scholarly journals Development and Effectiveness of a Patient Safety Education Program for Inpatients

Author(s):  
Sun Hwa Shin ◽  
Mi Jung Kim ◽  
Ho Jin Moon ◽  
Eun Hye Lee

Background: Patient safety is considered an important issue in the field of healthcare, and most advanced countries. Purpose: This study was designed to evaluate a patient safety education program among hospitalized patients. Of the 69 participants, 33 completed the patient safety education program while the 36 remaining participants were given educational booklets. The program was used to measure knowledge about patient safety, patient safety perception, and willingness to participate in patient safety. Methods: Patient safety education was developed by the analysis–design–development–implementation–evaluation model considering expert advice, patient needs, and an extensive literature review. Data were collected from 20 July to 13 November 2020. Data were analyzed using SPSS statistical program. The effectiveness of the experimental and control groups before and after education was analyzed using paired t-tests, and the difference in the amount of increase in the measured variables for each group was analyzed using independent t-tests. Results: The experimental group had significantly higher patient safety scores (t = 2.52, p = 0.014) and patient safety perception (t = 2.09, p = 0.040) than those of the control group. However, there was no significant difference between the two groups regarding the willingness to participate in patient safety. Conclusion: The patient safety education program developed using mobile tablet PCs could be an effective tool to enhance patient involvement in preventing events that may threaten the safety of patients. Further studies are recommended to develop a variety of educational interventions to increase patient safety knowledge and perceptions of patients and caregivers.

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Hossein Jamshidi ◽  
Masumeh Hemmati Maslakpak ◽  
Naser Parizad

Abstract Background Patient safety is a top priority for any health care system. Most universities are looking for teaching methods through which they would be able to enhance students’ clinical decision-making capabilities and their self-centered learning to ensure safe and quality nursing care. Therefore, this study aimed to determine the effect of patient safety education through problem-based learning (PBL) on nursing students’ knowledge, attitude, and perceptions toward patient safety. Methods This randomized, controlled trial was conducted from September 2019 to January 2020. A total of 78 fourth-year nursing students participated in this study. The participants were randomly assigned to either the intervention group or the control group. In the intervention group, the educational materials were presented to the students using the PBL method during eight sessions of 45–60 min. In each control group, nursing students received eight education sessions through lectures and discussing the same educational content. Data were gathered 1 month after the intervention using demographic information and knowledge, attitudes, and perception questionnaires. Data were analyzed in SPSS ver. 22.0 using descriptive (mean and standard deviation) and inferential (chi-square test, independent t-test, paired t-test, and analysis of covariance (ANCOVA)) statistics. Results The results indicated that the difference in the mean scores of knowledge, attitudes, and perceptions of the nursing students about patient safety was statistically significant between the two groups after the PBL education (p = 0.001). The mean scores of students’ knowledge, attitude, and perceptions of patient safety increased significantly in the intervention group. Conclusions Implementing patient safety education through PBL positively affects knowledge, attitudes, and perceptions of patient safety among nursing students. Thus, the research team recommended the PBL method to be used by nursing professors to improve nursing students’ clinical skills and cognitive abilities to ensure safe patient care. Trial registration IRCT20190925044881N1; October 17, 2019.


2017 ◽  
Vol 18 (6) ◽  
pp. 268-274 ◽  
Author(s):  
Eric C. Ford ◽  
Matthew Nyflot ◽  
Matthew B. Spraker ◽  
Gabrielle Kane ◽  
Kristi R. G. Hendrickson

2013 ◽  
Vol 3 (5) ◽  
Author(s):  
Darrell G. Kirch ◽  
◽  
David A. Davis ◽  
Linda A. Headrick ◽  
Nancy Davis ◽  
...  

2011 ◽  
Vol 21 (2) ◽  
pp. 141-141
Author(s):  
Anne J. Gunderson ◽  
Ara Tekian ◽  
Kelly Smith

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Monica W. Harbell ◽  
Emily Methangkool

2018 ◽  
Vol 12 (1) ◽  
pp. 125-132 ◽  
Author(s):  
Mansour J Mansour ◽  
Shadi F Al Shadafan ◽  
Firas T Abu-Sneineh ◽  
Mohammed M AlAmer

Background:This paper explores the opportunities and challenges for integrating patient safety education in undergraduate nursing curriculum.Methods:Four dimensions of undergraduate nursing education are examined: National accreditation of nursing programs, building a competency-based nursing education, a model of nursing education and building faculty capacity in patient safety education and research.Results:Incorporating patient safety in a nursing curriculum can be “institutionalized” by making it a pre-requisite for granting program accreditation. At the operational level, transforming undergraduate nursing education to incorporate inquiry-based learning and moving toward competency-based patient safety education are two key requirements for engaging the students with patient safety science. Building faculty capacity who are experts in both patient safety teaching and research remains a key challenge that needs to be addressed to enable a shift in the patient safety “mindset” for future nursing workforce.Conclusion:Efforts to introduce patient safety in nursing education are both necessary and timely, and should accommodate students’ unique needs and cultural context.


Arts & Health ◽  
2018 ◽  
Vol 11 (2) ◽  
pp. 163-173
Author(s):  
Etsuko Nakagami-Yamaguchi ◽  
Hitoshi Murao ◽  
Toshiyuki Itoi ◽  
Satoshi Murakami ◽  
Takehito Yui ◽  
...  

2020 ◽  
Vol 48 ◽  
pp. 80-88
Author(s):  
Nermin Ocaktan ◽  
Yasemin Uslu ◽  
Merve Kanıg ◽  
Vesile Unver ◽  
Ukke Karabacak

2020 ◽  
Vol 35 (5) ◽  
pp. 419-426
Author(s):  
Christopher G. Roth ◽  
Gilda Boroumand ◽  
Jaydev K. Dave

Diagnostic error and diagnostic delays in health care are widespread. This article outlines an improvement effort targeting weekday evening inpatient radiology delays through staffing changes replacing trainees with faculty-trainee team coverage, pushing faculty coverage from 4 pm to 8 pm. Order-report turnaround times (TATs), critical findings TATs for pneumothorax and intracranial hemorrhage (ICH), and percentage meeting target were compared pre and post implementation for the 4 to 8 pm time frame using the Mann-Whitney U and χ2 tests, respectively. Stakeholder surveys assessed patient safety, morale, education, and operational efficiency. Median TATs (minutes) improved: X-rays 906 to 112, computed tomography 994 to 84, magnetic resonance imaging 1172 to 233, and ultrasound 88 to 58. Median critical findings TATs (minutes) improved from 853 to 30 and 112 to 22 for pneumothorax and ICH, respectively, and the percentage meeting target improved from 45% to 65%. Survey results reported perceived improvement in patient safety, education, and operational efficiency and no impact on morale.


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