| Keywords |
Patient safety; Nursing students; Curriculum |
| Abstract |
This study was done to explore nursing students’ self-reported confidence on patient safety, perception of how well patient safety integrated into nursing education, and comfort in speaking up about patient safety issues. A cross-sectional survey of 372 nursing students recruited from one university with a four-year baccalaureate nursing program was conducted. The Health Professional Education in Patient Safety Survey was used to measure various dimensions of patient safety learning in classroom and clinical settings. The descriptives, t-test, ANOVA, and multiple regression were utilized for statistical analyses. Nursing students reported greater confidence in what they learned about patient safety in classroom setting compared with clinical settings. Confidence in what they learned in the classroom about working in teams, communicating effectively, managing safety risks, and responding adverse events significantly increased with years of education. Students in upper years responded more that patient safety was well integrated into the overall nursing program. Lastly, students’ intention to report patient safety issues was significantly affected by academic year and perception on integration of patient safety into the program. Our findings suggest that the overall content and structure of patient safety need to be integrated in nursing curriculum. Nursing student’s confidence on patient safety can be increased by what they have consistently learned in both classroom and clinical settings. |