Patient safety content and delivery in pre-registration nursing curricula: A national cross-sectional survey study

Abstract

Although there is consensus in relation to the importance of patient safety across universities, and similarity in views about what knowledge, skills and attitudes should be taught, there were differences in: the amount of time allocated, who was responsible for the teaching and learning, and in which setting the learning occurred and was assessed. There was little indication of the existence of a systematic approach to learning patient safety, with most participants reporting emphasis on learning applied to infection control and medication safety.

Student nurses' strategies when speaking up for patient safety: A qualitative study

“…The curriculum needs to extend beyond clinical skills such as medication administration and be inclusive of health systems approaches to safety, and human factors in health care. Learning needs to include confidence and competence in patient safety communication (Usher et al, 2018). The utilization of simulation is considered to be a positive approach to learning, and a robust human factor focus has helped develop students’ patient safety and speaking up skills (Ironside et al, 2009; Mansbach et al, 2014), and their ability to transfer these skills to practice.…”

“…When reviewing patient safety within curricula, topics can be either missed or taught in a way that does not clearly link to patient safety and patient harm prevention (Mansour, 2013). Thus, there is a need for a whole curricula approach to the teaching and learning of patient safety for student nurses (Usher et al, 2018). The weaknesses and inconsistencies in patient safety curriculum are not unique to Australia, but are rather considered an international issue (Kirwan et al, 2019).…”

From policy to patient: Using a socio-ecological framework to explore the factors influencing safe practice in UK primary care

“…It is known that inconsistent experiential learning informs clinical practice (Greenhalgh and Douglas, 1999). In attempting to minimise discrepancies between clinicians, the World Health Organisation developed a patient safety curriculum for medical schools (Walton et al, 2010), though its implementation has varied with the priorities of academic leads (Usher et al, 2018). The complacency regarding updating skill sets observed in some staff echoes previous concerns (Tingle, 2018).…”

Conhecimento de acadêmicos de enfermagem referente ao erro humano e à segurança do paciente

“…4 Embora exista consenso em relação à importância da temática na formação dos enfermeiros, principalmente para o desenvolvimento de habilidades e atitudes seguras, observase uma ênfase no aprendizado aplicado ao controle de infecções e segurança na administração de medicamentos, a qual aponta à incipiência de uma abordagem sistemática no ensino. 5 Ademais, a formação dos profissionais de saúde não tem acompanhado o ritmo acelerado dos diversos desafios do setor e nem as exigências de mudança da força de trabalho. Estima-se que dos US$ 5,5 trilhões gastos com saúde no mundo, apenas 2% são destinados à formação de profissionais dessa área.…”