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A. Greiner, E. Knebel (2003)
Health Professions Education: A Bridge to Quality
D. Sullivan, D. Hirst, L. Cronenwett (2009)
Assessing quality and safety competencies of graduating prelicensure nursing students.Nursing outlook, 57 6
K. Fater (2013)
Gap Analysis: A Method to Assess Core Competency Development in the CurriculumNursing Education Perspective, 34
(2010)
Creativity and connections: Building the framework for the future of nursing education and practice
Connie Miller, Louise LaFramboise (2009)
Student learning outcomes after integration of quality and safety education competencies into a senior-level critical care course.The Journal of nursing education, 48 12
Teri Chenot, L. Daniel (2010)
Frameworks for patient safety in the nursing curriculum.The Journal of nursing education, 49 10
L. Cronenwett, G. Sherwood, J. Barnsteiner, J. Disch, Jean Johnson, P. Mitchell, D. Sullivan, J. Warren (2007)
Quality and Safety Education for Nurses.Nursing outlook, 55 3
Becky Ure (2002)
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D. Paulhus (1991)
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L. Ginsburg, Evan Castel, D. Tregunno, P. Norton (2012)
The H-PEPSS: an instrument to measure health professionals' perceptions of patient safety competence at entry into practiceBMJ quality & safety, 21
P. Ironside, M. Sitterding (2009)
Embedding quality and safety competencies in nursing education.The Journal of nursing education, 48 12
L. Duhn, Stacey Karp, O. Oni, D. Edge, Liane Ginsburg, E. Vandenkerkhof (2012)
Perspectives on patient safety among undergraduate nursing students.The Journal of nursing education, 51 9
(2008)
Patient safety in health professional education : Development of a questionnaire to assess student learning
Donovan McFarlane (2006)
Evaluating Training Programs: The Four LevelsThe journal of applied management and entrepreneurship, 11
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
Nursing Education Perspectives – Wolters Kluwer Health
Published: May 1, 2015
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