-year nursing students enrolled in a capstone course for developing patentable healthcare-related products at a university in Northern Taiwan. Creativity was measured using the verbal and figural Torrance Tests of Creative Thinking (TTCT-V and TTCT-F, respectively); creative personality was evaluated with a self-report instrument, the Affective Components of Creativity Scale (ACCS). Innovation was expressed as the mean product creativity score for healthcare products students developed during the capstone course. Four independent judges scored the products for novelty and uniqueness. Correlations were examined with Pearson’s test followed by Bonferroni’s post-hoc adjustment. Results:Nursing students had moderately high scores for innovation (mean = 91.37, SD = 2.83; range = 83-96). Mean scores on the TTCT-F and TTCT-V were 40.05 (SD = 21.21) and 18.08 (SD = 13.94), respectively. The mean total score on the TTCT was 58.13 (SD = 30.47), indicating a moderate level of creativity for nursing students. The highest mean score of the four components of creative personality was for imagination (4.75, SD = 0.71); challenge and adventure were similar (2.71, SD = 0.31 and 2.53, SD = 0.25, respectively); the lowest score was for curiosity (1.76, SD = 0.23). Mean total score for the ACCS was 2.79 (SD = 0.27). Pearson’s correlations showed innovation was correlated with curiosity (p < .001). There was no significant association between figural or verbal creativity and components of creative personality. Conclusions:The positive relationship between scores for innovation and curiosity suggest teaching faculty might want to consider strategies for improving nursing students’ abilities to create innovative products by concurrently focusing on methods of increasing curiosity and innovation.

scholarly journals Perceived Barriers in Online Learning among Nursing Students during the COVID-19 Pandemic in Indonesia

2021 ◽  
Vol 9 (G) ◽  
pp. 203-210
Author(s):  
Bayu Fandhi Achmad ◽  
Akbar Satria Fitriawan ◽  
Dedi Kurniawan ◽  
Raisa Farida Kafil ◽  
Listyana Natalia Retnaningsih ◽  
...  
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Perceived Barriers ◽  
Cross Sectional ◽  
Internet Connection ◽  
Undergraduate Nursing ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Cross Sectional Design

BACKGROUND: In March 2020, nursing schools in Indonesia were forced to abruptly shift from face-to-face learning to fully online learning due to the COVID-19 pandemic. Before the pandemic, fully online learning was still not widely used in Indonesian nursing education. AIM: This study aimed to identify barriers in online learning among Indonesian nursing students during the COVID-19 pandemic. METHODS: This study used a cross-sectional design and involved 530 undergraduate nursing students from five universities in Indonesia participated in this study. The authors sent an online self-administered questionnaire to nursing students from October to December 2020. The questionnaire consisted of four sections to obtain the following data: (1) Sociodemographic characteristic, (2) information about online learning, (3) platform used for online learning, and (4) perceived barriers in online learning. Descriptive statistics were used to analyze data with frequency distribution, percentages, means, and standard deviations. RESULTS: Nursing students in Indonesia were confronted by various barriers during the implementation of abrupt online learning in the current pandemic situation. Most frequently barriers encountered by nursing students during online learning were high costs for online learning, poor internet connection, lack of motivation toward online learning, lack of skill in using the online learning platforms, and lack of training and assistance to use the platforms. CONCLUSION: High cost for online learning, poor internet connection, low learning motivation, lack of skill in using the online learning platforms, and lack of training and assistance to use the platforms were identified as the most frequent barriers encountered by nursing students.

The Relationship Between Cultural Sensitivity and Assertiveness in Nursing Students from Turkey

2017 ◽  
Vol 29 (4) ◽  
pp. 379-386 ◽  
Author(s):  
Serap Parlar Kılıç ◽  
Sibel Sevinç
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Sensitivity ◽  
Intercultural Sensitivity ◽  
Cross Sectional Study ◽  
Patient Specific ◽  
Cross Sectional ◽  
The Mean ◽  
And Gender ◽  
The Relationship

Background: As foreigners live in and visit Turkey for various reasons, it is essential to provide culturally appropriate health care. Purpose: This study was conducted to determine the relationship between cultural sensitivity and assertiveness in university nursing students. Method: This descriptive, cross-sectional study was conducted at two universities in the cities of Kilis and Elazığ, Turkey. The study sample consisted of 444 nursing students. Data collection tools included a questionnaire about participant sociodemographic characteristics, Chen and Starosta’s Intercultural Sensitivity Scale, and the Rathus Assertiveness Scale. Results: The mean age of participants was 21.09 years. Most students (71.6%) were female and 34.7% of the students stayed at the hostel. Of the students, 44.4%, 27.5%, and 28.2% attended were the second-, third-, and fourth-year students, respectively. Participants were asked about problems related to caring for patients who speak different languages. The mean score for the Intercultural Sensitivity Scale was 89.42 ± 13.55 and the total score for all students for the Assertiveness Scale was 112.64 ± 15.61. We identified a positive relationship between total scores for the Intercultural Sensitivity Scale and the Assertiveness Scale ( p < .001). There was relationship between cultural sensitivity and gender and want to work overseas; assertiveness and year of nursing education and want to work overseas. Conclusions: Nursing students at both schools had a moderate level of cultural sensitivity and assertiveness. It has been determined that as assertiveness level of the students increased, intercultural sensitivity of them also increased. Implications for Practice: Consequently, it is concluded that training as assertive and self-confident individuals during the nursing education of students has a contribution to making patient-specific and culture-sensitive care.

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