School of Health Sciences and Emergency Services, Cambrian College, 1400 Barrydowne Road, Sudbury, Ontario, Canada P3A 3V8.
Nurse Educ Today. 2013 May;33(5):475-80. doi: 10.1016/j.nedt.2012.05.010. Epub 2012 May 31.
Undergraduate nursing students must uphold patient safety as a professional and moral obligation across all clinical learning experiences. This expectation commences at entry into the nursing program. As part of a larger study exploring undergraduate baccalaureate nursing students' understanding of clinical safety, this paper specifically focuses on first year students' viewpoints about unsafe clinical learning situations.
Q-methodology was used. Sixty-eight first year nursing students participated in the ranking of 43 statements indicative of unsafe clinical situations and practices. Data was entered into a Q-program for factor analysis.
The results revealed a typology of four discrete viewpoints of unsafe clinical situations for first year students. These viewpoints included an overwhelming sense of inner discomfort, practicing contrary to conventions, lacking in professional integrity and disharmonizing relations. Overall, a consensus viewpoint described exonerating the clinical educator as not being solely responsible for clinical safety.
This information may assist students and educators to cooperatively and purposefully construct a clinical learning milieu conducive to safety.
本科护理学生必须将患者安全作为一种专业和道德义务，贯穿于所有临床学习经历中。这一期望从进入护理项目开始就存在。作为一项探索本科护理学生对临床安全理解的更大研究的一部分，本文特别关注一年级学生对不安全临床学习情况的观点。
采用 Q 方法学。68 名一年级护理学生参与了对 43 个表示不安全临床情况和做法的陈述进行排序。数据输入 Q 程序进行因素分析。
结果揭示了一年级学生对不安全临床情况的四种不同观点的类型学。这些观点包括内心极度不适、违反常规实践、缺乏职业道德和破坏关系。总体而言，一个共识观点描述了为临床教育者开脱责任，即临床安全不仅仅是临床教育者的责任。
这些信息可以帮助学生和教育者共同有目的地构建一个有利于安全的临床学习环境。
