Knowledge and Perceived Competence of Undergraduate Nursing Students on Patient Safety Among Selected Nursing Colleges, Bengaluru

Abstract

Objective: To appraise the knowledge of undergraduate nursing students regarding patient safety and to compare their perceived competence on patient safety in clinicals and classroom settings. Methods: The study adopted a non-experimental descriptive research design to attain the objectives of the study. The study was conducted in two nursing colleges located in Bengaluru. Purposive sampling technique was utilized to select a sample of 369 undergraduate nursing students. Knowledge of undergraduate nursing students regarding patient safety was assessed using a structured Knowledge questionnaire, which was prepared and validated by subject experts from the institution. Health Professionals Education in Patient Safety Survey (H-PEPSS) was used to compare the perceived competence of students in classroom and clinical settings about patient safety. Findings: The students were in the age group of 18-31 years with a mean age of 21.00 ± 1.73. Majority of them were females (65.3%) and undergoing BSc Nursing course (68.8%). The mean knowledge score of nursing students on patient safety was 9.16 ± 3.37 and 69.1% of the subjects had adequate knowledge on patient safety. The students expressed a significantly higher (t 367 =1.54, p=.001) perceived competence on patient safety in theory (83.48%± 16.21) compared to clinical settings (81.36 ± 20.85). The study also noted a significant positive correlation between knowledge on patient safety and perceived competence of students on patient safety in theory (r=0.55, p=.01) and clinical setting (r=0.048, p=.02). Novelty:The study revealed that while undergraduate nursing students possess a fundamental understanding of patient safety concepts, there are certain areas where their knowledge can be further improved. The study emphasizes the need for experiential learning opportunities, such as clinical simulations and hands-on training, to enhance their self-efficacy and translate theoretical knowledge into practical skills.