|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2669177||1141114||2015||8 صفحه PDF||سفارش دهید||دانلود کنید|
• We evaluated student nurses attitudes and knowledge toward two patient safety topics.
• Two lectures and one facilitated group work discussion were used in the intervention.
• We reported an increase in student awareness of how system impacts on patient safety.
• We reported an increase in students' perceived ability to manage unsafe situations.
• We reported no effect on student knowledge in relation to two patient safety topics.
The Multi-professional Patient Safety Curriculum Guide was launched by the World Health Organization to develop a patient safety-friendly curriculum in health education. The aim of this study was to evaluate the impact of teaching related to two topics from the Patient Safety Curriculum Guide on student nurses' knowledge and attitudes toward patient safety. A pretest, posttest, nonexperimental design was used. Patient safety education questionnaires were distributed to a convenience sample of 181 nursing students before the intervention, and 141 questionnaires after the intervention in one university in the East of England. The intervention consisted of two face-to-face lectures and one facilitated group work discussion. Seventy-one responses from pre- and posttest stages were matched. Paired t test, McNemar's test, and frequency measures were used for data analysis. The findings suggest that there are statistically significant differences in the subscales of the error and patient safety and personal influence over safety. The differences in the students' answers on patient safety knowledge before and after the interventions were not statistically significant. Although the student nurses highly commended the teaching delivered in this study, the use of experimental design in future curriculum evaluation may provide a more complementary insight to the findings of this study.
Journal: Journal of Professional Nursing - Volume 31, Issue 5, September–October 2015, Pages 432–439