scholarly journals Examination of Nursing Students’ Medical Error Attitudes within Three Different Educational Models

2021 ◽  
Author(s):  
Yasemin AYHAN ÖNCÜ ◽  
Şeyda SEREN İNTEPELER ◽  
Selmin ŞENOL ◽  
Canan DEMİR BARUTCU
Keyword(s):  
Nursing Students ◽  
Medical Error ◽  
Educational Models

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

2021 ◽  
pp. 205715852110404
Author(s):  
Edith Roth Gjevjon ◽  
Espan Gade Rolland ◽  
Cecilia Olsson
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Skills ◽  
Learning Processes ◽  
Future Generations ◽  
Discussion Paper ◽  
Educational Models ◽  
New Generation ◽  
New Strategies

This paper answers a call from Nordic colleagues for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. We, as they, believe that educational models targeting the development of clinical skills must be customised to meet the learning style of the current and future generations of bachelor nursing students. In this paper we put forward that using a comprehensive, collaborative, student-centred approach will assist younger generations’ learning processes. We describe a pedagogical model of peer learning that combines collaboration, reflection and assessment aligned with learning outcomes. Such an approach, we believe, is likely to be in line with expectations, needs and preconditions of the current and future generations of nursing students.

Interprofessional Team-Based Learning: Medical Students and Nursing Students Discussing Medical Error Together

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Julia Belkowitz ◽  
Terry Eggenberger ◽  
Kathryn Keller ◽  
Amy Zito ◽  
Gauri Agarwal
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Medical Error ◽  
Interprofessional Team ◽  
Team Based Learning

scholarly journals Building Academic Communities to Support Nursing Students with Disabilities: An Integrative Review

2018 ◽  
Vol 2 (1) ◽  
pp. 60 ◽  
Author(s):  
Leslie Neal-Boylan ◽  
Michelle Miller ◽  
Jessica Bell
Keyword(s):  
Nursing Students ◽  
Students With Disabilities ◽  
Interdisciplinary Approach ◽  
Academic Community ◽  
Integrative Review ◽  
Social Model ◽  
Educational Models ◽  
Academic Communities ◽  
Information Center ◽  
The University

Background: Students with disabilities in higher education are increasing, yet discrimination against nurses and nursing students with disabilities persists.  A healthy academic community must include students with disabilities who are receiving accommodations per the ADAAA.Aim: To determine the extent, if any, of progress in accommodating nursing students with disabilities since the enactment of the Americans with Disabilities Act Amendment (ADAAA) of 2008. Methods: An integrative review of peer-reviewed literature written in English was conducted. The Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, and Educational Resources Information Center (ERIC) were searched. The date range spanned from 2008 to 2018. The type of peer-reviewed literature was not specified.Results: Accommodating students with disabilities depends on individual faculty who remain concerned about patient safety. Faculty tend to view students with disabilities using a medical rather than a social model and evaluate students on the ability to perform essential functions of the job instead of on student competencies.Conclusions: Faculty are more aware of the needs of nursing students with disabilities and the need to accommodate them, yet discrimination still occurs. Academic communities must not discriminate against students with disabilities and should structure an interdisciplinary approach that includes assistance from the university disability office, education of faculty about the ADAAA and the development of sustainable educational models that integrate the individualized needs of all learners.

Student Nurses' Assessment of Medical Errors

2021 ◽  
Vol 27 (2) ◽  
pp. 131-137
Author(s):  
Ayşe Akbiyik ◽  
Dilek Sari ◽  
Nihal TaŞkiran
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Medical Errors ◽  
Medical Error ◽  
Student Nurses ◽  
Medication Administration ◽  
Cross Sectional Study ◽  
Patient Identification ◽  
Cross Sectional ◽  
Health Care Associated Infections

PurposeThe aim of this study was to evaluate the quality of nursing students' assessment of cases of medical error.MethodThis descriptive cross-sectional study was conducted with 145 nursing students in İzmir, Turkey. The epidemiology of the medical errors that the students witnessed during clinical practice was examined. Then, the success of the students in using the Text-Based Medical Error cases tool developed by the researchers was examined.ResultsOf the students, 24.1% had witnessed medical errors during clinical practice. The percentage of students successfully analyzing cases of medical errors related to patient identification, falling, medication administration, blood transfusions, health-care-associated infections, and pressure ulcers were 51.72%, 7.59%, 17.24%, 8.28%, 45.52%, and 56.55%, respectively.ConclusionThe students' ability to evaluate cases of medical error needs improvement.

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