Abstract
Patient safety (i.e., the degree to which patients are free from accidental injury) has received a great deal of media coverage during the past few years. Professional and regulatory agencies have indicated that patient safety education should be provided to healthcare workers to improve health outcomes. The primary purpose of this exploratory study was to gain a better understanding of the current status of patient safety awareness among pre-licensure nursing students. To this end, six research questions guided the study:
1. Will interpretable item constructs be identified when responses to the Healthcare Professional Patient Safety Assessment Curriculum Survey (HPPSACS) are intercorrelated and factor analyzed using R-technique exploratory factor analysis?
2. Will responses to items on the HPPSACS yield scores that are internally consistent as indicated by alpha reliability coefficients?
3. What are the perceptions of nursing students about their awareness, skills, and attitudes regarding patient safety?
4. (a) To what extent is there a relationship between the demographic variables of age and gender and nursing students' perceptions of their patient safety awareness, skills, and attitudes?
(b) To what extent is there a relationship between the demographic variable of race/ethnicity and nursing students' perceptions of their patient safety awareness, skills, and attitudes?
5. To what extent is there a relationship between the type of collegiate nursing program and nursing students' perceptions of their patient safety awareness, skills, and attitudes?
6. To what extent are there discernable program curriculum and instructional methodologies that have been traditionally associated with more positive nursing student perceptions of awareness, skills, and attitudes regarding patient safety?
Sigma Membership
Lambda Rho at-Large
Lead Author Affiliation
Jacksonville University, Jacksonville, Florida, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Pilot/Exploratory Study
Keywords:
Nursing Education, Patient Safety, Nursing Curriculum, Medication Errors, Organizational Learning
Advisor
Larry G. Daniel
Second Advisor
Joyce T. Jones
Third Advisor
John Kemppainen
Fourth Advisor
Pamela S. Chally
Degree
Doctoral-Other
Degree Grantor
University of North Florida
Degree Year
2007
Recommended Citation
Chenot, Theresa M., "Frameworks for patient safety in the nursing curriculum" (2022). Dissertations. 1190.
https://www.sigmarepository.org/dissertations/1190
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-05-12
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3294218; ProQuest document ID: 304700442. The author still retains copyright.