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Senior Nursing Students’ Perspectives on Safety Competencies: An End-of-Program Outcome Evaluation

Senior Nursing Students’ Perspectives on Safety Competencies: An End-of-Program Outcome Evaluation The Health Professional Education in Patient Safety Survey (H-PEPSS) was used to evaluate baccalaureate nursing students' self-perceived safety competencies in both classroom and clinical experiences at the completion of their revised undergraduate program. Results indicated that program changes resulted in student satisfaction about their safety competencies in both settings. This research brief reports the results of evaluation of curricular changes focused on patient safety. The issue of patient safety in health care has received considerable In response to identified gaps in safety competencies, new objec- attention since the publication of To Err Is Human by the Institute of tives were developed, leveled for clinical and classroom courses and Medicine (IOM) 15 years ago (1999). Health care organizations and introduced throughout the four-year program. For example, using regulatory agencies have responded with significant resources dedi- quality indicators and core measures to evaluate care delivery was a cated to reducing medical errors and promoting a safer health care new objective developed for adult acute care clinical. In clinical con- system. In addition, there has been an explicit call for curricular ference, unit-level safety data are analyzed by students and discussed in reform dedicated to a culture of patient safety in nursing http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nursing Education Perspectives Wolters Kluwer Health

Senior Nursing Students’ Perspectives on Safety Competencies: An End-of-Program Outcome Evaluation

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References (14)

Publisher
Wolters Kluwer Health
ISSN
1536-5026
eISSN
1943-4685
DOI
10.5480/13-1182
Publisher site
See Article on Publisher Site

Abstract

The Health Professional Education in Patient Safety Survey (H-PEPSS) was used to evaluate baccalaureate nursing students' self-perceived safety competencies in both classroom and clinical experiences at the completion of their revised undergraduate program. Results indicated that program changes resulted in student satisfaction about their safety competencies in both settings. This research brief reports the results of evaluation of curricular changes focused on patient safety. The issue of patient safety in health care has received considerable In response to identified gaps in safety competencies, new objec- attention since the publication of To Err Is Human by the Institute of tives were developed, leveled for clinical and classroom courses and Medicine (IOM) 15 years ago (1999). Health care organizations and introduced throughout the four-year program. For example, using regulatory agencies have responded with significant resources dedi- quality indicators and core measures to evaluate care delivery was a cated to reducing medical errors and promoting a safer health care new objective developed for adult acute care clinical. In clinical con- system. In addition, there has been an explicit call for curricular ference, unit-level safety data are analyzed by students and discussed in reform dedicated to a culture of patient safety in nursing

Journal

Nursing Education PerspectivesWolters Kluwer Health

Published: May 1, 2015

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