Frameworks for Patient Safety in the Nursing Curriculum

Chenot, Teri; Daniel, Larry G.

doi:10.3928/01484834-20100730-02

Cited by 86 publications

(81 citation statements)

References 64 publications

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“…[9][10][11] Historically, nursing has always been a patient focused profession that has placed great emphasis on patient care and outcomes. [12] The nursing regulatory body in Ontario is the College of Nurses of Ontario (CNO) and it has developed professional standards that encompass entry-to-practice competencies to ensure that nurses that enter the practice domain are competent to provide safe care.…”

Section: Introductionmentioning

confidence: 99%

Baccalaureate nursing students’ confidence on patient safety

Raymond

Medves

Godfrey³

2017

JNEP

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High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students' confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confident on topics related to Human and Environmental Factors and Culture of Safety. Overall, they are more confident in the classroom than in the clinical settings with fourth year students expressing lower degrees of confidence on many of the areas. Education programs need to reinforce patient safety and educate students on their responsibilities to protect patients/clients. Programs need to target strategies to reduce student fears, promote error reporting, and system improvements.

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Section: Introductionmentioning

confidence: 99%

Baccalaureate nursing students’ confidence on patient safety

Raymond

Medves

Godfrey³

2017

JNEP

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“…RNs involved in medication errors may feel alone, ashamed, and unsupported. Literature suggests that RNs may not report medication errors due to fear of punitive measures, fear of being perceived as incompetent, and a wish to maintain positive collegial relationships (Chenot & Daniel 2010). The RN involved in a medication error may not wish to selfreport the error due to fear of being perceived as an outsider, or the one who did not possess enough knowledge or experience to avoid such an error.…”

Section: Emerging Leader Perspectivementioning

confidence: 99%

In Pursuit of Professional Perfectionism

Botezatu¹

2015

cjnl

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As an undergraduate student, I continuously strove to improve my nursing knowledge, skills, and clinical practice. In clinical settings, I observed numerous practitioners and registered nurses (RNs) who appeared to perform their jobs in efficient ways, and I often wondered whether one day I might be part of that group of skilled healthcare providers (HCPs). As a student, I had not observed practitioners who were involved in errors and did not have the opportunity to discuss errors with colleagues in the clinical setting. In the academic setting, the topic of errors seemed quite abstract and I believed an error would be something that nursing students would be involved in, but certainly not the skilled practitioners I observed in the clinical setting.Following personal reflection on the topic of professional perfectionism, I proceeded to examine Brian Goldman's TED speech regarding the impediment that perfectionism may provide to open discussion of errors in the healthcare system (TED Conferences 2011). As stated by Brian Goldman, HCPs may believe that if only we would memorize everything and possess enough knowledge, we would be immune to making errors (TED Conferences 2011). When an error occurs, we might feel isolated and find ourselves examining not only that particular situation but also our competence as practitioners. I am interested in examining whether the lack of discussion of errors by HCPs with nursing students contributes to the perfectionist ideal that learners may develop and continue to strive for in their clinical practice as RNs.

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“…The number of participants from the associate degree programs was small with the research results reported jointly among both program types (Chenot & Daniel, 2010;Smith, Cronenwett, & Sherwood, 2007). Safety research has focused on student perspectives of safety knowledge taught in curricula (Sullivan, Hirst, & Cronenwett, 2009).…”

Section: Literature Gapsmentioning

confidence: 99%

“…Patient safety curricula analysis revealed that each of the participating nursing schools incorporated three of the six core QSEN competencies with one school integrating all six QSEN competencies (Chenot & Daniel, 2010).…”

Section: Quality and Safety Education For Nursesmentioning

confidence: 99%

“…Questionnaires and surveys have been used to gather data on student perspectives of quality and safety content placement within curricula (Miller & LaFramboise, 2009;Chenot & Daniel, 2010), error reporting and disclosure of medical students (Madigosky et al, 2006), re-design of classroom versus online content delivery (Johnson & Smith, 2011), and the use of clinical simulation experiences. Studies have been conducted to: measure clinician attitudes, skills, and knowledge (Schnall et al, 2008); determine strengths and weaknesses of nurse faculty safety knowledge; and evaluate experienced pediatric oncology nurses' knowledge (Dycus & McKeon, 2009); skills, and attitudes of safety (Wolf et al, 2011).…”

Section: Literature Gapsmentioning

confidence: 99%

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Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

Cabaniss

2014

Teaching and Learning in Nursing

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This study described the extent to which Alabama associate degree nursing faculty, implementing a standardized curriculum, implement the Quality and Safety Education in Nursing (QSEN) selected competencies of safety and teamwork and collaboration. Full-time nursing faculty with a minimum of three years teaching in the Alabama Community College System associate degree schools of nursing participated in a web survey. The survey instrument was created to incorporate the two selected QSEN competencies' knowledge, skills, and attitude statements.The participants were predominantly female holding a master's degree in nursing with teaching responsibilities in both the classroom and clinical setting and had ten years of teaching experience on average. Faculty were asked to identify the hours of direct classroom and clinical instruction dedicated to each knowledge and skill statement and rate the attitude statements in relation to importance of inclusion in the curriculum.The data reflected inconsistencies between hours of instruction and the importance rating for each attitude statement. The findings of this study did not indicate QSEN knowledge, skills, or attitudes had current widespread inclusion in the Alabama associate degree nursing curriculum.This was the first study to explore evidence of the QSEN knowledge, skill, and attitude statements within the Alabama standardized curriculum. Implications from this study suggest the concepts of quality and safety, though familiar to faculty, are not identifiable nor taught at the complexity level which relates to 1) safety and 2) teamwork and collaboration. A review of the state-wide curriculum may be warranted. iii LIST OF ABBREVIATIONS AND SYMBOLS

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Frameworks for Patient Safety in the Nursing Curriculum

Cited by 86 publications

References 64 publications

Baccalaureate nursing students’ confidence on patient safety

Baccalaureate nursing students’ confidence on patient safety

In Pursuit of Professional Perfectionism

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

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