Gregory David M, Guse Lorna W, Dick Diana Davidson, Russell Cynthia K
plied Science and Technology (SIAST), School of Health Sciences, University of Lethbridge, 4401 University Drive, Lethbridge, Alberta, Canada T1K 3M4.
J Nurs Educ. 2007 Feb;46(2):79-82. doi: 10.3928/01484834-20070201-08.
Patient safety is receiving unprecedented attention among clinicians, researchers, and managers in health care systems. In particular, the focus is on the magnitude of systems-based errors and the urgency to identify and prevent these errors. In this new era of patient safety, attending to errors, adverse events, and near misses warrants consideration of both active (individual) and latent (system) errors. However, it is the exclusive focus on individual errors, and not system errors, that is of concern regarding nursing education and patient safety. Educators are encouraged to engage in a culture shift whereby student error is considered from an education systems perspective. Educators and schools are challenged to look within and systematically review how program structures and processes may be contributing to student error and undermining patient safety. Under the rubric of patient safety, the authors also encourage educators to address discontinuities between the educational and practice sectors.
患者安全在医疗保健系统的临床医生、研究人员和管理人员中受到了前所未有的关注。特别是，重点在于基于系统的错误的严重程度以及识别和预防这些错误的紧迫性。在这个患者安全的新时代，关注错误、不良事件和险些发生的事故需要同时考虑主动（个体）错误和潜在（系统）错误。然而，在护理教育和患者安全方面，令人担忧的是只专注于个体错误，而不是系统错误。鼓励教育工作者进行文化转变，即从教育系统的角度来考虑学生的错误。教育工作者和学校面临挑战，要审视自身并系统地审查课程结构和流程可能如何导致学生犯错并损害患者安全。在患者安全的框架下，作者还鼓励教育工作者解决教育部门和实践部门之间的脱节问题。
