Aim: The purpose of this descriptive qualitative study was to evaluate nurses' views of implementation evidence-based fall prevention interventions. Methods: The study was conducted with participation of nurses who worked in a training and research hospital after evidence-based fall prevention interventions had been implemented. Interviews were done with 17 nurses who participated in all training courses. Results: The evaluation of the interventions was examined, and three themes were extracted through analysis: 'effectiveness of training programme', 'barriers' and 'suggestions'. Conclusion: Nurses emphasized that evidence-based fall prevention interventions are usable in hospital, but team collaboration and administrative support are required for better outcomes. Implications for Nursing Management: The study result shows that fall prevention interventions should be introduced to all health care professionals, through the use of various training methods. Training should be given to patients and their caregivers, and barriers that nurses stated like understaffing, lack of materials and tools that ensure patient safety and internet (research/scientific information) access restriction should be reduced.

Resumo Objetivo: O objetivo deste estudo foi descrever os pontos de vista de estudantes de doutorado em enfermagem antes do início e durante o doutorado sobre mudanças no planejamento da carreira e prioridades de pesquisa. Métodos: O estudo foi de natureza qualitativa, tendo sido realizado com 16 entrevistas no Instituto de Ciências da Saúde, Faculdade de Enfermagem. Foram realizadas entrevistas individuais com 16 estudantes de doutorado matriculados em diferentes especialidades acadêmicas. Após as entrevistas, as gravações de áudio foram primeiramente transcritas e depois categorizadas. Os dados foram submetidos a análise de conteúdo. Resultados: Após análise de conteúdo, três temas principais (“mudanças no planejamento da carreira”, “prioridades de pesquisa” e “desenvolvimento”) e seis categorias foram formuladas a partir dos dados obtidos. Os participantes afirmaram ter consciência de ter feito várias mudanças nos planos de carreira ao iniciar seu projeto de doutorado, e o trabalho no projeto mudou o desenvolvimento profissional e melhorou as habilidades acadêmicas. Conclusão: Nossos resultados indicam que os estudantes de doutorado devem ser apoiados para serem eficazes na carreira, e a formação no período pós-doutoral também deve ser apoiada. Políticas efetivas em relação ao aperfeiçoamento de enfermeiros doutorandos também devem ser desenvolvidas e implementadas com base em evidências sólidas da utilidade desses suportes.

Objective:A cross-sectional comparative study was exposed within three Turkish public universities. This study aims to examine nursing students' attitudes towards medical errors who are trained within three different education models and to determine factors that affect these attitudes. Methods: A personal and educational characteristics questionnaire and the Medical Error Attitude Scale were used. All students (n=1242) who agreed to participate in the research from the second, third and fourth grade nursing students of three universities were included to sample. Results: It was found that nursing students trained with the integrated education model and problembased learning model had higher scores on the Medical Error Attitude Scale than nursing students trained with classical education model. In the subscales of the Medical Error Attitude Scale, students trained in the integrated education model had a higher mean score in "perception" and "causes" subscales. A statistically significant difference was found in attitudes at different levels of training. Additionally, it was found that the mean scores of the second grade nursing students were higher in the medical error perception subscale. Conclusions:The findings of research emphasized that there is difference between medical error attitudes of nursing students who are educated by different education models. It can be suggested that in all models nursing education models, medical errors and patient safety trainings should be given effective and practical level. In this way, results may help to integrate to clinical practice.

A cross-sectional comparative study was exposed within three Turkish public universities. The aims of this study were to examine the attitudes toward medical error of the nursing students who are trained within three different education models and to determine factors that affect these attitudes. A personal and educational conditions questionnaire and the Medical Error Attitude Scale were used. All students who agreed to participate in the research from the second, third and fourth year nursing students of three universities were included in sample. Descriptive and statistical analysis of the data were performed. It was found that nursing students trained with the integrated education model and problem-based learning model had higher scores on the Medical Error Attitude Scale than nursing students trained in the classical education model. In the subscales of the Medical Error Attitude Scale, students trained in the integrated education model had a higher average score in the “perception” and the “causes” subscales. A statistically significant difference was found in the subscales of medical error causes and approaches in students of different years. Additionally, it was found that the mean scores of the second year nursing students were higher in the medical error perception subscale.