Creating safety in care: Student nurses’ perspectives

O’Keeffe, Valerie; Boyd, Carolyn M.; Phillips, Craig; Oppert, Michelle L.

doi:10.1016/j.apergo.2020.103248

Cited by 4 publications

(4 citation statements)

References 39 publications

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“…An important construct of the didactic interaction in the formation of practical skills is the participation of the patient. This requires a safe learning environmentfor students, lecturers and patients [10], [12].…”

Section: Methodsmentioning

confidence: 99%

Video Films in Nursing and Midwifery Teaching – Statistical Study of Dependence

Hristova¹,

Georgieva²

2021

TEM Journal

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The paper presents educational videos as an interactive method of teaching nursing and midwifery students. As a part of the methods of online education, educational videos transform the learning content into a practical necessity for the formation ofstudents' professional competencies in the considered medical specialties. Correlation analysis identifies the degree of coherence between the observed features: "training with video films" and "professional competencies formation". Using x2statistics, it is decided whether the relationship between two nominal variables is statistically significant and how the strength of the relationship i.e., the extent of the effect, is valued using the coefficients Phi and Cramer’s V. The statistical processing of the performed didactic experiment proves a "strong" correlation between the studied features.

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Section: Methodsmentioning

confidence: 99%

Video Films in Nursing and Midwifery Teaching – Statistical Study of Dependence

Hristova¹,

Georgieva²

2021

TEM Journal

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“…Furthermore, the European Agency for Occupational Health and Safety has highlighted that integrating OHS training into the curriculum and enhancing students’ knowledge and awareness about OHS issues such as identifying workplace hazards, risk assessment, and principles of prevention measures can promote a prevention culture and reduce injuries in their education term and future working life (European Agency for Safety and Health at Work, 2009). Therefore, considering OHS as one of the principal aspects of clinical placements and enhancing students’ OHS awareness and empowerment during the education period can contribute to protecting their health and safety (Boucaut & Cusack, 2016; Eyi & Eyi, 2020; O’Keeffe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Awareness and Empowerment Aspects of the Needlesticks and Other Sharps Injuries and Reporting in Nursing Education: A Cross-Sectional Survey

Bilek

Kıran

Duygulu

et al. 2022

Workplace Health Saf

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Background Occurrence and underreporting of needlesticks and other sharps injuries (NSIs) are still immediate concerns among nursing students. This study examined the relationship between occupational health and safety (OHS) awareness and empowerment levels of nursing students and the occurrence and reporting of NSIs. Methods This cross-sectional study was conducted among purposively selected 840 students in a nursing school in 2018–2019. A self-report questionnaire was used to collect data about students’ sociodemographic characteristics, OHS awareness and empowerment levels, and NSIs characteristics. After bivariate analyses, multivariate logistic regression was used. Results The number of evaluated questionnaires was 469, for a response rate of 55.8%. Participants, 21.2% ( n = 99), had suffered NSIs, and 47.8% had reported their injuries. The NSIs were statistically related to age, academic year, working night shift, OHS awareness level of students, and the number of clinical placements completed by students. The odds of experiencing NSIs was 2.3 (95% confidence interval [CI] = [1.0, 5.3]) times higher in male students, 4.3 (95% CI = [2.4, 7.4]) times higher in those beyond the second academic year, and 2.5 (95% CI = [1.4, 4.4]) times higher in those who had received OHS training for a shorter period than the average duration. Conclusion/Application to practice The levels of awareness and empowerment were higher in students who received OHS and NSIs prevention training and those who received OHS training for the above-average duration. Increasing awareness and empowerment levels of nursing students through training can reduce the occurrence and the underreporting of NSIs.

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“…Students experience nursing procedures on their body directly: vital signs, incentive spirometry, and a range of motion exercise, position change, hot bag, ice bag, oral medication, blood sugar test, subcutaneous injection, intravenous injection, and intramuscular injection [ 7 , 8 ]. Although there is a potential risk of injury during skills laboratories, empirical evidence regarding the use of students for peers’ practice of procedures during nursing skills laboratories is limited [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Experiences of Nursing Instructors Related to Safety Issues Using Students as Practice Models in Laboratories: A Focus Group Study

Kang

Choi

Park

2022

IJERPH

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Aim: Nursing school students perform invasive (i.e., injection, venipuncture) and/or non-invasive procedures (i.e., giving a bed bath and back massage) on each other to master these skills, and nursing instructors reported related safety issues. This study aimed to explore nursing instructors’ experiences concerning their students’ psychological and physical safety when using students as practice models in nursing skills laboratories. Methods: A qualitative design using focus group interviews and thematic analysis was employed. Two semi-structured focus group interviews were conducted with a purposive sample of eight instructors with experience in teaching nursing skills in laboratories. This study was evaluated by the Institutional Review Board at Eulji University (EU18-51) in the Republic of Korea. Results: Three main themes emerged to describe nursing instructors’ safety-related experiences when using students as practice models in nursing skills laboratories: (1) a dilemma between the experimental learning of students and the need to keep students safe, (2) perception related to psychological safety, and (3) an inadequate safety reporting system. Conclusions: When instructors consider using students’ bodies to practice nursing skills, they experience a dilemma between the students’ experimental learning and the need to keep them safe. Thus, methods to maximize student learning and student safety guidelines should be developed.

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Creating safety in care: Student nurses’ perspectives

Cited by 4 publications

References 39 publications

Video Films in Nursing and Midwifery Teaching – Statistical Study of Dependence

Video Films in Nursing and Midwifery Teaching – Statistical Study of Dependence

The Awareness and Empowerment Aspects of the Needlesticks and Other Sharps Injuries and Reporting in Nursing Education: A Cross-Sectional Survey

Experiences of Nursing Instructors Related to Safety Issues Using Students as Practice Models in Laboratories: A Focus Group Study

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