Exploring the Influence of Safety Perception and Safety Control on Clinical Performance Ability and Self Confidence in Patient Safety in Korean Nursing Students

2019 ◽  
Vol 19 (1) ◽  
pp. 489
Author(s):  
Dahye Park ◽  
Eun-hee Jang
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Clinical Performance ◽  
Safety Control ◽  
Self Confidence ◽  
Safety Perception ◽  
Performance Ability

scholarly journals The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

2019 ◽  
Vol 9 (7) ◽  
pp. 31 ◽  
Author(s):  
Debra R. Wallace ◽  
Jaya Mini Gill
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Performance ◽  
Teaching Strategy ◽  
Central Element ◽  
Essential Element ◽  
Nursing Educators ◽  
Self Confidence ◽  
Novel Approach

Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.

scholarly journals Critically ill patient safety in nursing education: Students’ practices and perception

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Samah Anwar Shalaby ◽  
Mohamed M. Seweid ◽  
Azza H. El-soussi
Keyword(s):  
Critical Care ◽  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Critically Ill ◽  
Clinical Performance ◽  
Thinking Skills ◽  
University Hospital ◽  
Critically Ill Patient ◽  
Clinical Practices

Background: Patient safety is the cornerstone for better quality health care and nursing education. There is limited evidence about how patient safety is addressed in healthcare professional curricula and how organizations develop safe practitioners.Aim: To assess the practices and perception of nursing students regarding the safety of critically ill patients.Materials and methods: Participants of this descriptive correlation exploratory study were 100 nursing students conveniently from the students enrolled in Critical Care Nursing course during academic year 2013-2014 in faculty of nursing, Alexandria University. The study was conducted in the critical care units affiliated to Alexandria Main University Hospital namely (Unit I, Unit III, and Triage). The first tool was Critical Care Practices of Safety Measures Observational Checklist and the second tool was Students’ Unsafe Clinical Practices Perception questionnaire.Results: It was found that 49% of the nursing students had poor perception regarding their unsatisfactory clinical performance. In addition, 55% of the nursing students have poor perception regarding their poor documentation. Furthermore, 44% of them have poor perception regarding lack of clinical educators’ role competency.Conclusions: Nursing students’ perception was poor regarding their clinical performance, cognitive performance and critical thinking skills and documentation. In addition, nursing students reported that they have poor perception regarding nurse educators’ role competency. Therefore, nursing curriculum should incorporate concepts and principles that guide nursing students in developing caring, safe, competent and professional behavior and should be developed for the nursing students based on the WHO patient safety topics which will focus on patient safety.

scholarly journals Perceived Patient Safety Competence of Baccalaureate Nursing Students: A Descriptive Comparative Study

2020 ◽  
Vol 6 ◽  
pp. 237796082093013
Author(s):  
Lisa M. Rebeschi
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Classroom Setting ◽  
Perceived Safety ◽  
Culture Of Safety ◽  
Self Confidence ◽  
Safety Risks

Introduction Patient safety is an issue of utmost concern within health care. An interrelated approach between nursing education and practice is needed. For more than a decade, nursing education programs have responded to calls for curricular reform, integrating strategies to prepare graduates for safe nursing practice. Objectives The purpose of the descriptive study was to examine self-perceived safety competencies among baccalaureate (BSN) nursing students at end of program ( n = 72) using the Health Professional Education in Patient Safety Survey. In addition to the objective of describing self-perceived safety competencies of BSN students, another objective was to investigate any significant differences in self-perceived competencies between traditional 4-year and accelerated 12-month program students. Methods A descriptive comparative design was used with a purposive sample of baccalaureate nursing students from both traditional and accelerated second-degree programs at a comprehensive university in the Northeast. Results Students rated self-confidence with patient safety learned in the clinical environment higher than within the classroom setting. Overall, students reported a high level of self-confidence within each of the seven patient safety dimensions with knowledge gained from the clinical setting higher than knowledge gained from the classroom setting. Paired t-test analyses revealed statistically significant differences ( p < .05) between self-confidence gained in classroom and clinical environments with communicating effectively and managing safety risks. Independent t-test analyses revealed accelerated students reported lower self-confidence than traditional students, with statistically significant differences ( p < .05) in dimensions of culture of safety, working in teams, managing safety risks, and disclosing adverse events/close calls. Conclusion In most patient safety dimensions, students felt confident with their competencies within each of the dimensions of patient safety. Results also revealed that accelerated second-degree students report lower confidence with their knowledge of patient safety gained from classroom and clinical settings. Nursing programs must continue to emphasize a culture of safety within the nursing curriculum.

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