DOI QR코드

DOI QR Code

Guarantee of Safety for the Patient: Subjectivity of unsafe clinical practice in Nursing Students

임상실습 안전에 대한 간호대학생의 주관성

  • Received : 2016.12.12
  • Accepted : 2017.01.26
  • Published : 2017.04.30

Abstract

Nursing students who are in clinical practices under the complicated medical environment to become competent practitioners can be exposed to a variety of dangerous situations. In particular, nursing students can experience stress and compromised safety because they have difficulty in prioritizing their tasks and lack confidence in clinical and interpersonal skills. The purpose of this study is to investigate the types and characteristics of nursing students' attitudes toward the safety of clinical practices, and improve their safety related to clinical practices. A total of 40 statements about the safety of clinical practices were applied to 37 nursing students. Collected data were analyzed with the PC QUANL program. The Perception of nursing students to the safety of clinical practices was categorized into three types: 'Pursuit of perfection in overwhelming state type', 'Perseverance Patience type' and 'Cover up-meeting expectation type'. The subjects related to the safety of clinical practices need to be developed within the curriculum of nursing departments by examining the Perception of nursing students to the safety of clinical practices. In addition, a sense of responsibility shared by nursing students, educators and practitioners needs to be enhanced to improve the safety of clinical practices.

Keywords

References

  1. Allen, S.(2010). The revolution of nursing pedagogy: A transformational process. Teaching and Learning in Nursing, 5(1), 33-38. https://doi.org/10.1016/j.teln.2009.07.001
  2. Canadian Association of Schools of Nursing (2006). Position statement: Patient safety and nursing education. Retrieved from http://www.casn.ca/vm/newvisual/attachments/85 6/Media/PatientSafetyandNursingEducation.pdf
  3. College of Nurses of Ontario(2007). Entry-topractice competencies. Toronto, ON: Author.
  4. College of Nurses of Ontario(2009). Professional standards (Rev. 2002). Toronto, ON: Author.
  5. Duffy, K.(2003). Failing students: A qualitative study of factors that influence the decisions regarding the assessments of students' competence. Glasgow, UK: Caledonian Nursing and Midwifery Research Center, Glasgow Caledonian University.
  6. Earle-Foley, V.Myrick, F.Luhanga, F.Yonge, O.(2012). Preceptorship: Using an ethical lens to reflect on the unsafe student. Journal of Professional Nursing, 28(1), 27-33. https://doi.org/10.1016/j.profnurs.2011.06.005
  7. Hrobsky, P. E..Kersbergen, A. L.(2002). Preceptors' perceptions of clinical performance failure. Journal of Nursing Education, 41, 550.
  8. Institute of Medicine(2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press.
  9. Institute of Medicine(2004). Keeping patients safe: Transforming the work environment of nurses. Washington, DC: National Academies Press.
  10. Killam, L. A..Luhanga, F.Bakker, D.(2011). Characteristics of unsafe undergraduate nursing students in clinical practice: an integrative literature review. Journal of Nursing Education, 50(8), 437-446. https://doi.org/10.3928/01484834-20110517-05
  11. Killam, L. A..Montgomery, P..Luhanga, F. L. .Adamic, P..Carter, L. M.(2010). Views on unsafe nursing students in clinical learning. International Journal of Nursing Education Scholarship, 7(1), 1-17.
  12. Kim, Heung-Kyu(2008). Q methodology: Philosophy, theories, analysis, and application. Seoul: Communicationbooks.
  13. Lee, Ae-Kyong.You, Hye-Sook.Park, In-Hyae (2015). Affecting factors on stress of clinical practice in nursing students. Journal of Korean Academy of Nursing Administration, 21(2), 154-163. https://doi.org/10.11111/jkana.2015.21.2.154
  14. Lee, Jae-Young(2014). Relationship between medical companion. In: Seoul National University College of Medicine, editor. Clinical ethics. Seoul: Seoul National University Publishing Cultural Institution, 273-285.
  15. Lee, Jae-Young(2015). Effective communication for patient safety. Journal of the Korean Medical Association, 58(2), 100-104. https://doi.org/10.5124/jkma.2015.58.2.100
  16. Luhanga, F..Yonge, O..Myrick, F.(2008). Hallmarks of unsafe practice: What preceptors know. Journal for Nurses in Staff Development, 24, 257-264. https://doi.org/10.1097/01.NND.0000342233.74753.ad
  17. Marx, D.(2007). Patient safety and the "Just Culture." Retrieved from http://www.health.state.ny.us/ professionals/patients/patient_safety/conference/2007/ docs/patient_safety_and_the_just_culture.pdf
  18. Meadows, S..Baker, K..Butler, J.(2005). The incident decision tree: Guidelines for action following patient safety incidents. Retrieved from http://www.ahrq.gov/professionals/qualitypatient- safety/patientsafety-resources/resources/a dvances-in-patient-safety/vol4/meadows.pdf
  19. Mossey, S..Montgomery, P..Raymond, J. M.. Killman, L. A.(2012). Typology of undergraduate nursing students' unsafe clinical practices: Q-methodology. Journal of Nursing Education, 51(5), 245-253. https://doi.org/10.3928/01484834-20120309-01
  20. National Patient Safety Foundation(2010). Unmet needs: Teaching physicians to provide safe patient care. Report of the NPSF Lucian Leape Institute Roundtable on Reforming Medical Education. Retrieved from http://www.npsf.org/about-us/lucian-leape-institu te-at-npsf/lli-reportsand-statements/the-patient-sa fety-imperative-for-health-care-reform/unmet-needs
  21. Parker, J. Alford, C.(. 2010). How to use Q-methodology in dream research: Assumptions, procedures and benefits. Dreaming, 20, 169- 183. https://doi.org/10.1037/a0020422
  22. Penn, C. E.(2014). Integrating just culture into nursing student error policy. Journal of Nursing Education, 53(9), S107-S109. https://doi.org/10.3928/01484834-20140806-02
  23. Quality and Safety Education for Nurses(2013). Project overview: The evolution of the Quality and Safety Education for Nurses (QSEN) initiative. Retrieved from http://www.qsen.org/about_qsen/project-overview/
  24. Scanlan, J. M..Care, W. D..Gessler, D.(2001). Dealing with the unsafe student in clinical practice. Nurse Educator, 26(1), 23-27. https://doi.org/10.1097/00006223-200101000-00013
  25. Schneider, M. L. M..Vasconcellos, D. C.. Dantas, G.,.Levandovski, R..Caumo, W.. Allebrandt, K. V. (2010). Morningnesseveningness, use of stimulants, and minor psychiatric disorders among undergraduate students. International Journal of Psychology, 46(1), 18-23. https://doi.org/10.1080/00207594.2010.513414
  26. Severinsson, E..Sand, A.(2010). Evaluation of the clinical supervision and professional development of student nurses. Journal of Nursing Management, 18, 669-677. https://doi.org/10.1111/j.1365-2834.2010.01146.x
  27. Silva, M..Chaves, C..Duarte, J..Amaral, O.. Ferreira, M.(2016). Sleep quality determinants among nursing students. Procedia - Social and Behavioral Sciences, 217(2016), 999- 1007. https://doi.org/10.1016/j.sbspro.2016.02.090
  28. Thomas, C. M..Bertram, E..Johnson, D.(2009). The SBAR communication technique: Teaching nursing students professional communication skills. Nurse Education, 34, 176-180. https://doi.org/10.1097/NNE.0b013e3181aaba54
  29. Yang, Nam-Young.Moon, Sun-Young(2011). Relationship of self-leadership, stress and satisfaction in clinical practice of nursing students. Journal of Korean Academy of Nursing Administration, 17(2), 216-225. https://doi.org/10.11111/jkana.2011.17.2.216