European Academy of Nursing Science 2016 Summer Conference

Cullum, Nicky; Balzer, Katrin; Schröder, Rhian; Junghans, Anne; Stahl, Ute; Träder, Jens-Martin; Köpke, Sascha; Dichter, Martin N.; Palm, Rebecca; Halek, Margareta; Bartholomeyczik, Sabine; Meyer, Gabriele; Holle, Daniela; Graf, Rabea; Rosier, Ute; Reuther, Sven; Roes, Martina; Gouveia, Bruna R.; Jardim, Maria Helena de Agrela Gonçalves; Martins, María Manuela; Freitas, Duarte Luís de; Maia, José; Rose, Debra J.; Gouveia, Élvio Rúbio; Lesaffre, Emmanuel; Ball, Jane; Bruyneel, Luk; Aiken, Linda H.; Tishelman, Carol; Sermeus, Walter; Griffiths, Peter; Papastavrou, Evridiki; Andreou, Panayiota; Sasso, Loredana; Bagnasco, Annamaria; Zanini, Milko; Catania, Gianluca; Aleo, Giuseppe; Spandonaro, Federico; Icardi, Giancarlo; Watson, Roger; Fleischer, Steffen; Burckhardt, Marion; Berg, Almuth; Hecke, Ann Van; Malfait, Simon; Daele, Johan Van; Eeckloo, Kristof; Grootven, Bastiaan Van; Milisen, Koen; Flamaing, Johan; Rahn, Anne Christin; Backhus, Imke; Kasper, Jürgen; Krützelmann, Anna; Kleiter, Ingo; Mühlhauser, Ingrid; Heesen, Christoph

doi:10.1186/s12912-016-0186-y

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…As members of the healthcare team, nurses play a vital role in improving patient safety, originating from their attitudes, knowledge, and skill in patient safety [15,24]. Also, the WHO emphasizes teaching patient safety to medical and nursing students, and the ministries of health focus on patient safety programs [25].…”

Section: Introductionmentioning

confidence: 99%

Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial

Jamshidi

Maslakpak

2021

BMC Nurs

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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.

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Section: Introductionmentioning

confidence: 99%

Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial

Jamshidi

Maslakpak

2021

BMC Nurs

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“…They also indicated that nurses must ensure patient safety is confirmed even with physical restraint. 15 In this study, the students have also mentioned different physical restraints they have encountered during their practicum in the ward. Lai et al 16 found that the most common form of physical restraint is bedrails (16.9%), followed by jacket restraint.…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Perceptions and Practices of Physical Restraint in a Hospital Setting: A Qualitative Study

Nurfatin Amalina Haji Masri,

Agong Lupat,

Yusrita Zolkefli

2021

IJONE

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Physical restraint is generally used in the healthcare setting, implying that students were exposed to it during their clinical placement and may have participated in it, either actively or passively.This study explores the student nurses' knowledge and practice of physical restraints in clinical practice.A descriptivequalitative design using one semi-structured individual interview and five focus group discussions on nursing students (N=24) from two higher nursing institutions in Brunei Darussalam. The data were analysed using thematic analysis.We identified three meaningful themes focused on the use of physical restraint in the hospital setting from the perspective of nursing students, namely, the definition of physical restraint, the uses of physical restraint and concerns towards its practice. The student nurses reported that physical restraint was justified in providing safe and high-quality patient care.However, they have concerns about its practice, both for themselves and the patients. The need for theoretical and practical guidance onsafe and efficient use of physical restraint may further provide educational supports to the students.

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“…In their dual roles as care providers and ‘guardians of patient safety’ [ 7 ], and per their professional standards and codes of ethics, nurses are obliged to keep accurate records. Charting is a key component of ethical and professional nursing practice and patient record keeping must be objective, accurate, and timely [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Surgical safety checklist compliance process as a moral hazard: An institutional ethnography

Facey,

Baxter,

Hammond Mobilio

et al. 2024

PLoS ONE

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Background Charting is an essential component of professional nursing practice and is arguably a key element of patient safety in surgery: without proper, objective, and timely documentation, both benign and tragical errors can occur. From surgery on wrong patients to wrong limbs, to the omission of antibiotics administration, many harms can happen in the operating room. Documentation has thus served as a safeguard for patient safety, professional responsibility, and professional accountability. In this context, we were puzzled by the practices we observed with respect to charting compliance with the surgical safety checklist (SSC) during a study of surgical teams in a large, urban teaching hospital in Canada (pseudonym ‘C&C’). Methods This article leverages institutional ethnography and a subset of data from a larger study to describe and explain the social organisation of the system that monitored surgical safety compliance at C&C from the standpoint of operating room nurses. This data included fieldnotes from observations of 51 surgical cases, on-the-spot interviews with nurses, formal interviews with individuals who were involved in the design and implementation of the SSC, and open-ended questions from two rounds of survey of OR teams. Findings We found that the compliance form and not the SSC itself formed the basis for reporting. To meet hospital accuracy in charting goals and legislated compliance documentation reporting requirements nurses ‘pre-charted’ compliance with the surgical checklist. The adoption of this workaround technically violated nursing charting principles and put them in ethically untenable positions. Conclusions Documenting compliance of the SSC constituted a moral hazard, constrained nurses’ autonomy and moral agency, and obscured poor checklist adherence. The findings highlight how local and extra local texts, technologies and relations create ethical issues, raise questions about the effectiveness of resulting data for decision-making and contribute to ongoing conversations about nursing workarounds.

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European Academy of Nursing Science 2016 Summer Conference

Cited by 6 publications

References 1 publication

Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial

Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial

Nursing Students’ Perceptions and Practices of Physical Restraint in a Hospital Setting: A Qualitative Study

Surgical safety checklist compliance process as a moral hazard: An institutional ethnography

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